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If you are referring to the No CHild Left Behind (NCLB) legislation - see the below link for further information:
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NCLB Created A National Curriculum That Would Be Taught In Every School In America.
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One element not present in the No Child Left Behind Act (NCLB) of 2001 was a focus on teacher evaluations based on student test scores. The NCLB emphasized standardized testing, accountability, and school improvement, but did not include specific provisions for evaluating teachers in this way.
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The NCLB Act stands for the No Child Left Behind Act. It is intended to support disadvantaged students in education. It was signed into law on January 8, 2002.
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They have an increased involvement in the education system.
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culture
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No child left behind program / (NCLB)
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A lot of things were not an element of the NCLB. You'll have to be more specific with the question.
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students would be tested in specific grades.
The answer above is not correct..
NCLB created a national curriculum that would be taught in every school in America. A+LS.
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I could find no evidence that NCLB mandates computer training. NCLB mostly mandates that test scores in core areas like reading, writing, and math must improve each year by a certain amount or the federal government will intervene.
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When the No Child Left Behind bill was voted on in 2001, Hillary Clinton supported it with her vote as a Senator. She continues to support the law, although she thinks it needs to be changed in order to be effective.
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No Child Left Behind (NCLB) began in 2002 with the goal of improving the quality of education in the United States. It aimed to raise academic standards, increase accountability, and close the achievement gap between disadvantaged students and their peers. NCLB required regular standardized testing and established consequences for schools that did not meet certain performance standards.
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After George Bush implemented NCLB, each state was required to implement a test to see how its students were scoring in relation to state curriculum. In essence we are holding our schools accountable for what they are teaching and if they are successful with students learning it or not.
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Usually, this is taken to mean that the person who is certified needs to go through the process of licensure in the state of TN. Usually, this is regarding the highly qualified status issues, thanks to NCLB.
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This law sucks
This law really sucks. I would change it from "No Child Left Behind" - to - "All Children Shoved Through (ACST)" I had a girl in my 8th grade class last year that was absent about 33% of the time (illegal) and did absolutely no work (should have been retained in 8th grade) and failed every test given to her.
I was told that, socially she needed to move to the 9th grade... even though she reads at a 4th grade level and can't do math above adding, subtracting and counting to 10.
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The No Child Left Behind Act of 2001 was signed into law by George W. Bush on January 8, 2002. The law required schools getting federal funding to administer achievement tests every year. Some improvement was required each year until standards were met.
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As a scientist with a B.S. and M.S. degree, Phi Beta Kappa, and a 33 year career working as an environmental biologist, I have concluded that standardized tests are written by two types of people -- idiots who know little or nothing about the subject they are writing test questions for, or PhD candidates who never learned how to think.
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Peaster Independent School District's motto is 'Preparing Today's Youth for Tomorrow'.
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Yes, Huckabee is fully behind NCLB. He agrees wholeheartedly in closing "non-performing" schools as shown by his plan in Arkansas. Schools must increase the number of students making above average by 10% of their total population each year and tests are re-normed to set average higher every year under his plan. This is mathematically impossible, but almost word for word the wishes of the writers of NCLB. Non-performing schools are closed after 3 years (and consolidated into neighboring districts who still must increase by 10% of total population).
He also supports vouchers to send students to private schools. The only thing is the system will break before schools actually close because, as you stated, it's matematically impossible. Many schools won't make AYP this year, even more the next and so on. It's more than a 10% increase this year as well.
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Teacher credential requirements must be tracked in order to ensure compliance with US regulations. There are a few tools, such as the web-based solutions by providers such as Helios Tech and Credentials Solutions that help with managing teacher credentials and tracking their expiration. In fact, Helios Tech does both jobs - management of teacher credentials as well as generating reports per CalPADS format for submissions to the county and state. This company has introduced recently a free version of their product which has similar features as their premier product, except it is good for up to 25 teachers, and has latest updates (as of March 2010) on:
For links to Helios Tech and Creditentials Solutions, visit the Related Links.
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Yes he said that
I think that's horrible.
Added: However, this could never happen without the consent of the states. Education is handled on the state level, not the Federal level. This goes back to the idea of Federalism (main question being, how much power does the Federal Government have over individual states' governments?).
Now, some of you may ask, "What about No Child Left Behind of 2001?" The only way that the Federal Government got the states to follow this is to promise FUNDING to the schools, IF they met the standards set forth by the NCLB committee. In this way, the government found a sort of "loophole" in the system. They can get the states' education departments to follow the NCLB by giving and withholding money to each state or school. Don't meet the AYP, you don't get the funding.
What you just said is right the consent of the state, district, and school would be needed. Unless of course the secretary of education did something to convince the schools to do so.
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Well, he's a conservative Christian who had an affair; he supports a stupid war which has been extremely draining to the economy; he has an unqualified and fairly stupid running mate who will replace him if he dies; he supports NCLB, which overloads kids with moronic homework and hamstrings tests so that kids who failed one course may have flunked the grade; his economic policies will give the rich more money from the taxes of middle- and working-class Americans. Oh, and don't forget-HIS OPPONENT IS BLACK!!!
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NYSESLAT stands for - New York State English
as a Second Language Achievement Test
• Complies with New York State's Education Law
3204 and the federal NCLB Act
• Requires that all English language learners
from kindergarten through grade 12 be
assessed every year to measure their English
language proficiency in listening, speaking,
reading, and writing and track their annual
progress toward proficiency
from: http://portal.neric.org/sites/services/DW/Documents/Presentations/NYSESLAT.pdf
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If your child is in a school that did not meet AYP (adequate yearly progress) on their achievement test,NCLB (No Child Left Behind) says they must pay for tutoring and also transportation!
please contact to vermaanu13@yahoo.vo.in
If she has a diagnosed learning disability, contact their special education department and file an educational plan that includes tutoring outside of school. Then the district must pay for the tutoring.
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First, per the Federal legislation NCLB (No Child Left Behind) you'll need at B.S. in Chemistry (4 years of college at an accredited college or university). Second, per your specific State legislation on Teacher Credentialing you'll need to obtain a Single Subject Teacher Credential, the requirements vary from State to State but are similar. Usually a credential takes one additional year after a B.S. however, over achieving student can obtain their credential in the Senior year of the college education.
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It would seem that under the No Child Left Behind program and other similar policies worldwide there is no provision to ensure the programs actually work, or even to attempt to have them do so.
There is also no provision to ensure specific figures be made available on how many children are actually 'left behind' and why these children are excluded, or fail to be included, in the programs; this is probably not possible in any case.
This is not to say NCLB and other such policies are unhelpful to those they are designed to assist, it simply indicates the enormity and, unfortunately, the impossibility, of having these programs live up to their names.
But one can hardly begin such ambitious programs by giving them names such as, 'Not Too Many Children Left Behind', or 'Fewer Children Left Behind This Year Than Last Year', or 'No Child Left Behind Except For Those We Miss'. We might just as well say, it can't work so we won't try, which would be a terrible thing.
We need to begin by working ever upwards in small but manageable steps to ensure the most important resource in every society - its children - is given the status, attention and funding appropriate to its high priority.
The ultimate and ideal goal of any society, locally and globally, is for each and every child to achieve its full potential.
We can only work towards this goal by trying, individually and collectively, separately and together, to do our very best for all children, and to understand and accept that this is up to all of us, now, and not to be left to some faceless committee within some government to get around to at some time in the future.
To get the message across that this is our job is not a specific provision of NCLB and similar programs.
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Schenck v. United States, 249 US 47 (1919)
The American Union Against Militarism (AUAM), which was formed in 1914 to oppose the United States' entrance into WWI created the National Civil Liberties Bureau (NCLB), an early precursor to the ACLU, to defend the civil rights of conscientious objectors imprisoned for taking a stand against the War.
Attorneys Henry J. Gibbons and Henry John Nelson petitioned the Court on behalf of Charles T. Schenck and Dr. Elizabeth Baer, two organizers of the Socialist Party in Philadelphia, who had been convicted of conspiracy under the Espionage Act of 1917 for distributing literature urging young men to resist the draft.
For more information, see Related Questions, below.
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The 1972 Indian Education Act was the landmark legislation establishing a comprehensive approach to meeting the unique needs of American Indian and Alaska Native students. The unique aspects of the original authority have been retained through subsequent legislative reauthorizing statutes, with the latest revision occurring with the amendments made by the 2001 No Child Left Behind Act (NCLB), which reauthorized the program as Title VII Part A of the Elementary and Secondary Education Act. The Indian Education legislation is unique in the following ways:
It recognizes that American Indians have unique, educational and culturally related academic needs and distinct language and cultural needs;
It is the only comprehensive Federal Indian Education legislation, that deals with American Indian education from pre-school to graduate-level education and reflects the diversity of government involvement in Indian education;
It focuses national attention on the educational needs of American Indian learners, reaffirming the Federal government's special responsibility related to the education of American Indians and Alaska Natives; and
It provides services to American Indians and Alaska Natives that are not provided by the Bureau of Indian Affairs.
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Yes, school attendance does affect a child's academic performance. If the child is not in school for an important lesson, he/she may never understand the lesson because he/she had to learn it from friends, and not the day the teacher taught it.
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Pros for banning standardized testing like the STAR test include reducing stress and pressure on students, eliminating teaching to the test, and promoting more holistic forms of assessment. However, some cons may include losing a standardized measure of student achievement, potentially impacting teacher evaluations, and facing challenges in measuring school accountability.
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Possibly September 5, 1877.
No one seems to know the answer to this question; Charles Schenck's birth and death dates are listed as question marks in the few publications that mention any personal information.
Charles Schenck (some sources list the middle initial as T; others as J) was an official of the Socialist Party in Philadelphia, Pennsylvania, when he was arrested for distributing anti-war literature in 1917. The National Civil Liberties Bureau (NCLB), a precursor to the ACLU, advanced Schenck v. US as a test case challenging the constitutionality of the Espionage Act of 1917, under which Schenck and his alleged co-conspirator, Dr. Elizabeth Baer, were charged.
The US Census Bureau lists only one Charles Schenck in the Philadelphia area in the 1900, 1910, 1920 and 1930 census records, Charles T. Schenck, whose birth year was estimated as 1878. According to census records, he married a woman named Margaret or Margeret sometime between the 1920 and 1930 count. Margaret's year of birth was estimated as 1889.
1920 Census (also 1900, 1910 census)
Charles T. Schenck b. about 1878
Spouse: None listed
Philadelphia, PA
1930 Census
Charles T. Schenck b. about 1878
Spouse: Margeret b. about 1889
Philadelphia, PA
The Social Security Death Index indicates a Charles Schenck (no middle initial), whose birth date was September 5, 1877, died in Trenton, NJ, in February 1964. A woman named Margaret Schenck, born March 3, 1888, died in Trenton in 1967.
The close proximity of Trenton to Philadelphia (about 33 miles), similar names and birth dates suggest September 5, 1877 may be the correct date.
For more information, see Related Questions, below.
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Teachers that are seeking employment in another school district will want their resumes to stand out above others seeking the same position. A teacher resume template can certainly help highlight your strengths in the field of education. However, you will also want to make sure the teacher resume template includes the some of the following criteria listed below.
Education and CertificationsThe first section of your teacher resume should include your education and certifications. Your potential employer is the most interested in your teaching fields and where you can be placed in the classroom. Highlight your certifications first, and then include your education and degree information.
Previous Work ExperienceThe next section of your teacher resume should include your previous work experience starting with the most recent. Highlight the subjects and grade levels that you have taught. Include any other meaningful information related to your previous work experience, especially any experience that highlights your leadership strengths.
Awards/Professional DevelopmentA separate section of your resume should also include honors, awards and any recognitions. It can also include professional development hours and the types of professional development training you have received.
Goals and PhilosophyYou may also want to consider a section of your resume that gives your philosophy about education in general and what it means to educate children. Include your goals and aspirations in the field of education.
By including the above sections of your resume, a potential employer can easily gage what you can offer to the school and the position for which you are applying. The main focus in the field of education is the placement of the appropriately certified personnel in the appropriate area on need. Teachers must now be highly qualified since the passage of NCLB, and it is mandated that certain positions can only be filled with highly qualified personnel. Thus, if you make the focus of your resume on your certifications and areas of experience, then your resume will stand out above others.
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It makes schools have large end of the year tests. the schools are required to meet a certain goal in this test if they do they receive more government funds if they don't they go into whats called a tier program. there are five levels of tier and the farther you go the more the government can change your curriculem and limit what you can do with the money you have. If you don't make it out of teir V then the government can control everything including corriculem,staff, budget etc.
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John McCain's educational policies are centered around accountability and school choice. He wants to define public education as public funding of a child's education in whatever school the parent chooses (within a budget), instead of as strictly government run schools to which parents must send their children if they can't afford good private schools.
He supports school vouchers His voting record does not show much support for the department that monitors the 'No Child Left Behind' program.
But, he would like to build on NCLB by emphasizing high standards and accountability rather than rewarding students who perform against a common standard- and making exceptions by constantly lowering standards for failing students. In 2007 John McCain voted against the 'Student Loan Lender Subsidy Cuts and Student Grants'.
Regarding higher education, McCain is opposed to the complicated financial aid application process and favors a more simplified approach that would include direct tax benefits to those families who choose to send their children to college. John McCain is against tax supported public school programs and public school funding that have led to ineffective and unproductive results. On December 11, 1994 (14 years ago), John McCain said: 'I think that given the origins of the Department of Education, I would favor doing away with it.'
His current goals for the Department of Education as stated on his website include: Establishing policies on federal financial aid for education, and distributing as well as monitoring those funds.
• Collecting data on America's schools and disseminating research.
• Focusing national attention on key educational issues.
• Prohibiting discrimination and ensuring equal access to education. He also supports over $500 million for grants in favor of virtual and digital learning, as well as expanded online education- a factor he sees as a big part of the future education system.
== == == ==
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There is no "secret" to UNO. They exist to provide Hispanic votes for the Daley Democratic machine. Juan Rangel has provided votes for Daley and in exchange Rangel has received millions in grants, appointments to the Chicago Park District and a salary higher than the Superintendent of the Chicago Public Schools. Rangel runs a series of charter schools in Chicago, most of which are located in heavy industry and manufacturing districts that are little more than renovated factory buildings. Hardly a "neighborhood" setting with students, (some of which don't even live in Chicago and therefore attend illegally) often traveling alone on buses for hours to get to and from school.
School directors are not qualified principals. Some master-teachers have questionable work records and many teachers are drawn from volunteer organizations like Teach For America, and have no experience, little formal teaching education and work for the agenda of Teach For America instead of the students.
Recently more negative policies have come to light with the dismissal of David Corral, a teacher who took proper action in a child abuse situation, but who was fired in an effort to cover up the story by UNO. There are other abuse situations that have been reported on different campuses, but in each case, witnesses were terminated, children persecuted for reporting, and draconian measures used to silence the negative aspects of UNO's operation.
UNO isn't about schools or education. In the words of Juan Rangel, stated many times, UNO is about power. Rangel tries to downplay the notion of power, but the actions of the organization reinforce Rangel's position, that all that he does, all that he works for is the increase in his own political power. He uses children and schools, along with other measures to leverage even more power, and the Daley machine willingly grants it.
The record speaks for itself. UNO schools are far from achieving annual yearly progress as defined by NCLB. UNO has gone so far as to change the grading system so that a failing child never receives a failing grade. This "passing" grade is what appears on the official Chicago Public School record and the failing child is promoted year after year. There is no "secret" to UNO. It is a corrupt component of the Chicago Democratic machine with ties to the Obama administration, Rahm Emanuel's bid for Chicago mayor and many other aspects of the Chicago political landscape.
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IQ tests have been outmoded for decades and for good reason; there are, among brain-based-learning researchers, 8-12 differing forms of intelligence and there are also overlying questionnaires that no 2-year-old could respond to that, when tallied and weighted, give the teacher/parent, or school counselor a clear picture of what a student/learner of beyond school age is most comfortable with in HOW they learn best...and it is encumbent upon the curricula leader/educator/parent to honor that comfort zone first to put each student at ease, while gradually strengthening each learner's range of comfort with other learning styles towards the goal of whole-brain learning, to the best of the learner's ability and desire, and to the "IQ" of the universities known for preparing students at the bachelor, master and doctorate levels, so that new teachers come prepared for the real world.
THIS is how no child will be left behind, as opposed to the previous administration's misguided execution of a noble concept, which resulted in teachers being forced to train their students to take standardized tests; a terrible waste of money, time, teacher wisdom/experience and student preparation for a life of learning. One hopes this travesty will be emended as soon as possible to bring the lofty goals of NCLB to the forefront.
In outmoded terms, the answer to the question is a qualified NO. 100 was the average, with 70 being a sign that the child had learning -- or testing -- disabilities.
A "good" IQ was relative: 125 was good, 145 was very good, and 160 was considered genius level; anything over 200 was irrelevant, other than that learner will need very careful handling in terms of tutoring and emotion/socializiation training if the learner is moved too far ahead, as many very young teens have found themselves unprepared for advanced level college cultures. Cases of depression and suicide have resulted from this kind of mishandling.
Sorry about the boldface…it's a passionate subject for me, and I finish with this: IQ was about POTENTIAL, based on typical questions that antiquated lecture-teaching styles addressed only one of the four main learning styles; hence 3/4 of students who took IQ tests were unfairly treated by the people who devised the tests so very long ago. And POTENTIAL did not guarantee success--at best it indicated that highly motivated students could do very well if they had high IQ scores, providing their entire education had been outmoded too. Or they could do well in spite of their learning environment.
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Schools are organized spaces purposed for teaching and learning. The classrooms, where teachers teach and students learn, are of central importance, but typical schools have many other areas, which may include:
The safety of staff and students is increasingly becoming an issue for school communities, an issue most schools are addressing through improved security. After mass shootings such as the Columbine High School massacre and the Virginia Tech incident (and more recently the Sandy Hook Elementary School shooting) many school administrators in the United States have created plans to protect students and staff in the event of a school shooting. Some have also taken measures such as installing metal detectors or video surveillance. Others have even taken measures such as having the children swipe identification cards as they board the school bus. For some schools, these plans have included the use of door numbering to aid public safety response.
Other security concerns faced by schools include bomb threats, gangs, vandalism,[6] and bullying.[7]
School health servicesMain article: School health servicesSchool health services are services from medical, teaching and other professionals applied in or out of school to improve the health and well-being of children and in some cases whole families. These services have been developed in different ways around the globe but the fundamentals are constant: the early detection, correction, prevention or amelioration of disease, disability and abuse from which school aged children can suffer.
Online schools and classesMain article: Virtual schoolSome schools offer remote access to their classes over the Internet. Online schools also can provide support to traditional schools, as in the case of the School Net Namibia. Some online classes also provide experience in a class, so that when people take them, they have already been introduced to the subject and know what to expect, and even more classes provide High School/College credit allowing people to take the classes at their own pace. Many online classes cost money to take but some are offered free.
StressAs a profession, teaching has levels of Work-Related Stress (WRS)[8] that are among the highest of any profession in some countries, such as the United Kingdom and the United States.[9] The degree of this problem is becoming increasingly recognized and support systems are being put into place.[10][11] Teacher education increasingly recognizes the need to train those new to the profession to be aware of and overcome mental health challenges they may face.[citation needed]Stress sometimes affects students more severely than teachers, up to the point where the students are prescribed stress medication. This stress is claimed to be related to standardized testing, and the pressure on students to score above average.[12][13] See Cram school.
DisciplineMain article: School disciplineSchools and their teachers have always been under pressure - for instance, pressure to cover the curriculum, to perform well in comparison to other schools, and to avoid the stigma of being "soft" or "spoiling" toward students. Forms of discipline, such as control over when students may speak, and normalized behaviour, such as raising a hand to speak, are imposed in the name of greater efficiency. Practitioners of critical pedagogy maintain that such disciplinary measures have no positive effect on student learning. Indeed, some argue that disciplinary practices detract from learning, saying that they undermine students' individual dignity and sense of self-worth-the latter occupying a more primary role in students' hierarchy of needs.
See alsoSchools portalUniversity portalEducation portalFind more about School at Wikipedia's sister projectsDefinitions and translations from WiktionaryMedia from CommonsLearning resources from WikiversityNews stories from WikinewsQuotations from WikiquoteSource texts from WikisourceTextbooks from Wikibooks
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Democratic Values
· Today Canada is a democratic country governed by an elected parliament that operates according to rules set out in a written constitution
· Laws protect people from harm and ensure that needs of both individuals and community are met
· Values are beliefs that govern behavior and choices of citizens who belong to a society
· 4 important values that guide the government of a democratic society such as Canada's are:
o Rule of law
o Common good
o Majority rule
o Minority right
· Canada's system of government is designed to promote and uphold these values
Rule of Law
· Canadians abide by the rule of law
· This means that everyone is governed by laws that apply to all people
· These laws protect and improve citizens rights
· No one, not even the most important of powerful leaders is above the law
· This means, laws are made by elected representatives of people
· Laws can be changed, but only after the changes are discussed and voted by the elected representatives
Common Good
· In a country as large and diverse as Canada, it's often hard to define common good.
Majority Rule
· The idea that the will of the majority - what most people want should prevail is a basic principle of decision making
· It means that the view shared by the largest number of people in a community is one that rules when decisions are made
· In Canada, majority rule does not mean that those in the minority have no rights at all
· Majority rule is balanced out by the idea of Minority Rights
Minority Rights
· In democratic societies, the rights of minority groups are recognized and protected by the majority
· This means that members of groups who don't share the same beliefs of the majority enjoy the same rights of legal, economic and social equality as members of majority
· In Canada, for example language rights of linguistic minorities such as English speaking people in Quebec and French speaking people in other parts of Canada are guaranteed in constitution
· The rights of the minorities such as aboriginal peoples and religious groups are also protected
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