Daftar Prepared Motions NUDC 20161 1

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 capital is derived from the Latin capitalis ("of the head", referring to execution by beheading).[1]

-. THW 1.THW 11.THW 12.THW

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

0ote Impromptu motions may appear during the competition.

What is Inclusive Education? I ncl us i ve d e uca t i on m eans h t at al l st ud en t s a t t end a nd a r e w el co med b y h t ei r nei ghbour hood sc hool s n i a geappr opr i at e, r egul ar cl ass es a nd ar e su ppor t ed t o l ear n, co nt r i but e a nd p ar t i ci pat e n i al l asp ect s of t he l i f e of t he sc hool .

I nc l us i ve d e uca t i on i s a bo utho w we de vel opan d desi gn our sch ool s,cl ass r ooms,pr ogr ams and act i vi t i es sot hat al l st udent sl ear n and par t i ci pat e t oget her . Nei gh bo ur ho odsch ool s a r et hehe art ofou r co mmun i t i es , an dI ncl us i onBC be l i eve s h t eyar e ess ent i al f or a qual i t y n i cl usi veeduca t i on sy se t m. Ther ef or e we bel i evei ti s mp i or t ant t o su ppor ta publ i c e duc at i on s yst em i n B . C.

Benefits of Inclusive Education Al l ch i l dr en benefitf r om i ncl usi veeduca t i on. I t al l ows h t em t o: • •

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Deve l op i ndi vi dual st r engt hs a nd gi f t s,wi t h hi gh and appr opr i at e exp ect at i ons o f r eachch i l d. Wor k o n i ndi vi dual goal s w hi l e par t i ci pat i ng i n t he l i f e of t he cl ass r oom wi t h ot her st udent s t he i r ow n a ge . I nvo l vet hei r pa r ent si n t hei r ed uca t i on and i n t he act i vi t i es of t hei r o l ca l sc hool s. Fost er a sc hool cu l t ur e of r esp ectand bel ongi ng. I ncl usi veeduca t i on pr ov i des oppor t uni t i es t o e l ar n a bout and a cc ept i ndi vi dual di ffe r ence s,l ess eni ng h t e mp i actof har ass ment and b ul l yi ng. Deve l op f r i endsh i ps wi t h a wi de va r i et y of ot her ch i l dr en, eachwi t ht hei r own i ndi vi dual needs and abi l i t i es . Posi t i ve l y a ffe ctbot ht hei r sc hool and co mmuni t y o t appr eci at e di ve r si t y a nd i ncl usi on on a br oader l eve l .

Q&A's Why is inclusive education important?

I t ’ s mpo i r t an t be ca us e asCan ad i an s,we val ue ou r di ver seco mmun i t i es . The seco mmuni t i esst art at sc hool , wher e al l st udent s e l ar nt o l i veal ongsi de peer s.Theyl ear n t oget her ;t hey p l ay o t get her ;t hey gr ow and a r e n urt ur ed o t get her .

Is inclusive education for everybody? Thesi mpl e an sw eri s Y ES. How ever ,i nd i vi du alne ed s m ay ea mn ha tt som e st ud en t s ne ed ot spe nd t i me out of r egul ar cl ass or fa par t i cu l ar pur pose . Ther e ar e al ways xc e ept i ons,but t hey a r ei nf act EXCEPTI ONS: i f ne ede d,t he y a r ei nd i vi du al i ze di nt hest ud en t ’ s co mmun i t y s cho ol .

How can I mae the school in my community more inclusive? Ask ou yr sch ool pr i nci pal what i s b ei ng done o t su ppor tt each er s o ti ncl ude s t udent s w i t h di ve r se ne ed s n i he t cl ass r oo m.

What should I e!pect? You c an exp ectt he s ch oolt o pr ov i de a p l an t o su ppo r tt eac her s a nd st udent s h t r ough g oo d n i cl usi ve pr act i ce s — l i keco l l abor at i on, t eam wor k,i nnova t i vei nst r uct i onal pr act i ce s,peer st r at egi es,and mor e.

Many governments, i!e urundi recenty, are no# ma!ing $ngish 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, %articuary across 'ub'aharan &frica, to introduce En"lish as a medium of instruction in basic education. o#ever, research findings consistenty sho# that earners benefit from using their home anguage in education in eary grade years (ahead of a ate %rimary transition stage). *et, many deveo%ing countries continue to use other anguages for teaching in their schoos. +n enya, the anguage of instruction is $ngish, and some earners in urban and some cosmo%oitan settings s%ea! and understand some $ngish by the time they -oin schoo. ut earners in the rura areas enter schoo #ith ony their home anguage. or these earners, using the mother tongue in eary education eads to a better understanding of the curricuum content and to a more %ositive attitude to#ards schoo. There are a number of reasons for this. irst, earning does not begin in schoo. Learning starts at home in the earners/ home anguage. &though the start of schoo is a continuation of this earning, it aso %resents significant changes in the mode of education. The schoo system structures and contros the content and deivery of a %re determined curricuum #here %reviousy the chid #as earning from ex%erience (an e!periential learnin" mode). # p e n s i n a n e w ta b or w i n d ow$

0n starting schoo, chidren find themseves in a ne# %hysica environment. The cassroom is ne#, most of the cassmates are strangers, the centre of authority (the teacher) is a stranger too. The structured #ay of earning is aso 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 negativey affect

a chid/s %rogress. o#ever, by using the earners/ home anguage, schoos can he% chidren 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!ey to engage in the earning %rocess. The interactive earnercentred a%%roach 2 recommended by a educationaists 2 thrives in an environment #here earners are sufficienty %roficient in the anguage of instruction. +t ao#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 cutura identity. This in turn has a %ositive im%act on the #ay earners see the reevance of schoo to their ives. ut #hen earners start schoo in a anguage that is sti ne# to them, it eads to a teachercentred a%%roach and reinforces %assiveness and sience in cassrooms. This in turn su%%resses young earners/ %otentia and iberty to ex%ress themseves freey. +t dus 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 eary years of education is the deveo%ment of basic iteracy s!is3 reading, #riting and arithmetic. $ssentiay, the s!is of reading and #riting come do#n to the abiity to associate the sounds of a anguage #ith the etters or symbos used in the #ritten form. These s!is buid on the foundationa and interactiona s!is of s%ea!ing and istening. 4hen earners s%ea! or understand the anguage used to instruct them, they deveo% reading and #riting s!is 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 $ary 6rade 5eading ($65&) has sho#n that %u%is #ho deveo% reading s!is eary have a headstart in education. +t has aso been sho#n that s!is and conce%ts taught in the earners/ home anguage do not have to be retaught #hen they transfer to a second anguage. & earner #ho !no#s ho# to read and #rite in one anguage #i deveo% reading and #riting s!is in a ne# anguage faster. The earner aready !no#s that etters re%resent sounds, the ony ne# earning he or she needs is ho# the ne# anguage 7sounds/ its etters. +n the same #ay, earners automaticay transfer !no#edge acuired in one anguage to another anguage as soon as they have earned sufficient vocabuary 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 reteach this in $ngish. 4hen they have deveo%ed adeuate vocabuary in $ngish, they #i transate the information. Thus, !no#edge and s!is are transferabe from one anguage to another. 'tarting schoo in the earners/ mother tongue does not deay education but eads to faster acuisition of the s!is and attitudes needed for success in forma education. 8se of the earners/ home anguage at the start of schoo aso essens the burden on teachers, es%eciay #here the teacher s%ea!s the oca anguage #e (#hich is the case in the ma-ority of the rura schoos in mutiingua settings). 5esearch has sho#n that in earning situations #here both the teacher and the earner are nonnative users of the anguage of instruction, the teacher strugges as much as the earners, %articuary 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 resut,

the teacher can be more creative and innovative in designing teaching9earning materias and a%%roaches, eading to im%roved earning outcomes. +n summary, the use of earners/ home anguage in the cassroom %romotes a smooth transition bet#een home and schoo. +t means earners get more invoved in the earning %rocess and s%eeds u% the deveo%ment of basic iteracy s!is. +t aso enabes more fexibiity, innovation and creativity in teacher %re%aration. 8sing earners/ home anguage is aso more i!ey to get the su%%ort of the genera community in the teaching9earning %rocess and creates an emotiona stabiity #

%ros and ons of #nline estin" ools &ny ne# technoogy can %resent different chaenges and offer different assets to users. or the teacher, the decision may be com%icated by a imited schoo budget, concerns about the technoogy/s reiabiity and accuracy, and issues #ith student access to a com%atibe and functiona com%uter. 4hie there is ris! in any change of technoogy, %articuary in something as %otentiay highsta!es as testing, the re#ards to both the student and the teacher can be significant. %otential %ros for #nline estin" ools •

&utomatic grading

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5ecycing of test materias

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0nine data storage faciitates testing management, eiminating need for storage and increasing the security of test and resuts through data encry%tion (ovand, :;;