Syrah's corner

Ωραία, ερημική.  

Συνήθως αυτά πάνε μαζί, ναι;

 

Ναι Syrah,συνήθως. 


Στην άλλη άκρη του κόσμου,
εσύ μου περνάς το φεγγάρι,
σαν δισκοπότηρο φιλίας,
ή σαν μια καύκα.
Εγώ σου κυλάω τον ήλιο.

Πέφτω για ύπνο
όταν εσύ ξυπνάς
στην άλλη άκρη του κόσμου.
Τ' αστέρια σκόρπισες
επάνω μου εδώ,σαν σπόρους

που υποδέχεται η γη.
Όλη τη νύχτα μάζευα
μπουκέτα,αγκαλιές από
σύννεφα,και σου τα έστειλα
στην άλλη άκρη του κόσμου.

Έτσι ο έρωτας μου ίσκιος θα γίνει
εκεί που βρίσκεσαι,
και ο δικός σου,
στον ύπνο σαν παραδοθώ,
το μπουμπούκι ενός αστέρα.

Κόσμος-Carol Ann Duffy
Μετάφραση:θάλεια Μελλη Χωλλ


 

 

Feet

__

 

Audrey Hepburn

 

 

Sofia Loren

 

 

 

 

Eric Stanton

 

 

Εγκληματικότητα και μορφωτικό επίπεδο Ι

Linking criminality to educational failure

A most revealing link has been made amongst criminality, the education system and the economic system by the perspectives given by the police on criminal activity for the year just gone out of sight. It is a link we must pay serious attention to in the interest of doing something about a state of affairs that could send this country to hell, notwithstanding however still favourable a position the economy may be in.

“Kids are leaving the secondary school system…those who are unemployable are graduating to gangs. We are speaking about kids who are 17, 16 and 14, are gang members and doing serious criminal activities… The crimes are more violent and gangs become stronger,” Deputy Commissioner of Police, Gilbert Reyes told reporters at the police end-of-the-year news conference. Of course there would be other variables to consider, but the link between students who do not do well in the education system and turn to crime is unmistakable in what is said by DCP Reyes.

There would undoubtedly be students who go into the education system predisposed against learning and not even the most appropriate curriculum, teaching methods and teachers would turn them into good students. However, there must be a serious examination of the education system, including the training and ability of the facilitators of education, to find out why so many students are leaving the school system and heading directly for the gang culture.

Even for those students who go into the education system without real interest in learning and without stimulation from the home and social environment to do so, our education system must have the capacity to re-orient and re-direct such young people to more productive and healthy life styles. For decades now, there has been discussion on the relevance of the school curriculum to young people and to the society into which they will have to live after their school days are finished.

Demonstrably, we have not been able to get it effectively right. Learning must stimulate the interest of those in the education system; young people must also be able to discern a direct link between what they are doing in school and how they are going to make a living after they leave the education system. At present, the education system favours the intellectually-oriented students who are disposed to going through the academic training that conditions their minds to tackle related kinds of challenges later on.

[...]

And as we know, the sub-culture with its “bling” provides examples of others who are reaping benefits from a life of crime. Billions have been spent on upgrading the education system and facilitating the increasing numbers of students being eligible to walk into the corridors of schools. But has sufficient creative and analytical thought been given to making a link between education and our social and economic reality? The reality of our society is telling us that we have not made the relevant linkages.


Πηγή: The Trinidad Guardian

 

Εγκληματικότητα και μορφωτικό επίπεδο ΙΙ

Education and Crime - Conclusions And Implications

Criminologists who believe that propensity for adult criminality is established in early childhood attempt to dismiss empirical research that identifies significant school effects on delinquency and crime. These critics argue that selection bias accounts for education-crime associations. That is, some criminologists will argue that both educational and criminal trajectories are set at a very early preschool age. By the time that children enter school, the argument goes, families (or genetics) have already produced "bad kids." Individuals fail in school because they lack social control: failure in school thus reflects individual-level socialization problems that underlie criminal propensity; poor educational performance itself therefore does not produce criminal behavior. While some criminologists might still argue this position, it is fundamentally inconsistent with the larger social scientific research community's understanding of the role of education in life course development.

At least since the late 1960s, social scientists have recognized that educational experience has come to mediate the relationship between social origins and adult life-course outcomes. While poorly socialized youth certainly are less likely to do well in terms of educational attainment, schools—if properly structured—can successfully counter these tendencies. Schools are institutions that can serve as "turning points" in individual lives. As the criminologists John Laub and Robert Sampson have argued: "despite the connection between childhood events and experiences in adulthood, turning points can modify life trajectories—they can 'redirect paths."'

Since schools play a critical role in determining the likelihood of delinquency, crime, and incarceration, policymakers historically have turned to educational reform to address social problems associated with adolescent delinquency and adult criminality. The last two decades of the twentieth century, however, were exceptional in U.S. history in terms of both educational and criminological policy. In unprecedented ways, policymakers have relied on incapacitation by the penal system to address the crime problem in society. Concurrently, educational policy has lost its focus on designing programs to integrate and socialize economically disadvantaged youths to become productive members of society. Instead, educational policymakers have become fixated on the narrow task of improving school performance and efficiency in terms of measurable student gains on cognitive standardized tests. While prison rolls have more than doubled in the last two decades of the twentieth century, high school vocational education enrollments have plummeted as the programs have been dismantled due to their high cost. While the penal system has demanded an increasing portion of local, state, and federal finances, educational budgets have struggled just to keep up with inflation and demographic growth in school age populations. While government officials increasingly threaten to sanction schools for the lack of student progress on cognitive tests, schools as institutions have become legally constrained from applying disciplinary sanctions to maintain peer climates conducive to learning and socialization. How policy reformers reconcile these tensions and contradictions in educational and social policy will determine the character of the education-crime relationship in the future.



Πηγή: Law Library

 

Craig Yoe - Secret Identity: The Fetish Art of Superman's Co-creator Joe Shuster

 

[ame=http://www.amazon.com/Secret-Identity-Supermans-Co-creator-Shuster/dp/0810996340]Amazon.com: Secret Identity[/ame]

 

Ν. Καζαντζάκης - Ασκητική

Η ζωή είναι ένα παιχνίδι, μια παράσταση που δίνουν οι πέντε θεατρίνοι του κορμιού μου.

 

Eric Stanton by Taschen: For the man who knows his place.

 

 

Femdom chronicles