Wednesday, December 31, 2008

National Examination

Seminar and Workshop of National Education in 2008 in the National Examination of the study and implementation of the policy efforts of Indonesia Education Quality Improvement by BEM UNJ, 30-31 December 2008
venue : Aula Perpustakaan UNJ
Resources : Session 1st : 1. Prof. Dr. Yunan Nasution (BSNP)
2. Dr. Awalluddin (Puspendik)
2nd : Prof. Dr. Jaali (BSNP)
3rd : 1. Utomo Dananjaya (IER University of Paramadina)
2. Drs. Suparman (Chairman of DPP FGII)
3. Mulya (FORTANDIK)
Moderator : YantiKerLiP

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Monday, December 29, 2008

Tuesday, December 23, 2008

Controvercy of Law of BHP


Education Forum, 22 December 2008, the results of research studies textbooks of primary and controvercy Law of BHP. Wisma Kodel 11th floor HR Rasuna Said Kav B4 South Jakarta. BHP Abaikan Gaji Guru Kompas cetak, UU BHP Langgengkan Sistem Kontrak Kerja www.jpnn.com, Kebijakan Mendiknas tentang BSE Sia-sia_Jurnal Nasional
PRESS RELEASE DPPFGII
TEACHER IN POSITION law-BHP

Teachers in the law called BHP generally as educators, is set in Article 55 of Chapter VIII and Education staff, which states:

(1) human resources, legal entity consisting of the education of teachers and educational personnel.
(2) Education and educational resources referred to in paragraph (1) can be civil servants are employed or employees body of law education.
(Explanation: Civil servants at the time of the civil laws of this happening is a work in the education unit to become civil servants employed in the body of legal education.
(3) Educators and education staff referred to in paragraph (2) make the agreement work with the leaders of organs of management BHPP, BHPPD, or BHPM, and the organizers arranged for BHP in the base budget and / or household budget.
(Explanation: Energy body of law that are civil servants who should be employed to make the agreement with leaders of organs of management education, because even if labor has been appointed by the government or local government, which has not been appointed by the concerned agencies of law education).

(4) civil servants referred to in paragraph (2) to obtain the remuneration of:
a. Government or local governments according to laws and regulations, and
b. body of law appropriate provisions in the education budget for primary and / or household budget body of law education.
(5) The dismissal, and the department and the rights and obligations of teachers and educational personnel with the status referred to in paragraph (2) stipulated in the agreement on the basic budget and / or household budget and legislation.
(6) Settlement of disputes that arise between workers or educators, and leaders of the organs of management education is set in the base budget and / or household budget.
(7) If the resolution of disputes referred to in paragraph (6) does not succeed, the resolution is carried out in accordance with the laws and regulations.
(8) Further educators and education staff referred to in paragraph (1) defined in the statute and / or household budget.
The problem:

1. Agreement as referred to in paragraph (3) and (5) of the termination of appointment and the department and the rights and obligations of educators must do all teachers (civil servants, the private non-civil servants, etc.) with the leader of the organs of management BHPP, BHPPD, or BHPM , And for BHP organizers will impact on:

a. For civil servants, teachers will add to the bureaucratic point of appointment and dismissal of teachers, the Teachers' Law article 25 paragraph (1) and (2) states that:
(1) The placement of teachers and carried out objectively and transparently in accordance with the laws and regulations.
(2) The placement of teachers and the education unit, which held the government or local government shall be regulated by Government Regulation.

b. Teachers for Private / Non-civil servants, causing several problems:

1. Working Procedure Agreement in the adoption and termination educators in the law that BHP could impact on the labor contract system pelanggengan. Even as part of the work that is fixed (not the job of a particular time, once completed and the temporary / seasonal / related activities only) work of the teaching profession can not be applied to the contract system. Contract system other than the conflict with the Labor Law will also harm the sustainability of the students to obtain learning activities with educators sustainable.

2. Working Procedure Agreement in the law that BHP has reduced the meaning of Working Together Agreement (PKB) in the framework of the working relationship between the equivalent of the parties that in the Teachers' Law. Article 25 of Law Teachers paragraph (3) states that: "The placement of teachers and the education unit, which is held by public education or the education unit based on the agreement or agreements with." Agreement in the context of BHP's Law can be closed as the agreement that only the rights and obligations of the parties in accordance interpretation BHP institutions. In this position, such as teachers will only sign agreements that have provided institutions BHP individually without the involvement of organizations that menaunginya (note: the Law on Teachers and Teacher RPP PKB / KKB also not set). In Article 1 grain 7 general provisions of the Law on Teachers stated that the PKB / KKB should be done based on the principles of equality and kesejawatan. In Act No. 13 of 2003 on Employment of teachers as part of the professional workers are also protected by the organization / union workers in the device working relationship through joint agreement (PKB).

2. Law BHP repeat the legislation before the problems of teachers, is never to provide a minimum standard salary (the Minimum Wages Teachers / UMG), especially for teachers working in private educational institutions or other non-civil servants. UMG private teacher for this is not only regulated by the Law Ketanagakerjaan with changes in the wage Minimu Province (UMP). Thus, the law BHP will not clarify the position of teachers of non-civil servants, teachers, especially the private sector.

3. BHP is the law and the achievement of the government to increase the number of the Parliament Act, which set the teacher. So when the teacher is governed by six law; Law on the System of National Education, Law on Teachers and Lecturers, the Law on Kepegawaian for civil servants, Law and Labor Law Unions for teachers Private and Non - Civil servants.

4. The educational institutions that are governed by the law BHP settings such as a company will not only impact negatively on the sustainability of the learning activities of students if the institution is stated pailit BHP / closed / revoked permits but also the impact on the sustainability of the work of the workers the teaching profession, because although there is a clause that set the evacuation of students and teachers institutions to BHP other, position / status / work of teachers, especially the non-civil servants can not be guaranteed in the new place.
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Wednesday, December 17, 2008

indication privatization of education

Ratification of the Law on Legal Education Agency rejection hard to get from various people. Read more BEM UI in detiknews, BEM UI in tempointeraktif. Article at issue that contrary The fourth amendment to the 1945 Constitution, namely article 41 paragraph 7, which sounds, students who participate bear the cost of education must bear these costs in accordance with the ability of students, parents or parties responsible membiayainya.

Paragraph 8 sounds, the cost of education referred to in paragraph 7, which by all students in secondary education with funding of services to achieve the minimum national education standards in the legal government of Education (BHPP) or the Department of Local Government Law of Education (BHPPD) at most a third of the operational costs.
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Friday, December 12, 2008

absolute terms impassing private teacher

1. Copy of certificate to be the last, the original
2. Copy of the Deed (Act IV) legalizing the original (???)
3. The photocopy of the decree stipulating as permanent teachers by the leaders of the Foundation legalized, the original
4. Certificate start early teaching assignments (from the Foundation / Head of School), the original
5. Decree division of tasks to teach at least 24 hours from the Head of School (known by the District Education Office )
6. Copy of certificate is (if it is involved in the certification) legalized by LPT
7. Have UNPTK
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Material DPP FGII's meeting




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First full-day teachers strike in 12 years


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Together for the Cause


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Teachers strike for a better deal


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AFT History Video: Teachers Strike & Taft-Hartley Bill


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Parents express support for striking Bellevue teachers


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Bellevue teachers talk about compensation


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Bellevue Teachers Explain why they are on Strike


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support teacher=support students


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Teachers demonstration in Paris, France.


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Thursday, December 11, 2008

Teacher demonstration in USA and Australia







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DPP FGII's activities

Discussion of the establishment teacher organizationm in education policy maker in Balikpapan, Mei 2006
Discussion of Sociology Perspective on Education with Dr. Eri Seda, Jakarta 2005
National coordination Meeting's DPP FGII in Lampung, 2006

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Demo FGII

Encourage of Rice and Salary Policy for Teachers
World Teacher Day celebration 2000 : Stop Discrimmination to Non PNS Teachers

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Saturday, December 6, 2008

Teacher solidarity for improving Education

FGII wedged Delays RPP Teachers Read More in Kompas , Detik Bandung, Media Indonesia, hSuara Karya, Republika,Gala Media ,Prakarsa Rakyat Government Regulation Draft Plan (RPP) on Teachers' votes still save problem, one of discriminatory status of private teachers. To that end, deemed necessary delay ratification until the RPP terpecahkannya problem. This assessment was delivered Federation of Independent Teachers Indonesia (FGII), West Java. According to the Secretary-General FGII Iwan Hermawan, at least, there are three main problems that emerged in the RPP. First, concerning the teaching profession is open. Second, the provisions of the burden of teaching conditions at least 24 hours and the ratio of teachers and students ideally 1:20. Third, the discrimination against teachers of the private sector. FGII questioned the provisions of the state civil servants, teachers are entitled to the allowance functional. Meanwhile, the only private subsidies. In practice, he said that many teachers still earn far from feasible, even below the regional minimum wage.
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GCE Action Week

Join up to campaign Education for All
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Friday, December 5, 2008

Teacher solidarity for improving Education

The Federation of Indonesian Independent Teachers (FGII) to fly open letter to President Susilo Bambang Yudhoyono, on Thursday (4 / 12). The letter containing the demand to delay ratification SBY Draft Government Regulation on Teachers and Lecturers. FGII news on Pikiran Rakyat, Koran SINDO, Koran TEMPO, Tribun Jabar, Suara Merdeka Approval of the Draft Government Regulation (RPP) of Law Teachers should be delayed until there is certainty that the allowance is given as the functional benefits inherent in the salary without additional conditions.

"Maslahat additional benefits related to health services must be provided without the requirement to all teachers without civil servants or non-civil servants," said Chairman of the Association of Teachers and Employees of Private Indonesia (PGKSI) Central Java Drs Muh Zen Adv
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Thursday, December 4, 2008

Pers Release 4th December 2008

Proposed RPP SUSPENSION TEACHER because it contains DISCRIMINATION ON PRIVATE TEACHERS and the other NON-civil servants teachers. Please download here surat untuk Presiden, pers release FGII,
usulan subsidi UMP dan jamsostek

Discrimination in the work of the constitutional clearly not justified. Article 28D (2) the 1945 Constitution states that: "Everyone has the right to work and get the benefits of treatment and a fair and reasonable in the working relationship." Law No. 14 of 2005 on Teachers and Lecturers Article 14, paragraph (1) also stated that: "Every teacher has the right to earn money above the minimum needs of life insurance and social welfare."

The spirit of the formation of the Law No. 14 of 2005 on Teachers and Lecturers and RPP Teachers is remove discrimination among workers and teachers aimed at improving the welfare, quality and protection to teachers. The reality in the legislation is still visible things that can discriminate non-PNS/private teachers and teachers to increase their welfare, quality and teacher rights protection. The fact is visible in several ways:

1. If the article 17 of Law Teachers and Lecturers civil servants, teachers automatically get the functional benefits of teachers only to private subsidies functional allowance, the allowance for the profession given by the government without a difference;
2. Teachers civil servants, according to article 15 get automatic salary based on the laws and regulations applicable to temporary teachers be paid based on private agreement or agreements with (PKB / KKB), which will impact on the weak protection of private teachers because there is no umbrella law (Law), which underlies the rules, including the PKB is not set in the RPP Teachers. Without the certainty that the PKB / KKB will not realize the principles of equality and collegiallity in the preparation of the PKB / KKB;
3. Rules on the ratio of students to teachers who made the requirements for obtaining benefits profession in the article 17 RPP Teachers will any teachers who have passed the certification to obtain professional allowance requires the ratio of students to teachers is not rational and not realistic;
4. Rules on functional requirements allowances in the article 19 RPP Teachers not only will any teachers to obtain the functional benefits but will also eliminate rights for the functional benefits received by the teachers in the department because the requirements are too "illusory". The rights of the allowance is the right functional operation inherent in the salaries that can be accepted without conditions;
5. Rules about the requirements to obtain maslahat particularly in obtaining additional education facilities for the son and daughter of teachers, health service or other form of welfare, as given in Article 24, paragraph (6) is not rational and realistic are not even human. For example, if a teacher must first meet the burden of work or have a certificate of educators to obtain health services?

To remove all forms of discrimination in laws and regulations related to teachers and to restore the spirit of the early establishment of the Teachers Law, which aims to improve the welfare, protection and quality of the teachers should take, how many things:

1. In order to run the government obligation to provide protection for teachers' action against discrimination and unfair treatment, as mandated by Article 39 of Law Teachers, the government must eliminate all forms of conditions that can lead to action and unfair discrimination against teachers. Carelessness against the rules that lead to discrimination and unfair treatment of teachers can be a violation of Article 39 of Law Teachers can apply sanctions, as reiterated in Article 79 of Law Teachers, which states that: Paragraph (1) The education or the education unit of violation against provisions referred to in Article 24, Article 34, Article 39, Article 63 paragraph (4), Article 71 and Article 75 were given sanctions in accordance with the laws and regulations. Paragraph (2) Sanctions for education form: reprimand, written warning, restriction of the activities of the education unit, or freezing the activities of the education unit.

Article 1 point 5 states that: "The education is the government, local governments or community education on the point of formal education." This means that the government, local government and community education providers can apply sanctions if the action discriminatory and unfair to teachers.


2. Ratification of the RPP Teachers should be delayed until there is certainty of the following:

a. That the allowance is given as the functional benefits inherent in the salary without additional conditions;
b. "Maslahat" additional allowances that are associated with health services must be provided without the requirement to all teachers;
c. Control about the ratio of students to teachers should be reviewed and re-created in a rational and realistic;
d. There should be about the PKB / KKB to private teachers who provide protection, equality and kesejawatan teachers to the private / non-civil servants and teachers' organizations participation in the determination of the PKB / KKB it;
e. There must be rules that ensure the provision of salary allowances of UMP and Jamsostek) for frivate teachers / non-civil servants.


Jakarta, December 4, 2008
Executive Staffs CENTER BOARD
Indonesian Independent Teachers Federation

Chairman General, the Secretary-General


Suparman Iwan Hermawan


Indonesian Independent Teachers Federation

COMPONENTS:

1. NAD-Teacher Associations (Asgunad)
2. -Coalition Barisan Teachers Barsatu (Kobar-GB-NAD)
3. Community Water-Eye Teachers, North Sumatra (KAMG)
4. Teachers Andalas States-North Sumatara (Segara)
5. Independent Teachers' Forum, West Sumatra (FGI Sumatera)
6. -Teachers Forum dignity Indonesia-Lampung (FMGI)
7. Independent Teachers' Forum-Riau Islands (FGI concern)
8. -Teachers Communication Forum Tangerang Banten (FKGT)
9. -Teachers Unions Jakarta (SGJ)
10. -Independent Teachers Forum aspire West Java (FAGI)
11. Forum-Teacher Teacher-Hangu (FOGGAR)
12. Teachers Unions-Hikmah Teladan Erode (SAHATE)
13. Energy-Forum honorary Private School, West Java (Jabar FTHSS)
14. -Teachers Association of Private Employees, Central Java, Indonesia (PGKSI)
15. -School Teachers and Employees of Private School Indonesia DIY (PEGKSSI)
16. -Teachers Association-Private School Officers Indonesia DIY (IGPSSI)
17. -Communication Forum Leicester City Teachers (Teachers Focus)
18. Teachers, the National Alliance of East Java, Indonesia (Agni)
19. -Teachers Association No Fixed East Java, Indonesia (PGTTI)
20. -Teachers Association of Indonesia Mahardika NTB (PGMI)
21. -Communication Forum for the Assessment Teachers aspire South Sulawesi, Indonesia (FK MORNING)
22. North-South Education Forum (SeDFOR)
23. Private-Teacher Association of East Kalimantan (pgs)
24. -Teachers Association for the Education Reform West Kalimantan (movement)
25. Independent Teachers' Forum, East Nusa Tenggara (NTT-FGI)
26. Independent Teachers' Forum-West Sumbawa (FGISB)

Executive Staffs REGIONAL COUNCIL:

DPD FGII Province of Nanggroe Aceh Darussalam
DPD FGII West Sumatra Province
DPD FGII North Sumatra Province
DPD FGII Lampung
DPD FGII Riau Islands Province
DPD FGII Banten
DPD FGII Jakarta
DPD FGII West Java Province
DPD FGII Central Java Province
DPD FGII Yogyakarta Province
DPF FGII East Java Province
DPD FGII South Sulawesi Province
DPD FGII North Sulawesi Province
DPD FGII Province of East Kalimantan
DPD FGII West Kalimantan Province

Legality:

1. SKT Organization Massa Tax Professionals: 106/D.III.3/XII/2007
The Ministry of Internal Affairs of the Republic of Indonesia
2. Recording of evidence Unions FGII Tax: 450/I/XI/2007
Manpower and Transmigration Office Municipal Central Jakarta
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Invitation

Pers Conference DPP FGII At Wisma Kodel 11th floor HR Rasuna Said Street Kav B4 South Jakarta Today, Thursday, 4 December 2008 at 2 pm the Federation of Indonesian Independent Teachers delivered a letter to Indonesian President to delay ratification until the RPP Teachers articles that discriminatory against private teacher removed. For the parties concerned with the improvement good work condition from teachers Indonesian civil servants and private can provide support in the form of a letter sent petition to PO BOX President. DPP FGII also receive donations for the improvement of working conditions of teachers and private non-civil servants other. Teacher solidarity for improving education
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Tuesday, December 2, 2008

DPP FGII's Meeting




Determination Meeting DPP FGII
Yogyakarta, 28-29 November 2008

1. RAPBF be APBF: Source of funding: annual fees of Rp 12.000 for DPP and Rp 12.000 DPD each member
2. Design ART into ART
3. Improvement of management while the DPP FGII
4. Bandung determine where FGII National Coordination Meeting in July 2009
5. Planned activities: Teacher for President of the HUT FGII, 17 January 2009
6. Preparation of recommendations: legislation of DPD FGII DIY and reading teachers struggle to petition the private sector related to the UMP and Jamsostek

Yogyakarta, 29 November 2008
Secretary-General DPP FGII,
download result of DPP FGII's meeting Read More..

Wednesday, November 26, 2008

FGII in opini and tajuk rencana Kompas

The teaching profession, a respected profession. There is no profession without any role of the teacher. They have the right to distribute political aspirations according to conscience. The suggestion that they be diligent in improving the professionalism, but not their balanced on their real condition, only boomerang and sweetener studios.

Do not blame the political party will take advantage of the conditions of the teaching profession was scattered. We agree satire condition teacher: "Oh man learned. Ihik ... ihik ... ihik! " Tajuk Rencana Kompas 26 Nov 2008 Lately, there are many alternative teacher organization in the country. Begins with the emergence of the Independent Teachers' Federation, Indonesia on 17 January 2002, which raise as much as 20 organizations and forums of teachers from throughout Indonesia. Opini Kompas 25 Nov 2008
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Tuesday, November 25, 2008

Protection of Teacher Workshop with BEM UPI




Participants were very enthusiastic and feel lucky to be able to know things related to the protection of teachers. ACTION PLAN : BEM UPI encouraged to organize a protection of teachers workshop that include teachers and future teachers to share their experience.
Arief said This workshop is spectacular, enlightenment and more interactive. He was interested in writing. Previously not interested in the problem of education. In fact, many problems of education especially the rights of teachers ignored. He was promised to share and persuade teachers. His Action Plan : Publication FGII more frequently especially at shools. How about the others,materials and the results of the workshop. Please download here workshop with BEM UPI
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Monday, November 24, 2008

Honorer Teachers in public and private schools are is growing fidgety of uncertainty of their status

Honorer Teachers in public and private schools are is growing fidgety of uncertainty of their status. By Teachers' Day, they urged the government to provide immediate solution to the uncertainty and the welfare of their fate. This is revealed in the meeting of the teachers in Jakarta, Sunday (23/11), in the framework of the National Teachers' Day. In the meeting, the clarity of status and guarantee the welfare back into the main issues that the spirit be. Chairman of the Jakarta Teachers' Union, Supriyono, in this meeting says, honorer teachers feel left struggling alone without government attention. Nonetheless, the reality of education in the country still need teachers. Most of the teachers' union members are honorer teachers.Kompas
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Thursday, November 20, 2008

Teacher soidarity for improving Education

Advocacy of Guru Bantu DPP FGII assist Guru Bantu Jakarta, which joined the Teachers' Forum Reform (first FKGBI) to consult LBH Jakarta. We received the Robert S. and Hermawanto from LBH Jakarta. The meeting began with the introduction and self Mrs. Evi FGR chairman explained that the chronological advocacy Guru Bantu, especially for 6 thousand Guru Bantu Jakarta. Agreed to surgical cases and prepare the agenda of the joint on Monday, 24 December 2008 at the LBH Jakarta
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Discussion of Education on Nov 20

Statement of Vice President Jusuf Kalla
who ask teachers in the whole country does not split sides and still be expected under the shelter organization PGRI statement Chairman and General PB PGRI Sulistyo
that teachers should be allowed to punish students throughout does not exceed the limit and not dangerous shows the low socialization and the Law on Teachers Lecturers and the Child Protection Act. To this, DPP FGII hold discussions of Education, "Teachers: Labor or Professional Worker in Children's Rights Protection perspective" on:

Day / Date: Thursday, 20 November 2008
Hrs: 15:00 - 17:00 WIB
Venue: LBH Jakarta
Jl. Diponegoro No.. 74 Central Jakarta near the RSCM Welfare teacher contract valued private worse than the welfare of workers. The burden is still by a series of discrimination from the government.Kompas
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Wednesday, November 19, 2008

the status of teachers in Indonesia are still ignored

Most of the 1.2 million teachers in the private sector difficult to get the status GTY. In 2000 an assistant teacher in Jakarta is not clear CPNS his status. 440,000 teachers must continue to fight to get a clear status and dignity Kompas
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Tuesday, November 18, 2008

Private school do not doubt give the status of permanent teachers

Teachers also run a private function for the country to improve the life of the nation. Government have to ensure that workers eligible for the teaching profession by providing assistance to private schools in the form of a special allocation of UMP and Jamsostek for each private teachers. Private schools, community organizers have to help the country to provide education.
Kompas
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Saturday, November 15, 2008

Where's guru?

Guru is a light

This is the sign of human Guided start. In any event (fun and annoy) the light guidance. In the East, he called the emergence of symbolic guru. No coincidence, all guidance only. But, most can be understood now, partly understood later.

Unfortunately, very few people who were born in this era of spiritual blessings have met the Guru. For that, for those beliefs, such as Jalalludin is strong, meeting with teachers is a very spiritual blessings. A handful of friends who fall out that guru, with only heard the name some fear will direct the Fire was gone.

Therefore, do not spend a little search time, energy, and funds for Guru. Ideally, the search begins with the fall of guru live. Then the commands of Guru enrich in the form of holy books. He is a rally of guru living with the holy book and meet guru in similar symbolic. Reached its peak during the third guru this as a guru in itself. People like this type of lantern to carry everywhere. No more darkness remaining.
Learn More in Kompas Read More..

Friday, November 14, 2008

Trade Union Right Workshop held by PSI


General Chairman DPP FGII,Suparman, Chairman DPP FGII/PEGKSSI Yogyakarta,Maruli Taufik and Deputy General Secretary, Yanti Sriyulianti are trade union rights workshop participants that held by PSI TOR
Trade Union Right Workshop
11 - 13 November, 2008

Background
Unions work to protect, defend and improve the welfare of members and their families. And to perform this function, the srikat of workers have rights that are governed by law No. 13/2003 employment and ILO Convention No. 87 and 98 are:
• Right to mengwakili members to create and negotiate the PKB;
• Right to mengwakili members in the employment institutions established by the government (Tripartite, BOARD PENGEPAHAN, etc.).
• Mengwakili and assist members in the Labor Court (see Law 13)
• And establish or establish businesses that can help finance trade unions.
However, in reality those rights are only on paper, because almost all unions can not enjoy it because the conditions of labor that does not support the unions and k arena weak law enforcement in Indonesia and employment laws that support to businessmen. So these are just the right ornament for the sheer polish the face of international world government. This is proven, many managers bitumen unions, which lay, suspension, mutation and intimidation in the run when they function as a union leader. However, despite these violations of rights by employers, the government can never take even the businessmen who support the trend seemed businessman. Special to kerterwakilan unions in the Tripartite institutions and tested the council, the government also create rules that only allow unions that have more than 50,000 members who can have the right to be sitting council members Tripartite or tested. How do unions with a small state-owned enterprises and trade unions is space for them involved in these institutions.
Drip decline from the condition, the PSI as of 5 Affiliates international unions the state-owned and 1 private sector unions, should consider discussing these matters with all members of Affiliates to discuss what the obstacles and challenges to implement those rights in the union workers have a fundamental right protected by law and international labor standards Labor. Affiliates members so that the future really can function in the defense, protect and improve the welfare of members and their families.

Goals:
• Encourage and support members of affiliate organizations in the run function;
• Putting together a strategy in the implementation of the rights of trade unions as has been regulated by law;
• Building solidarity among members Affiliates;
• And shearing experience running function in the organization;

Name: Trade Union Right Workshop
Participants: 25
• Affiliate Member Unions PSI Indonesia
• SP Strategic SOEs
• FGII
Organizer: Public Service International (PSI)
Implementation: Tuesday - Thursday, 11 - 13 November, 2008
Venue: Hotel Santika Jakarta
Jl. KS. Tubun Petamburan Slipi Jakarta
Agenda: attached.
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Wednesday, November 12, 2008

Teacher Labor Agreements

Teachers unions, like all unions, fight for provisions that are favorable to union members--not necessarily to students. They consistently favor contract provisions that protect jobs, restrict demands placed on employees, and limit teacher accountability for student performance. But unlike, say, unions that protect auto workers or pilots, teachers unions are in the unique position of being able to help choose the management (e.g., the school boards or mayors) with whom they negotiate due to their influence in local elections. Teachers unions are also active in state politics, where they are frequently able to enshrine favorable provisions in state law (which, from a union perspective, is preferable to having to win the same concession in district after district).www.aei.org
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Workers, labor or professional

The Managed Teacher:
Emotional Labour, Education, and Technology
Karen Brennan
nasa

Arlie Russell Hochschild’s (1983) The Managed Heart: Commercialization of Human Feeling, documents the institutionalization of emotion. While the teaching profession is not prominently featured in The Managed Heart, teachers offer a compelling example of institutionalized emotion. Not only is emotional labour expected of teachers, but teachers are a significant force in the reproduction of emotional institutionalization. In this paper, I argue that, as a consequence of their professional duties, teachers perform significant emotional labour and that the teaching profession requires strategies to mitigate the negative consequences of emotional labour. I discuss theoretical frameworks for emotion and emotional labour, as introduced by Hochschild and elaborated by others. I then examine the expectations, conditions, and effects of emotional labour for teachers and discuss strategies, with particular focus on technology, for managing consequences of emotional labour. Finally, I consider the possibility of using chatbots as a specific technology-based coping strategy and discuss a chatbot that I created for this purpose.

Emotion

Hochschild (1983) presents two frameworks for emotion, one biological (which she referred to as organismic) and one social (which she referred to as interactional). The biological framework focuses on emotion as a function of the physical and chemical composition of an individual human being and draws a crisp distinction between emotions and the external events that evoke emotions. She argues that the theories of Charles Darwin, Sigmund Freud, and William James provide support for this model. Darwin’s theory of emotion suggests that emotions are “universal” (Hochschild, 1983, 207) across individuals, as opposed to unique in individuals. Freud’s theory of emotion posits that emotions are “instinctual” (210), as opposed to constructed phenomena. James’ theory of emotion advocates emotions as “visceral” (211), as opposed to cognitive, processes.

The organismic framework of emotion is entirely individual-centered and does not attend to social influences in the construction of emotion. To capture social processes, Hochschild (1983) described an interactional model, in which biological emotion is re/configured by socialization. In this model, emotion is defined as “a sense that tells about the self-relevance of reality” (85) and represents yet another modality through which we can understand the world. Emotions are defined by and define particular social settings and this interaction between emotion and social context produces “feeling rules” (118). In this sense, “feeling is a form of pre-action” (56) and feeling rules provide guidance for socially acceptable action. Hochschild (1983) observed that feeling rules are dictated via social groups and vary accordingly. They may be communicated directly or indirectly, “by the way others react to what they think we are feeling” (58). Scherer’s (2001) formulation of emotion implies that feeling rules are at least partially self-constructed, via “appraisal objectives” (128). By identifying the relevance, consequences, management, and self-defining significance of an event, appropriate emotional responses can be determined, says Scherer (2001).

The influence of the social group on emotions presents an interesting problematization in incongruity of feeling, which Hochschild (1983) explained as wrongness and falseness. Given a situation in which there is an emotional response, feeling rules dictate the emotional response. In the biological/organismic model, there is no inappropriate response; it simply is the response. In the social/interactional model, disparity between the emotion displayed and the emotion felt causes tension. Wrongness occurs when the emotion that is felt and displayed is not the emotion dictated by the given feeling rule. Falseness occurs when the emotion that is displayed matches the emotion expected from the given feeling rule, but does not match the emotion experienced by the individual.

The pre-conditions for wrongness and falseness are intensified by the dissociation of an individual from the social group. Dissociation can be amplified when the social group mandates feeling rules (e.g., in a business organization), as opposed to negotiates feeling rules (e.g., in a family structure). The beginnings of organization-controlled emotion are found in Taylorism, which promoted a false dichotomy of rational versus emotional in the name of scientific efficiency (Rafaeli & Worline, 2001). The ongoing management of emotion by organizations leads to characterization of this process using structuration theory. As described by Shuler and Sypher (2000), Giddens’ structuration theory describes how “structures constrain actors but also are produced and reproduced by them” (53). This theorization informs the role of organizations and individuals in emotional labour.

Emotional Labour

Given that human interaction inspires emotion, it is unsurprising that almost all employment requires some form of emotion management. However, some industries and professions transcend the emotion management expectations of a civil society by commoditizing emotion. Hochschild (1983) examined flight attendants as one such profession that negotiates emotion as a product. She outlined three qualifying pre-conditions for emotional labour. First, the employee’s duties include direct contact with customers. Next, the employee’s duties include altering (or maintaining) customers’ emotional states. Finally, the employee’s emotional states are managed directly or indirectly by the employer.

Employment conditions can vary widely within a single profession, sometimes requiring the consideration of emotional labour effects on an individual basis. For instance, the employment classification of teacher encompasses a wide range of lived experiences, which may or may not contain the pre-conditions for emotional labour. Just as a particular employment classification may not imply the pre-conditions for emotional labour, employment that satisfies the pre-conditions may not imply a negative work experience. Whereas Hochschild (1983) viewed emotional labour as ultimately hazardous to the employee, other authors have presented cases in which conditions that qualify as emotional labour are in fact positive. For example, Shuler and Sypher (2000) found that 911 operators actually derived benefit from work necessitating emotional labour.

Bolton and Boyd (2003) called into question the scope of Hochschild’s (1983) emotional labour definition and provided an expanded conceptualization by changing the motivating factor from work environment to four operating states within the work environment. The four states were elaborated as “pecuniary,” “prescriptive,” “presentational,” and “philanthropic” (Bolton & Boyd, 2003, 291). Each state prescribes different pre-actions, feeling rules, displays, and consequences. The pecuniary state is closely aligned with the negative implication of Hochschild’s (1983) vision of emotional labour, given that the consequences are listed as “alienation,” “conflict,” and “resistance” (Bolton, 2003, 19). The presentational and philanthropic states make space for positive views of emotional labour, describing consequences such as “stability” and “satisfaction” (Bolton, 2003, 19). The prescriptive state, which emerges from “professional” or “organizational” feeling rules, creates both negative and positive outcomes, describing inherently ambiguous consequences such as “contradiction” and formation of “professional identity” (Bolton, 2003, 19).
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Education

British Columbia (BC) K-12 public school teachers exemplify the prescriptive state, given that they operate under the expectations of several professional organizations. These expectations are communicated implicitly through day-to-day practices and interactions with fellow teachers and employers, and explicitly through documents like the BC College of Teachers (BCCT) (2004) Standards for the Education, Competence and Professional Conduct of Educators in British Columbia. The importance of emotion is seen in statements such as teachers “value and care for all children,” ensure the “emotional security of all children,” “treat all children” with “warmth,” establish “relationships with students,” and demonstrate “enthusiasm for learning” (BCCT, 2004, 11, 15). However, as Sumsion (2000) noted, regulations such as these are not transparently transferable to practice. Teachers also operate under the expectations of the public at large. In caring for children, Price (2001) noted that teachers are expected to assume the role of the parent, both for physical and emotional well-being.

Despite the emotion management expectations that society places on the individual, there is a notable lack of emotion in schools with respect to the curriculum. Boler (1997) attributed this to a fear of departing from teacher-centered methodology and viewing emotional education as “therapy” (216). She suggested that the therapy model violates teacher-centeredness in three ways: (1) the teacher does not provide instruction, since (2) there is nothing to instruct, and (3) the student-centeredness requires undivided attention from the teacher. As a consequence, teachers rely on “positional control systems” (Hochschild, 1983, 156) to control student behaviour using “formal rules” (Hochschild, 1983, 156), as opposed to accommodating the emotional states of students. To prepare students for increasingly emotion-managed workplaces, schools covertly become sites of preparation for emotion management. As Rafaeli and Worline (2001) suggested, it may be to the advantage of students to have an overt emotional management education system, so that they may be alerted to the potential dangers of emotional labour.

It is evident that the teaching profession satisfies each of Hochschild’s (1983) pre-conditions for emotional labour. The first pre-condition of direct contact with customers is clearly satisfied by the ongoing contact between teacher and student. The second pre-condition of maintaining or modifying customer emotions is certainly met, considering that teachers are responsible for the emotional well-being of the student as well as socializing students into a context-appropriate feeling rules system. The expectations of professional bodies, the public, and school administrators satisfy the third pre-condition of emotional management exercised by the employer. Given that the pre-conditions for emotional labour exist and assuming that the professional quality of teaching operates in a prescriptive state, the issue becomes one of proportion, that is, the proportion of negative outcome emotional labour to positive outcome emotional labour.

The quality of the lived experience of emotional labour depends significantly on the operating context. Hochschild (1983) described several sources that contributed to the negativity of emotional labour in flight attendants. One source of stress was an “industry speed-up” (121), in which attendants were given less time to accomplish the same tasks. Teachers have similarly experienced depletion of resources, which has resulted in less time available to attend to the needs (emotional or otherwise) of each student. Hochschild (1983) noted that another source of stress for flight attendants was the perception that they were engaged in menial, trite work. She observed that this devaluation of services caused an additional burden for the attendants, forcing them to displace their indignation. A similar phenomenon is experienced by teachers, who are frequently perceived as being glorified baby-sitters that have the luck of only working 200 days in a year. Teaching also presents specific stressors such as varied abilities of students, class sizes, building conditions, and violence. As Hochschild (1983) noted, “there is also a general source of stress, a thread woven through the whole work experience: the task of managing an estrangement between self and feeling and between self and display” (131).

Considering the above stressors in conjunction with the preconditions for emotional labour, it is reasonable to speculate about the variety of possible outcomes. Mann (2004) described three possible outcomes of the intersection of internal emotional state, external/displayed emotional state, and expected emotional state: “emotional harmony”, “emotional dissonance”, and “emotional deviance” (208). Emotional harmony describes situations in which the teacher’s internal and external state coincide with the expected state, given the feeling rules. Emotional dissonance corresponds to situations in which the teacher’s internal state does not match the teacher's externally observable state, which is being controlled in order to match the expectations produced from the feeling rules. This corresponds to Hochschild’s notion of falseness. Emotional deviance captures the situation in which the teacher’s internal and external states deviate from the expected state. This corresponds to Hochschild’s notion of wrongness.

Each outcome produces a set of effects on the individual. In the case of emotional harmony, Shuler and Sypher (2000) documented three positive effects, including source of humour, source of energy, and outlet for altruism. Rafaeli and Worline (2001) also presented positive effects, such as improved job performance and dedication. However, they noted that emotional dissonance and deviance can decrease job performance. Beyond impacting employment, the incongruities between feeling, display, and expectation can cause significant personal stress. As Price (2001) noted, emotional “instrumentalisation is achieving a corrosive and deadening ‘spread’ into ordinary intimacy and emotional exchanges of all kinds, in private and civic life” (165). Winograd (2003) observed that two school-specific conditions contribute to emotional deviance. First, the isolation of teachers from colleagues contributed to emotional stress. Second, the expectation of role-modeling emotional control contributed to the control of teachers’ emotional states, which resulted in dissonance or deviance. These conditions can lead to significant personal and professional dysfunction, such as “burn out,” “self-alienation,” and “emotional disorientation” (Zembylas, 2004, 304).

Given the potential perils associated with emotional labour, it is useful to consider strategies for mitigating any negative effects and amplifying any positive effects. One strategy described by Hochschild (1983) is group cohesion, which addresses dysfunction resulting from isolation by creating a support network of fellow teachers. However, she noted that this strategy may ultimately reinforce negative emotional labour experiences if members of the group insist on dwelling on their collective misfortunes without looking toward action. I received a caution regarding this phenomenon on my first day in the Teacher Education Program, when my class was warned against the “Ain’t Things Awful” attitude. Zembylas (2004) suggested isolation of practice and avoiding negativity as possible approaches to dealing with these negative attitudes.

These ideas are echoed in Mann’s (2004) presentation of tactics and strategies for dealing with stress. Mann recommended policies encouraging emotional expression, valuing emotion as part of the job, prescribing break times, establishing emotional mentoring, and promoting emotional autonomy. While these strategies are appropriate at the administrative level, Sumsion (2000) offered a three-step heuristic that can be implemented by an individual. First, she advocated a deliberative practice, which implies emotional labour acts performed in a controlled fashion so that the needs of the students are tempered by the needs of the teacher. Second, she advocated a transparent practice, in which the needs and expectations of the teacher are clearly and unobtrusively communicated to the students. Finally, she advocated a present practice, in which the teacher genuinely attends to the needs of the students.
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Technology

In examining various emotional labour stressors and support mechanisms to which teachers are exposed, technology is notably absent. As Scherer (2001) noted, this is partly attributable to a lack of “specific studies on how the use of modern information technology changes the elicitation, regulation, and communication of emotional states” (140). However, the integration of technology and social structures has been extensively researched and much has been learned that might bear on the subject of mitigating negative emotional labour effects through technology. Franklin (1990) observed that technology does not operate autonomously from the social context in which it is situated, and Zorn (2002) argued that the successful integration of technology into the social system is contingent on human response. The human response is not a binary accept/reject decision; it represents a degree of acceptance, ranging from tolerance to transmutation.

To deal with this continuum of user responses to technology, Mick and Fournier (1998) outlined a framework for: (1) understanding the paradoxical constructions of technology and (2) managing responses to the paradoxes presented by technology. Eight paradoxes, or self-contradictions, were provided by Mick and Fournier, four of which are particularly relevant to the present discussion. First, technology facilitates centralization and decentralization of control. The infrastructure that binds technology users also promotes their autonomy. Second, technology promotes a sense of competency and incompetency. Microwaves, a common staff room appliance, have notoriously variant user interfaces, which can render even the most confident microwave user somewhat uncertain. Third, technology saves and wastes resources. A grade recording system may result in efficiencies for users who are familiar with the software, yet gross inefficiencies for users who are unfamiliar with the software. Finally, technology encourages integration and isolation. A wiki used to promote collaborative authorship can degenerate into a collection of individually controlled pages.

Mick and Fournier (1998) reported that not only were users conscious of these technology paradoxes, but some users had developed strategies to manage the paradoxes. Four classes of user reaction to technology were commonly observed, permutations of temporal (before/after adoption) and affective (desire/aversion) responses: eschewing before adopting, investigating before adopting, rejecting after adopting, and integrating after adopting. These technological responses can be mapped back to the outcome of the individual’s internal/external/expected emotions. It is reasonable to assume that the feeling rule in the adoption of technology is to strive for integration. In this context, emotional harmony is represented by integration of technology in practices following the acquisition of technology. Emotional deviance is represented by both eschewing before adopting and rejecting after adopting. The internal state in these cases is suspicion, which is mirrored in outward display and action, but does not agree with the expected response. Emotional dissonance is represented by investigating before adopting. The user experiences reluctance internally, but externalizes interest, which is compatible with expectation, by pursuing an investigation of technology.

This analysis reveals that emotional dissonance can disrupt successful technology adoption. However, it is interesting to ask whether new technologies, rather than creating emotional dissonance, can serve instead to mitigate the emotional dissonance resulting from sources such as emotional labour. The answer to this question may be found in relational artifacts, which were defined by Turkle (2002) as digital processing entities that “are explicitly designed to have emotive, affect-laden connections with people” (19). Relational artifacts present a potentially desirable site for personal relationships, since they may be programmed to respond to user needs and to make no demands on the user. For the teacher performing emotional labour, a relational artifact that imposes no expectations regarding affective response might form the basis for a coping strategy.

C(h)atbot

Considering that consequences of emotional labour vary widely between individual teachers and that teachers typically have minimal space in their schedules or budgets for traditional therapy, chatbots offer a unique combination of properties well-suited to addressing the ill-effects of emotional labour. A chatbot is an artificial construct that is designed to converse with human beings using natural language as input and output. The chatbot concept was inspired by Turing (1950), who suggested a litmus test for artificial intelligence: separate a human from another entity using a teletype interface and ask the human to determine whether he or she is conversing with another person or with a machine.

Alas, the chatbots that have been created to date fall short of the ability to simulate human intelligence, as evidenced by the transcripts from the annual Loebner contest (2005). However, current chatbots do have the ability to answer questions posed in natural language by using a database of predefined responses. Coupled with other technologies such as animation, text-to-speech, and speech-to-text, a faint illusion of intelligent conversation can be achieved. Today, numerous commercial websites on the Internet make use of chatbots to guide users in finding the information for which they are searching. Automated telephone operators, however frustrating, offer similar services for many commercial and government agencies.

In order to sustain an emotional infrastructure in which a human wishes to interact with technology, Bates (1994) suggested constructing interesting environments rather than attempting a more difficult task of “copying reality” (125). Accordingly, while current chatbots are far from conscious, chatbot technology might still be employed to provide a dynamic, learner-centered, personal, and cost-effective way for practising teachers to explore a complex issue such as the impact of emotional labour. A chatbot can be widely distributed at little cost, can be made available twenty-four hours a day, can allow the user to search for information along an arbitrary trajectory, and can abstain completely from passing judgment on a user. Animation and speech technology can lend a degree of charm or warmth typically missing from technology solutions.

Based on advice from Disney animators, Bates (1994) suggested three characteristics for creating agents that are visually stimulating. First, transparency: the emotional state of the chatbot must be obvious. Second, causality: the relationship between chatbot emotional state and behaviour must be apparent. Third, reinforcement: the expression of chatbot emotional state must be reinforced using timing and emphasis.

In order to explore the use of chatbot technology in the context of emotional labour, I created a chatbot that addresses questions about emotional labour. To find the right balance between software reuse and experimental control, I searched for open source libraries that could be combined and modified according to need. I found that there are many chatbots available in a variety of formats, but the A.L.I.C.E. project stood out as having a large community of developers and a commitment to open standards and open software licences. The A.L.I.C.E. Artificial Intelligence Foundation publishes the A.I.M.L. (Artificial Intelligence Markup Language) standard (2005), which specifies a format for pattern-matching user inputs to predefined responses. Several A.I.M.L. interpreters are freely available on Internet sites.

In creating the chatbot, I focused on three human computer interface elements: natural language processing, text-to-speech, and animation. For natural language processing, I used the ProgramD A.I.M.L. interpreter because it is free and because it is implemented in Java, making it cross-platform compatible and convenient to interface with a wide variety of other free components. For text-to-speech support, I used the FreeTTS open source Java library. There is still significant research to be done in voice synthesis, which is "often considered to be cold and disagreeable” (Scherer, 2001, 144) and the FreeTTS package is no exception; currently, only two medium-quality American male voices are provided. In order to create a friendly and approachable agent to interact with users, I employed graphic design software to create an animated cat. Using these components and resources, I wrote a Java program, entitled CatBot, that allows the user to type questions and listen to responses from the animated, talking cat. Once the program was created, I generated an A.I.M.L. set that would pattern-match questions about emotional labour to answers from readings on the subject.

The final product of this process, the CatBot program, inspired both hope and disappointment. Freely available A.I.M.L. sets created the ability for CatBot to respond semi-intelligently to almost any user input. Further, the A.I.M.L. standard made it possible to enter emotional labour data into CatBot's database in a way that permitted natural responses to emotional labour questions. A typical interaction with CatBot would be:

User: Can you help me?

C(h)atbot: Yes. What can I do for you?

User: Do you have feelings?

C(h)atbot: I possess the emotional impressions recorded by my creators. Are all of your thoughts and feelings your own, or are you also the product of a social process?

User: Do you have any emotional expectations of me?

C(h)atbot: I expect that you have the capacity for emotional experience, regardless of how often you have a chance to explore and express your emotions. However, I don't expect you to feel any specific emotion at the moment.

User: How does technology influence emotion?

C(h)atbot: That is an interesting question! On one hand, there is nothing special about technology that distinguishes it from other physical objects in your life. Do you expect your hair brush to influence emotion? On the other hand, technology is becoming such an important part of human life that it can inspire a wide range of emotions from suspicion to boredom to delight, depending on how much you understand and enjoy technology.

User: I would like help with emotional labour.

C(h)atbot: I am fairly knowledgeable with respect to current research on emotional labour and I will try to answer your questions.

User: I am a teacher and I am expected to perform emotional labour.

C(h)atbot: Teachers are quite likely to suffer the ill effects of emotional labour. Working with students may often require that you suppress your own emotions in order to set an example or in order to manage the classroom. This can result in a sense of frustration or loss of ability to express your emotions in non-work situations. You can combat the effects of emotional labour by understanding it and through the support of your colleagues. You might be surprised to learn how many of your co-workers are effected by the consequences of emotional labour.

However, I was somewhat disappointed by the performance of the FreeTTS library. While living up to its promise of free text-to-speech, the available voices were too mechanical to inspire a sense of personal connection with CatBot. Similarly, my artistic skills limited the quality of CatBot's animation interface, making it humorous at best (Figures 1-3). Despite these limitations, I believe that CatBot's ability to answer emotional labour questions in some depth demonstrated the potential for application in a professional context.

1


2


3

Figures 1-3. The CatBot user interface.

Conclusion

If, for many teachers, emotional labour is a daily problem, a reality of the classroom environment, required by professional standards, the expectations of school administration, and the needs of students, then intelligent agents represent a possible antidote. A chatbot is not only capable of acting as an in-depth resource for emotional labour; as a relational artifact, it is capable of satisfying emotional desires of the user. This reveals the greatest attribute of an intelligent agent—it is an inexhaustible, devoted companion, which is best explained by the chatbot itself:

User: Can you suffer from burnout?

C(h)atbot: Speaking literally, to burn out is to use up available fuel. I think that any intelligent being can exhaust, misplace, be deprived of, or contaminate its source of fuel—the desires, dreams, principles, and motivating factors that cause you to act. However, without the capacity for change, I think that I will not burn out unless you unplug my power cord.

References

A.L.I.C.E. Artificial Intelligence Foundation. (2005, August). Artificial Intelligence Markup Language (Version 1.0.1, Revision 008). Retrieved December 5, 2005, from

http://www.alicebot.org/TR/2005/WD-aiml/

Bates, J. (1994). The role of emotion in believable agents. Communications of the ACM, 37(7), 122-125.

BC College of Teachers. (2004). Standards for the education, competence and professional conduct of educators in British Columbia (2nd ed.). Retrieved December 1, 2005, from http://www.bcct.ca/documents/edu_stds.pdf

Boler, M. (1997). Disciplined emotions: Philosophies of educated feelings. Educational Theory, 47(2), 203-227.

Bolton, S. (2003). Introducing a typology of workplace emotion (Working Paper 2003/064). Retrieved October 7, 2005, from http://www.lums.lancs.ac.uk/publications/viewpdf/000209/

Bolton, S. C., & Boyd, C. (2003). Trolley dolly or skilled emotion manager? Moving on from Hochschild’s Managed Heart. Work, Employment and Society, 17(2), 289-308.

Franklin, U. (1990). The real world of technology. Concord, Ontario: House of Anansi Press.

Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. Berkeley: University of California Press.

Mann, S. (2004). ‘People-work’: Emotion, management, stress and coping. British Journal of Guidance & Counselling, 32(2), 205-221.

Mick, D. G. & Fournier, S. (1998). Paradoxes of technology: Consumer cognizance, emotions, and coping strategies. Journal of Consumer Research, 25(2), 123-143.

Price, H. (2001). Emotional labour in the classroom: A psychoanalytic perspective. Journal of Social Work Practice, 15(2), 161-180.

Rafaeli, A. & Worline, M. (2001). Individual emotion in work organizations. Social Science Information, 40(1), 95-123.

Scherer, K. R. (2001). Emotional experience is subject to social and technological change: Extrapolating to the future. Social Science Information, 40(1), 125-150.

Shuler, S. & Sypher, B. D. (2000). Seeking emotional labor: When managing the heart enhances the work experience. Management Communication Quarterly, 14(1), 50-89.

Sumsion, J. (2000). Caring and empowerment: A teacher educator’s reflection on an ethical dilemma. Teaching in Higher Education, 5(2), 167-179.

Transcripts of 2005 Loebner Prize Competition. (2005). Retrieved November 25, 2005, from http://loebner.net/Prizef/2005_Contest/Transcripts.html

Turing, A. (1950). Computing machinery and intelligence. Mind, 59, 433-460.

Turkle, S. (2002). Whither psychoanalysis in a computer culture? Psychoanalytic Psychology, 21(1), 16-30.

Winograd, K. (2003). The functions of teacher emotions: The good, the bad, and the ugly. Teachers College Record, 105(9), 1641-1673.

Zembylas, M. (2004). Emotion metaphors and emotional labor in science teaching. Science Education, 88(3), 301-324.

Zorn, T.E. (2002). The emotionality of information and communication technology implementation. Journal of Communication Management, 7(2), 160-171.

Affiliations

Karen Brennan, Masters Student
Department of Curriculum Studies
University of British Columbia

Digital Art by Graham Giles ©2006

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Tuesday, November 11, 2008

ART DRAFT

NEWS EVENTS
CONSTITUTION OF FGII : THE fEDERATION OF INDONESIAN INDEPENDENT TEACHERS

On the day of .............. date ........... November two thousand eight years have been changes in household budget Federation of Indonesian Independent Teachers' Meeting in the Indonesian Council of the Head Center accordance with the mandate of Congress III FGII in Makassar, South Sulawesi, which was attended ... .. person delegation from the organs FGII (attendance list attached)

Constitution(ART)
The Federation of Indonesian Independent Teachers (FGII)

PART I
MEMBERSHIP

Article 1

Revenue mechanism Member

1. Terms of the General Membership:
a. Indonesian citizen who run the function as teachers working in the education system in Indonesia or the educators who called on Article 1 point 5 and 6 UUSPN;
b. A commitment to promote national education through professional work as a teacher;
c. To apply by filling the registration form and a statement of compliance bylaw in writing and approved by the Internet and online

2. Dismissal of membership:
a. Stop running the job or profession as teachers as educators as set forth in Article 1 point 5 and 6 UUSPN His will on its own;
b. Be dismissed because it violates the bylaw and code of ethics;
c. Died.

3. Defense:
a. Each member recommended by the Board of Managers and the honor because of sanctions imposed for violation of votes bylaw and / or code of ethics entitled:
i. get an explanation of the results of the assessment are open;
ii. conduct of the defense;
b. Defense of steps undertaken by the appeal to the provincial and national level.

CHAPTER II
PERMUSYAWARATAN

Article 2
Congress

1. Chairperson of the Board of Center (DPP) FGII implement Congress with the help of the DPD requirements as executors.
2. Implementing the congress organized and defined by the DPP.
3. Transport borne by each Participant members of Congress unless the levy sufficient to pay for transportation 1 men and 1 woman who became the official delegation from each DPD.
4. DPP trying to find funding from partners at least for the source of information on national seminars held during the congress.
5. Listing the names of candidates and the delegation has submitted to the DPP at the latest two weeks before the congress was held
6. Secretary-General to learn the list of candidates and define the delegation as the Congress delegation in accordance with the provisions in the bylaw FGII.
7. DPP authorities to invite the organization of national and international partners FGII in Congress.
8. Congress established order in the Congress.
9. Decisions legitimately if meets Congress regiment that has been set.

Article 3
Representation in Congress

1. Congress delegation is the messenger that has representation of men and women.

2. Representation of men and women carried proportionally berkesimbangan and follow the provisions as follows:
a. Each DPD send delegations 1 female and 1 male;
b. Dpc send a delegation every 1 female and 1 male and can be added:
i. 1 delegation for every 10 ordinary members who do not fulfill the obligations and rights as stated loss by ordinary members of the DPP recommendation DPD;
ii. At least 1 spotter men and 1 woman for all members of exceptional, prospective members and all members of a stated loss of rights as ordinary members of the DPP recommendation by the DPD.

Article 4
Extraordinary Congress
(KLB)

1. In certain circumstances can be implemented KLB

2. KLB can be implemented if:
a. More than half the DPP can not carry out the task properly;
b. DPP violated provisions of the organization;
c. Proposed by more than half the number of DPD

3. KLB held by the DPP, assisted by DPD that meet the requirements as executor.

Article 5
National Coordination Meeting
(National Coordination Meeting)

1. National Coordination Meeting at least once 2 years followed by DPP, MPO, the delegation DPD and dpc to implement the Coordination organization and work programs.
2. National Coordination Meeting can take decisions to complement the decisions made at the national level;
3. National Coordination Meeting decision is considered valid if decided by half the number of participants who were invited.
Article 6
Chairperson of the National Meeting
(Rapimnas)

1. Rapimnas at least 1 year followed by the DPP, MPO, chairman and chief DPD dpc for socialization and synchronization policies to the DPP and DPD dpc.
2. Rapimnas can take decisions to complement the decisions made at the national level.
3. Rapimnas decision is considered valid if decided by half the number of participants who were invited.

Article 7
Meeting of the Regional Working
(Rakerda)

1. Rakerda conducted by the DPD at least 1 year for socialization and synchronization policies to the DPP and DPD dpc.
2. Rakerda can take decisions to complement the decisions made at the provincial level.
3. Rakerda held by the DPD with the DPP and invite dpc.

Article 8
Work Branch Meeting
(Rakercab)

1. Rakercab dpc implemented by at least 1 year to the DPP policy of socialization, and DPD dpc to members.
2. Rakercab can take decisions to complement the decisions made at the district / city level.
3. Rakercab held by dpc by DPD.


CHAPTER III
AGENCY organizational instruments

Article 9
Management DPP

1. Managers are usually members of chosen and appointed in the Congress

2. Terms of sitting:
a. Have a commitment to promote the organization;
b. Have basic knowledge about FGII;
c. Maintaining and have run in the code of ethics;
d. Comply bylaw and other applicable rules.

3. Rights management:
a. Set the organization in accordance with the bylaw and other regulations;
b. Represent members in the name of the organization or outside the court;
c. Arrange cooperation with other parties, pihjak accordance with the bylaw and other regulations.

4. Liabilities management:
a. Running decisions Congress
b. Comply bylaw and other regulations
c. Maintain and supervise the implementation of the code of ethics
d. Providing protection for members
5. Dismissal of Management:
a. Structure expired;
b. Disciplinary action;
c. Died.

6. Disciplinary action imposed to Member Manager of the form:
a. Warning
b. Dismissal of temporary
c. Dismissal

7. Warning
a. Warning action taken on the basis of considerations Meeting Manager each level of management members to the interests of the organization
b. Warning action taken against members of management because
i. Proven neglect of duties and authority that can contaminate the good name of the Federation
ii. Misapply property rights organization
iii. Disgraceful act that reducing the dignity of teachers and the Federation.

8. Dismissal of the Treasury, based on the decision of the Meeting which was held specifically for that are after as many as three (3) times, are still also repeat violations

9. Dismissal of members increase Treasury taken as a temporary stoppage because of the violation with the evidence convincing.

10. Dismissal of the action undertaken by the Federation Manager DPP Federation atar request DPD

11. Defense:
a. Managers are recommended by the MPO and the Council for the honor because of sanctions imposed votes violated bylaw and / or code of ethics entitled:
i. get an explanation of the results of the assessment are open;
ii. conduct of the defense;
b. Defense of steps undertaken by the appeal to the provincial and national level.

Article 10
Management Structure
A. DPP FGII structure consists of:
1. General Chairman
2. Heads
3. Secretary-General
4. Deputy Secretary General
5. Treasurer
6. Deputy Treasurer
7. Department:
a. Improving the Quality of Human Resources
b. Information and Communication
c. Research & Development
d. Legal Protection and Advocacy
e. Improving Teachers' Welfare
f. Cooperation between organizations and institutions
B. DPP tasks and authorities:
1. Implementing the decisions of Congress
2. Implementing the consolidation of the organization
3. Determine / define the rules of implementation that is not defined in the ART
4. Performing Rapimnas, National Coordination Meeting, Congress and KLB.
5. Accept, reject and dismiss members FGII
6. Establish links with other parties
7. Noting the suggestions and opinions MPO
8. Overseeing the implementation of the code of ethics
9. Noting opinion / entries / consideration of the board of advisors and members of the recommendations sanctions violate the code of ethics by the board of honor
10. Responsible to Congress.

D. Description of Work / duties and authorities:

1. General Chairman:
a. DPP coordinate their activities both into and out according to the bylaw and regulations.
b. For and on behalf of the DPP signed the letter DPP into and out
c. Leading meetings
d. Activities / legal action for and on behalf of the DPP both in or outside the court
e. Together with the DPP or the members themselves are fully responsible for Management Federation, for the purposes and objectives of the Federation
f. Running all actions related to the ownership restrictions organization with the authority to:
i. meminjam atau meminjamkan uang untuk dan atas nama organisasi
ii. approve the Plan Budget Revenue and Expenditure Federation and Financial Report submitted by the Secretariat General.
iii. DPP approval of the purchase or receive transfer of the property remains
iv. approval of the DPP to do with sales or other means renounce wealth and mengagunkan / encumber property DPP
G. Raising one or more as a representative or power by giving him power that is set in the Power of Attorney for certain acts that include:
i. The establishment of legal advocacy team
ii. And the establishment of cooperative business as an autonomous body FGII
iii. The act consistent with the other along the bylaw and other regulations.
h. Power of Attorney, as the recipient of the letter g in the DPP Secretary General Coordination
i. Raising and dismiss Executive / Staff DPP DPP activities that carry a day-to-day performance, considering the report from the General Secretariat
j. Entitled to receive financial reports regularly and at any time from the treasurer
k. Coordinate with the Honorary Council of the functions related to the DPP in the supervision of the implementation of the code of ethics
l. Coordinate with the Board of advisors associated with the development of capacity and professionalism organization
m. Coordinate with the MPO associated with the consolidation of the organization and a participatory, transparent and accountable.

2. Chairman:
a. Represent the general chairman for the consolidation and expansion of regional organizations in the area / region each
b. Together with the head of the general coordination and organization well into the exit
c. Joint chairman and general secretary general to lead meetings
d. Together with the head of the public to take decisions that are required in the technical organization run in accordance with the bylaw and other regulations
e. Coordinate with the head of the public

3. Secretary General / Deputy Secretary General (General Secretariat):
a. Coordinate their consolidation and expansion of the organization in all areas
Federation
b. Signing the letter into and out of DPP chairman if the public could;
c. Coordinate their operations departments;
d. Coordinating one or more of the power given by the head of public advocacy for the establishment of the legal team, and the establishment of cooperative or other act along with the bylaw and other regulations;
e. Joint chairman and general chairman to lead meetings
f. Together with the head of the public to take decisions that are required in the technical organization run in accordance with the bylaw and other regulations
G. Coordinate their fund-raising and the preparation budget organization well into the organization and out in the framework of consolidation and development of the organization;
h. Coordinate their management, administrative and financial offices
DPP;
i. Coordinate their implementation of the administrative office staff DPP;
j. Implementing the Internal Audit Annual Financial Report Federation;
k. Conducting External Audit of the Federation before the Financial Report
Congress;
l. Publish periodic financial reports on the approval of the Chief General;
m. In carrying out their duties in coordination with the head of the public.

4. Treasurer / Deputy Treasurer:
a. Checking Reports Financial Daily Transaksasi Federation organized by the Executive
b. Together with the secretariat general do pengalangan funds and the preparation of budget organizations;
c. Prepare monthly financial reports and to report to the General Secretariat;
d. Preparing materials needed in the process of internal and external financial;
e. Preparing materials, reports of financial
To Congress;

5. Improving the Department of Human Resources (HR):
a. Implement development programs mandated by Congress in accordance profession;
b. Prepare and implement training programs / workshops / seminars / discussions, etc. related to the development of the profession;
c. Organize cooperation with the various parties associated with the development of human resources members.
d. Loading the report of the program department and periodically during the final completion of Management.
e. Making a report of the program department and periodically during the final completion of Management.

6. The Ministry of Information and Communications (Infocom):
a. Implementing the program of work according to the mandate areas of Infocom Congress;
b. Assisting the Secretariat General to document the existence and menyosialisasikan Federation, the program of work and a number of achievements Federation and its members through various media publications;
c. Prepare and present reports department of the program and periodically during the final completion of the Secretariat General of Management.

7. Derpartemen Research and Development (R & D):
a. Implementing the program of work according to the mandate of R & D field of Congress;
b. Assisting the Secretariat General of mengordinir and documented research that can support the development program other departments;
c. Prepare and present reports department of the program and periodically during the final completion of the Secretariat General of Management.

8. Protection Department of Law and Advocacy (PHA):
a. Implementing the program of work according to the mandate areas of PHA Congress;
b. Assisting the Secretariat General of mengordinir protection law
And members of advocacy;
c. Prepare and deliver reports of the program
department and periodically during the final completion of the Secretariat General of Management.

9. Improving Teachers' Welfare Department (PKG):
a. Implementing the program of work according to the mandate areas of PKG Congress;
b. Mengordinir help the Secretariat General of the program increased teachers' welfare.
c. Prepare and deliver reports of the program
department and periodically during the final completion of the Secretariat General Management

10. Organization and the Ministry of Cooperation between the Board (OKaL):
a. Implementing the program of work according to the mandate of field OKaL Congress;
b. General Secretariat to help pioneer the cooperation between institutions related to the consolidation and development plan for the organization.
c. Prepare and deliver reports of the program
department and periodically during the final completion of the Secretariat General of Management.

E. Diverting Authorization Mechanism:

1. When the position of a head of an emptiness, then within thirty (30) days after the vacancy occurs, Sekertaris General to fill the vacancy until its General Chairman of the DPP in the next Congress or the Extraordinary Congress.
2. If by any one of the positions of all the chairmen of the Board of experienced central vacuum, in a period of thirty (30) days after the vacancy should be held to select the KLB Chairperson of the Board and the new Center for the DPP while the third managed by the representatives of DPD.
3. In the case of General Chairman is not present or could not because of any kind, it need not be proven to third parties, the Secretary General is authorized to act on behalf of the DPP and the approval of the Board chairmen Center
4. In the case of the Chairman and General Secretary general or could not attend because of any kind, it need not be proven to third parties, the three DPP members authorized to act on behalf of the DPP and the approval of the Board chairmen and central consideration MPO

Article 11
DPP Meeting

1. Meeting DPP can be done in the Office or in certain conditions can be in other places but the results are considered valid and binding.
2. DPP meeting can be held any time when deemed necessary both proposed by one or more members of DPP, or the written request from DPD half.
3. Invitation Meeting with the DPP submitted a letter by registered mail or delivered directly through the paper and other media to every member of the DPP gain of attendance at the latest three (3) days before the meeting was held, by not taking into account the date of invitation and the date of the meeting.
4. Invitation meeting that should include the event, date, time and place of meeting
5. A DPP members can be represented in the Meeting of DPP members only by the DPP on the other power of attorney
6. Meeting DPP is legitimate and entitled to take binding decisions if attended by the Chairman of the General or represent in accordance with the provisions of Article 10 ART letter D.
7. Meeting DPP decision should be taken based on the consensus for the agreement.
8. In the case of decisions based on consensus for the agreement is not reached, the decision was solely to the Chairman of the General or represent in accordance with the provisions of Article 10 letter D.
9. Each member of the DPP is entitled to present one (1) voice and additional one (1) vote for each other DPP members that she represented.
10. General Chairman of the DPP can take a decision without a valid meeting of DPP meeting provisions have been coordinated with two-thirds of DPP chairman and general sekretris and has been notified in writing via email or letter or just before the decision is set. Decisions taken with the way that have the same power with a legal decision taken in the meeting DPP meeting.

CHAPTER IV
Executive Staffs AND REGIONAL COUNCIL
Directorate CABANG

Article 12
Founding

1. For the interests of the organization at the provincial / district / city FGII then formed the Regional Council Chairperson abbreviated DPD and the Chairperson of the Board of Branch abbreviated dpc;
2. DPD and DPC organisasi-organisasi/forum-forum formed by teachers who are in the province
3. Regional organizations which have not yet / teacher forum independent, the combination of a number of teachers from five schools from at least three districts and cities can establish a direct DPD FGII at the provincial level and the combination of the three schools can be formed directly on the level dpc FGII District / City
4. In areas that already have the organization / forum teachers can establish a direct DPD FGII at the provincial level and the level dpc FGII District / City with or without the name of the organization / forum of teachers and enable direct management of regional managers into FGII DPD and / or dpc FGII
5. If the area is more than one organization / forum of teachers, the organization / forum that teachers deliberation to establish DPD FGII management and / or dpc FGII together.
6. After the DPD and dpc formed, all organizations that are in the city district level rally into dpc and organizations that are in the provincial rally into the DPD

Article 13
Duties and authority

1. Menyosialisasikan, implement and mensikronisasi scope of the mandate of Congress to provincial / district / city;
2. Programs at the provincial / district / city adjusted in the bylaw and other regulations;
3. Rakerda to implement the DPD and Rakercab to dpc;
4. Implementing the agreement Regional (Musda) by the DPD and the agreement by dpc Branch;
5. Implementation Musda and Muscab for:
a. Program areas in their respective provinces, districts and cities;
b. Board of honor at the provincial / district / city
c. Assembly consideration Organization (MPO) and the Council of Advisers at the provincial / district / city
d. Select and assign management and DPD dpc
e. Setting rules for the regional organization in accordance with the bylaw Federation
6. In carrying out their duties and DPD dpc always coordinate with the DPP.

CHAPTER V
MPO
Article 14
Terms, duties and authority

1. Terms for the MPO members to be selected:
a. Regular members
b. Having knowledge about FGII
c. Understanding the bylaw rules and other FGII
d. A commitment to promote the organization
e. Proposed by the DPD
f. No dual positions with the DPP
G. Adopted in Congress

2. Duty and authority MPO:
a. Giving consideration to both DPP is not required or requested
b. KLB proposed the organization of measures on more than half
DPD
c. Organizing Coordination Meeting MPO at least once in a year
d. Raising a Coordinator and the members of the MPO
e. Approving the program proposed by the Federation of the DPP as the development of the Congress but not yet have the rules in the organization.
f. Each member of MPO required good faith and with full responsibility of running the duty to the interests of the Federation
G. Chairman of the MPO together - or separately, is authorized to take action on behalf of the MPO and
h. Can ask the DPP report on the activities that have been, are and will be implemented
i. If a member is required to communicate with the MPO after the head of the third and other MPO members entitled to perform the duties and authority of MPO.
j. Entitled to attend the meetings and the DPP congress


3. Dismissal of MPO members because:
a. Dies;
b. Violate the bylaw
c. The ending of the Management

4. Defense:
a. MPO members are recommended by the results of MPO meeting with DPP and / or recommendations to the Board of honor sanctions imposed because of votes violates the bylaw and / or code of ethics entitled:
i. get an explanation of the results of the assessment are open;
ii. conduct of the defense;
b. Defense of steps undertaken by the appeal to the provincial and national level.

Article 15
MPO meeting

1. MPO meeting can be held each time the suggestion by one or more members of MPO, or on the written request from third of DPP members.
2. MPO meeting invitation made by the MPO members are entitled to represent the MPO.
3. MPO meeting invitation should be submitted by registered letter or by letter that was delivered directly through the paper and other media invitations to each member of MPO with a statement of attendance at the latest three (3) days before the meeting was held, by not taking into account the date of invitation and the date of the meeting
4. Invitation meeting that should include the event, date, time and place of meeting
5. MPO meeting held in the seat or place of the Federation.
6. In case the chairman can not attend or be with the causes and reasons for any meeting, the MPO will be led by a member of the MPO selected by and from members of the MPO present
7. A member of the MPO can be represented only by the Meeting of MPO other MPO members based on proxy
8. MPO meeting is legitimate and entitled to take binding decisions when half of the amount of MPO present or represented in the meeting.
9. MPO meeting decisions must be taken by consensus for the agreement. In the case of decisions based on consensus for the agreement is not reached, the decision taken by voice vote agreed on more than half of the total valid votes issued in the meeting.
10. In the case of voice agree or not agree with many, the proposed deemed rejected unless the people themselves do with the sweepstakes:
a. Each member of the MPO present entitled to one (1) voice and additional one (1) vote for each other MPO members that she represented.
b. Balloting is done about people with voice mail without a signature, while the vote on other matters unless done with oral Chairman of the Meeting decide that there is no other objection to the present.
c. Voters blank and invalid votes are not considered and would not be counted in determining the amount of sound issued
11. Chairman of the MPO can take a decision without a valid meeting MPO after consultation with half the members. Decisions taken with the way that have the same strength with the decision taken by legitimate in the MPO Meeting.


Article 16

Terms, the duties and authority of MPO to the provincial / district / city adjust to the MPO at the national level

CHAPTER VI
Advisory board of

Article 17

1. Terms for the elected council members as advisors:
a. Experienced in the field of Teacher, education and / or keorganisasian
b. A commitment to improve and promote education and the Federation;
c. Have the understanding of the federation;
d. Can act as the board of honor;
e. Chosen or proposed by Congress.

2. The duties and authority of the board of advisors:
a. Providing a variety of opinions / masukan. / consideration to the DPP asked whether or not requested, particularly in the field Teacher, education and keorganisasian;
b. Raising a chairman of the board members and advisors;
c. Meeting periodically;
d. Maximum totaling 9;
e. Can ask the DPP report on the activities that have been, are and will be implemented
f. Entitled to attend the meetings and the DPP congress

3. Dismissal of members of the board of advisors because:
a. Dies;
b. Raise secession;
c. The ending of the Management.

CHAPTER VII
UNION ORGANIZER

Article 18
Union organizer appointed to the development of the network in the framework of strengthening the organization and development of professionalism of members.



Article 19

1. Conditions to be appointed as a Union Organizer:
a. A commitment to promote the organization;
b. Have the academic background and adequate understanding of the broad about the organization, bylaw FGII and professionalism of teachers
c. Proposed by the Chairman of the consideration of the Heads of
d. Appointed by DPP meeting

2. Duties and authorities:
a. DPP to help develop a network of organizations
b. General Chairman of help expand the program professionalism
c. General Secretariat to help develop the media communication between fellow managers in the various regions
d. Working under the coordination of the Chief General
e. Reports periodically to the Chairman of the General or the Secretary General

3. Dismissal of members of Union Organizer because:
a. The expiration of the tasks;
b. DPP dismissed the meeting;
c. Died.

CHAPTER VIII
YEAR BOOK

Article 20

1. Federation of the year running from the date of one (1) January to 31 (thirty-one) in December and the end of December each year the Federation closed.
2. In the time at the latest 5 (five) months after the books closed Federation, DPP prepares annual reports in accordance with the laws and regulations applicable to the ditandangani by the Chairman and Treasurer General submitted to the DPP meeting. The annual report must have been provided at the Federation office at the latest 14 (fourteen) days before the special meeting held by the DPP to it, to get authentication.
3. If something because of any meeting so that the DPP planned to report on the annual confirmation of the federation peengesahan can prompt approval by heads the DPP can be done through printed reports sent by post or through electronic mail.

CHAPTER IX
FINANCIAL
Article 21

1. Financial organizations obtained from:
a. Member dues
b. Businesses and others who are not legally binding

2. Members of defined contribution as follows:
a. Rp 12.000/orang/tahun paid to DPP
b. Rp 12.000/orang/tahun paid to the DPD
c. Each organ or dpc FGII and can determine the amount of contribution each plan based on the Budget Revenue and Expenditure for the Year respectively.


3. Contribution to DPP members and DPD paid to the official account FGII by members or through the organ or dpc where members of the work.

Article 22
Terms of Payment of fee

1. Members paid dues at the latest month of March every year.
2. DPP can provide the size of the reduction in fees at any time to members in certain circumstances if the members can not meet the financial obligations fully.
3. DPP can provide suspension of payment in whole or in part payment of dues members in certain circumstances.
4. All applications that help members of the reduction or suspension of payments was delivered to the Secretary General with a detailed and must be received before March every year.
5. Members who do not pay until July of the year running because of reasons that can not be accountable or not assistance reduction or suspension of payments recorded as a permanent member but lose the rights as a member until payment is fully implemented
6. Member of the rights referred to in paragraph (5) above are:
a. Participation in the program of education and training, advocacy and protection and Coordination FGII
b. Being a delegation on behalf of the DPD in Congress

Article 23
Financial Administration System

1. Federation of Financial Administration System based on the principles of transparency, fairness and responsibility
2. Financial Administration System is set in accordance with the Financial Administration system that applies in Indonesia

Article 24
Shopping Federation
1. Plan Budget Revenue and Expenditure for the Federation prepared based on the Line of Work Program Federation
2. Plan Budget Revenue and Expenditure Federation defined in the DPP Meeting every year.
3. Shopping Federation, at least include:
a. Direct Personnel spending as much 10% of Budget Revenue and Expenditure Federation.
b. Expenditure Program of Education and Training managers and members of at least 20% of Budget Revenue and Expenditure Federation
c. Direct spending on other Non-Personnel.

Article 25
Dana Abadi
1. A fund of funds that are collected by the Federation to maintain the sustainability of the Federation in function to defend, protect and improve the welfare of members.
2. As above DPP MPO can use some funds Abadi accordance with the duties and authority as stipulated in Articles of Association and Bylaws for the Federation can provide added value, or at least be able to recover all funds eternal used before the end of Management

3. Eternal source of funds:
a. solidarity fund from members
b. assistance or other contributions that are not binding
c. for the rest of the business results of Cooperatives and other autonomous bodies under the DPP Secretary General Coordination.

Section X
ACTIVITIES

Article 26

Lines of activities based on the Program of Work Federation


CHAPTER XI
ART CHANGES

Article 27

Determination and ART changes can only be done by members of Congress through


CHAPTER XII
CLOSING

Article 28

1. Things that are not regulated in the ART will be specified in the regulations of the organization
2. Bylaws of this effect since the date set

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