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I was happy to reunite with Ric Dimpfl from the Hamburg NY FD and Dave Sherman from Williamsville NY FD --- my best friends from our time together at the Firefighter Newspaper.
The Stonemill/Kiefaber Community had a vocation live-in last week, Monday, September 27 to Friday October 1. Three University of Dayton men were invited to join the community for this live-in. The men participated in community prayer, Masses and meals. We had an opening meeting on Monday explaining our live-in and the men had a number of one on ones with the brothers in the community. The three men also attended the Profession of Perpetual Vows of Bro. Justin Quiroz on Saturday October 2. Pictured with the brothers of the community are Wally Price, Simon Didat and Tom Laveck.
I was glad to meet and speak with Chief Jeff Johnson from Tulatin Valley OR Fire Department. We share a common mentor in Chief Jack Snook -- the father of recruitment and retention.
I was happy that Andy Zamrok could join me at Hyattsville and at the CFSI dinner. I'm sure it was a great experience for him.
The couple will be married couple in live-in Living Together Supreme Court
www.bharatavarsha.in/couple-will-be-married-couple-in-liv...
Don speaks to members of the Filipino community following the Conservative Live-In Caregiver Program announcement
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1 1. Carry for\vard the banner of revoluti("~narv stttdents' n1ovcn1cnt.
For ademocratic education, tor arevolutionarv societv.
Education either functions as an instrument which is used tofacilitate integration ofthe youngergeneration into.
the logic ofthe present system and bring about conformity or it becomes the practice of freedom, the means by.
which men and women deal critically and creatively with reality anddiscover how to partidpate in the.
transformation oftheir world .
-Paulo Freire, Pedagogy of the Oppressed.
Even acursory look at thestate of education in Indiaafter 65years of so-called 'independence' reveals the true nature of the.
society we livein, The vast majority of the people are deniedtheirshare of basic means and necessities for adignified life-be it workJ.
food, shelter,education or healthcare. The latent class and castedivisions in thesociety plays a decisive role in keeping the working.
people, Dalits, tribal communities and religious minorities from even the right tobasiceducation. From primary to higher education, the.
class/caste character of the present oppressive system becomes blatantly evident, where the small but powerful section of the society.
corners all avenues of education and thebenefits brought by education. Even leavingask1e the question of content and aim of education,.
the sheer vastness of the peopleof the country who are forced toremain out of the educciion system is in itself enough to explode the claim.
of the 'largest democracy' in thewor1d1 Only 15 out of every hundredstudents enrolled for primary education reachhigh school level, while.
only 2of them make it to college-level education. .
The prevailing elitist system of 'modern' e.ducation is alegacy of BritJsh colonialism framed by the infamous Macaulay to create a.
subservient class of native collaborators in consolidating rts oppressive administration, This system strengthened rather than displacing the.
old and regressive feudal educationinwhich the brahminical castes maintainedsupremacy and stranglehold over productionanddissemination of knowledge. That things have not changed much after the transfer of powerfrom the British to the Indian ruling classes in1947 is corroborated by the meagre educational opportunities opentothe oppressed and marginalised sections. For instance,only 30% of.
DaJit children receive basic educationwhile a mere 8.37%of all Dalits receive higher education at college level. Between 1983 and 2000.
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j enrolment rateof Dalit girls inched from 15.72%to 32.61%, when compared to their doninant caste counterparts whose enrolment reached.
from 43.56%to 59.15%inthe period. .
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The Indian state, which has been theprimary instrument in the hands ofthe exp.Joiting classes to protect their interest, hasar, , spredtate'ictably did precious little to decolonise or to dismantlethefeudal, brahminical and Hindu communal education system. Indian.
sexpenditure on education-which was never a signfficant part of its budget-has been gradually reduced, and has come down to4.36%in 2009-10from 5.16%in 2008-09. Moreover, the measuresof social justice such as reservation for the oppressed sections such as.
0, the Dalits, adivasis, OBCs and religious minorities which came after longdrawn peoples' struggles, have never been implemented in letter ...
in spirit by the brahrninical and Hindumajoritarian Indian ruling classes, beit Congress, BJPor CPI{M). Even the so-called premiere.
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. institutions like DUfllegally transfers thousands of seats reserved for OBCstudents to the unreserved category (which are virtually reserved.
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for the dominant-caste students) every year and thereby openly flouts the'.
de.s lawof theland' with impunity. Likewise, the deplorable condition.
of education among theMuslimcommunity in Bengal -astate ruled for over three decades by the 'communisf CPI(M)-has been recently.
vac exposed by the Sachar Committee Report, while similar situation prevails in other regions of thecountry as well..
agg Theassault of imperialismon education is also on the rise. Higher education remains accessible to only a few whocanafford to pay.
resCJ hefty fees for technical courses in IITs, IIMs, engineering, medical and media institutes,universities and so on, be it public or private. Theso-calle-d 'merir !s not a criterion of admission for those who can paylarge capitationfees and buys degrees in the market. IndiawhichAir, . boastsof having the third largest education system in the world after China and the U.S., is also becoming a lucrative market for imperialismand their local agents -the Indian big capitalists. Conservative estimates put thecurrent 'education marker to be worth $68 billion. There isa scramble for acquiring a share inthis lucrative.
Frien 'business', and thousands of private educational institutions are being opened by foreign.
investor-politician-bigcapitalist nexus all over the country. Higher education sector,which was overwhelmingly funded by publicmoney till.
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km. two decadesago,isslowly becoming the monopoly of the private sector, whose soleaim is profit maximisation. The Indianstateand rtsPakis MHRD is playing the role of facilitators in this process by inviting foreign and private investment with open arms, so muchsothat today there.
handc 1s hardly any restriction on opening colleges, universities and technical institutionswith completely private or foreign-funding. The elitist and.
Kashr; exclusionary education system inherited from the British which in any case was againstthe participation of the large majority of the masses.
is nowgoing to be further enclosed. With no regulationfor implementing reservationorany other policy of sodaIjustice in theprivately run.
entire institutions and the decline in establishment of state-funded ones, the exclusion of theoppressed masses fromeducational and social.
the Pc opportunities will be complete..
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constn The character and objective of an education system is determined by the natureof ruling classes that hold political power: Not.
String surprisingly, abrahminical and caste-basededucation system was instituted bythe feuda rulers of medieval India whichwas later modified.
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also ne to servethe interests of the colonial rulers. The present rulers of India -which is ajoint dictatorship of the feudal·forces and the bigbourgeoisie -likewise has established a systemof education that onlybenefits their imperialist masters and their own kith and kin, leaving.
{5as rict fhe vast majority deprived of educational opportunities. Thus the question of ushering in anew, democratic, scientific and pro-people.
education system is directly connected tothe question of political power. It is only afferthecapture of political power by the wretched of the.
earth that anewsociety and along with anew education systemcan beestablishedby uprooting the decadent system of the present. The.
studentsthereforemust strengthen the struggle for a revolutionary social transformation,which in the concrete conditions of the Indian.
society, can onlybeachieved by followingthepath ofMarxism-Lenlnism-Maoism. Wrlh this aim in mind, we must intensify ourstruggles and.
make all efforts forthedemocratisation of the education system, whereJNU'sprogressive student movement has an important role toplay. .
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