“THE STUDENT MANIFESTO”

 “By a Student, for the Students”
 FALL 2005
 

Notices  :  Preamble   :  Table of Content  :  Back Cover 

 

 

 

 

THE STUDENT MANIFESTO

 

 

 

"On the education of its people, the fate of this country depends" (Benjamin D'Israeli).

 

 

 

 

 

 

 

 

 

 

 

 

 

Liberation International Ministries Publishing (LIMP)

 

 

Fall 2005

 

 

 

 

 Uncut Edition By LiberationIM.org

 

 

 

Notices

IMPORTANT NOTICE:  All other copies, work-in-progress, unedited, unpublished versions, etc, prior to this copy is obsolete and should be treated as such. References can only be given from this copy, as it is the completion of much research and study. References can only be made “when we had finished our course…the will of the Lord be done” (Acts 21:7-14). This Important notice is encouraged to be on all copies.

 

COPYRIGHT NOTICE:  © Copyright 2004, 2005, etc, by Oneil McQuick; also in accordance with international regulations on Intellectual Property and Author's Rights. All rights reserved. The author grants permission to non-commercially and commercially distribute the book if you feel led to (please use tact and let it not be beyond affordability). You can do so by hard copies, soft copies, downloads, prints, photocopy prints, e-books and any format or method you wish, in any language, without my further permission. The only condition is that it is not altered in anyway, including the cover, titles and this copyright notice. This is not for profit; the sole purpose is spreading the truth. You are free to quote as much, copy as much, extract as much, make shorter booklets from chapters and other innovation in the way of distribution, only keep it un-altered. There is a free PDF copy online for you to do so; see threeq.com. Though I spent many hours and years in study, research, re-reading, re-writing and waiting on the Lord for revelations, you don’t even have to give me credit, just preach the word; “The Lord gave the word: great was the company of those that published it” (Psalms 68:11). Nevertheless, this Copyright notice should be on all copies at the front of the book, as to further give others the right to distribute the truth. Though I release the right to publishing the book and you have the right to do so, even commercially, “ there is a man whose labour is in wisdom, and in knowledge, and in equity; yet to a man that hath not laboured therein shall he leave it for his portion. This also is vanity and a great evil” (Ecc 2:21). So keep me in your prayers that God may sustain me financially. Nevertheless, I release the rights because I really want the truth distributed unhindered.

 

SERIES NOTICE:  Truth Series Evolution is the third and last installment of much truth. You have the Truth Series, Truth Series Expanded and then the Truth Series Evolution. Evolution from the dictionary simply means progression and advancements. It is a collection of all the other writings of Oneil McQuick given from God. This includes a wealth of research, articles, tracts, newsletters, magazines, WebPages, pamphlets, booklets and many other publications; mainly those not in the first two installment of the Truth Series. Some names include, “Sexuality Series,” “Bible and Technology Magazine,” “Student Manifesto,” “The Apostolic Voice Newsletter,” “ThreeQ.com,” “LIM Tracts” and many more. Remember, “Giving all diligence, add to your faith virtue; and to virtue knowledge” (2 Pet 1:5).

 

TESTIMONY NOTICE:  They are many testimonies to this work of God, The “Truth Series Evolution,” including the many already from the Truth Series and Truth Series Expanded. Here are just a few:

 

“Keep holding to the traditions that God gave us. Also please send us the tract…God Bless You” (Shirley and James).

 

“Thanks for the good advice. I am really enlightened by your research” (Rico Hostallero).

 

“Hello Beloved, Praise the Lord! I appreciate reading your publication each time. It has educated me in a way and such information” (Pastor Simonson).

 

“Your weekly newsletter has become a great blessing for me my family and my ministry” (Deacon Brown, Apostolic Holiness Church, Panama city, Panama-Central America).

 

“This article is outstanding, I agree with every word” (Pastor Upton, apostoliccongress.com).

 

“It is always nice to learn more and more literature of our Lord Jesus Christ and his coming” (Rita Tx).

 

True testimonies of the actual truth being done and accomplished is a sign that you are sent and doing the will of God; though it is not to be banked on by you. "He that hath received...[this] testimony hath set to...[My] seal that God is true. For he whom God hath sent speaketh the words of God" (John 3:33-34).

 

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PREAMBLE TO THE MANIFESTO

 

Many of the occurrences that transpired over the decade in our schools, seem sporadic or an inevitable 'evolution' of a changing society: That is, events such as prayer removal, bible removal, pro-homosexual literature, sustainability education and many more increasing non-traditional moves. However, what many people don't know, even the "traditional" advocates, is that these occurrences are expertly orchestrated. That is, these culminating events are the result of a strategic systematic plan that has been in existence for decades. In case you might think I 'm another conspiracy theorists or empty barrel, take a look at the actual quote for this agenda:

 

"Education is thus a most powerful ally of humanism, and every American public school is a school of humanism. What can the theistic Sunday schools, meeting an hour once a week, teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching?"

 

"The Humanist Manifesto calls for, and ultimately succeeds, in replacing God in America's public schools."  (Abstract from humanist manifesto 6/26/1933)

 

Isn't this what has taken place, stated in 1933? Yet many think it is just coincidental. Not only is "God" hammered out of schools in America, but even the traditional academia is subverted to mere brainwashing, pseudo-academics, socialization and paganism - stepping on the toes of the Christian majority and the purely academic "nay-say." In other words, the humanists have almost completed their agenda, as stated in the Humanist Manifesto. They are mostly non-theistic adherents to a cruel satanic scheme; as stated, mainly to be cultivated in our schools. Organizations such as the ACLU are a small fraction of thousands of organizations that make up a huge, financially powerful world organization: Mostly of fallen angels in flesh, thus they can be any and everybody - Judges, congressman, presidents, senators, bank owners, school board members, teachers, parents and even students. The same ones dating back from 1933 and beyond, up till now. See Part 1, section 14. "We wrestle not against flesh and blood," so the best methods are spiritual (prayer, fasting, etc). But action must also be taken!

 

The student manifesto intends to combat this wicked onslaught and call on all educators/persons to join in an educational reformation; to foster the best educational system in the world.

 

Disclaimer: The author, Oneil McQuick, is not carrying out indenture, representation or endorsement in the name of any institution or person. Where they may have been cited or mentioned is only experimental or expository that have been cited for examples and references, which is completely legal; as in mentioning ACLU, NEA, the community college I went to (BCC), President Bush, Darlene Williams or even the teachers that taught me. All Public figures or employed by the public (government) and decent Private individuals. The Student Manifesto is “Not For Sale” or a sole commercial output, where it maybe offered for sale online is done so you may get a paper back copy if you please, otherwise it can be freely downloaded and printed or reproduced unaltered. Any proceeds received are mainly to cover the cost of doing so, to the third party online publishers and book designer; the author receives no money as an author.

 

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TABLE OF CONTENT

PART 1 – SUGGESTIONS FOR COLLEGES

 

Section 1: Evaluation of teachers that taught me at Broward Community College (BCC)

 

Clause 1: Ms. Cabbasa Clause 2: Ms. E. Solis Clause 3: Ms. T. Hall Clause 4: Mr. D. Roman Clause 5: Ms. J. Dietrich Clause 6: Mr. J. Elam Clause 7: Ms. L. Yater

Clause 8: Mr. L. Stitsky Clause 9: Mr. G. Esper Clause 10: Ms. C. Mosley Clause 11: Ms. P. Nash Clause 12: Ms. A. Sob. Clause 13: Mr. F. McCa. Clause 14: Mr. B. Kingston - BONUS

Section 2: Group Grading Policy

Section 3: Essay Grading Policy

Section 4: Clothing Policy

Section 5: General Ed. Classes for Non-majors

Section 6: Video In Class Teaching

Section 7: Flexible Testing

Section 8: Flexible Video Learning

Section 9: Online learning

Section 10: Manual Back Up

Section 11: Christian Literature Mandate

Section 12: Student Handbook

Section 13: Commendations (BCC)

Section 14: Fallen Angelology

 

PART 2 – EDUCATION BACKBONE AND FOUNDATION

 

Section 1: Education Has Become Mainstream Humanism

Section 2: What is our Text Books Teaching?

Section 3: Bring God in America Again

 

• Clause 1: Presidential Faith List – The Foundation Must Stand
• Clause 2: Quotes of The Founding Fathers
• Clause 3: Acts of The Founding Fathers

 

• Phase 1: Jeffersonian Myth and “Separation Of Church and State”
• Phase 2: Chaplains in The Army
• Phase 3: From the 1600’s
• Phase 4: From the 1400’s

 

• Clause 4: Heritage Left
• Clause 5: The Constitution

 

PART 3 – SUGGESTIONS FOR NON-ADULT SCHOOLS

 

Section 1: Uniforms for all Students

Section 2: Revival of Corporal Punishment

Section 3: Sex Education, Students and The Truth

Section 4: Public Libraries

Section 5: Home Schooling

Section 6: Mandatory Biblical Teaching and Christian Service

Section 7: Last Word and Prophecy                                                                                                BACK TO TOP

 

 

 

 

PART 1:
SUGGESTIONS FOR COLLEGES

 

 

 

 

 

 

 

 

STUDENT MANIFESTO

BY  A  STUDENT,  FOR  THE  STUDENTS

 

 

“That God might manifest them” (Ecc 3:18)

 

 

 

 

 

 

SECTION 1: EVALUATION OF TEACHERS THAT TAUGHT ME AT BCC

 

Overall, the teachers were good; in fact, some were "world class." However, I see a lacking for teachers to care more. That is, to really be enthusiastic in striving to make the students learn and obtain a passing grade. Nonetheless, this is a problem that affects schools nation wide and probably worldwide. A quick demonstration in striving to "better a student" happened recently in a class by Mr. Stitsky. Though I never needed to take advantage of it, he made it available that if a student fails a test, he or she has the option of taking it over. Rather than the attitude of, "that's your final grade, you failed, bye!" That's the sentiment most of us often feel. That is, the teachers are here to prepare "cookie-cutter" students and those who don't fit that frame, get dropped. In a real world environment, not everyone can make the "cookie-cutter" student; and not everywhere demands a pre-built "stiff Jacket".

 

What teachers should strive to do is, with all empathy, make sure their students pass the class and learn at the same time. If both are not obtained, you as a teacher have failed. Caring, compassion, understanding and enthusiasm are needed. As a student, what would inspire me to go on is that the teacher really wants me to learn and better myself. With some teachers, I don't feel that. The sentiment that is held of teachers by most, is that they're here to stand before the class, say this, grade that and leave.

 

Different factors might cause this, example, an undesirable salary. An undesirable salary reduces motivation and dampens enthusiasm, except you really love to teach. This most often happens because many persons, now, are entering the teaching industry to obtain a secure employment, rather than the original motive of a passion to help and educate others. One saying goes like this, "Learning before labor before you grow old, because learning is better than silver and gold. Silver and gold will vanish away, but a good education will never decay." So if what you teach students will not decay it means that you are left with one of the greatest responsibilities of mankind (Prov. 22:6). For if you teach them foolishness, secular humanism, hate, ungodliness, etc., it will not decay, if God doesn't allow it. So what they are taught is what they become, and they can't become anything than what they are taught. The responsibility of teachers are grossly underestimated, along with the curriculum they are given: And yet, "Modern cynics and skeptics...see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing" (John F. Kennedy)?

 

In addition to the education needed to be teachers, they should be yearly mandatory courses on things like mediation, lay-counseling and such other courses. You'd be surprise how these would help improve what was mentioned above. For instance, the traffic violation class/video that is given when a traffic violation occurs is most effective. I thought it was foolishness, until I sat through one for allegedly speeding. I was changed in my view of drivers and driving - caution is really needed on the roads. Doctors spend years in training to operate on patients, so teachers shouldn't be trouble at added training; for what they are doing is more impacting the individuals in our society. Teaching is not just academics, but the influence a teacher has on a student can make or break them. They are also the ones who teach the doctors. Therefore, periodic psychological training can help our teacher/student relationship. For BCC, it shouldn't be an extra monetary burden; just use your own facilities, taught by your own psychologist, Dr. P. Nash. If needed, she can be paid to do more intense research and training, to teach the staff periodically. The same can be said for some other courses you may pay teachers to go on; example, computer competency - Just call Mr. Kingston (computer personnel) from downtown to do a class.

 

This added mandatory psychological training might push away the job seekers and the true educators will press through to fulfill his/her passion. Then reward those bountifully ($), so they can stick to it and receive the benefits due.

 

All necessary incentive must be put in place to ensure this in a college environment: Especially when students can feel they are being taken advantage of, because to them, their tuition is paying the teachers. Not saying that is entirely true, but as against other schools, college students are paying for their education and are in a position to demand higher standards. One student wrote:

 

Article from the Bcc Observer, Opinion Section.

 

In closing, I can't speak for the other curriculums (175 in total), but my experience in the BCC Graphics Technology Curriculum (A.S) was great. It is one of the best graphics curriculums, and I've looked around. I don't think other community colleges have the same high caliber of teachers and state of the Art Equipments and facilities. Good job! The next following pages will give the individual evaluation of each teacher that taught me, except the music classes taken: Along with the rest of Part 1 of this manifesto, other college commendations and problems will also be seen.

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Clause 1

Teacher: Ms. Cabbasa

Class(es) Taught: Art Appreciation

 

This is another of those classes and teacher I appreciate greatly. If I could just have the time to even sit with her and glean from her vast knowledge - an expert in Art history and appreciation. And despite her age, her teaching methods and grading are commendable; and most of all understandable. In fact, as someone from the "old school", she uses videos in her class. The only thing is that many consider her a push over, and even attempt to cheat in tests and laugh about it. One person leaving the exam opted to give me an answer to which I refused. Then afterward and even before, commented that she was "easy." This is where I must caution you to protect the "ancients." Human teachers like her take years to develop and such knowledge should not be taken for granted or allowed to by anyone else. She is a great addition to the line of great teachers at BCC.

 

 

Scale rating of overall benefit to students:

 

 

Note: Scale ratings are not just based on teaching skills, but other things the teacher may contribute to the students. See part 1, section 1, clause 12.

 

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Clause 2

Teacher: Ms. E. Solis

Class(es) Taught: Digital illustration

 

Although she was very adept in design, her inability to communicate effectively hampered 'us' from taking advantage of her skills. Most often I'm left to figure things out and could hardly understand when she speaks. However, I got enough from the class to know the tools and have workable knowledge of illustration and illustrator; producing some good original works and one integrated with some textbook works.

 

 

Scale rating of overall benefit to students:

 

 

Note: Scale ratings are not just based on teaching skills, but other things the teacher may contribute to the students. See part 1, section 1, clause 12.

 

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Clause 3

Teacher: Ms. T. Hall

Class(es) Taught: Drawing 1

 

Though I probably had a negative view of her in class, I now realize that she was a good teacher, though plagued by “temperaments.” I guess she had those mood swings because she also taught school children and tried to equate us with them; which will not have good teacher/student relationship results. Adults need to be treated like adults. Nevertheless, it wasn't such a big problem that we couldn't learn, just something to note. I'd lost the art of Pencil drawing and regained it with her, as seen in my portfolio.

 

 

Scale rating of overall benefit to students:

 

 

Note: Scale ratings are not just based on teaching skills, but other things the teacher may contribute to the students. See part 1, section 1, clause 12.

 

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Clause 4

Teacher: Mr. D. Roman

Class(es) Taught: Audio/Video Editing, Digital Imaging
                                and Typography

 

My best class with Mr. Roman was digital imaging. From that class I could give the best commendation of him. I learnt Photoshop, design techniques and I admired his design skills. In fact, his designs I emulate - simple, structured and aesthetic. He brought that same mood and presentation in class. In fact, he was the only teacher that gave a step-by-step handout of how to do something, and even that was designed visually appealing. After that class I embarked on various projects of my own, especially haven't done web publishing. This class was well taught and I learnt.

 

His other classes were also good, but lesser than the first. Probably because they were outside interferences that disrupted student/teacher relationship. Like stolen files, then some showing up again; for typography class. Or, deliberate corruption of my final video file - most often originating from outside hacking. I'd asked to do over the files in typography class, which were a lot, he said no. Yet, for the next project I finished two classes early before everyone, and had those two classes free (two weeks), doing nothing, while everybody was working. Then at the end of the course and everybody scrambling to finish the last project, he announces that if anyone wants to do over projects or fill in any, they can. Of course, I was appalled, with little time left to do nothing extra. The video class had problems too. Most often these were problems that arise from a productive program. He still remains a good teacher and artist, whose work I admire. But dealing with adult class related problems need to be worked on - especially when the problems arise from a good productive program - unavoidable. Overall, I learnt, especially Photoshop and adobe after effects (video editing), plus pass the classed; and that's what usually counts on the "records." Other things are not explainable.

 

 

Scale rating of overall benefit to students:

 

 

Note: Scale ratings are not just based on teaching skills, but other things the teacher may contribute to the students. See part 1, section 1, clause 12.

 

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Clause 5

Teacher: J. Dietrich

Class(es) Taught: Desktop Publishing

 

She's qualified and very knowledge in desktop publishing. But I think I could get more from her; she cannot fully relate what she wants to say. She was too reserved and not as proactive as I desire my teachers to be. But she was a flexible teacher and I did learn the software, quark, and other desktop publishing etiquettes.

 

 

Scale rating of overall benefit to students:

 

 

Note: Scale ratings are not just based on teaching skills, but other things the teacher may contribute to the students. See part 1, section 1, clause 12.

 

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Clause 6

Teacher: Mr. J. Elam

Class(es) Taught: Speech

 

The Elamite himself. I thoroughly enjoyed this class and learnt a great deal, more than I wish to learn; especially from the students. This is the perfect General Ed. In fact, it’s one of those textbooks that I didn't think to sell back, but kept it for reference. Speech class is more than just speech, it taught and touches on many aspects of communication. It thoroughly thrilled my soul, as I do a lot of communication and hope to do a lot more. The class and syllabus is one thing, but without an adept, outspoken, knowledgeable and interactive teacher like Mr. Elam, it wouldn't be great. The projects were also great, we did a news presentation and I got to use the overhead projector and laptop in one of my presentations. This class had everything facilitated, "structure and flexibility," interaction, bluntness, expression and a constant flow with everybody. There was even a session were food was involved, but I didn't get to take part in the "eatings" because of a fast. Mr. Elam's teaching skills really reflects his course - effective communication. The teachers should also be taught by him – on how to communicate what they intend to say to the students: Especially that the students are usually from a very diverse background. He himself got through to all the students in his class effectively, and in his class were White Americans, Black Americans, Iraquians, Jamaicans, Haitians, other Caribbeans and other backgrounds.

 

 

Scale rating of overall benefit to students:

 

 

Note: Scale ratings are not just based on teaching skills, but other things the teacher may contribute to the students. See part 1, section 1, clause 12.

 

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Clause 7

Teacher: Ms. L. Yater

Class(es) Taught: 2-D Design

 

She's really a good teacher and very helpful. Somewhat epitomizes the harmony of "teaching, empathy, passion and enthusiasm." If her teaching skills are weak, her other attributes make her a valuable asset to the staff. I recommend her to other students, especially those seeking a degree in the arts. There's time when I feel I just couldn't bother with this class, but she motivated me and gave added instructions. That's what teachers should also do, bring out the best in the students. It shouldn't be purely mundane academics, but rather, a passion of theirs. Moreover, I learnt a few other skills, though I specialize in purely computer-generated works. One of my works was even hanged over the entrance near the student gallery exhibition at the Central Campus, in the winter term 2004. She's also knowledgeable, warm and uses the facilities (overhead projector, computer, steam roller, etc) to aid her teaching. Two thumbs up.

 

 

Scale rating of overall benefit to students:

 

 

Note: Scale ratings are not just based on teaching skills, but other things the teacher may contribute to the students. See part 1, section 1, clause 12.

 

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Clause 8

Teacher: Mr. L. Stitsky

Class(es) Taught: Graphic Design 2 and

                               Introduction to Graphic Design

 

Exceptional teacher and very professional. Though some might say he's a bit mundane because of his intellectual interjections, I think it’s great. Students are in college and should entertain and use the language of the course professionally. Simple sentence should turn to complex sentences and a mastery of words achieved. Using what some called "big words" should then be welcomed and emulated. Knowing what you're doing is important, but communicating what you are doing is also important. He also does it in a way that what is said can be understood; that is, use the word and then explain it. There is also many other commendable teaching qualities he posses and he's very flexible; makes you feel he really wants you to pass or be successful. That's what is needed in teachers - that passion, enthusiasm and care. His class is also very clear and structured; the syllabus outlines what will be done each day. I guess his kind of expertisee comes with much experience, but it was a pleasure to have been taught by him. And my graphics language I.Q is up a little more, as well as much graphics fine tuning.

 

 

Scale rating of overall benefit to students:

 

 

Note: Scale ratings are not just based on teaching skills, but other things the teacher may contribute to the students. See part 1, section 1, clause 12.

 

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Clause 9

Teacher: Mr. G. Esper

Class(es) Taught: General Biology

 

One of the most flexible teachers, especially as a rookie. His teaching skills are average and you understand what is being taught. The workload, testing and teaching is distributed fairly. Plus there is much class participation. In a non-traditional classroom located in a corporate area, we were able to go on an outside field trip; based on what was being studied. They were many visual aids used as well - projectors, internet search, PowerPoint and a huge microscope that was televised on a screen. Much fascination and learning, to my delight.

 

 

Scale rating of overall benefit to students:

 

 

Note: Scale ratings are not just based on teaching skills, but other things the teacher may contribute to the students. See part 1, section 1, clause 12.

 

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Clause 10

Teacher: Ms. C. Mosley

Class(es) Taught: English (ENC1101)

 

A very enthusiastic and proactive teacher, who also demonstrates a mastery in the knowledge of English; and often times speak it fl