How To Take Off Harley Handlebars

III High School Drug

video guide to develop the drug addiction

1. What is addiction?
2. What are drugs?
3. drug types according to their effects
4. Impact on drug use
5. interview (optional, only if safe and the person is willing)
6. prevention

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Brooke With Heather Harmon

essential waste of time FPGM Gabilondo and equity

One of the most striking Logse our educational system, for which we have been carefully watching its data, is the amount of time you lose students. It is known that nearly half of the students have repeated at least once before age 15, the last age (ongoing) of their compulsory education.
I have told in an article, but I have to tell more slowly in the blog, among other things because the item is not online, that Logse created three routes, although not recognized by our politicians: that of those who reached 4 º ESO without repeating, and who follow the path of high school, those who come limping to 4 of ESO but just who are the ones to FP, and then there are two groups, those who are entertained between 3 and 4 a year to see if finished, and go out without title (although some reinstatement and make the income in FPGM), and that when they reach the compulsory school age are still in Secondary 2 or early 3 rd, and go home. The latter are those of school leavers and segregated from the logs and overlooked by our politicians, I'll tell you why someday. Today
FPGM wanted to focus on (for those who do not know, Intermediate Training, more or less equivalent to the FP I in title, but which is offered two years later), a stage "vocational"-ie , aimed at preparing for the labor market, as opposed to "academic", ie-Baccalaureate which is filed after obtaining the title of ESO (Obligatory Secondary Education) to the theoretical age of 16 and 17 years, when it would end.
Well, this is the real situation FPGM students by age:

16 years 17 years 18 years 19 years TOTAL 31 Aragón 22.8 Baleares 30.4 Canary Castilla y León Navarra Basque Ceuta 43.1 11.5

D5.4. Percentage distribution of students according to age. Intermediate Vocational Training (1)
CCAA					20 or more
	5.3		25.4 20.9 17.4
Andalucía	4.9		24.3 27.1 16.9		26.8
	4			18.9 28.9 25.5
Asturias		10.4 1.6		21.2 20.3 46.6
	5		23.5 23.5 17.6
	17.7 2.9			18.3 25.4 35.7
Cantabria		2.6 15.5		21.2 25.3 35.4
	1.8		24.1 10.9 22.1		41 , 1
Castilla-La Mancha	18.3 4.9			26.7 19.5 30.6
Catalonia		12.6 28.9 23.4		12.7 22.4
Comunidad Valenciana		5 26 25.3		15, 1	28.5
Extremadura		3.6 20.1 28.4		20	27.9
Galicia	2.2		14.1 23.6 19.4		40.8
Madrid		2.9 13.9		20.9 26.2 36.2
Murcia	18.7 4.4			27.7 18.3 30.9
	28.1 8.3			16.4 28.3 18.9
	11.1 2.3		21, 1		19.7 45.8
La Rioja		5 24.5 19.6			18 33
	18.6 5.8			14.9 21.4 39.3
Melilla		2 22.3 21.1
(1) For the percentage distribution of students by age is taken into account the students in classroom teaching: ordinary regime and adults.

The data belong to one of the essential books in a series about what is happening in the education system, and are also downloadable for free: figures Education Spain. Statistics and Indicators. 2010 edition (there are of course 2007-08), published by the Ministry of Education (by the way, once a minister I would like to submit these data, it is something that has not happened in 15 years at least).
As you can see from the table, only 5% of those enrolled in FPGM has 16 years, when if they continue to plan, would have to be 50%. But the 50% predicted remains at 5% for two reasons: they arrive late, and it is repeated a lot. Unfortunately, data on vocational training are much better, and we can not know how many of each category. Perhaps surprisingly, most do
a third of students are studying FPGM over 20 years, when the theoretical age of completion is at 17 (do not be fooled by the inclusion of students adult regime: less than 2% of total) . That is, it takes at least three years longer than expected to obtain the title.
What has a very clear result (apart from that are not on the unemployment rolls): the amount of money it costs. Twice: first, each student who repeats it costs over 5,000 euros a year (and repeated at least three), on the other, three (or more) years in which delayed his joining the labor market (which also has a cost). Besides the cost of which will never get the title, between 30 and 50% of those who enroll.
Finally, one of the reasons that our education system is expensive (some day I will explain why I do not think we spend enough, despite what they say over and over again) is because they are spending money on useless questions like, in most cases, repetition.

Tattoo Op Geslachtsdelen

Minister Ángel Gabilondo has today awarded a friendly interview in the Cadena SER. I will not tell what he has said there will have 45 minutes talking very nicely. Unfortunately, very little chicha, almost the same as at the close of the conference, Jean Monnet .
I have drawn attention to one sentence, spoken very strongly with the intention of giving a headline, and it looks like it got (as here, but did not last long, because in both media the wrong and transcribed in once they had time to write the news in a position to change the title and even the quote disappeared from the body of information). What exactly was the minister said:

"I can assure you that if anything is negotiable equity of the education system and education as a public good. This is not in any way challenged."

Very nice statement of principles on which a Minister of Education returns to show off his vast ignorance of the educational system that is responsible. And that this is light years ahead of its two predecessors.

The myth of the equity of our education system comes from ancient, the English report PISA 2000 at least (incidentally, a very creditable report for its time, was "driven" by the Ministry of Education then, with Pilar del Castillo front). It found, among other things, that the English education system was very fair. The report explained:

"To measure the dispersion can be used other statistical indicators, such as diversion Typical or interquartile range. The measure of dispersion is important for estimating the equity of an educational system since it can represent the system's ability to offset or at least not extend the original inequalities in the school population "(p. 31).

As we see, the term "equity" in the report uses a statistical term, roughly equivalent to the standard deviation of the final scores of the students. Although throughout the report, the term extends its meaning, especially when it gets in relation to the socioeconomic gradient, never leaves the statistical significance. The problem was the shift from equity statistical ideological, when both terms do not mean the same thing. Nor has to do entirely with the concept of economic equity. Let's see.
The term economic equity has two aspects (although the latter is often forgotten): first short distance between the haves and those who have less (equivalent to equity statistics), and secondly that there are people not have to live. That is, a country where everyone is starving is not fair, as much as statistically the standard deviation of income or standard of living tends to zero.
Unfortunately, all the PISA reading from the point of view of equity are set out in our reduced standard deviation (stays around 90, when the OECD average is 100), but forget the second part: Spain was in Reading in 2000 to 16% of students below Level 2 (what to PISA is the threshold of "poverty" school), and in 2006 more than 25%. This fall is not so evident at other levels (Science and Mathematics), and it is clear that the 2006 data is accurate (in 2009 the data will be more reliable), but at any level Spain has too many students below Level 2 in PISA.
But also, the transfer of economic equity to educational equity has two problems: as rightly pointed July Carabaña in a recent article ("School failure and early drop, or why suspend both" in Cuadernos de Información Económica, n º 213 , November / December 2009), the difference between economy and education is that while in the first what you have (money, food, land ...) do not have another, ie, goods are limited, education does not happen, because who else knows you do not need to take away his part ( at least in theory) the least known. That fact can get another corollary in terms of equity: if a person has the ability to study a career and the educational system, one way or another, you prevents happen, for example, high school, the system is unfair (and stupid). Seen this way, the more equitable education system would be one that got every one of his students came to where his ability, merit, or his desire will permit. Of course, such a system would be anything but equal in statistical terms.
Returning to the English equity in PISA, it really allows a standard deviation lower than that of other countries is not that low achievers have, but simply have not only students with high yields. If we had some students more at high performance levels, the standard deviation of our country would be similar to the OECD average. Can anyone say what we want an equity base of which is that we have no doctors or engineers or researchers will need in tomorrow's society?
Moreover, if in Spain we have the same number of brilliant minds than any other country in Europe (if only for a random distribution), and our educational system will not let them develop to where they can get, at least, their skills are significantly below age 15 than those of other students who were educated in other countries in Europe, then maybe we're falling in one of inequities described above.
As if this were not enough, the effects of this educational system on students is deeply unfair. In my opinion, this school system promotes inequality based igulitarismo promote, among other things. But this will be the subject of other entries.