Nama moving into the demolition game

[bb12]

there's a half finished estate in my village, but to be honest i'd be glad if they demolished the unfinished houses...would not like to buy them if they were completed because the insulation in the walls would be wrecked and the amount of rain that has fallen on them over the last year just couldn't guarantee they would be quality builds. houses like that should definitely be razed to the ground.

 

[Firefly]

Talk to any teacher in any of these schools and they know exactly what is need to address the schooling problems

Care to enlighten us?

 

[Firefly]

Are we still talking about NAMA?

By demolishing houses, the supply will reduce. This should help stabilize prices. IMO there are a lot of people with deposits on the sidelines who are waiting for an indication that we are at/near the bottom of the house price falls. This is all back to sentiment.

As a previous poster pointed out it's all about jobs - agree with this. Our (necessary) downward trend in wages and costs will make us more competitive and attractive to multinationals and also tourists (which should improve as the global economy picks up).

Not saying I agree with the demolision just my views on the reasoning behind it

 

[VOR]

The only way to improve a failed school is to change the socio-economic mix of the pupils - most of the pupils in these schools come from the lower socio-economic sections of society. You can't "fix" them with extra staff, money etc. You have a greater chance of success if you take the pupils from the failed school and disperse them among schools with a more varied socio-economic mix of pupils so that they are in the minority rather than in the majority.

This is your own personal classist view, and has no basis in reality. Talk to any teacher in any of these schools and they know exactly what is need to address the schooling problems (which are just one of a whole host of problems facing these communities). A policy of 'dispersal' is not the solution.

Emer Smyth, Delma Byrne and the ESRI agree with csirl. I'll go with the research of the PhD and the prof if you don't mind.

• Early leaving rates differ markedly by social class background, with much higher levels among young people from working-class and unemployed households. Working-class young men are particularly likely to leave school early. Disengagement from school is therefore a significant source of inequality in Irish society.
• Early school leaving has its roots in early experiences of educational failure and struggle with schoolwork, often as far back as primary level.
• Drop-out rates tend to be higher in schools with a concentration of students from disadvantaged backgrounds.

It was published yesterday. [broken link removed]

Here are the main points [broken link removed] if you don't fancy 210 pages.

 

[Complainer]

Emer Smyth, Delma Byrne and the ESRI agree with csirl. I'll go with the research of the PhD and the prof if you don't mind.



It was published yesterday. [broken link removed]

Here are the main points [broken link removed] if you don't fancy 210 pages.

Perhaps you could clarify specifically where the ERSI agreed with csirl and recommended a disperal policy? I don't see any such recommendation in this report. In fact, I see very few recommendations at all in this report. They do identify a link between social depravation and early school leaving, and point out the importance of the pupil-teacher relationship in preventing early school leaving. But I don't see then singing from csirl's hymn sheet.

 

[VOR]

Sorry Complainer, I went away to enjoy the lovely weather.

8.2.5 School Processes and Early School Leaving
While underachievement is a strong predictor of early school leaving,it is important to note that schools vary considerably in their drop-outrates and these differences are not reducible to differences in student‘ability’. Among the case-study schools, drop-out rates tend to be higher in schools with a predominantly working-class intake and lower among mixed and middle-class intake schools, reflecting the impact of school social mix on early leaving.

While broader social and economic factors are undoubtedly key in shaping educational inequalities in Ireland, our findings also highlight the way in which social class ‘plays out’ at the school level in terms of the expectational climate, social relations and ability grouping. Furthermore, inequality may be reinforced by the differential distribution of students across schools, with students in predominantly working-class schools found to have lower levels of academic performance and higher rates of early leaving, all else being equal (Smyth, 1999).

 

[Complainer]

Sorry Complainer, I went away to enjoy the lovely weather.

We're back where we were on Friday, it seems, i.e. "Perhaps you could clarify specifically where the ERSI agreed with csirl and recommended a disperal policy? I don't see any such recommendation in this report."