Saltar al contenido principal
Page 58 of 144
1 56 57 58 59 60 144

In Iowa, Liberian Couple Reaches Out to Fellow African Refugees

Africa/ Liberia/ 04.02.2019/ Source: www.voanews.com.

Sam and Tricia Gabriel got off work on a dark January evening in Iowa. The temperature outside was -13 degrees Celsius (8 degrees Fahrenheit).

Instead of settling into their cozy suburban townhome with their children, ages 9 and 2, the Gabriels quickly returned to the roads, slick with ice. Tricia drove her car in one direction while Sam drove a 15-passenger van in another, and for the next 1½ hours they picked up 30 children of mostly African refugees from across the Des Moines, Iowa, metropolitan area.

The children, ages 4 to 14, were taken to a local elementary school, where they practiced schoolwork, soccer and dance. Two hours later, Sam and Tricia drove them all back home, returning to their townhome after 10 p.m.

They said they do this every weeknight to help the children adjust to America. They don’t consider it heroic. Not compared to what they endured.

“I see myself in them,” said Sam, 36.

Childhood in Liberia

As a young boy, he walked all night through the Liberia countryside with his parents, afraid that rebels would kill them. One man was plucked from the crowd and shot before his eyes.

“It was the first time I saw a dead person,” he said. “If they took my father, I would have to pretend not to know him and keep walking.”

Meanwhile, Tricia and her family were of a tribe targeted by rebels and fled to a government military base.

Sam and Tricia’s lives unknowingly ran a parallel course.

Both had lived in Monrovia, Liberia, as young children while civil war raged. Both ended up in a refugee camp in Ivory Coast before coming to Des Moines. Both attended high schools there, until one day they met by accident in the most American of venues — Walmart.

Tricia said she could tell he was a Liberian, even in the crowded aisles of a huge superstore. They talked, fell in love and married in 2011. They had two children while finishing their education at Mercy College of Health Sciences in Des Moines.

But they say they didn’t escape death to settle for the comfort of the American dream. In 2014, the couple launched the Genesis Youth Foundation, a nonprofit that mentors refugee children, who often don’t have the money to participate in youth programs.

The Gabriels use donations or their own money for gas to travel, snacks or soccer uniforms for the children. It’s a tiring mission the couple performs every day, after Sam finishes his work as an Uber driver and Tricia as a nurse at a local retirement community.

But it fills a vital need, said Nicholas Wuertz, director of refugee services at Lutheran Services in Iowa, because “most of the federally funded resources for resettled refugees are for employable adults.”

Tricia Gabriel, background, oversees dance practice at the nightly gathering of Genesis Youth Foundation, which helps children of refugees with evening programs to adjust to life in America, in Des Moines, Iowa, Jan. 28, 2019.
Tricia Gabriel, background, oversees dance practice at the nightly gathering of Genesis Youth Foundation, which helps children of refugees with evening programs to adjust to life in America, in Des Moines, Iowa, Jan. 28, 2019.

Refugees in Iowa

Iowa, a mostly rural Midwestern state, is more than 1,600 kilometers from either of the heavily populated U.S. coasts. With a population of more than 3 million people, it ranks 30th among the 50 U.S. states. The state’s economy is rooted in agriculture and manufacturing, but also has diversified to include the insurance and financial industries.

In 2017, there were 18,782 Iowans who had been born in Africa, six times the number from 2000, according to the Migration Policy Institute. In fiscal 2018, 99 of the 110 refugee arrivals to Iowa were from African countries, according to the U.S. Department of State.

They live amid a recent U.S. political climate of suspicion toward immigrants or refugees and confusion over acclimating to America.

Just as the Gabriels said they once did, the children try to adjust to a new country while their parents work long hours.

Sam’s mom worked as hotel housekeeper, his father as a janitor. Sam said he tried to fit in, joining the soccer team in school. But his parents didn’t have the money for travel or uniforms, or even transportation to practices.

Tricia Gabriel, co-founder of Genesis Youth Foundation, hands out snacks to children in the program, in Des Moines, Iowa, Jan. 28, 2019.
Tricia Gabriel, co-founder of Genesis Youth Foundation, hands out snacks to children in the program, in Des Moines, Iowa, Jan. 28, 2019.

Tricia wore clothes that suited her well in Liberia, but not so much in America. She said she was bullied and mocked in school.

Sam said refugee children feel torn, trying to conform to more American ways at school to avoid being bullied, yet facing pressure at home to carry on their traditions. They are often left feeling they don’t belong anywhere, he adds.

Sam wanted to help. At one point in his childhood in Ivory Coast, he said he ran away from his parents and was wandering homeless when a man he encountered helped him by giving him a place to stay and offering encouragement.

“Because of that man, every time I see young boys going through struggles, I know they need someone like me to help them through the struggle,” he said.

He started in 2009 with what he knew: soccer. At first, he brought together boys, many of whom couldn’t afford to join soccer clubs, for practice. He saw children from several African nations blend over their love of the game. He said he held them accountable for their behavior and for schoolwork, and he saw attitudes change.

Inspired by Sam’s passion, Tricia, 29, got involved, becoming the arts director of programming and adding a choir and dance group. Their small grassroots effort grew into a nonprofit in 2014, and in the past few years they have received a grant as well as a van to pick up the kids.

Abu Bakar of Des Moines brings his own children to Genesis programs after it helped him feel like he belonged and learn to communicate more effectively.
Abu Bakar of Des Moines brings his own children to Genesis programs after it helped him feel like he belonged and learn to communicate more effectively.

‘Hope’ the children give back

“My hope is that the children become better individuals in the community and give back after seeing what we do for them,” Tricia said.

On this frigid night, the school buzzed with activity. Some children played soccer, others danced. Another group huddled over school lessons, helped by a handful of volunteers. The children were born in several different African countries: Liberia, Uganda, Congo, Tanzania, Burundi, Eritrea and Somalia.

Abu Bakar, who joined the group while he was in high school, said it helped him stay out of trouble and build his communication skills after his parents moved to Iowa from Sierra Leone in 2005. Now in his mid-20s, he brings two sons, ages 4 and 5, to play soccer, too.

Other parents say the tutoring helps their children learn subjects they cannot teach them.

Korto Klar, 14, whose parents moved to Iowa from Liberia in 2005, said it helps her to be around other people who make her feel like she belongs.

The dance she is practicing on this frigid night is one she said she will perform in March, during a fundraiser, where refugee parents using their limited incomes and food stamps plan to cook a meal to share with the capital city’s larger community.

Sam said he wants the children to learn from the event: “You can’t be a leader until you are a servant.”

Source of the notice: https://www.voanews.com/a/iowa-liberia-couple-reaches-out-to-fellow-african-refugees/4769739.html

Comparte este contenido:

Australia’s education system needs transforming

By Nicholas Stuart

Labor’s education spokesperson is threatening to prevent students with a low ATAR from studying education. Exactly how Tanya Plibersek would do this and what mechanism she’d use to achieve her goal isn’t clear. After all, the whole premise of our tertiary system is that universities are independent – although there are always ways around minor issues like this for a determined autocrat.

Besides, nobody would want vice-chancellors to be forced to choose between their principles and a bucket of money; you’d be knocked over in the rush. The result would not be an academic dilemma so much as a foregone conclusion.

Not that the minister, Dan Tehan, offers us much of an alternative. He spent most of Tuesday fulminating about the need for discipline, more discipline. One almost suspects he’d bring back the cane if he had his way  …

The real surprise is that Plibersek didn’t think to simply pay teachers more money. Maybe she’s unaware this is the usual way of increasing job applications.

The other way of boosting enrolments is to offer discounts on university training or even pay people to study. That’s what we do for the military. Putting someone through the Defence Force Academy costs more than half a million, even before actual officer training.

Perhaps that’s why Labor’s reluctant to offer discounts to anyone studying education: it would create a precedent.

Nursing, for example, is another profession that would benefit from discounted degrees. But offering scholarships would distort the market, and soon you’d be making a mockery of the tertiary system Labor was so proud of creating.

Much easier just to wave a big stick.

But either we have a free-market or we don’t. The reason high-scoring students clamour to work as doctors, lawyers or (shudder) even accountants, rather than embracing the excitement of teaching, is because such jobs generally pay better and offer more prestige. And not everyone is cut out to deal with the excitement and challenge of coping with thirty tired, fractious and nettlesome teenagers between 2.30 and 3 on a cripplingly hot Friday afternoon before the final bell for the week. Addressing the shortfall of high scoring applicants might have more to do with these downstream issues than anything the universities are capable of addressing.

The saddest aspect of Pliberseck’s call for higher entry standards is, though, that it suggests she doesn’t ‘get’ what education is all about.

Its central purpose is to change people; developing their capacity and adding to their natural ability and knowledge. Pliberseck seems to be suggesting that everyone’s intelligence is fixed; set in stone and measured perfectly by the HSC.

Which leaves the entire purpose of university education as something of a mystery. Isn’t it meant to stimulate and extend students? Is everyone to be forever categorised as a low, or high, achiever simply because of a mark in year 12? Is this really what she’s suggesting?

None of this is to suggest that education in Australia couldn’t be significantly improved – it can. It’s just a pity that Labor’s now playing the easy game, focusing in on low scores, rather than coming up with creative ideas to boost the averages. It’s also highly doubtful that more regulation, or arbitrary cut-offs, will provide any solutions no matter how popular such knee-jerk, simplistic and popular positioning may prove to be. Nothing Plibersek has said is likely to boost student interest in the subject – rather the reverse.

This is a shame because there are so many easy, dramatic, and creatively productive changes that could transform education.

Take starting ages. State governments don’t yet seem to have discovered that children are born all through the year. Yes, that’s right – every month! Schools, however, only begin once during this same period. This means, inevitably, that many students haven’t achieved the right degree of maturity to begin school: they have to be pushed forward or held back. Think of how much better it would be if there were two commencements each year, just as for universities. Parents would love it! It would be good for children, so why don’t the politicians push it?

Is it really too hard and too difficult? Or are we just too lazy?

And later, in secondary school, students are told they need to master STEM subjects to understand computing. Why not just engage students imagination by introducing coding and programming as separate subjects. Mike Cannon-Brookes, the Atlassian co-founder, funds a team traveling to schools in NSW to do exactly this. He’s engaging students and stimulating them with real-world challenges. They’re responding. Why is this beyond the imagination of our politicians?

Unfortunately, curricula departments across the nation seem more concerned with polishing their current offerings instead of standing back to consider which skills might best assist students to engage as future citizens. This is understandable, but it’s not a way to embrace the sort of transformative change we need. Perhaps (and I hate to admit this) even learning about SMSF’s at school might have better helped me navigate the modern world than understanding how the steady development of the Spartan navy allowed it to eventually claim victory in the Peloponnesian War. And how about the urgent need to boost the learning foreign languages (and not necessarily Ancient Greek)?

There’s far more to worry about in our tertiary education sector than the entry scores for particular courses.

Source of the article: https://www.smh.com.au/education/australia-s-education-system-needs-transforming-20190115-p50ri6.html

Comparte este contenido:

Education Ministry: Malaysian students in Sudan safe

Africa/ Sudan/ 30.01.2019/ Source: www.malaymail.com.

One hundred and nine Malaysian students studying in Khartoum, Sudan are safe in the country facing civil unrest, says the Ministry of Education (MOE).

From the total, 104 Malaysian students are still in Khartoum while the other five had returned to Malaysia, said the ministry in a statement today.

«They can carry on with their daily life as usual,” said the ministry as informed by Education Malaysia (EM) in Egypt which contacted the Malaysian Embassy in Khartoum to obtain further information on the position of Malaysian students following the unrest in Sudan.     According to MOE, the protests around Khartoum involved Araba which is 10 to 15 kilometres from the residence of Malaysian students.

According to the MOE statement, riots had also broke out in Atbara and Gedarif which are 350 kilometres from Khartoum

According to MOE, universities in Sudan were closed two weeks ago and would reopen after being informed by the authorities in Sudan.

“The Malaysian Embassy in Sudan continues to take precautionary measures and advised Malaysian students to return home as universities are closed,” it said.

Yesterday, the Malaysian Embassy had issued an advise all Malaysian students not to participate in any political gathering and stay away from public places such as public squares and markets.

Malaysian Armed Forces chief Gen Tan Sri Zulkifli Zainal Abidin was reported as saying the Royal Malaysian Air Force (RMAF) was prepared to fly to Sudan to bring back Malaysian students stranded in the country following a civil unrest.

He said the Malaysian Armed Forces (ATM) is in contact with the Malaysian Embassy in the country to obtain the latest information before bringing back the students.

«For the time being, they were ordered to rest at home there and the Embassy is monitoring their status while ATM is waiting for the latest development to move into action,” he told a media conference after presenting the Armed Forces chief’s message to personnel at Wisma Pertahanan here today. — Bernama

Source of the notice: https://www.malaymail.com/news/malaysia/2019/01/04/education-ministry-malaysian-students-in-sudan-safe/1709202

Comparte este contenido:

Home schooling is becoming popular in South Africa

Africa/ South Africa/ 30.01.2019/ Source: businesstech.co.za.

Learners have all headed back to school in January, to begin the new academic year and to continue their educational journeys.

It’s an exciting and nerve-wracking time for many parents and learners, says Louise Schoonwinkel, GM of Impaq, a subsidiary of FutureLearn Group. But for some, it’s an even more strenuous period as many may not yet have a place in a school.

This is a reality that affects thousands of children owing to the significant demand on our country’s schooling system.

As an example, at the beginning of this month, Gauteng education officials said they had 24,000 learners that still needed to be placed in a school.

The Gauteng Education Department further said it had managed to place around 11,000 of these 24,000 learners in various public schools across the province, but that it was still working around the clock to ensure that the outstanding 13,000 learners would have a school to go to by the end of this month.

The department’s commitment to place all these children in schools is commendable. However, there are alternative education models in South Africa that can help alleviate high demand on our schooling system, thereby helping government focus more on providing education for all.

One such viable alternative is that of home education, which has witnessed high growth in South Africa.

FutureLearn’s Impaq system has experiences major growth, and helped build the group to the country’s biggest home education provider.

According to the group, in 2002 it had just 400 learners — that number grew to 16,000 learners in 2018 and is expected to surpass 18 000 in 2019.

Several factors have driven the growth of home education as an alternative option, ranging from increasingly sophisticated distance e-learning technology to an ever-growing network of tutors.

Impaq supplies facilitator products and services to over 800 centres across the country which are used by home education tutors — who are independent of our company — to carry out their teaching services that support home education learners.

Learners who do home education undergo the same assessment standards as all school-going children. Learners with Impaq are also assessed by the South African Comprehensive Assessment Institute (SACAI) while other home education curriculum suppliers also fall under the IEB.

Both of these examination bodies, as well as the Department of Basic Education, are overseen by Umalusi, which is the Council for Quality Assurance in General and Further Education and Training in South Africa.

Home education learners further follow the same standard national curriculum (CAPS-aligned) as every learner in South Africa and would obtain a National Senior Certificate (NSC) upon completion of their matric exams.

According to Impaq, the home education model has appealed to a wide variety of needs in South Africa’s educational system, from young professional athletes who have demanding training schedules to families that regularly travel.

“Because it’s based on individual needs, home education can provide a safe space for children who may have, for instance, experienced bullying in schools or for those learners who find it challenging to fit into a traditional schooling environment,” the group said.

“Moreover, home education provides solutions for learners who are already in a school environment but who still need to take extra subjects that aren’t catered for by their school. Some schools in South Africa only offer six subjects at matric level, meaning that learners who want to do extra subjects have the option of turning to home education solutions.

“In all these instances, home education boosts learners’ ability to have the right to have an equal education – something that is enshrined in our Constitution.

“And with home education having evolved dramatically over the years and become more widely used in varying scenarios, it can assist with ensuring that no child is left behind in our educational system.”

Source of the notice: https://businesstech.co.za/news/lifestyle/294938/home-schooling-is-becoming-a-popular-in-south-africa/

Comparte este contenido:

Teacher strikes: What’s next in your state

By: Erin Richards. 

 

The Los Angeles teachers’ strike is behind us, but more tension lies ahead: Teachers in Virginia plan to rally at the Capitol on Monday for more education funding. Back in California, Oakland teachers will vote this week on whether to strike.

In Denver, a strike planned for Monday is on hold, pending a possible state intervention. In West Virginia, Republicans kicked off another showdown with teachers after GOP leaders drafted legislation that would tie new pay raises to limits on unions, larger class sizes and a sweeping enactment of school choice.

All this comes on the heels of walkouts and strikes by teachers in 2018.

What teachers want

In general: higher salaries, smaller class sizes, more support staff and more respect. Over the past decade and a half, demands on teachers in terms of testing and accountability have gone up while their pay and authority have not.

“The complexity of our jobs is that our working conditions are the kids’ learning conditions,” said Daniel Jocz, a high school history teacher in Los Angeles and a 2016 California Teacher of the Year.

The day after the strike, Jocz, 39, subbed for a colleague’s class period and found himself trying to control 42 sixth-grade students in one room.

“That many sixth-graders is exhausting,” he said. “Now imagine that on a bigger scale, where you’ve got kids speaking multiple languages and all needing help.”

Los Angeles teachers, who plan to strike Monday, want pay raises. But they’re also asking for smaller classes. A teacher explains how crowded it gets. USA TODAY

Labor is having a moment. Will it last?

Teacher walkouts in Republican-controlled states such as West Virginia, Oklahoma, Kentucky and Arizona last year garnered national attention. Generally, the teachers gained pay increases and additional money for schools. Then came Los Angeles, an enormous urban school system in a blue state. A 6 percent pay increase over two years for teachers was largely settled before the strike began, which freed teachers to campaign for additional resources, such as more school nurses and smaller class sizes – which they won.

“We are rebuilding community,” said Randi Weingarten, president of the American Federation for Teachers. “What you’re seeing is a labor movement that is learning how to become a movement again.”

The wins may be short-lived. West Virginia teachers won a 5 percent pay raise after a statewide strike last year, but Republicans unveiled draft legislation Jan. 24 that would tie additional pay raises to larger class sizes. The bill would send more money to private schools and charter schools, which would be authorized in West Virginia for the first time.

Mike Antonucci, who scrutinizes unions for the nonprofit education news website The 74, said a second coming of labor has been heralded before, “only to see more school choice and right-to-work laws enacted, and the unionization rates drop.”

Teachers unions are «over-promising what they can achieve,” he said.

More money for schools. Maybe.

Lawmakers in many red states are offering to increase education spending – a pivot from several years ago when the party sought to cut school budgets.

Georgia Gov. Brian Kemp proposed a $3,000 salary increase for teachers to help with retention, he said.

The Texas Senate proposed a $5,000 raise for teachers. New Mexico lawmakers proposed funneling more money into public schools and boosting the base pay of mid-career teachers from about $44,000 per year to $50,000.

Related: Teachers love their jobs but can’t pay their bills, poll shows

In Florida, lawmakers are considering whether to give schools more flexibility on how to pay teachers. Maryland Gov. Larry Hogan, a Republican, proposed a state budget last week that includes $347 million more for schools over last year’s amount.

Will the increases happen?

Proposals are one thing; passing them into law is another.

For example, Indiana Gov. Eric Holcomb encouraged districts to raise teacher pay, but the proposal doesn’t set aside additional money to fund those increases.

More on Indiana: Teacher walkout possible if General Assembly ignores pay issue

Teachers in office: Wins by Tony Evers, Jahana Hayes, Okla. teachers show ‘new beginning’

Richard Ingersoll, a professor at the University of Pennsylvania’s Graduate School of Education who studies the educator workforce, said he’s skeptical.

“It’s very hard to increase salaries because there are so many teachers,” he said.

Pensions and benefits costs are a problem

As America wrestles with how much to pay teachers, health care costs and pensions eat up money that could go toward raises or classrooms.

In Los Angeles, employee benefit costs increased 138 percent from 2001 to 2016, census data show.

“Teacher salaries have not kept up with inflation over the past 20 years, but total compensation has,” said Chad Aldeman, a senior associate partner at the nonpartisan think tank Bellwether Education Partners.

School districts and states must fulfill the promises they made to older and retired workers, while the same perks are cut for new workers.

“As of today, it’s the worst time to become a teacher in terms of benefits,” Aldeman said.

How to deal with it?

  • Holcomb, Indiana’s Republican governor, proposed paying off part of the education system’s pension liability to free up about $70 million in school budgets.
  • Arizona began requiring teachers and public workers to make higher payroll contributions into their pensions.
  • Michigan’s Republican Gov. Rick Snyder signed controversial legislation in 2017 that steers newly hired teachers into 401(k)-style plans rather than pension systems.

Fuente de la reseña: https://www.usatoday.com/story/news/education/2019/01/26/teacher-strike-denver-oakland-west-virginia-virginia/2680582002/

 

Comparte este contenido:

Indonesia: Calls to include disaster education at schools

Asia/ Indonesia/ 29.01.2019/ By: Step Vaessen/  Source: www.aljazeera.com.

Among 6,000 schools in Jakarta, only 165 have been taught how to respond in case of an emergency.

Children’s organisations in Indonesia are urging the government to include disaster education in the school curriculum.

Many children died during an earthquake last year because they didn’t know how to protect themselves.

Al Jazeera’s Step Vaessen reports from Palu, Sulawesi.

Source of the notice: https://www.aljazeera.com/news/2019/01/indonesia-calls-include-disaster-education-schools-190114050115146.html

Comparte este contenido:

Japan: Programs aim to keep youth in rural areas

Asia/ Japan/ 28.01.2019/ Source: www.japantimes.co.jp.

A two-day event on topics related to satoyama (mountains and woods shared and maintained by residents of the adjacent rural communities) was co-hosted by the Japan Times Satoyama Consortium, the Chugoku Region Governors Association and the town of Jinsekikogen in Hiroshima Prefecture at the Jinseki Kogen Hotel on Oct. 20 and 21.

In the second panel discussion of the first day, Retsu Fujisawa, the representative director of RCF, an association that specializes in coordinating social projects in collaboration with diverse stakeholders, led the discussion as a facilitator. Three panelists shared their insights on regional promotion and the role of education with about 200 attendees.

Masahiro Ohnishi, a regional revitalization consultant who heads an organization called Socio-Design, puts entrepreneurial education as the core of the regional revitalization in the town of Kamikatsu in Tokushima Prefecture.

Ohnishi thinks that a local high school is an important asset in a rural community.

“If children have to leave their hometowns and live elsewhere to attend high school, it becomes difficult for them to come back after graduation, making it harder to put an end to the depopulation trend in rural areas,” he said.

According to Ohnishi, it has been a conventional fear shared among the people in rural villages that educated young people who have grown up in remote areas tend to move to cities.

“People have to let go of that fear and make the community itself into a school where not only teachers, but everyone in the community is responsible for educating children,” he said.

Ohnishi emphasized that it is important for children to learn to create answers rather than always being given choices to acquire skills to start their own businesses wherever they are.

“Spending at least 12 years of school in your hometown helps nurture pride and attachment to the place,” he said.

Career Education Designer and CEO of Jibunnote Inc. Keiji Ohno is based in Suo Oshima, an island in Yamaguchi Prefecture. Ohno provides original career education programs designed to foster entrepreneurship based on regional resources.

“Families differ greatly, but everyone can learn equally at school,” he said.

At one of the junior high schools where he offers his entrepreneurial program, second-year students work in groups to set up four imaginary companies to create and sell products or services using local resources. Each company makes presentations and they sell their company shares for ¥500 per share to their parents and neighbors.

“We have been doing this every year for seven years. The longer we continue, the more people we can involve, gradually changing the whole community,” Ohno said.

It has been almost 15 years since Ohno returned to his home island from Tokyo where he had worked. He found that only three out of 13 former classmates from his junior high school were still living on the island.

“I hope that starting a business will be one of the options for those children who are now experiencing the fun of taking on new things in the community,” he said.

Yoshinori Irie, the mayor of Jinsekikogen, said, “I believe it’s the role of local governments to offer an environment where everyone can take on new challenges.”

The town supports various educational projects including the Namazu (catfish) Project conducted by a group of students at Yuki High School. The catfish grown in ponds the students created with the help of area residents on abandoned farmland are cooked and served at local festivals and at professional baseball games in Hiroshima.

The town also collaborates with the Keio Research Institute at SFC in a project called the “Jinsekikogen Drone Academy Organized by Yuki High School Students” launched last autumn.

“When people gather to work on the drone project, for example, they won’t talk only about drones the whole time, they’ll talk about all sorts of other things. It is from such conversations that people’s connections form and new ideas sprout,” Irie said.

Fujisawa concluded the session by saying that it is important to provide the kind of education that helps people notice and think about how they can use the existing resources in the community to try new things in their own ways.

Source of the notice: https://www.japantimes.co.jp/satoyama-consortium/2019/01/27/satoyama-consortium/programs-aim-keep-youth-rural-areas/#.XE4sJVUzbIV

Comparte este contenido:
Page 58 of 144
1 56 57 58 59 60 144
OtrasVocesenEducacion.org