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Turning environmental destruction into a crime against peace - AlertNet - 0 views

www.trust.org/...ion-into-a-crime-against-peace

environmental destruction peace peace_education environmental_education

shared by Teachers Without Borders on 18 Jan 11 - No Cached
  • environmental lawyer Polly Higgins outlined the proposed law of ecocide, which she says should be recognised by the United Nations as a fifth crime against peace alongside genocide, crimes against humanity, war crimes and crimes of aggression.
Teachers Without Borders

Concern about Abidjan school dropout rate | ACTED - 0 views

www.acted.org/...ut-abidjan-school-dropout-rate

teaching education drop-out rates drop-out Cote D'Ivoire schools Ivory Coast

shared by Teachers Without Borders on 31 Jan 12 - No Cached
  • Thousands of Ivorian children have dropped out of school because of pillaging and destruction of school buildings, a majority of which are located in economic capital Abidjan.
  • Out of the 224 attacks on schools during the post-election crisis in Cote d’Ivoire early 2011, more than half occurred in Abidjan. Schools were not spared from the consequences of the struggles, and suffered pillaging and destruction from stray bullets, shelling and arson. In the hotspots of the crisis, some schools were even occupied by armed forces, equipment was damaged and classrooms were ransacked. The crisis caused many schools throughout the country to close for months.
  • The studies show that certain regions are still hardly hit by a strong dropout rate, particularly in the western portion of the country and in Abidjan, where the fighting reached peaks of violence. In those areas, considerable damage was inflicted by armed forces and pillaging, which greatly struck the schools and prevented children from resuming their education on the school year opening on 24 October. Thousands of children are today still missing from school months after the crisis.
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  • Public primary schools are free in Cote d’Ivoire, but education still has a cost for families. Families have to pay for supplies, books, administrative documents and identity pictures which are necessary for enrolment. The recently made compulsory school uniform also represents a cost.
stephknox24

Campaign for Nuclear Disarmament - Peace Education - 0 views

www.cnduk.org/...peace-education.html

shared by stephknox24 on 04 Jun 10 - Cached
  • stephknox24 on 04 Jun 10
     
    CND campaigns non-violently to rid the world of nuclear weapons and other weapons of mass destruction and to create genuine security for future generations
Teachers Without Borders

Global Voices Online » Chile: The Legacy of the 1960 Earthquake in Valdivia - 0 views

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Valdivia earthquake Chile

shared by Teachers Without Borders on 02 Mar 10 - Cached
  • Fifty years ago, the strongest earthquake ever recorded in history rocked the city of Valdivia, Chile. On May 22, 1960, the 9.5 magnitude earthquake struck the epicenter near the city of Cañete. However, Valdivia was the hardest hit locality with nearly 40% of its building destroyed and leaving close to 20,000 homeless.
  • From the city of Valdivia, Betsabé Sandoval (@_Nahra) has been uploading various vintage photos at Twitpic of the destruction from the 1960 earthquake, including this photo of the damage to the Valdivia Cathedral. In total, she has uploaded 10 different photographs.
  • There are many Twitter users who currently live in the city of Valdivia. Throughout the day, they have been reacting to the developments of the 2010 earthquake and how their fellow residents were affected. The Twitter user @tapeks writes about the current mood of the city: Se ve el temor en la gente, todos andan intranquilos y las calles se ven desoladas, se ve tan raro #Valdivia You can see the fear in the people, everyone walks around restless, the streets are desolate, it looks unusual
Teachers Without Borders

Disaster Awaits Cities in Earthquake Zones - NYTimes.com - 0 views

www.nytimes.com/...25quake.html

school_safety emergency_education earthquake TWB Haiti Istanbul

shared by Teachers Without Borders on 25 Feb 10 - Cached
  • t is not so much the city’s modern core, where two sleek Trump Towers and a huge airport terminal were built to withstand a major earthquake that is considered all but inevitable in the next few decades. Nor does Dr. Erdik agonize over Istanbul’s ancient monuments, whose yards-thick walls have largely withstood more than a dozen potent seismic blows over the past two millenniums.His biggest worry is that tens of thousands of buildings throughout the city, erected in a haphazard, uninspected rush as the population soared past 10 million from the 1 million it was just 50 years ago, are what some seismologists call “rubble in waiting.”
  • Istanbul is one of a host of quake-threatened cities in the developing world where populations have swelled far faster than the capacity to house them safely, setting them up for disaster of a scope that could, in some cases, surpass the devastation in Haiti from last month’s earthquake.
  • the planet’s growing, urbanizing population, projected to swell by two billion more people by midcentury and to require one billion dwellings, faced “an unrecognized weapon of mass destruction: houses.” Without vastly expanded efforts to change construction practices and educate people, from mayors to masons, on simple ways to bolster structures, he said, Haiti’s tragedy is almost certain to be surpassed sometime this century when a major quake hits Karachi, Pakistan, Katmandu, Nepal, Lima, Peru, or one of a long list of big poor cities facing inevitable major earthquakes.
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  • In Tehran, Iran’s capital, Dr. Bilham has calculated that one million people could die in a predicted quake similar in intensity to the one in Haiti, which the Haitian government estimates killed 230,000. (Some Iranian geologists have pressed their government for decades to move the capital because of the nest of surrounding geologic faults.)
  • Ali Agaoglu, a Turkish developer ranked 468th last year on the Forbes list of billionaires, described how in the 1970s, salty sea sand and scrap iron were routinely used in buildings made of reinforced concrete. “At that time, this was the best material,” he said, according to a translation of the interview. “Not just us, but all companies were doing the same thing. If an earthquake occurs in Istanbul, not even the army will be able to get in.”
  • Istanbul stands out among threatened cities in developing countries because it is trying to get ahead of the risk. A first step was an earthquake master plan drawn up for the city and the federal government by Dr. Erdik’s team and researchers at three other Turkish universities in 2006. Such a plan is a rarity outside of rich cities like Tokyo and Los Angeles.Carrying out its long list of recommendations has proved more challenging, given that the biggest source of political pressure in Istanbul, as with most crowded cities, is not an impending earthquake but traffic, crime, jobs and other real-time troubles.Nonetheless, with the urgency amplified by the lessons from Haiti’s devastation, Istanbul is doing what it can to gird for its own disaster.
  • But a push is also coming from the bottom, as nonprofit groups, recognizing the limits of centralized planning, train dozens of teams of volunteers in poor districts and outfit them with radios, crowbars and first-aid kits so they can dig into the wreckage when their neighborhoods are shaken.
  • Under a program financed with more than $800 million in loans from the World Bank and the European Investment Bank, and more in the pipeline from other international sources, Turkey is in the early stages of bolstering hundreds of the most vulnerable schools in Istanbul, along with important public buildings and more than 50 hospitals. With about half of the nearly 700 schools assessed as high priorities retrofitted or replaced so far, progress is too slow to suit many Turkish engineers and geologists tracking the threat. But in districts where the work has been done or is under way — those closest to the Marmara Sea and the fault — students, parents and teachers express a sense of relief tempered by the knowledge that renovations only cut the odds of calamity.
  • “I hope it’s enough,” said Serkan Erdogan, an English teacher at the Bakirkoy Cumhuriyet primary school close to the Marmara coast, where $315,000 was spent to add reinforced walls, jackets of fresh concrete and steel rebar around old columns and to make adjustments as simple as changing classroom doors to open outward, easing evacuations. “The improvements are great, but the building may still collapse,” he said. “We have to learn how to live with that risk. The children need to know what they should do.”In a fifth-grade classroom, the student training that goes with the structural repairs was evident as Nazan Sati, a social worker, asked the 11-year-olds what they would do if an earthquake struck right at that moment. At first a forest of hands shot toward the ceiling. Ms. Sati quickly told them to show, not tell. In a mad, giggling scramble, the students dove beneath their desks. But the threat for children, and their parents, also lies outside the school walls, in mile upon mile of neighborhoods filled with structures called gecekondu, meaning “landed overnight,” because they were constructed seemingly instantly as hundreds of thousands of migrants from rural regions flowed into the city seeking work in the past decade or two.
Teachers Without Borders

CENTRAL AFRICAN REPUBLIC: Education against the odds - AlertNet - 0 views

www.trust.org/...lic-education-against-the-odds

Central African Republic schools education Education Under Attack

shared by Teachers Without Borders on 26 Feb 11 - No Cached
  • Decades of political violence in northern Central African Republic have caused widespread destruction and displacement. The educational sector has been badly affected by a dire shortage of teachers and adequate physical infrastructure. For thousands of children, classes take place not in solid buildings of brick, but in rudimentary “bush schools”.
  • “Needs are huge and funds insufficient. More appropriate infrastructure as well as qualified teachers are needed. Because of difficulties in the conflict-affected areas of the North, disparities in terms of access and quality are deepening,” Farid Boubekeur, chief education officer with the UN Children’s Fund (UNICEF) in CAR, told IRIN.
  • For about 200 pupils of the primary school Ecole Ouande, in the Linguiri Village of the M'Brès Sub-Prefecture in the northeast of the country, lessons are conducted under a big tree with five pupils sharing each wooden desk.
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  • Many of the pupils attending schools in the area were forced to flee their homes due to the conflict between rebel groups and government forces, and are now living in informal settlements in and around the village.
  • “Finding teachers who would want to work in this area is very difficult. But pupils’ parents are very supportive and voluntarily contribute with 100 CFA each [50 cents] to support the trainee teacher,” said one of the teachers.
Teachers Without Borders

Child Earthquake Survivors Relive Trauma as Radiation Fears Add to Stress - Bloomberg - 0 views

www.bloomberg.com/...ation-fears-add-to-stress.html

earthquake children schools teacher emergency_education Japan stress

shared by Teachers Without Borders on 25 Mar 11 - No Cached
  • As the tsunami hit her school in Sendai, kindergarten teacher Junko Kamada stood in the window of a second story hall to block the children from seeing the destruction caused by the 1.5-meter wave. Amid dirt-caked chairs, soiled books and damaged equipment, Kamada, 60, is preparing to bring the students back to the school, about a mile inland from the coast. The children will also need counseling to deal with the trauma they have experienced, psychologists say.
  • Schools resumed two days ago in northeastern Japan, the epicenter of the March 11 magnitude-9 earthquake. Classes --some held in homes and makeshift spaces -- are providing a safe place for children to reunite with friends and a semblance of familiarity amid the nation’s worst disaster since World War II.
  • While adolescents attuned to the reality of death may act out their trauma, younger ones find it harder to articulate their distress, she said. People who suffer psychological ailments such as depression in childhood are 10 to 20 times more likely than others to experience those problems in adulthood, according to a 2010 study in the journal Social Science & Medicine. Affected individuals tend to leave school earlier and earn about 20 percent less over their lifetime, the authors found.
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  • “When children suffer from an acute fear, they tend to depend on their mothers more for their safety, and display regressive and immature behavior,” said Naotaka Shinfuku, professor of psychiatry at Seinan Gakuin University in Fukuoka, who studied the impact of the 1995 earthquake in the Japanese city of Kobe. “It’s good for children’s mental health to learn and play in a safe environment if they wish to do so.”
  • “Kids saw their friends for the first time in days,” Saijo, 53, said. “They were very happy, hugging each other -- something we hadn’t seen in a while.”
  • At the Sakuragi Hanazono kindergarten, where Junko Kamada began her teaching career almost 40 years ago, that means not succumbing to grief. “The teachers are incredibly sad,” Kamada said. “They know children they have cared for have died, but they are trying to get the school back on its feet.”
  • Teachers Without Borders on 25 Mar 11
     
    "The teachers are incredibly sad," Kamada said. "They know children they have cared for have died, but they are trying to get the school back on its feet."
Teachers Without Borders

Effective policies give children in Angola a second chance to learn  | Back o... - 0 views

www.educationandtransition.org/...ngola-a-second-chance-to-learn

Angola UNICEF ECE education conflict in emergencies reform students

shared by Teachers Without Borders on 08 Oct 11 - No Cached
  • Despite recent economic development, Angola remains a society deeply scarred by the still-recent civil war. The conflict caused massive internal displacement and refugee outflows, along with the collapse or destruction of key agricultural, health, education and transportation infrastructures, limiting the government’s ability to provide basic public services. This has resulted in a series of barriers to children enrolling and remaining in school.
  • Children living in emergencies or post-conflict contexts are often excluded from schooling or start school late. Their educational progress suffers and they lack the necessary tools for learning, leading them to drop out of school.
  • Many of today’s adolescents in Angola were born during the prolonged civil war and missed several years of schooling or never had the opportunity to attend primary school at all. These youth often do not fit in the primary school setting, and classrooms are already crowded with much younger children.
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  • UNICEF’s Accelerated Learning Programme, called Programa de Alfabetização e Aceleração Escolar (PAAE) in Angola, provides a second-chance learning opportunity for literacy, numeracy and life skills for adolescents through a condensed and adapted primary school curriculum, which can be completed in two-and-a-half years rather than the full six years of primary schooling. It thus encourages out-of-school adolescents to complete primary education, come back into the school system and continue to the second level.
  • “The Accelerated Learning Programme is a critical national strategy of the Government of Angola but what is more important is that this strategy is translated into a second chance and a renewal of hope for adolescents, and girls especially, to continue to learn and develop,” said Paulina Feijo, UNICEF Angola, Education Project Officer.
Teachers Without Borders

UNICEF - At a glance: Occupied Palestinian Territory - UNICEF provides support to Pales... - 0 views

www.unicef.org/...oPt_59933.html

children community education UNICEF palestinian territory Palestine Israel

shared by Teachers Without Borders on 06 Oct 11 - No Cached
  • DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment.
  • Country website Countries in this region All countries   UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions By Monica Awad DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment.
  • Despite these efforts, a newly added classroom was knocked down a few months later, right before the eyes of 15 students who were forcibly moved out just minutes before the walls caved in.
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  • Rana Najadeh, 12, recalled her horror as she bore witness to the destruction. “I got very scared when the soldiers came to demolish our class,” she said. “I rushed out to check on my six year old brother Suleiman, who was crying.” The demolition did not end there, however, as nine other residential structures were also destroyed that day, leaving 30 children and their families homeless. 
  • Thankfully, UNICEF and Islamic Relief Worldwide took action to address the tragic situation, by rehabilitating the school and providing a better environment for the students. In addition, UNICEF partnered with both the Young Men’s Christian Association (YMCA), and the European Commission’s Humanitarian Aid Department (ECHO), to help the traumatized children find relief from their fear and anger by providing psychosocial sessions through dance, drama, arts and play.
  • amic Relief Worldwide took action to address the tragic situation, by rehabilitating the school and providing a better environment for the students. In addition, UNICEF partnered with both the Young Men’s Christian Association (YMCA), and the European Commission’s Humanitarian Aid Department (ECHO), to help the traumatized children find relief from their fear and anger by providing psychosocial sessions through dance, drama, arts and play. “Sometimes for children it is simply the opportunity to play and have fun – be a child – in a safe environment,” said UNICEF Deputy Special Representative, Douglas G. Higgins. “In the end, the psychosocial project is important for children to have a sense of stability, normality and opportunity to reach their potential.” Dkaika children are not the first ones to receive help however, as UNICEF has worked with ECHO since 2003 to help Palestinian children and their families cope with the conflict and violence that affects their daily lives. The activities focus on children who live in areas exposed to frequent home and school demolitions, as well as young Bedouins and children with disabilities. “We must not fail Dkaika children,” said the Deputy Special Representative. ”Education is the cornerstone for peace and security and is at the heart of equity.” var emailarticleloc = location.href; emailarticleloc = emailarticleloc.replace("http://www.unicef.org",""); emailarticleloc = emailarticleloc.replace("http://unicef.org",""); var emailarticle = "Email this article Email this article UNICEFBLOG.addentry({ linkClassName: "bloglink", image: "", title: "UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions", blurb: "DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment. 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Teachers Without Borders

Diane Ravitch: Standardized Testing Undermines Teaching : NPR - 0 views

www.npr.org/...ed-testing-undermines-teaching

education teaching NCLB testing standardized ravitch

shared by Teachers Without Borders on 08 May 11 - No Cached
  • "I came to the conclusion ... that No Child Left Behind has turned into a timetable for the destruction of American public education," she tells Fresh Air's Terry Gross. "I had never imagined that the test would someday be turned into a blunt instrument to close schools — or to say whether teachers are good teachers or not — because I always knew children's test scores are far more complicated than the way they're being received today."
  • "The whole purpose of federal law and state law should be to help schools improve, not to come in and close them down and say, 'We're going to start with a clean slate,' because there's no guarantee that the clean slate's going to be better than the old slate," says Ravitch. "Most of the schools that will be closed are in poor or minority communities where large numbers of children are very poor and large numbers of children don't speak English. They have high needs. They come from all kinds of difficult circumstances and they need help — they don't need their school closed."
  • "Regular public school parents are angry because they no longer have an art room, they no longer have a computer room — whatever space they had for extra activities gets given to the charters and then they have better facilities. They have a lot of philanthropic money behind them — Wall Street hedge fund managers have made this their favorite cause. So at least in [New York City] they are better-funded ... so they have better everything."
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  • "Race to the Top is an extension of No Child Left Behind. It contains all of the punitive features. It encourages states to have more charter schools. It said, when it invited proposals from states, that you needed to have more charter schools, you needed to have merit pay — which is a terrible idea — you needed to judge teachers by test scores, which is even a worse idea.
  • On teachers unions "They're not the problem. The state with the highest scores on the national test, that state is Massachusetts — which is 100 percent union. The nation with the highest scores in the world is Finland, which is 100 percent union. Management and labor can always work together around the needs of children if they're willing to. I think what's happening in Wisconsin and Ohio and Florida and Indiana is very, very conservative right-wing governors want to break the unions because the unions provide support to the Democratic Party. But the unions really aren't the problem in education."
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