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BamBam's blog
...but i think it would be bad ass if Korn did a cover cd where they redid classic rock songs. One I would love to hear is Bohemian Rhapsody. It would prolly be odd and a bit of a challenge, but I have faith that Korn could make it sound fucking awesome. Don't hate if you don't agree ya asses.
I guess I could start out with an update on my Dad. He is doing great! He finally got out of the hospital a week ago and in rehab. He will only stay there for 2 weeks and then he moves to a bigger and better rehab in Dallas. He got the trach out, got all the tubes out, feeding tube, central line, everything, he is eating regualr foods again, he is talking, he is learning to walk again. He...
I hope everyone had a Merry Christmas. I would like to ask you a favor. If you are not a praying person then maybe not you, but please pray for my Dad. He's in ICU fighting for his life. Last Tuesday my Dad was in a motorcycle accident. Two lil punk kids pulled out in front of him and my Dad was going between 60 and 70 mph. It messed him up pretty bad. So anyone that would like to please...
Looks like Korn.com is getting slutty. Just sayin!
It wont post the rest of my blog. Good thing I copy and pasted it. It is being a bitch.
I seriously think I am about to go blind. Im 27 (for a couple more hours :( ) and my eyes are so flipping bad. I have glasses, but they are no longer strong enough. haha.. Maybe I will make me an appointment to the optometrist one day. On to Korn news.... Who here believes that the Narcisstic Cannibal song will really be released tomorrow? I don't know. Seems like if that were the case...
Wow chat has changed! The people have changed too! It used to be fun. Now its just way to serious and people constantly bashing Korn and their music. Seems to me that if you dont like something you should keep it to yourself and respect other Korn fans that do like it. Then again that is just my opinion! Also if you have a cam can people refrain from showing their taint on the freaking cam?...
Some people are so miserable and are not happy unless they are trying to make someone as miserable as they are. Never satisfied, always got something negative to say, and very bitter. Get the hell over yourself and then try being nice for once! SHIT!
Since Korn introduced me to dubstep, I cant get enough of it. Here is a good one!!! http://www.youtube.com/watch?v=XnIuiyzUWMI&feature=player_embedded
But i did put the most recent photo of myself. I can't figure out how to put the whole pic in there. I told you people I'm not worth ,looking at. I'm not pretty and a fatty, but I not expecting you guys to fall in love with me. Just be my friend. I don't know why it is so important for people to know what each other looks like. Im not on here to date any of you. I came on here cause I had...


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Peace and Disarmament
Peace and Disarmament | Jan 21 2008
5th Annual Youth Nonviolence Conference Held in New York
... read more
Peace and Disarmament | Dec 11 2007
Dr. Jan Øberg Speaks on Conflict Resolution in Nagoya, Japan
On December 11, 2007, Dr. Jan Øberg, cofounder and director of the Transnational Foundation for Peace and Future Research (TFF), and visiting professor at the Graduate School of International Development at Nagoya University, was invited by the Soka Gakkai Chubu Youth Peace Committee to address a group of 80 local ... read more
Peace and Disarmament | Dec 3 2007
New Pugwash President Visits Soka Gakkai
Dr. Jayantha Dhanapala, the newly elected president of the Pugwash Conferences on Science and World Affairs, visited the Soka Gakkai Headquarters on December 3, 2007, and met with Soka Gakkai President Minoru Harada. A former Sri Lankan diplomat, Dr. Dhanapala was Director of the United Nations Institute for Disarmament Research (UNIDIR) ... read more
Peace and Disarmament | Nov 25 2007
Bolivian Ambassador to Japan Visits "Women and the Culture of Peace" Exhibition
On November 21, 2007, Ambassador of Bolivia to Japan Masakatsu Jaime Ashimine visited the "Women and the Culture of Peace" exhibition, created and sponsored by the Soka Gakkai Women's Peace Committee, at the Kawaguchi Civic Hall in Saitama Prefecture. The recently renewed exhibition, which conveys the message that women are ... read more
Peace and Disarmament | Nov 24 2007
Soka Gakkai Malaysia in Sarawak Participates in Children's Art Festival
Soka Gakkai Malaysia (SGM) Sarawak was invited by the Sarawak Department of Culture, Arts and Heritage to participate in the "Children's Art Festival" held on November 23-24, 2007, at the State Language Publishing Department. SGM sponsored "Building a Culture of Peace for the Children of the World," an SGI exhibition ... read more
Peace and Disarmament | Nov 20 2007
Soka Gakkai Student Division Hosts Talk on Nuclear Abolition and the Role of Youth
The Soka Gakkai student division hosted a lecture titled "The Challenge of Nuclear Abolition--the Role of Youth" by New Zealand peace activist Alyn Ware at the Toda International Center in Shinanomachi, Tokyo, on November 20, 2007. Mr. Ware is consultant for the Lawyers' Committee on Nuclear Policy (U.S.A.), outreach ... read more
Peace and Disarmament | Nov 10 2007
Culture of Peace Exhibition in Dubai
The exhibition "Building a Culture of Peace for the Children of the World" was held at the Dubai Knowledge Village from November 2-10, 2007. The exhibition was held under the patronage of Her Royal Highness Princess Haya Bint Al Hussein, UN Messenger of Peace and wife of H.H. Sheikh Mohammed ... read more
Peace and Disarmament | Nov 3 2007
Soka Gakkai Thailand Participates in Nonviolence Festival at Thammasat University
November 2-3, 2007, Soka Gakkai Thailand (SGT) participated in the second Nonviolence Festival at Thammasat University's Tha Prachan campus in Bangkok, Thailand. The Research Center for Peace Building at Mahidol University sponsored the event in collaboration with 25 organizations including the National Research Council of Thailand. Participants attended lectures, workshops ... read more
Peace and Disarmament | Oct 28 2007
SGI-Sri Lanka Sponsors Culture of Peace Exhibition
From October 25-28, 2008, the SGI exhibition "Building a Culture of Peace for the Children of the World" was shown at Bandaranaike Memorial International Conference Hall in Colombo, Sri Lanka, the country's largest exhibition hall. Soka Gakkai Lanka Buddhist Association (SGI-Sri Lanka) sponsored the exhibition. Some 120 people attended the October ... read more
Peace and Disarmament | Oct 22 2007
SGI-New Zealand Celebrates UN International Day of Peace
On September 23, 2007, a celebration of the declaration of the Auckland Peace City took place in Auckland, co-organized by the United Nations Association of New Zealand (UNANZ), the Auckland Inter-Faith Council and SGI-NZ. The declaration outlines the importance of engaging individuals and families to promote a safer Auckland and ... read more
Peace and Disarmament | Sep 27 2007
SGI-Denmark and Pugwash Conference Cosponsor Antinuclear Symposium
On September 27, 2007, SGI-Denmark and the Danish Committee of the Pugwash Conferences on Science and World Affairs (Pugwash Denmark) cosponsored a symposium titled "The Current Dangers of Nuclear Weapons" at Christiansborg Castle, Denmark's parliament house in Copenhagen. Some 150 peace scholars, activists and embassy officials participated in the event, ... read more
Peace and Disarmament | Sep 23 2007
Betty Williams Speaks at SGI-USA's Culture of Peace Lecture Series
Betty Williams (center) and her assistant, Rusti Findley (right), with Dr.Nazir Khaja (left), founder of the Islamic Information Service, at an interfaith event (September 23, 2007) "Violence is a choice. Reject it." "Nonviolence is the weapon of the strong, not the weak." Nobel Peace Prize laureate Betty Williams imparted these words ... read more
Peace and Disarmament | Sep 9 2007
SGI President Daisaku Ikeda's Message to the Civil Society Peace Forum Held at the Cooper Union, New York City
September 8, 2007 On September 8, 1957, Josei Toda, the second president of the Soka Gakkai and the man I look to as my mentor in life, issued a declaration calling for the complete abolition of nuclear weapons. This was just months before his death; he poured his entire being into ... read more
Peace and Disarmament | Sep 9 2007
SGI Events Commemorate Josei Toda's Antinuclear Declaration
SGI organizations around the world have been calling for nuclear abolition in commemoration of the 50th anniversary of second Soka Gakkai president Josei Toda's Declaration Calling for the Abolition of Nuclear Weapons which was delivered in front of 50,000 young people at the Mitsuzawa stadium in Yokohama, Japan, on September ... read more
Peace and Disarmament | Sep 9 2007
Soka Gakkai Women's Peace Committee Sponsors "Culture of Peace Forum for Mothers and Children"
On September 9, 2007, the Soka Gakkai Women's Peace Committee (WPC) hosted a "Culture of Peace Forum for Mothers and Children" at the Soka International Friendship Hall in Sendagaya, Tokyo. Some 1,200 people, including elementary school children and atomic bomb survivors, attended the event which commemorated the 50th anniversary of ... read more

subset: commoncrawl


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Courtney Eads
|Asst. Coach
Courtney Eads is in her third year with the CMS coaching staff for the 2014-15 season. She is a Glendora High School graduate and a former star at The Claremont Club under Coach John Reis. Courtney reached the semi-finals in the 200 meter butterfly at the 2004 Olympic Trials and also competed in the 2008 Trials in multiple events. At the University of Nevada-Reno, Courtney was the Western Athletic Conference Swimmer of the Year in 2009.
In addition to her role at CMS, Courtney also coaches at Claremont High School and is a certified yoga instructor. She is pursuing a masters degree in Coaching and Athletic Administration. Courtney resides in Upland.


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What you guys think?
Deep Ocean Technology is the latest to show off a design with what it is calling the Water Discus Hotel proposed for Dubai.
The top level — 5-6 metres above the surface — will contain the hotel's lobby, a spa, a restaurant, seawater swimming pools, and a garden — and all hotel rooms will have windows opening onto the reefs, with specialised lighting to illuminate what's outside.
Our safety measures include a monitoring system integrated with an international earthquake and weather warning system. The hotel is monitored by numerous video cameras and remotely operated underwater vehicles, which are positioned in appropriate places around the complex.
Do you think this will happen?


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Water can damage the weight sensor in the front, passenger seat, causing the SRS (airbag) light to illuminate. There is an electrical component in the seat cushion susceptible to fluid damage. Any spills should be dried up immediately in order to try and prevent damage to the sensor.Google+
Car Problem Reports
Mercedes-Benz E550 4MATIC SRS Light Due to Water Damage on Passenger Seat Weight Sensor
Mercedes-Benz E550 4MATIC Problem
4 Reports
Model Years Affected: 2007, 2008, 2009, 2010


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- Aja B.
- New York, NY
- United States
Online Community Manager, TED
This conversation is closed.
For non-US TEDizens: Can you tell us about your country's education system?
This week's special on American TV, "TED Talks Education," focuses on problems in US schools.
So here's the place for non-Americans to share: What's an issue in your country's education system that you'd like to see a TED Talk about? Who would you ask to speak? Do you have any success stories to share?
May 14 2013: I'm from Malaysia. I went through the system, ending with a degree in education. I'm a bit sorry to say this, but as soon as I read the question, this word came up: Crap.
It really is crappy. The only saving grace, as I believe many of you would be agree too, are some truly dedicated teachers. They do great work despite the system. As for the rest, I rather not say. I'd say though that one of the reasons I decided to do education was to prove that I could do better than them.
When I did my practicals, I was disappointed and frustrated. Having learn so much great stuff in the course, I found myself being stifled by the system. It's as if the whole system was set up with the concept of administrative convenience: Just follow the syllabus.Things have to be standardized. The system kills creativity. It dampens the teachers' enthusiasm.
To free myself, I cheated. I didn't follow the syllabus. The students loved it. I loved it. It didn't feel good just copying words from the syllabus book into the teachers' report book, but I could live with that better than being a boring teacher.
I'm not working as a teacher now, but in some ways I'm still a teacher as a Buddhist monk. If I did become a teacher, I wouldn't want to be working in a school. (I believe the headmaster wouldn't want me there too.) You can expect me to do something out of the box.
Now I was told that it has gotten far worse. Kids are being bombarded with tons of homework, and so are the teachers. With so much reports to write, teachers are being worn out. With that, they would have less energy for the students. Then students will find schools boring and irrelevant, which is largely true.
So, now you agree that the system is crappy?
I agree with Ken Robinson: We need a revolution.
May 14 2013: Are you sure you are talking about Malaysia?
Because it sounds alot like my country.
This is a worldwide epidemic then.....it's a good thing that many educators, such as yourself knew that to truly teach, you must do what your heart tells you....and not what the syllabus tells you.
Thank you for this wonderful contribution.
Did you have a favorite teacher growing up? One that sticks out in your mind?
May 14 2013: Epidemic, indeed. Sadly, there are too few people here who thinks there's a need to change. The education (with the help of traditional Asian culture) has been quite successful in molding lots of robots, I must say.
I've managed to convinced my brother to have his kids home-schooled. It's technically illegal here, but good thing the government don't see it as a threat--yet.
Yes, one teacher really stands out. Really dedicated. His enthusiasm was palpable. My friends and I would go to his house on Chinese New Year.
May 14 2013: "The education has been quite successful in molding lots of robots, I must say"
I have heard this many times.
I have also seen, and in this case I speak about those who grew up in Japan, since I lived there, where Japanese adults are insulted if you compare them to others.
They want to be seen as unique individuals, not as similar to anyone else.
I have seen this several times.....and it has really caught me off guard.
Homeschooling? How wonderful. I also homeschooled two children, I am a teacher, so it was kind of easy for me, and my children were willing participants.
There are so many wonderful tools to use on-line.
Thank you for your reply Kumara, and how wonderful that you had a teacher who invited you and your friends to his house. How very wonderful.
adesh saxena
May 13 2013: In India we are following the system British gave us 300 years ago, Britishers might have changed the system but we are sticking on to it with some changes. This system is perfect to make worker bees.
- +4
Worker bees were needed to run the Empire and now to run but not develop the country headed by greedy and corrupt leaders.
We need Queen bees.
May 13 2013: Nice anology Adesh..
Adding to it, what we need are few Queen bee's and then the multiplier effect of them in creating others...May 14 2013: I'm from Malaysia, As Malaysia was colonized by the British too, our systems are probably similar. We also have the commonality of "greedy and corrupt leaders". It works very well to suck the life out of people.
I'm happy to see education reinvented in India though, like the Riverside School. If you have not, see http://www.ted.com/talks/kiran_bir_sethi_teaches_kids_to_take_charge.html
Nick Bikkal
May 9 2013: I'm a foreigner living 20 years in Japan. I have 2 children in the school system. In kindergarten I was very highly impressed at the teachers here. They spent hours preparing foe the next day. Teachers really cared about their students. Later in elementary school I became a little less so. My daughter was one of a few students that helped get a teacher kicked out because she was texting while in class. Kids at this age start going to Juku, cram schools. They are BIG BUSINESS here. Sigh! In the JHS and HS levels kids keep going to juku so that they can pass a test so that they can get into a better next level school. The aim is getting to one of the name universities. The aim there is to be a public servant or try to get employed by a name company such as a Sony or Panasonic, etc. there you end up working many hours of overtime...not always paid.
- +4
The system is very politicized. There's no moral, spiritual education. (The Japanese 'common sense' is something to be understood here). Japanese, as people have seen especially in international sports are very nationalistic. They don't care about events so much. What is important is that if a team represents their country, they win. Sigh.
Book education, regurgitating what is said by the teacher, memorizing, etc., all are part of the schooling diet. Little practical knowledge. The purpose is to be a functioning member of a producing-consuming society. After a few generations of studying English, the international language, relatively few have mastered it, much less are confident using the language. Teaching it is a $20 billion industry. It's business. I sell you my book and system.
It's a very peaceful nation which needs a new paradigm. I wish they would turn in the direction of the Finnish system. So popular is it here that the Finnish government has/had(?) a page of their education system translated into Japanese. Whatever. It's a work in progress, I say. :)May 13 2013: Japan.
In our country education is too specialized on making students mark a high score on exams to obtain enrollment rights of authoritative top universities. Children are forced to repeatedly train answering questions rather than truly solving problems. This is the case after the university enrollment, except that the lectures are slightly advanced. We don't really much have discussion or presentation classes.
In this information age when most of simple tasks can be easily automated, what schools should cultivate is not just knowledge but the ability to find a real problem and think about how to solve it. Japan's current education system undervalues creativity. But according to Sir Ken Robinson's popular TED talk and its comments, this problem might be common at all across the world...
May 13 2013: Thanks for your comment.
I totally go along with you. As you pointed out, critical thinking, analytical viewpoint or something like that is the thing that the school has missed out. Rote memorization might be essential to some extent, but the important thing is how to educate children to withdraw, combine and put into practice what they have learned in school. I think the focal point for future education in Japan is how to make the transition smoother.
Matt K
May 13 2013: True what u guys saying. I was a kindergarden teacher in jp and the amazing thing is that these young kids were all smiling agile behaving with no difference to German kids.
- +1
But when grown up, u can feel the difference. Japanese people much more calm and at work wait for olders boss instruction without so many questioning. also learning so many kanji seems to be an inefficient waste of time compared to alphabet.
learning no latin and religion is an advantage compared to Gemany, however. I also like the idea of nationwide university entry exam.
May 14 2013: >>Matt K
I think it is true that children in Japan are more obedient than those in other western countries because most of us have been brought up to learn that there is a single answer to a solution and the person who worked out the answer (and often are extrapolated to teachers or people older than you ) is absolutely right.
Learning Kanji is sometimes bit boring and looks time-wasting, but I think it is important process for us to realize our national identity and the unity as a country. Kanji is a fundamental part for a lot of Japanese culture. That must be the same case in German to learn Latin and religion.May 14 2013: Masatakesan konichiwa,
May I ask you a few questions?
When you were in elementary school, did you use Math books?
If yes, was your Math book very thick, did it have many problems?
Were the books colorful?
And were you shown word problems throughout your Math courses?
I guess I am interested in How you learned your Math, and what role your teacher played in the instruction.
Domo Arigato Gozaimasu for your kind reply,
May 14 2013: >>Mary M.
Thank you for your questions.
In Japanese public school, we are supposed to use textbooks authorized by MEXT (Ministry of Education, Culture, Sports, Science and Technology). So, I used a math textbook.
The following URL will help you see what it looks like:
If my memory is correct, I think there were almost no word problems because I guess a number of editors review the textbook over and over again and if they find mistakes they correct them immediately before it is published.
The characteristic of the textbook is that only the essence of the math is described on it in both good and bad sense. Hence the volume of pages is reduced at minimum level, which is around 150-170 pages. That also means that whether students can understand math largely depends on capability of teachers. Actually, I didn't like math until I became a high school student because my teacher just stood in front of me and spoke repeatedly what was written in textbook. It was boring enough for me to space out.
Two more things to add are we usually use a textbook and a drill separately to complement the lack of problems in textbook and the ideal role of teachers is encourage children to connect surreal mathematical essence to everyday phenomena, I think.May 14 2013: my experience here as a junior high school teacher in japan is the same. i teach every class but only once a week. in first grade when i ask the students something new they'll have a guess, but by 3rd grade they have stopped using their brains and have become dependent on having things explained and taught, so they can only answer "i don't know" until a teacher tells them and they remember it.
May 14 2013: >>Ben Jarvis
Your experience clearly shows their laziness to use the brain, and actually this downside can be seen among lots of students in each phase of school (even in university!) except for a small number of students in top school. I know there is a gap between bright students and others, but the gap we are seeing now is well over what we can allow. The most shocking word I ever heard is "The students here(my home university) are brain-dead". It was really shameful.May 14 2013: Wow so many responses! :o
Looks like many are feeling the same thing about Japan's education.
One of the biggest objectives in education is to provide thinking tools and encourage students to think in their own brain, but the reality is the exact opposite. The current educational form of unilateral teaching makes students passive and reluctant to study more, as Matt and Ben put it. In my opinion motivating children is a difficult task and cannot be achieved without collaborating with their family. So future education should be something that educates parents as well as children. This is ironic.
Last but not least, it is intriguing to know education systems in other countries, their pros and cons, and how overseas people view our nation's education. Thanks Aja for hosting this awesome conversation. :-)
May 14 2013: Tomoshigesan, Konbanwa
You state that "In my opinion motivating children is a difficult task and cannot be achieved without collaborating with their family"
Just how involved is the family in the education process?....I am interested in the elementary years. Do parents help their children with homework? Is there alot of homework in the elementary grades Tomoshige? Do the parents go to the schools and volunteer throughout the day?
It seems to me, from my 25 years of being a teacher, both in the states, and working for the gov't overseas that although parental support is important, it is the teacher who truly motivates and inspires children to love learning.
It takes a dedicated passionate teacher to do this.
In the conversation I am hosting on "Teacher Appreciation" you can read comments from all over the world on what we adults feel was a special teacher while growing up.
I invite you, and anyone else reading this comment to read the replies offered there, because I think there is alot to glean from looking back through time, and to come to an understanding of what exactly makes a Great Teacher...........I think you will enjoy the comments, feel free to leave your own, if you have had a special teacher.
Domo Arigato Gozaimasu Tomoshige.
I await your reply,
MaryMay 15 2013: Heelo Tomoshige,
Yes, that was Anna....she listed her parents.
Our parents are definitely our first teachers.
And yes Tomoshige, some parents need 'parenting classes'.
These types of classes exist here in the United States.
There are Mommy and Me classes which many hospitals and private agencies, and public libraries offer to first time moms to help educate them in being a parent.
There are also alot of books that you can read on your own. The problem is Tomoshige, that we live in a material world. Many parents think that just by buying their children all the things the other children have is enough. (i-pads, i-phones, wee, etc.....)They do not realize that what children need is love and nurturing, and to have a head start in learning new things, before school starts.
This is sad, but it is the world we live in.
As a long time educator, and as a mother, I see so much that needs attention, I try to help whenever I can. I try to lead by my example.
I lived two years in Japan, but because my nihongo was not good enough, I could not have a deep conversation with any of my neighbors who had small children. Talking to you and to Masatake has been so refreshing and interesting.
I did visit a Japanese elementary school on a field trip with other educators that worked in my school. That was a great trip, I still have the pictures I took. I learned quite a bit about how the school was organized....but again, not knowing the language, prevented me from asking questions.
There is alot to say on this subject, ne?May 14 2013: Masatake, thank you for your wonderful reply and link.....I really enjoy seeing this.
I had heard before that the books in Japan were much thinner than the ones in the United States.
So I am glad you confirmed this information.
I am however, very surprised to hear that there are not so many problems inside the book. And also very disappointed to hear that the teachers will repeat just what is in the book and not explain or ask higher order questions......in Math especially, it is so important to show many ways to understand a single concept.
So, just to clarify this point on word problems, this is what I mean by word problems:
I hope you can open the link.
So are these kinds of problem solving questions part of all the Math lessons taught in school?
Are they found in the textbooks?
Thank you for patiently answering my questions Masatakesan.
Your insight is most valuable to me.
May 14 2013: >>Mary, M.
It might be inappropriate to say that there are not so many questions in textbook, because this impression came from comparison between the textbook I used in elementary school and the one I'm using now in BS course in university. For more reliable comparison, I need to check out the text designed for elementary school students in your country. The only thing I would say, however, is the number of questions is totally inadequate if you'd like to pass the entrance examination for junior high school.
I was a bit confused with the meaning of word problems you'd like to say. I'm sorry. Actually when I was an elementary school student, I solved less word problems than the children nowadays. You know word problems are very useful to raise awareness of math hidden in daily situations and to foster applicability of math. MEXT realized the benefit of adopting more word problems in textbooks after I graduated. So, the curriculum and the lecture style might be completely different from what they used to be. As far as I know, we come to see more number of word problems than before but I cannot tell you how they are delivered to children in class now.
Fritzie -
May 14 2013: Masatake, there is not one math textbook for the whole country in the US. When I taught math not so long ago, our kids from age 10-14 in my whole urban district used books that were paper-back, about seventy pages long, and with three holes to fit in a binder. They were almost entirely word problems. After they finished one such book, the teacher collected them and issued another little book. I think that series was the most widely used series for the age group in the US, but there are always multiple series to choose from produced by different publishers.
- +1
May 14 2013: Masatakesan, thank you for your explanation.
- +1
I am glad to hear more "problem solving" questions are being included in the curriculum.
Yes, it is very beneficial to have these kinds of problems, as early as kindergarten (age 5), because they help to really see if the child is grasping the comprehension of the mathematical operation, and it is higher level cognitive exercise, with "real world application" practice.
I, personally, enjoy these types of questions the most.
Domo Arigato Gozaimasu.
May 15 2013: Thank you Mary for suggesting another wonderful conversation. What impressed me in the conversation you are hosting is that someone listed her parents as great teachers. That is what I wanted to mean. I would say school is not all of education. You questioned how family are involved in education, but for infants parents are, in a wider sense, the closest and most influential educator and are kind of an information hub. Take language acquisition processes for exmaple. Babies become (probably unconsciously) interested in what parents speak and eventually start learning words. If adults surrouding a baby spoke nothing at all, he or she wouldn't be able to acquire a language. Parents are much involved in education, whether consciously or unconsciously, in ways that give their children some curiosity in their daily lives and preliminary knowledge for that. But parents aren't really taught how to educate or discipline children at home. That's a big problem, given the fact that even schoolchildren spend more than half of a day at home. This is why I think we need to educate parents.
As for homework, elementary school students surely have some (but not too much) of it. But I don't want to say parents should help children out with just finishing it. As you said earlier, what's important in education is not give children the answer but help them grasp the real comprehension of what underlies what textbooks say.May 9 2013: What baffles me is that the Education system almost nowhere in the world include in syllabus Ethics, Philosophy and Morality from young age of learning. What is the purpose of any education if it does not encourage free and critical thinking on the foundation of a reason-based ethics/morality?
May 9 2013: "What is the purpose of any education if it does not encourage free and critical thinking on the foundation of a reason-based ethics/morality?"
This is a difficult issue.
I agree that encouraging thinking and individuality as a result should be the core, but it should go hand-in-hand with ethics/morality with humanism at its foundation.
I agree, Philosophy should be present in education systems, as morality and ethics are most often there already, unprejudiced and non-biased. One should not wait til college to learn about Aristotle, Plato, Confucius and other great thinkers the world has had.
"Reason-based ethics/morality" - I'm a bit unsure about this term, what do you mean?
May 9 2013: Reason-based ethics/morality = Ethics/morality arising independently out of pure reasoning and not faith based religions. The Sam Harris kind.
Yes morality and ethics are there but the stress is on religious faith.
I agree on your point of humanism. But with a caveat. A clear border should be drawn between humanism and anthropocentrism.
May 9 2013: "Reason-based ethics/morality = Ethics/morality arising independently out of pure reasoning and not faith based religions."
Ok, I understand better now, I was unsure as I thought that this term itself could be misinterpreted and misused against people of other faiths. I would add - encouraging not be attached to previous presuppositions especially if they can be harmful, either to the individual or other groups around the individual.
"Yes morality and ethics are there but the stress is on religious faith." - what do you mean? It can be attached to religious faith, but shouldn't be, can be freed from it.
"I agree on your point of humanism. But with a caveat. A clear border should be drawn between humanism and anthropocentrism."
I agree.
Gandhi said that you can see how moral the nation is by looking at how it treats its animals.
However - if a nation treats the animals well, but not the humans - is it moral?May 10 2013: Morality and ethics that spring forth from faith based religion have an absolute, unchallenged, divine authority of God, in a sense of meaning that God is the ideal of morality. Problem with this idea is that there are sevral versions of God and therefore slightly different versions of morality. Sometimes these slight differences can grow out of hand. I personally find the unquestioning submission somewhat scary.
Yes it can be freed. But it is not being freed to my satisfaction at least. Religious morality is here to stay for some time more, IMO.
Gandhi's idea of non-violence and basic human dignity with a frugal lifestyle were remarkable. However his ideas of morality were not free from religious affiliation. Treating anything or anybody well within a reason-based morality will mean practically executable actions on the basis of the greatest common good or to avoid the worst possible common suffering imaginable. Within that framework any treatment will be fairly moral for humans and animals.May 11 2013: The easy question to challenge this is whose morals, ethics, and philosophy do you teach? Those who do teach it are often criticized for their teaching of said subjects. In the states, this is a highly contentious subject in any school district.
May 11 2013: When it comes to teaching - you are supposed to place morals, ethics and philosophy of all major authorship and source without attaching any qualification to those. You are also supposed to place all evidences, records, facts, events or connections to lead to those without favoring any of those. Then, if you are teaching really, encourage the student to think and decide for himself/herself which of those makes sense to him/her.
When it comes to teaching you are supposed to ignite young minds to take none and nothing as authority.
This is the essence of education for any country for all time.May 9 2013: Hi everyone I'm from Viet Nam. 18 years as a student, I found myself lucky to be teached by many great teachers. In my country, not everywhere can have schools, especially in the surburb.
Education is one of our big problems because of lacking of teacher and suitable teaching way. Actually, our teachers are not only good but also energetic, they always want to teach us everything which is necessary for our lives, conversely, they have to follow the structure, that makes some of student don't have enough skills like presentation, talking in front of crowd, solving the problem... The student must learn a lot but they can't remember anything, moreover, knowledge is learnt by heart and not reality
Besides, the teacher is now having poor salary, some do two jobs. There is a shortage of supporting teacher, that lead to the absent of them or spoil the education
Our country now is trying to fix everything. I hope someday we''ll a better teaching way.May 9 2013: Hey Aja!
I am an American, but have been living in the Netherlands for more than 20 years. I went to an International School here in Holland which was based on the English educational system, and my kids attend a small, local public school.
The Dutch education system: http://en.wikipedia.org/wiki/Education_in_the_Netherlands
Children are 'officially' required to start school at the age of 5, but 'group 1' actually starts at age 4.
Before that, there is a sort of pre-school where kids are welcome from the age of 2.
Education is divided into three categories - public, religious and general-special schools, which are government financed. There are also private schools, but those are few and far between and considered very elite.
After elementary school, kids 'graduate' to an sort of introductory year, to prepare them for high school, literally translated, the 'bridge class'.
Based on the advice of the elementary school and the results of the aptitude test (called the "CITO" test), a choice is made for one of three levels of further education: vmbo, havo or vwo. Kids who enter a certain level can move up or down in the levels, depending on their aptitude and based on a specific grade average.
Vmbo: "preparatory middle-level applied education"
Havo: "higher general continued education"
Vwo: "preparatory scholarly education"
After high school, there is another tier of levels for higher eduction:
Mbo: "middle-level applied education"
Hoger Onderwijs: "higher education" - split into applied science (hbo) or research universities (vo)
Critique of the system is the dividing of students at such a young age (12) by means of the aforementioned CITO test, but not performing any kind of IQ test. I agree, education here is based on rational and cold-hard grading, instead of following the creative and personal aptitude of the child, which is an international issue in education!
Dwight Tan
May 15 2013: Hi! Also from the Philippines:
- +2
Just today, our government passed into law the K-12 program, which would extend school from ten years to twelve. It's been a controversial change, actually, and a lot of people here are still uncomfortable with it. The argument is that extending two more years of school would put heavy financial strains on parents who usually cannot afford to let their children finish schooling (less than ten percent of Filipino children will graduate from college).
The problem with education here is really money. Parents can't afford to send their kids to school. The government can't afford to give teachers good pay, much less build new classrooms and buy new equipment. Schools have morning classes from 6am-12noon and afternoon classes from 1pm-6pm just to accommodate students. This leads to teachers who are underpaid but overworked.
Mike Fior
May 13 2013: I'm from Italy. There are a lot of problems concerning education. As far as I can tell, the most compelling ones are:
- +2
1)Teachers. Their status is getting lower and lower. They receive one of the lowest salaries among developed countries, and they are often called "slackers" by a big part of the general population (often small entrepreneurs) and sometimes even by members of the governing body. If we want our professors to be motivated, this attitude must change.
-Complete lack of feedback. One of the things that emerged from Bill Gates and Ken Robinson's talk, is the fact that the best students come from countries where a feedback system has been implemented. Teachers watch each other's lessons, and then they suggest their colleagues what they should do to improve their performances with their students. Nothing of that sort exists here.
2)Study programmes. One day a Canadian friend of mine came over to visit me and he was just baffled to the amount of homework I have to endure. Italian school system makes its students spend much more time in school than other OCSE members, and the results are anyway poor, and they have gotten increasingly worse over the years according to PISA tests http://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment. That is also because the students cannot really focus on important things to learn, so the often end up studying bad, or not studying at all.
3)Private schools. This is a real scourge. There are a lot of rich and incredibly lazy students who attend those schools, the only thing they have to do to pass is to pay their dues. This is incredibly unfair. Since you can also catch up with the years you have lost when you fail to pass in public school. In just one year you can catch up 3 years, and then you are back in your old classroom, with your old mates and the teachers who once flunked you.
4)Disastrous cutback. Billion of euros have been cut back in recent years. This has led to make everything even worse
May 14 2013: it's annoying how much pisa tests skew actual education. ok so you know and understand a lot, but can you do anything with that? comprehension is only the first step to something meaningful. ask a high scoring pisa test student something new and you get "sorry i don't know, i haven't learned that yet."
May 14 2013: I think you are wrong.
You say that comprehension is the only first step to something meaningful. Comprehension of what? The FIRST thing to do something meaningful is to acquire the proper tools to comprehend something. And school gives (better still, it should give) these tools. For instance, if you are not capable of understanding the mechanism of maths equations, you cannot solve problems. If you cannot even write the data, then you cannot even set the problem correctly. Let's make it even simpler. If you do not speak English, you will not understand what I am writing. You need skills to understand the message I am posting, and PISA tests measure these skills in different subjects. The more you get those skills the more it's likely you will do something meaningful (I wrote "likely" not "sure"). In fact, there is a strong correlation between Global Competitiveness ranking and PISA test chart.
I also suggest you should watch this astounding documentary on Finnish education. Among other things, It also examines the correlation between economic competitivness and PISA test scores.
http://www.youtube.com/watch?v=70AlyhEGWf4 (you'll find on youtube the other 3 parts)
May 14 2013: Dear Ben and Mike, excuse me for interference. Skill, competence, capacity of
comprehension, but what does this word mean?
Nella didattica tradizionale della conoscenza si ammetterà che quei contenuti assunti come entità intuite rimangano inserite in un alone magico suscitando l'impressione di trascendere le capacità del discente. Ne sorgerebbero imbarazzo, frustrazione, dalle quali si fuggirebbe con l'aggressività, la paura di toccare ciò che resta affidato alla pura ripetizione letterale (mnemonica). Si comprende pure come un 'Non ho capito, non capisco, non capirò' blocchi emotivamente il giovane, e che da questo blocco possano discendere l'apatia, l'ozio, l'ipocrisia, la furbizia.Si dispone di una strada nuova? Ritengo che la risposta possa essere affermativa. L a strada c'è anche se non ancora messa completamente a punto: si tratta di una didattica che si avvalga dei risultati ottenuti nello studio della vita mentale -la logonica o terza cibernetica o metodologia operativa- svolti da S.Ceccato e si precisa in un programma anche di minima. Nell'intento di individuare un oggetto, di definirne il nome, le domande che si pongono tradizionalmente sono nella forma di 'Che cosa è?' Si consiglia di sostituirle, se l'oggetto non è fisico, cioè da definire con analisi e sintesi fisiche, con una domanda della forma 'Che cosa fai? quando usi quella parola, prima di pronunciarla, quando la capisci. Che cosa fai con la tua testa, nella tua testa?' La risposta può venire trovata, essere corretta o sbagliata o anche non venire trovata e quindi la domanda restare sospesa. In ogni caso tuttavia la svolta è stata compiuta, nel senso che il COSA E' ci vuole pronti a partecipare, a fare nostro quanto segue; sì, sì...ma occorre chiamare a partecipare, a sentirsi attore in seguito ad un operare in proprio, ricco e adattabile alla propria originalità di frammentazione attenzionale. La scoperta di una propria testa che lavora è il regalo più bello per il giovane ...May 15 2013: and what's meaningful about the tools? once you have the tools and comprehend, then what? so what if you can solve problems? if you can write in english does that mean you have something meaningful to say or an intelligent idea?
it should be no surprise that the biggest drivers of the economy contribute little to improved lifestyles. life isn't about profit, and competitiveness is meaningless big-business baloney. it's innovation that pushes society and quality of life forward. the application of skills is important, not possession of them.May 15 2013: Only if you have tools, you can solve problems, and only if you can speak the likelihoood of saying something meaningful enhances. (If you can't even speak, you just won't say anything, let alone say something meaningful).
And, most of all, only if you work hard with the proper tools, you can innovate and improve the world. Competitivness is not meaningless, if you mingle it with collaboration. It is possible. In Finland teachers were able to create an exercise aimed at making students collaborate and be competitive at the same time (again, watch that documentary to understand what I am talking about).
"the application of skills is important, not possession of them" I agree with this statement, in fact, this is what I have been trying to say.
May 16 2013: nope having the tools is only the first step. you have to be competent in the application of those tools. being able to work out what tools, where and how to use them are necessary.
if you work hard with the proper tools you'll achieve as much as anyone else has before and no more. innovation necessarily means that there are no tools because it's new.
if that's what you've been trying to say, then do you mean that you agree the pisa test is of limited value because it doesn't test the goals of education?
i agree that finnish education is great, but the pisa test is not an accurate measure of that. you'll notice that countries that focus on rote learning such as japan, korea, and china recently scored higher than finland on the pisa test. give a finnish student a problem they've never seen before and they'll probably be able to work it out, give the same problem to someone here in japan and you'll get "i'm sorry i don't know, i haven't been taught this."May 16 2013: "nope having the tools is only the first step. you have to be competent in the application of those tools." PISA tests are meant to measure how competent students are in the application of those tools.
"if you work hard with the proper tools you'll achieve as much as anyone else has before and no more." This statement is false. You never develop new things from scratch, you always need some form of acquired knowledge or instrument.
PISA tests are not perfect, but they give the government a clue about what to improve. You know much more than me about Japan, and if people over there do memorize all the results without understanding anything, then their score at PISA test is invalid, because Japanese students are basically cheating. Although be aware that 40 percent of the Italian population do not know that the sun is a star. Are you really sure you are more incompetent than that? A population with no basic knowledge of this kind is bound never to produce enough scientists, and this is what has been happening.May 14 2013: Gent.mo signor Mike, il Suo intervento si presta a qualche riflessione critica I)E' proprio sicuro che per migliorare lo stile scolastico corrente sia sufficiente pagare di più gli insegnanti? II) Per fortuna i problemi non dipendono dagli allievi che, in generale, sono curiosi, plastici e disponibili, ma dal MODO di porgere le materie (Ceccato docet!). III) E' il pregiudizio classista o quello anticlericale a condizionare il Suo giudizio sulla scuola privata?IV) Se i tagli del bilancio della pubblica istruzione in Italia riguardassero la burocrazia della scuola -incluso certo personale di manovalanza come ad esempio i bidelli...- che siano i benvenuti!
For all other, I am sorry if I Speak Italian, but... Thank you.
May 14 2013: Carlo,
È per questo che hanno inventato Google Translate!
May 14 2013: Dear Lizanne, I want to thank you heartily for your work.May 14 2013: Gent.mo signor Carlo, La ringrazio per il Suo commento, è utile per precisare il mio punto di vista sull'argomento. Poiché Ha letto e risposto al mio intervento precedente, desumo che Comprenda l'inglese. Per questo cambierò lingua affinché tutti possano capire. Se ci sono problemi tradurrò in italiano.
1.I have never said that raising teachers' wages is the only sufficient measure in order to improve education in Italy. I mentioned that issue along with other five, so it goes without saying that that measure alone is not sufficient. But it is something that is to be done. Why? Because our teachers' status is extremely low, and if we want to motivate them, we must treat them better. Raising their salaries according to European standards is one of those things. But above all some Italians must change their frame of mind: teachers are not slackers, they are future makers. In countries where education works, teachers are much more paid, respected, and well treated http://www.youtube.com/watch?v=70AlyhEGWf4 (I recommend you watch this documentary about education in Finland).
2. I agree with you.
3. My personal experiences have shaped my outlook on private schools. When I attended high school, I had few classmates flunked. One of them enrolled at a private school, and in just one year course she caught up two years, getting right back with her former mates, whereas other students couldn't afford this school and they were forced to get the degree a year later. The student I am mentioning didn't get smarter in one year, since when she came back she was as incompetent as before. That is simply unfair. Others go as far as to take the final high school exam in private schools, and they get extremely high marks, which, most of the time, they don't deserve. There's also a new regulation concerning entrance exams, basically students who get a good high school final mark will easily overcome those who don't when taking e.g. medicine entrance exams.May 14 2013: 4) I tend to agree with you, although the money the government cut back was not to reduce the number of janitors, but the number of essential services. E.g. in my university there are not enough chairs, chalks, microphones, and a lot of other essential items and there is a lack of floor and toilet cleaning. (It was like that before too, now it got worse).
May 15 2013: that's terrible. how do you feel about that when billions of dollars worth of subsidies go to well-established and very profitable multi-national corporations?May 15 2013: Bad would be an appropriate answer.May 10 2013: Romania.
There are of course issues to overcome unfortunately there are only a handful of people struggling to overcome these said issues. The Goverment is trying to raise the system to a survival level but there are just so many useless subjects that must be eliminated and so many issues about the curriculum to be solved at least in the lower classes.
Children start school at the age of 6 the first grade is a new addition is meant to help them improve and prepare them for real curriculum. It merges the kindergarten with the actual school study process. There are 4 classes of lower gymnasium followed by another 4 of upper gymnasium and then highschool. After the 8 gymnasial grades there's a national exam taken by the pupils. At the end of 12th grade there's another one. The subjects here are awful since they haven't changed much in let's say 30-40 years. Most of the teachers got bored and they don't want to teach the same old crap every year. The changes so far have been less fortunate and they brought chaos rather than solving anything.
College is a bit of a fresh air. I love it at least but there are issues as well, still rather archaic subjects. However the greatest loss is the lack of research programs. So far at a national level there are only for psychology it and some sort of technologies. however not near enough funds are granted for research and a lot of the potential is wasted. For the others you're paying your own research.
The education is free up to college. The college system is half state founded half private. There are a lot of private universities but unfortunately those substandard. The educational system has a lot of potential but it is wasted due to the lack of long term plans. Honestly some of the decisions taken by the goverment are so rash that they appear to be taken at random. I've no links to prove my point just my experience so far. And that is presented above.
Thank You!
hang pham
May 10 2013: I'm Vietnamese and I'm a senior student now. Actually, education systems inVietnam are really bad, from primary school to university. All students. not just to me feel angry with teaching methods in Vietnam. Im my country, to be honest, you can be criticized if you don't have bachelor or something like that. One thing is the best that bribery happends at univerities where need a fair environment.May 10 2013: Post 3/3:
- +2
My experience from the Philippines is the complete opposite of that of AMI Montessori in London. The education system here is antiquated and should not be reformed in any way, it should be thrown out and a new one should be built form scratch. Public schools are a disgrace, where one teacher is supposed to teach up to 50 children by writing things on the blackboard and, if they have enough money, through textbooks. Occasionally you have teachers that really care and want to make a difference with their students, but that is not supported by the system of hundreds of useless standardised tests, and an ill-contrived curriculum based on the already poor American system.
The children, from age 5, are though to be competitive, being aware of their class ranking already from that age - as if that mattered at all!
On top of this, despite the fact that the Philippines, at least on paper, is a secular country, every school is drenched in catholic dogma, with praying multiple times a day and little snippets of how they should pray to god sneaked into the text books, which are already over filled with useless information. Why do second graders need so many books that they can's even carry their backback? Private or public - students are taught to sit still and listen and copy what the teacher writes, and made to believe that there would be no morality if it wasn't for religion. Religious dogma is taught alongside science, while the inconvenient parts of science that contradict dogma, like evolution, is gracefully ignored, as not to upset the priests. Even their report cards, which by themselves I find distasteful for so young children, contain an entry for how god-fearing the children are!
All in all, I think the Philippines would do a lot better if they shut down the public school system completely and made a law that prevented religious organisations from starting schools. Religion and school simply do not mix, they're polar opposites.
Aries Eroles
May 10 2013: In the Philippines, we are thought that teachers are always right and they are figure of authority. Do you agree Sir Ronny? ")
- +1
May 10 2013: Yes, but you do not need to call me Sir. In fact I prefer you not to, as I am not your boss or ruler, but rather your peer.
It's not your fault though. I get called Sir all the time even though I'm just a simple person with no royal blood, knighthood or anything like that. I know, it's the country's past being a Spanish colony and later an American puppet nation that is hard to get rid of, even though the Philippines is now supposedly a democracy (as in everyone can vote, but hardly any of the people available for election is worth voting for). Plus, of course it's ingrained in the culture to be polite to anybody who can potentially be older than you or in a higher position. I think this is part of the problem actually, but not the main problem. Respect should be earned, not inherited. I have not yet earned your respect, so I'm at best a peer, at worst a stranger.
Anyway, I do agree. I get the feeling that the mode of teaching for the most part is "do not question me, just memorise what I say so you will do well on the exam!", which roughly translates to "I don't have the time nor the patience for questions - see the size of this book - I have to read all of this to you before the end of the school year! You actually learning something is not really a concern."
The way I see it, the exact opposite would be ideal - always question authority, particularly when they offer no proof, always ask why and don't care about how others "score" - in fact there should be no score at all. Working independently or in small groups on something that interests the children at the time it interests them beats any other mode of instruction.
Before the unscrupulous system of public schooling there was no unemployment. It wouldn't surprise me if even the word itself didn't exist back then. Parents and other adults in their vicinity taught the children.
Very good video on the topic: https://plus.google.com/117596660984490280980/posts/5WKushx8ssRMay 9 2013: I'm a 17 year old college student from Scotland. There is allot of good and bad things about the education system in the UK.I will start with the good:
1) You can leave school at 16. This was a God send to me for a number of reasons, which I will get to in a bit.
2) There is a number of different ways to reach your gaols such as practical training courses where you may be in college a few days a week but in piratical training the rest of the time.
3) Our education is free for the most part. All your education is paid for with no problem up until highers then after that you can go to a funding company who will pay your fees for you.
4)There is allot of funding. If it wasn't for my education maintenance allowance which gives me £30 a week I probably wouldn't have been able to go to college and have an active lifestyle. I don't go out much but I do think the ability to leave the house at the weekends is important, which if it wasn't for my EMA I wouldn't have been able to do. Next year since I am moving on from the highers program and will be 18 I am getting a bursary and perhaps a student loan as I'm not sure the bursary will be enough and I don't know if I could handle a job on top of a full time course.
Ok now the bad parts of the education system:
1) Some schools have very little verity in their classes. This was once of the reasons I went to college so I could actually learn something useful and interesting.
2) Secondary schools have students age 11 to 18. This causes older students to be treated as if they were children and I think really holds them back and it also means that younger students are exposed to drinking, sex and drugs much sooner than they might if they weren't in school with older teens.
3) The way the new system means that some kids may leave school without any qualifications.
4) You are only taught how to pass exams.
Weiming Zhao
May 9 2013: In China, education is totally a disaster. It contains too much political issues and instead of making it a nation wide plan for preparing the future of the country, it is done more like a profitable business either primary education or universities. The education system is providing less and less chance for the poor people to change their lives and those who are really wealthy are sending their children to other countries because they don't trust the local education. Just like the financial situation of China, the education system is also facing a big risk of crushing.May 9 2013: Hi to everyone at TED and as they say in the Eurovision Song Contest, welcome from London.
- +2
To summarise my thoughts on the UK school system and what changes are required:
1. Whilst strides have been made by teachers and parents in terms of preparing children for the challenges they will face in their futures, the National curriculum is still little more than a feeder system designed to create loyal, subservient, worker bees.
2. Entrepreneurship should be a subject in its own right whereas it is not encouraged or often even discussed. Local business "stars" (not corporate executives) should give talks to children from the age of 11.
3. Human relations should be the glue of all learning. It should be taught and practiced daily. This is a huge subject but to summarise this relates to selling, public speaking, self confidence, self esteem, relationships and the list goes on. Intellectuals who scoff at this should always remember that any great idea can only be related by the ability to sell it, as evidenced by some of these wonderful TED Talks. These speakers had to overcome fear to learn how to sell their ideas and thoughts. None were born with this gift.
4. The true nature of the monetary debt based system must be taught to children from 11 onwards. How to handle money and real economics are vital for their survival.
5. University education should be free. Currently young people are being pushed into a decade of debt after they graduate. This is immoral and it does not have to be this way despite what we are sold by governments.
6. Technology must be at the heart of he education system. The drive to create a technology based society that works in harmony with humans and nature, whilst allowing us to explore space is the only way to ensure our longevity as a species and create real quality of life for future generations.
7. TED talks and similar lectures should be required learning.
Much to say as you can see. Best wishes to all.May 20 2013: I am from Pakistan: I work in a public organization responsible for the professional development of public school teachers.
Like the other countries mentioned in this conversation, our education system also faces the same issues regarding the accessibility and the quality of education. Our government schools provide free education from Grade I to X. The new National Education Policy also lays emphasis on the establishment of Early Childhood Education in public schools.
The eligibility criteria for teachers' selection in public school are almost the same as practiced in India. Private schools do not demand professional teacher education courses for selection. There is no system of teachers' professional development in most of the private school. On the other hand, in public system, the newly recruited teachers are given induction level training and then they take continuous in-service professional development courses.
But problems regarding quality education are more severe in public schools and in middle class private schools as compared to high-fee demanding elite private schools. The later ones have systems of check-n-balance and feedback over teachers' performance. The second major cause of poor quality education in public schools was textbook-based teaching. In 2006, revised educational curricula laid emphasis on child-centered (inquiry-based) teaching/learning. The new textbook policy 2009 introduced Multiple Textbook System in which textbook boards (formerly responsible for the development of all textbooks) are to establish a competition among private publishers and then to select and adopt the best developed textbooks. In this way we are having better quality textbooks which will divert teacher-centered learning to child-centered.
Our revised educational curricula also emphasize on changes in the examination system. As per the new curricula, the examination systems are required to develop questions related to higher order thinking and application of knowledMay 18 2013: Hi Aja:)Being a teacher,I really like my teaching job very much.So I must keep thinking:what is the so called:education often.even though I often been tortured by the question:)
China is such a large country:)I meant it's population.Meanwhile China is also a such country which has long long history.I have to say:we are deeply educated by our history culture.
A few days ago.We complained again about our educational system just focus on exams orientation.We tried to discuss frankly if there is any better way to get a balance in our country's educational system.The result is:all have to admite:so far,we still need to keep on the same orientation in education system...it concerns a lot.I think I am not capable to discuss it clearly yet,I still need to keep on seeking,thinking...Because it isn't just about eduation system,it concerns a lot...
Anyway I always feel it deserves to keep on thinking,never enough...thanks for the offer of topic.
May 18 2013: Hey, how is going? I think you should try it anyway!
What kind of exam are you talking about? Those ones to get in college (like S.A.T for the U.S and blah blah blah), because if that's what you are talking about, that is the same issue that we have in Brazil, the colleges forget that we have a life out of school, we are based merely on a test that tests more than 13 subjects.
People may say that that's good because very selective, but it is "dumb", those tests are great for robots, we have to memorize every formula, every rule, and we cannot use a calculator. The problem of those tests are that they cannot measure leadership, social work or anything that is not related to a pencil and a paper.
Best regards, Pablo.May 18 2013: Hi, I like this topic a lot, and I believe that I can share something good about it since I am an exchange student from Brazil.
In Brazil we cannot choose what classes we want to take, we just take all classes that they require us to take, in my private school they were: Portuguese Grammar, Literature, Composition, English (Lit/Gram.), Philosophy, Geography, History, Arts, Biology, Chemistry, Physics, Physical Education and Religious Education and Citizenship Education. And those are pretty much what they teach in the public too.
People of all around the world (I became aware of this talking to other exchange students), not only from Brazil, believe that the U.S high school education is horrible, but I don't like to agree with that, I believe that the AMERICAN students are the ones who are not doing the good job here.
In contrast with Brazil, the American high schooler has the freedom to choose what classes he is going to take, and focus on 5, 6 or 10 subjects that matter, and if he does not like one of those, he can just drop it and take something else, isn't that great?! Yes it is! In Brazil unless you are a genius you will never be recognized for your high school achievements, our school system just kills creativity and competition!
Let's suppose that you are taking algebra 2 and chemistry, you are so good in algebra 2 that you believe that you can go to pre calc, in U.S you can do that, and stand out in front of your peers and if you hate chemistry, so you decide to drop it and take physics, or other science class that you enjoy. In Brazil, you would have to stick with chemistry while you are being hold back in algebra 2.
In the U.S you can surround yourself of AP classes and create or join clubs at your high school and earn credit for college, something that it's not even remotely encouraged in my home country as it is in the U.S just because your high school career and extracurricular activities does not mean anything to the colleges.May 16 2013: hii aja,
Hope you are doing well..
Education is a great topic for debate..however,i feel the responses will be much more filtered, if you specify the nature of school..Are we talking about Primary school(class 1-10),Secondary or high school (10-12th) or Graduation...
The nature of responses will vary according to the type of school..
May 16 2013: Why don't you subdivide your response in that way instead? In some countries Primary school is grades 1-5 or 1-6, some places have grade 1-8, where you live, it seems, have 1-10...
Why don't you comment on your grades 1-10 and then also 10-12, if that is what you have?
May 16 2013: You're not going to believe this, but I typed this same answer to him this morning.....then I Cancelled it because I thought it would be better to let Aja respond....and here you are saying the exact same thing.....
"Lead by example"........the best type of leadership.
May 16 2013: Aja has a big job, much of which is behind the scenes, so I think when one of us can offer a workable solution, it is just as well that we put it out there.May 16 2013: To elaborate more on the issues in Indian Education System, highlighted by Krishna in response to this conversation, following are my personal thoughts for this very important question:
I would not blame the students or their parents completely for having the salary-oriented-degree-education perspective that they have. I think, India, as a developing country for the last 50 years so, is still in a transitory phase where money plays a very crucial role. Especially, when you have the worlds second largest population to cater to for the three basic necessities of humans - Food, Clothing and Shelter.
If in this 21st century of Information Age, where on one end, you classify your country as a superpower in IT and Software Technologies and on the other, you struggle to pass an all important bill like "RIGHT TO FOOD" or "RIGHT TO EDUCATION", its difficult to understand the direction we're moving as a country.
The majority of students in professional courses like Engineering, Meddicine, Law etc in India belong to the larger Middle Class of the economy. Their families have to shell out lacs of rupees to get their children enrolled in these prestigious courses, even if they have a high merit ranking. This is due to large number of private universities, government reservation systems based on caste, region etc. This, in way, makes our entire education system unfair for a huge part of our population. Not to forget, the reservations in government jobs, parliament etc,
So, a students enrollment in a course ends up becoming more of a banking investment for the parents rather than a basic noble right of the child to get educated in thier fields of interst. To put in very simple words, "SUCCESS in EDUCATION, IN INDIA, HAS BECOME MORE OF A COMPULSION THAN BEING A DESIRE".
So, when we have families ready to treat their children as investment commodities, you'll always have business people trying to make a university on the lines of an assembly line for manufacturing degrees.May 16 2013: in Iran
The entrance exam for the university"konkor"just it is importentMay 15 2013: Well Vaneesh, this whole trend following and Rat race, Especially in India, is the main reason for lack of Educated people. People are in a constant rush and they neglect the REAL Learning: Learning of Values, Exploration, Knowledge, Wisdom etc.
I see there are many guys in my own College who have diverted from the path of Engineering and gone into many creative fields like Music, Photography, Journalism etc. If they were not Pushed in this Rat Race from the beginning and they were given the information to explore choices and the Time and Space to work them out, they would not have wasted their 4 valuable years of youth into some Engineering course that they, probably, are NOT gonna use in their 30+ years of Work Life.
But that won't happen in India. Because everybody are scared about Competition, that they might fall behind all their peers and that the new batch of people will be equally, or more, tougher to compete and beat into a successful career. My Dad keeps telling me all the time that every year you waste a new batch of at least 5 lakh potential competitors will emerge. They will be equally or more intelligent, smart and talented than you. So you have to go with the flow or else you will be dominated and defeated.
Education in India is all about career. Why don't the schools start teaching C, C++, Java etc so that the Children can directly start their career without wasting much time and energy on those subjects that they don't use in their life at all? This is a Rat Race, where Businessmen create so called training grounds (Schools) to make competitive rats, owners bet on their rats and spend millions of money on their training which actually teaches them a lot of unwanted, unused stuff. And the Owners just want their rat to make back the money invested in it. This is called Education in India nowadays.
Nobody cares what the RAT wants to do. All it wants is to be FREE and EXPLORE its options before taking steps. Education has become JOB-MAKING nowadays.
May 16 2013: Hi Krishna, you've highlighted on of the most common problems in India w.r.t to Education as an industry and the outlook that students and their prarents tend to have in general towards education.
Maria Nadim
May 15 2013: I would like to share some of my observations of our education system in Pakistan.
- +1
Being a school teacher for last 3years, what I have come to know is that education is clearly not the no.1 priority of government in Pakistan. Selection of a school- public or private, is a social constrain and could be attributed to what class of social setup you belong to. Private schools do provide a better quality of education as compared to public schools but at the expensive of the life-time savings of parents. Education of children is more of a constrain and burden on parents. In private sector ,selecting a school for your child is just like selecting a branded product. The bigger the name of school, higher the fee and double the expense. Also private schools lack proper infrastructures. Majority of the schools are set-up in small, congested houses. In such conditions, healthy grooming of child is not possible. Because of the high transportation cost people are bound to send their children to nearby schools. they don't have much of a choice.
Another issue that needs to be addressed is that teachers are badly underpaid and they do not have the kind of reputation which this profession actually deserves. People here do not pursue teaching as their life-time career. It is always taken as part-time or temporary job. these people are less committed and their main focus is on earning money rather than building the skills and knowledge of children. this attitude for the past two decades have severely damaged the reputation of school teachers.
I believe that rigorous reforms are required to strengthen the education system in Pakistan.
May 16 2013: Hii Maria.great to read ur comment..i am from India..
education is something which cannot be left to the govt alone.be it any developing,country..so expecting reformss,4rm govt is sth which is not,going,to,see,the,light of the,day so early..
I think wwhat we need are some dedicated teachers who constantly believe dat change will happen..all you need,is constant perseverance...trust me,ive seen it happening..in low income schools..that too 3rd graders...


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|Horseback Riding Trails
|Cedarville State Forest
10201 Bee Oak Road
Brandywine, MD 20613
Prince George's County
|Trails begin at various parking areas.
|Trail Access
|Holly Trail (orange) - The entrance parking lot
Birdwatchers Trail (white) - Forest Road parking area (right turn off Bee Oak Road)
Heritage Trail (blue) - Forest Road parking area (right turn off Bee Oak Road)
Plantation Trail (brown) - The pond parking lot
Swamp Trail (green) - The pond parking lot
|Holly Trail - 7 miles
Birdwatchers Trail - 4 miles
Heritage Trail - 3.5 miles
Plantation Trail - 2.5 miles
Swamp Trail - 2 miles
|Varies with trail(s) selected
|Trail Conditions
|All off road trails are shared by bikers, hikers and equestrians. Sections of some trails follow paved intra park roads.
|Skill Level
|Easy to moderate depending on skill and weather. Few rocks or steep hills make these trails a pleasant day hike.
|Suitable For Families?
|Yes, taking into account the ages and experience of the children.
|The ruts that can occur on dirt roads and trails.
|Potable Water
|Potable water is available at pavillions, camping area and the restrooms.
|Natural Features
|Cedarville State Forest is home to several unique features in nature. The Cedarville Bog is considered the headwaters of the largest freshwater bog in Maryland, the Zekiah Swamp. This bog supports a wide variety of plants including several unique only to Cedarville Bog. Two of the more unique species are the carnivorous plants, the roundleaf sundew and the northern pitcher plant. Cedarville State Forest is also home to over 50 species of trees and has become a haven for wildlife and birds.
|Historic/Cultural Features
|The state began purchasing the land that would one day become Cedarville State Forest during the 1930's. It wasn't until Franklin Roosevelt's CCC efforts to develop this land did the beginnings of the forest see fruition. The 1950's saw a new activity on these lands: the production of charcoal. Up to 3,600 pounds of charcoal was produced each week. This charcoal was then in turn used to heat many other state park buildings throughout Maryland. One of these charcoal kilns is still standing and may be seen on the Heritage Trail.
|Camping is available at Cedarville State Forest. For reservations call 1-888-432-2267.
|Other Points of Interest
|The pond is stocked with bluegill, catfish, sunfish and bass. It is open for bank fishing only (Maryland non-tidal license required). Other activities available include: fishing, picnicking, pavilions, hunting, hiking, horseback riding.
|Other Accommodations
|There are several hotels/motels in Waldorf.
|Fees or Permits
|A $3/vehicle service charges is payable by the honor system.
|These trails, forest roads and wooded paths wander through Prince George's and Charles counties' quiet forests. Each trail has its own flavor. The orange trail wanders through damp and marshy areas lined with holly, magnolia and assorted marsh plants and flowers. The blue trail is hilly with several streams and springs. The brown trail is pretty level and dry. It circles through a pine plantation and around the 4-acre stocked fishing pond. The green trail starts by the 4-acre pond and then loops through the forest and headwaters of the Zekiah Swamp.
Recommended Gear and Safety Tips
- Cedarville State Forest homepage
- Cedarville State Forest brochure and trail map, available by contacting the forest
- Provide your own horse
- Riding helmet recommended
- Water and a snack
- Sunscreen
- Insect repellent
- Check for ticks upon returning
- Wearing flourescent orange is recommended during hunting season


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Let's Play! Workshops
March 10, 2014 @ 1:30 pm - 2:30 pm
|Recurring Event (See all)
Every week until March 17, 2014
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Let's Play! is a five week workshop for children 0-5 and their parents or caregivers. Let's Play! teaches the benefits of interactive play. Each week an early childhood specialist will be available to answer questions parents may have about their child's development. Families must attend all five sessions. Registration is required for all adults and children.


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HDLs are standard text-based expressions of the spatial and temporal structure and behaviour of electronic systems. In contrast to a software programming language, HDL syntax and semantics include explicit notations for expressing time and concurrency, which are the primary attributes of hardware. Languages whose only characteristic is to express circuit connectivity between a hierarchy of blocks are properly classified as netlist languages used on electric computer-aided design (CAD).
HDLs are used to write executable specifications of some piece of hardware. A simulation program, designed to implement the underlying semantics of the language statements, coupled with simulating the progress of time, provides the hardware designer with the ability to model a piece of hardware before it is created physically. It is this executability that gives HDLs the illusion of being programming languages. Simulators capable of supporting discrete-event (digital) and continuous-time (analog) modeling exist, and HDLs targeted for each are available.
It is certainly possible to represent hardware semantics using traditional programming languages such as C++, although to function such programs must be augmented with extensive and unwieldy class libraries. Primarily, however, software programming languages do not include any capability for explicitly expressing time, and this is why they do not function as a hardware description language.
Using the proper subset of virtually any (hardware description or software programming) language, a software program called a synthesizer can infer hardware logic operations from the language statements and produce an equivalent netlist of generic hardware primitives to implement the specified behaviour. This typically (as of 2004) requires the synthesizer to ignore the expression of any timing constructs in the text. The ability to have a synthesizable subset of the language does not itself make a hardware description language.
Designing a system in HDL is generally much harder and more time consuming than writing a software program to do the same thing. Consequently, there has been much work done on automatic conversion of C code into HDL, but this has not reached a high level of commercial success.
The first modern HDL, Verilog, was introduced by Gateway Design Automation in 1985. Cadence Design Systems later acquired the rights to Verilog-XL, the HDL-simulator which would become the de-facto standard (of Verilog simulators) for the next decade. In 1987, a request from the U.S. Department of Defense led to the development of VHDL (Very High Speed Integrated Circuit Hardware Description Language.) Initially, Verilog and VHDL were used to document and simulate circuit-designs already captured and described in another form (such as a schematic file.) HDL-simulation enabled engineers to work at a higher level of abstraction than simulation at the schematic-level, and thus increased design capacity from hundreds of transistors to thousands.
The introduction of logic-synthesis for HDLs pushed HDLs from the background into the foreground of digital-design. Synthesis tools compiled HDL-source files (written in a constrained format called "RTL") into a manufacturable gate/transistor-level netlist description. Writing synthesizeable RTL files required practice and discipline on the part of the designer; compared to a traditional schematic-layout, synthesized-RTL netlists were almost always larger in area and slower in performance. Circuit design by a skilled engineer, using labor-intensive schematic-capture/hand-layout, would almost always outperform its logically-synthesized equivalent, but synthesis's productivity advantage soon displaced digital schematic-capture to exactly those areas which were problematic for RTL-synthesis: extremely high-speed, low-power, or asynchronous circuitry. In short, logic synthesis not only propelled HDLs into a central role for digital design, it was a revolutionary technology for digital-circuit design industry.
Within a few years, both VHDL and Verilog emerged as the dominant HDLs in the electronics industry, while older and less-capable HDLs gradually disappeared from use. But VHDL and Verilog share many of the same limitations: neither HDL is suitable for analog/mixed-signal circuit simulation. Neither possesses language constructs to describe recursively-generated logic structures. Specialized HDLs (such as Confluence) were introduced with the explicit goal of fixing a specific Verilog/VHDL limitation, though none were ever intended to replace VHDL/Verilog.
Over the years, a lot of effort has gone into improving HDLs. The latest iteration of Verilog, formally known as IEEE 1800-2005 Systemverilog, introduces many new features (classes, random variables, and properties/assertions) to address the growing need for better testbench randomization, design hierarchy, and reuse. A future revision of VHDL is also in development, and is expected to match Systemverilog's improvements. Both VHDL and Verilog, with their continual refinements, are expected to remain in active use for years to come.
Most designs begin as a written set of requirements or a high-level architectural diagram. The process of writing the HDL description is highly dependent on the designer's background and the circuit's nature. The HDL is merely the 'capture language'—often begin with a high-level algorithmic description such as MATLAB or a C++ mathematical model. Control and decision structures are often prototyped in flowchart applications, or entered in a state-diagram editor. Designers even use scripting languages (such as PERL) to automatically generate repetitive circuit structures in the HDL language. Advanced text editors (such as Emacs) offer editor templates for automatic indentation, syntax-dependent coloration, and macro-based expansion of entity/architecture/signal declaration.
As the design's implementation is fleshed out, the HDL code invariably must undergo code review, or auditing. In preparation for synthesis, the HDL description is subject to an array of automated checkers. The checkers enforce standardized code guidelines, identifying ambiguous code constructs before they can cause misinterpretation by downstream synthesis, and check for common logical coding errors, such as dangling ports or shorted outputs.
In industry parlance, HDL design generally ends at the synthesis stage. Once the synthesis tool has mapped the HDL description into a gate netlist, this netlist is passed off to the back-end stage. Depending on the physical technology (FPGA, ASIC gate-array, ASIC standard-cell), HDLs may or may not play a significant role in the back-end flow. In general, as the design flow progresses toward a physically realizable form, the design database becomes progressively more laden with technology-specific information, which cannot be stored in a generic HDL-description. Finally, a silicon chip is manufactured in a fab.
To simulate an HDL model, an engineer writes a top-level simulation environment (called a testbench). At minimum, a testbench contains an instantiation of the model (called the device under test or DUT), pin/signal declarations for the model's I/O, and a clock waveform. The testbench code is event driven: the engineer writes HDL statements to implement the (testbench-generated) reset-signal, to model interface transactions (such as a host–bus read/write), and to monitor the DUT's output. An HDL simulator—the program that executes the testbench—maintains the simulator clock, which is the master reference for all events in the testbench simulation. Events occur only at the instants dictated by the testbench HDL (such as a reset-toggle coded into the testbench), or in reaction (by the model) to stimulus and triggering events. Modern HDL simulators have a full-featured graphical user interfaces, complete with a suite of debug tools. These allow the user to stop and restart the simulation at any time, insert simulator breakpoints (independent of the HDL code), and monitor or modify any element in the HDL model hierarchy. Modern simulators can also link the HDL environment to user-compiled libraries, through a defined PLI/VHPI interface. Linking is system-dependent (Win32/Linux/SPARC), as the HDL simulator and user libraries are compiled and linked outside the HDL environment.
Design verification is often the most time-consuming portion of the design process, due to the disconnect between a device's functional specification, the designer's interpretation of the specification, and the imprecision of the HDL language. The majority of the initial test/debug cycle is conducted in the HDL simulator environment, as the early stage of the design is subject to frequent and major circuit changes. An HDL description can also be prototyped and tested in hardware—programmable logic devices are often used for this purpose. Hardware prototyping is comparatively more expensive than HDL simulation, but offers a real-world view of the design. Prototyping is the best way to check interfacing against other hardware devices and hardware prototypes. Even those running on slow FPGAs offer much faster simulation times than pure HDL simulation.
In formal verification terms, a property is a factual statement about the expected or assumed behavior of another object. Ideally, for a given HDL description, a property or properties can be proven true or false using formal mathematical methods. In practical terms, many properties cannot be proven because they occupy an unbounded solution space. However, if provided a set of operating assumptions or constraints, a property checker can prove (or disprove) more properties, over the narrowed solution space.
The assertions do not model circuit activity, but capture and document the "designer's intent" in the HDL code. In a simulation environment, the simulator evaluates all specified assertions, reporting the location and severity of any violations. In a synthesis environment, the synthesis tool usually operates with the policy of halting synthesis upon any violation. Assertion-based verification is still in its infancy, but is expected to become an integral part of the HDL design toolset.
On the other hand, a software compiler converts the source-code listing into a microprocessor-specific object-code, for execution on the target microprocessor. As HDLs and programming languages borrow concepts and features from each other, the boundary between them is becoming less distinct. However, pure HDLs are unsuitable for general purpose software application development, just as general-purpose programming languages are undesirable for modeling hardware. Yet as electronic systems grow increasingly complex, and reconfigurable systems become increasingly mainstream, there is growing desire in the industry for a single language that can perform some tasks of both hardware design and software programming. SystemC is an example of such—embedded system hardware can be modeled as non-detailed architectural blocks (blackboxes with modeled signal inputs and output drivers). The target application is written in C/C++, and natively compiled for the host-development system (as opposed to targeting the embedded CPU, which requires host-simulation of the embedded CPU). The high level of abstraction of SystemC models is well suited to early architecture exploration, as architectural modifications can be easily evaluated with little concern for signal-level implementation issues.
In an attempt to reduce the complexity of designing in HDLs, which have been compared to the equivalent of assembly languages, there are moves to raise the abstraction level of the design. Companies such as Cadence, Synopsys and Agility Design Solutions are promoting SystemC as a way to combine high level languages with concurrency models to allow faster design cycles for FPGAs than is possible using traditional HDLs. Approaches based on standard C or C++ (with libraries or other extensions allowing parallel programming) are found in the Catapult C tools from Mentor Graphics, and in the Impulse C tools from Impulse Accelerated Technologies. Annapolis Micro Systems, Inc.'s CoreFire Design Suite and National Instruments LabVIEW FPGA provide a graphical dataflow approach to high-level design entry. Languages such as SystemVerilog, SystemVHDL, and Handel-C seek to accomplish the same goal, but are aimed at making existing hardware engineers more productive versus making FPGAs more accessible to existing software engineers. Thus SystemVerilog is more quickly and widely adopted than SystemC. There is more information on C to HDL and Flow to HDL in their respective articles.
The two most widely-used and well-supported HDL varieties used in industry are:
Others include:


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|Kosher, Fabulous, Delivered…
Our First Annual KosherEye Gift Guide
KosherEye is pleased to present our first annual kosher holiday gift guide.* Many of our readers have requested that we suggest wonderful kosher gifts for corporate or individual giving – our team has tasted, tested and selected these picks.
Gift yourself, your business clients, your staff or friends with some of the best kosher gifts for Hanukkah and the holiday season. All of our selections are delicious kosher gourmet products for the kosher lifestyle! And, all can be ordered online.
These are a few of our favorite kosher things.
Savannah Bee Company
The Kosher Express
Johnny Harris BBQ Sauces
Hagafen Wine Clubs
Walders Creamy Liqueur Vodka & Vanilla
Fiddler Wine Bottle Holder
Cuisinart 6.5-qt. Programmable Slow Cooker
Bialetti 3-c. Moka Express Stovetop Espresso Maker
BonJour 10-in. Coffee & Tea Oval Milk Frother, Silver
David's Cookies
Create Personalized MY M&M'S®
Books for Cooks:
Kosher Nation by Sue Fishkoff
Quiches, Kugels, and Couscous by Joan Nathan
Jewish Slow Cooker Recipes by Laura Frankel
Encyclopedia of Jewish Food by Gil Marks
Kosher By Design Teens and 20-Something by Susie Fishbein
* The KosherEye Gift Guide is a sponsored feature


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Summer 2013 registration for continuing and readmitted students.
Fall 2013 add/drop for students who participated in early registration. Continuing and readmitted students who did not participate in early registration may register.
Check here for scheduled registration access times: http://www.utexas.edu/law/sao/academics/registration.html
If you need an accommodation to participate in this event, please contact the sponsor listed above or the UT Law Special Events Office at firstname.lastname@example.com no later than seven business days prior to the event.


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School/Group Tours
Campus Maps
Campus Tours
Prospective Student Tours
Prospective Student Tours are for individuals and their families or friends who are interested in learning more about Cal Poly Pomona as a first-time freshman, transfer, graduate, credential student, etc.
School/Group Tours
School/Group Tours are generally field trips for schools (elementary, middle school, high school, junior college, professional programs, etc.) who are bringing 10 or more people.
Self-Guided Tours
Self-Guided Tours are for prospective students or schools who prefer to walk around campus at their own leisure.
Tree Walk
Tree Walk is a self-guided tour for people of all ages who have an interest in the landscape trees located on our beautiful campus.


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July 22, 2013
Links: Australian Glass and the Pacific Northwest at Museum of Glass
Wsu Master Gardeners of Pierce County at Master Gardener of Pierce County
The Shape of Things by Neil Labute at Dukesbay Theater
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Program, Musical
Experience the very first weekend of the 2012 Drum Corps International Tour on the big screen! NCM Fathom and DCI kick off DCI's 40th anniversary season with a blockbuster Premiere Event in select movie theaters nationwide on Monday, June 18, at 6:30 p.m. (local time). This special one-night event will include outstanding performances captured LIVE just two days earlier from Akron, Ohio. The event will showcase six of DCI's top marching music ensembles, together for a season-opening competition that is sure to ignite the competitive fire between these fierce rivals.
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Running time: 2hr 15min
Opens: Jun 18, 2012 Limited