daftar prepared motions nudc 20161 1

7/25/2019 Daftar Prepared Motions NUDC 20161 1

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Prepared Motions

NUDC 2016 Kopertis IV

1. THW (This House Would) introduce online sales tax.2. TH as Indonesian government will allow indigenous community to exercise

their law as an efort to protect environment.. TH as college organi!ation would re"rain "rom using aggressive measures o"

campaign.#. $s developing countries% TH&T (This House &elieves That) "urthering

development is more important than esta'lishing democracy.. TH supports inclusive education.. TH regrets computer*'ased exam.+. THW apply mother tongue language at school.,. THW apply capital punishment "or pedophiles.The term capitalis derived from

theLatincapitalis("of the head", referring to execution by beheading).[1]

-. THW allow plastic surgery.1.THW ma/e poor corrupt.11.THW o'lige parents to immuni!e their children.12.THW o'lige Indonesian cele'rities to earn higher education degrees.

0ote

Impromptu motions may appear during the competition.
https://en.wikipedia.org/wiki/Latinhttps://en.wikipedia.org/wiki/Latinhttps://en.wikipedia.org/wiki/Latinhttps://en.wikipedia.org/wiki/Beheadinghttps://en.wikipedia.org/wiki/Capital_punishment#cite_note-KronenwetterP202-1https://en.wikipedia.org/wiki/Capital_punishment#cite_note-KronenwetterP202-1https://en.wikipedia.org/wiki/Beheadinghttps://en.wikipedia.org/wiki/Capital_punishment#cite_note-KronenwetterP202-1https://en.wikipedia.org/wiki/Latin


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What is Inclusive Education?

Inclusive education means that all students attend and are welcomed by their neighbourhood

schools in age-appropriate, regular classes and are supported to learn, contribute and participate in

all aspects of the life of the school.

Inclusive education is about how we develop and

design our schools, classrooms, programs and activities so that all students learn and participate

together.

Neighbourhood schools are the heart of our communities, and Inclusion BC believes they are

essential for a quality inclusive education system. Therefore we believe it is important to support a

public education system in B.C.

Benefits of Inclusive Education

All children benefit from inclusive education. It allows them to:

Develop individual strengths and gifts, with high and appropriate expectations for each child.

Work on individual goals while participating in the life of the classroom with other students

their own age.

Involve their parents in their education and in the activities of their local schools.

Foster a school culture of respect and belonging. Inclusive education provides opportunities

to learn about and accept individual differences, lessening the impact of harassment and bullying.

Develop friendships with a wide variety of other children, each with their own individual needs

and abilities.

Positively affect both their school and community to appreciate diversity and inclusion on a

broader level.

Q&A's

Why is inclusive education important?


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Its important because as Canadians, we value our diverse communities. These communities start at

school, where all students learn to live alongside peers. They learn together; they play together; they

grow and are nurtured together.

Is inclusive education for everybody?

The simple answer is YES. However, individual needs may mean that some students need to spend

time out of regular class for a particular purpose. There are always exceptions, but they are in fact

EXCEPTIONS: if needed, they are individualized in the students community school.

How can I mae the school in my community more inclusive?

Ask your school principal what is being done to support teachers to include students with diverse

needs in the classroom.

What should I e!pect?

You can expect the school to provide a plan to support teachers and students through good inclusive

practices like collaboration, team work, innovative instructional practices, peer-strategies, and

more.

Many governments, i!e urundi recenty, are no# ma!ing $ngish an officia nationa anguage.

Their motivation behind this is to gro# their economies and im%rove the career %ros%ects of their

younger generations. &ongside this move, #e are seeing a trend, %articuary across 'ub'aharan

&frica, to introduceEn"lish as a medium of instructionin basic education.

o#ever, research findings consistenty sho# that earners benefit from using their home anguage

in education in eary grade years (ahead of a ate %rimary transition stage). *et, many deveo%ing

countries continue to use other anguages for teaching in their schoos.

+n enya, the anguage of instruction is $ngish, and some earners in urban and some cosmo%oitan

settings s%ea! and understand some $ngish by the time they -oin schoo. ut earners in the rura

areas enter schoo #ith ony their home anguage. or these earners, using the mother tongue in

eary education eads to a better understanding of the curricuum content and to a more %ositive

attitude to#ards schoo. There are a number of reasons for this.

irst, earning does not begin in schoo. Learning starts at home in the earners/ home anguage.

&though the start of schoo is a continuation of this earning, it aso %resents significant changes inthe mode of education. The schoo system structures and contros the content and deivery of a %re

determined curricuum #here %reviousy the chid #as earning from ex%erience (an e!periential

learnin"#pens ina new tabor w indow$mode).

0n starting schoo, chidren find themseves in a ne# %hysica environment. The cassroom is ne#,

most of the cassmates are strangers, the centre of authority (the teacher) is a stranger too. The

structured #ay of earning is aso ne#. +f, in addition to these things, there is an abru%t change in the

anguage of interaction, then the situation can get uite com%icated. +ndeed, it can negativey affect
http://www.britishcouncil.org/blog/should-non-english-speaking-countries-teach-in-englishhttp://www.britishcouncil.org/blog/should-non-english-speaking-countries-teach-in-englishhttp://en.wikipedia.org/wiki/Experiential_learninghttp://en.wikipedia.org/wiki/Experiential_learninghttp://en.wikipedia.org/wiki/Experiential_learninghttp://en.wikipedia.org/wiki/Experiential_learninghttp://www.britishcouncil.org/blog/should-non-english-speaking-countries-teach-in-englishhttp://en.wikipedia.org/wiki/Experiential_learninghttp://en.wikipedia.org/wiki/Experiential_learning


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a chid/s %rogress. o#ever, by using the earners/ home anguage, schoos can he% chidren

navigate the ne# environment and bridge their earning at schoo #ith the ex%erience they bring from

home.

'econd, by using the earners/ home anguage, earners are more i!ey to engage in the earning

%rocess. The interactive earnercentred a%%roach 2 recommended by a educationaists 2 thrives in

an environment #here earners are sufficienty %roficient in the anguage of instruction. +t ao#s

earners to ma!e suggestions, as! uestions, ans#er uestions and create and communicate ne#

!no#edge #ith enthusiasm. +t gives earners confidence and he%s to affirm their cutura identity.

This in turn has a %ositive im%act on the #ay earners see the reevance of schoo to their ives.

ut #hen earners start schoo in a anguage that is sti ne# to them, it eads to a teachercentred

a%%roach and reinforces %assiveness and sience in cassrooms. This in turn su%%resses young

earners/ %otentia and iberty to ex%ress themseves freey. +t dus the enthusiasm of young minds,

inhibits their creativity, and ma!es the earning ex%erience un%easant. & of #hich is bound to have

a negative effect on earning outcomes.

& crucia earning aim in the eary years of education is the deveo%ment of basic iteracy s!is3reading, #riting and arithmetic. $ssentiay, the s!is of reading and #riting come do#n to the abiity

to associate the sounds of a anguage #ith the etters or symbos used in the #ritten form. These

s!is buid on the foundationa and interactiona s!is of s%ea!ing and istening. 4hen earners

s%ea! or understand the anguage used to instruct them, they deveo% reading and #riting s!is

faster and in a more meaningfu #ay. +ntroducing reading and #riting to earners in a anguage they

s%ea! and understand eads to great excitement #hen they discover that they can ma!e sense of

#ritten texts and can #rite the names of %eo%e and things in their environment. 5esearch in $ary

6rade 5eading ($65&) has sho#n that %u%is #ho deveo% reading s!is eary have a headstart in

education.

+t has aso been sho#n that s!is and conce%ts taught in the earners/ home anguage do not have to

be retaught #hen they transfer to a second anguage. & earner #ho !no#s ho# to read and #rite in

one anguage #i deveo% reading and #riting s!is in a ne# anguage faster. The earner aready

!no#s that etters re%resent sounds, the ony ne# earning he or she needs is ho# the ne# anguage

7sounds/ its etters. +n the same #ay, earners automaticay transfer !no#edge acuired in one

anguage to another anguage as soon as they have earned sufficient vocabuary in the ne#

anguage. or exam%e, if you teach earners in their mother tongue, that seeds need soi, moisture

and #armth to germinate. *ou do not have to reteach this in $ngish. 4hen they have deveo%ed

adeuate vocabuary in $ngish, they #i transate the information. Thus, !no#edge and s!is are

transferabe from one anguage to another. 'tarting schoo in the earners/ mother tongue does not

deay education but eads to faster acuisition of the s!is and attitudes needed for success in forma

education.

8se of the earners/ home anguage at the start of schoo aso essens the burden on teachers,

es%eciay #here the teacher s%ea!s the oca anguage #e (#hich is the case in the ma-ority of the

rura schoos in mutiingua settings). 5esearch has sho#n that in earning situations #here both the

teacher and the earner are nonnative users of the anguage of instruction, the teacher strugges as

much as the earners, %articuary at the start of education. ut #hen teaching starts in the teachers/

and earners/ home anguage, the ex%erience is more natura and ess stressfu for a. &s a resut,


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the teacher can be more creative and innovative in designing teaching9earning materias and

a%%roaches, eading to im%roved earning outcomes.

+n summary, the use of earners/ home anguage in the cassroom %romotes a smooth transition

bet#een home and schoo. +t means earners get more invoved in the earning %rocess and s%eeds

u% the deveo%ment of basic iteracy s!is. +t aso enabes more fexibiity, innovation and creativity in

teacher %re%aration. 8sing earners/ home anguage is aso more i!ey to get the su%%ort of the

genera community in the teaching9earning %rocess and creates an emotiona stabiity #

%ros and ons of #nline estin" ools

&ny ne# technoogy can %resent different chaenges and offer differentassets to users. or the teacher, the decision may be com%icated by aimited schoo budget, concerns about the technoogy/s reiabiity andaccuracy, and issues #ith student access to a com%atibe and functionacom%uter. 4hie there is ris! in any change of technoogy, %articuary insomething as %otentiay highsta!es as testing, the re#ards to both thestudent and the teacher can be significant.

%otential %ros for #nline estin" ools

&utomatic grading

5ecycing of test materias

0nine data storage faciitates testing management, eiminating need for storage and increasing the security

of test and resuts through data encry%tion (ovand, :;;


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>atura choice for testing in fuy onine course

&utomatic formatting of uestions and o%tions

More affordabe state testing (ovand, :;;


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reuires ab use (ovand,

:;;

daftar prepared motions nudc 20161 1

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