U.S. URBAN AND MIXED URBAN SCHOOLS: DANGER FACING TALENTED, SMART, GIFTED, BRILLIANT AND A/A+ STUDENTS
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U.S. URBAN AND MIXED URBAN SCHOOLS: DANGER FACING TALENTED, SMART,
GIFTED, BRILLIANT AND A/A+ STUDENTS
September 29, 2011
Thematic Extract from the REPORTS OF LIMPT,INC/IHRRG/IHRRC/ASSOCIATES:
This International research and investigation. "...In the United
States, teaching, administration and learning are conducted based on
race and color inside the closest doors more than any multi-cultural/
racial/color federal democracy... See further readings below.
In the United States URBAN (non-whites) and part of MIXED URBAN (non-
whites) schools, under close door there are two major in-classroom
activities to reduce the academic excellence of talented, gifted,
smart, brilliant, A/A+ students. The two ways are issuing test and
examination on raw or untaught courses and under-marking and under-
scoring the students. AND/OR
Some teachers come to this dubious point by organizing class team or
group (makeup of two or three members) assignment and inside the rule
there are individual work, reports and conclusion which are not marked
and scored individually but as team or group score. In this team or
group work talented, gifted, smart, brilliant, A/A+ students are
targeted and the group must be one talented, gifted, smart, brilliant,
A/A+ student and the rest members must be weak or D or F students.
In these schools, internal migrant students are most hit because these
students are classified as direct competitors in the hassle for
employment and other better means of livelihood. In breach of the
MSIX in section 1308 (b) (2) of the Elementary and Secondary
Education Act, as amended by the No Child Left Behind Act (2001)
administrators in Urban and part of Mixed Urban schools (over 97%
whites nationally) ignore this act including accrual, remediation and
catch up guidelines to integrate migrant students into the school
system.
Lawlessly, in these schools in further breach of this act teachers
overload new migrant students with assignments and unnecessary past
years works to make them get low grades in addition to under-marking
and scoring them. For example, in Holyoke/Classical High Schools,
grade 12 migrant students have been continually threatened to do a
grade 10 matriculation state examination equivalent to MCAS which they
did in grade 10 in their states of origin. Reason behind this
lawlessness is to force them to drop out, prevent them from getting
their diploma, prevent them from moving up to tertiary level, etc.
...Across the United states whites dominate teaching and
administration of schools at rate of over 95% with over 99.8% secret
in/out room activities with open eyes on education/training as GATEWAY
to EMPLOYMENT AND OTHER BETTER LIFE and that giving education/training
to OTHERS will impede entirely or reduce their chances to employment
and other better life...
...To wage this means of livelihood war, all teaching and
administration across the United states must be controlled by mass
majority of whites. Education curricula and laws must be designed and
structured in favor of the whites now and future generation.
... Across the United States, profession to profession, there are
shortages to the extent that staff shortage base inefficiency and
under function are widely recorded. Under ugly white power theory,
extreme small number of non-whites who worked hard over five times
more than white classmates and succeeded in earning degree or diploma
are not employed...
Majority of the highly qualified foreign migrant of non-white
professionals and experts origin are rejected outright and under
fraudulent professional examination and artificial failure, they are
drilled into homelessness during which they loss their academic and
professional qualifications and reduced to indenture laborers.
...For example, in medical professions, whites are predominant in an
unqualified control and in the majority of the U.S. states whites are
over 93% of the insufficient and downturn physicians situation. Across
the United States there is severe forms of shortage of physicians and
related experts and this condition has created about 2-6 hours waiting
time in the Emergency ward and sick people suffer untold pains and
hardship to the extent of death because of lack of timely medical
intervention.
The problem is not funding but severe forms of racism, racial
discrimination, xenophobia and related intolerance on access to right
to education K-tertiary levels.
Publishers have permission of Dr. & Mrs. Ofume to cite and inform the
public that their seven (7) children born in Nigeria, Canada and
United States are talented, gifted, smart, brilliant, A/A+ children/
students. The massive continuous seizure and looting of their and
enterprises’ wealth or real estate, goods, cash, properties,
outrageous sanction and embargo in Nigeria, Canada and United States
forced these children to be in Urban Schools in the United States. See
the terrible incidents in Lynn Public Schools, and Holyoke Public
Schools.
FURTHER READINGS:
http://inthemindofisabelle.blogspot.com/2011/06/education-in-america-limpt-inc.html
http://inthemindofisabelle.blogspot.com/2011/06/education-in-america-limpt-inc.html
http://www.google.com/#sclient=psy-ab&hl=en&source=hp&q=LIMPT%2C%20inc&pbx=
1&oq=&aq=&aqi= &aql=&gs_sm=&gs_upl=&bav=on.
2,or.r_gc.r_pw.&fp=c23fd074e2 18a640&biw=1366&bih=667&pf=p&pdl=500
Researched/Investigated/Published:
Phillip Ofume, Ph.D. Chair, National & International Policy Research
Council; Head, Law Reform and Litigation and Security Policy Council;
Candidate in Exile - Nigeria's Presidential Election 2015; National
Chair, Canadian Sociology and Anthropology Association -Anti-Racism
Committee (p)
.
Godson Etiebet, Ph.D. Researcher, (Policy/Good Government) National
and International Policy Research Council Coordinator, Europe Section,
Switzerland
Cynthia H. Taylor, Ph.D./Alh. (Dr.) Farruk Mohammad Strategic
Development Researchers - International Policy Research Council,
Middle East Project
Tan Ochollu, D.Lit. Principal Researcher, (Strategic Development)
National and International Policy Research Council Director of Asia
Project
Reid MacDonald, Ph.D. Coordinator, North America Section
Kris Kifindi Bunkheti, Ph.D. - Sept 2007 - present continued to be
detained/imprisoned by the PM of Canada Stephen Harper Researcher
(Language/Culture), National and International Policy Research Council
York University (Department of History) Toronto, Ontario Canada (p)
Jerome Tesfai, D. Min/Div Principal Researcher, Policy and Practice in
Government and Foreign Interveners - Africa Project
Francois Bourgeois/Pierre Bushel
International Human Rights Watch and Democracy - St. Etienne, France
Send Comment to: Ihrwa4re...@hotmail.com for Europe Section
AFRICAN CANADIAN HUMAN RIGHTS ASSOCIATION (ACHRA);
NETLINK INTERNATIONAL COMMUNICATION SYSTEM (NLICS);
INTERNATIONAL CAMPAIGN FOR NIGERIAN PEOPLE'S LIBERATION AND
DEMOCRACY(ICN-PLD); OIL AND CHEMICAL WATCH INTERNATIONAL (OCWI);
AFRICAN CANADIAN IMMIGRANT SETTLEMENT ASSOCIATION (ACISA);
INTERNATIONAL NETWORK FOR PEACE AND DEVELOPMENT IN AFRIK (NIPAD).
Contact:
P. O. Box 25153 Halifax, Nova Scotia Canada B3M 4H4 Phone: (902)
832-3559 Fax: (902) 832-3558 E-mail:
federr...@hotmail.com,sis_mc...@hotmail.com for North/South Americas ;
Africa ; Middle East ; Asia ; Australia ; etc.
In the United States of America:
Dr. Phillip C. Ofume
Websites: "Dr. Phillip Ofume";
http://www.google.com/search?hl=en&q=Dr.+Phillip+Ofume+Political+Mani...
etc E-mail: globalaids_hivcureinteract...@yahoo.co.uk ,
Disclaimer: We have experienced series of high handed cyber attacks
such as deleting of words and sentences from our write-ups; distorting
and confusing the meaning of our letters/report/advertisement/
articles; returning and destroying our e-mail and snail mail; changing
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write-ups; etc. In the light of this, we hereby advise you to
disregard the activities of these cyber-vultures and contact us for
signed hard copies directly from the Publishers.
Aviroce
in urban settings, basically black. But I supervised their activities
especially after the first child scored B average in high school among
blacks. When he went to college, state college known for its high
achievement, he averaged A and was the student of the semester for
most of his coursework. He graduated as a Doctor of Pharmacy (Pharm.
D.) from Auburn University. When it came to the second child, I
refused to let him go to urban school. Instead, I sent him to county
high school known for its highest achievement as a Magnet School for
the Talented. He went to the University of Georgia and graduated with
the highest honors in the Honors program. He will graduate as an
attorney in 2012.
Black schools are racial and denigrate intellectual talents in
addition to threats of harm of bodily injury to students who show high
achievement. No wonder, many black schools resort to cheating on
standard tests to graduate their black students who are
underachievers, the blind leading the blind.
Urban schools should not be controlled by members of their community
as these are generally fraudulant. Under the umbrellas of racism,
blacks destroy blacks.
On Sep 29, 2:31 pm, searchgroup <humanrights.researchgr...@gmail.com>
wrote:
>
> http://inthemindofisabelle.blogspot.com/2011/06/education-in-america-...
>
> http://www.google.com/#sclient=psy-ab&hl=en&source=hp&q=LIMPT%2C%20in...
> 1&oq=&aq=&aqi= &aql=&gs_sm=&gs_upl=&bav=on.
> 2,or.r_gc.r_pw.&fp=c23fd074e2 18a640&biw=1366&bih=667&pf=p&pdl=500
>
> http://www.google.com/#hl=en&cp=35&gs_id=5q&xhr=t&q=ISABELLE+OFUME+V....
>
> http://www.google.com/#hl=en&cp=48&gs_id=8o&xhr=t&q=LIMPT,+INC.+V.+AM...