LIMPT, INC.: AMERICA: NOTE OF INTERNATIONAL EXPERTS AND NGOS ON SEVERE FORMS OF IMBALANCE IN U.S. STATE & FEDERAL EDUCATION SYSTEMS

AMERICA: NOTE OF INTERNATIONAL EXPERTS AND NGOS ON SEVERE FORMS OF IMBALANCE IN U.S. STATE & FEDERAL EDUCATION SYSTEMS

Washington, D.C. April 2, 2013

1989 - 2012 thorough review on U.S. State and federal education sectors was carried out and this government and past governments have done nothing to resolve the major problems which have made all educational legislation and educational enforcement equities ineffective and non-white kids are in danger in k-12 schools.

The major prongs of America's Education k-tertiary levels spread in three-fold such as Urban, Sub-urban and Mixed Urban schools and the outcome of these prongs determines the content and strength of the tertiary institutions. Standard of education in urban and mixed urban schools are low because whites do not want to give education to non-whites because whites think that non-whites will get education to take their jobs and other path to better life and better community and family.

At tertiary level few non-whites are on board because k-12 extreme majority of non-whites are forced by white teachers and administrators to drop out of school before 12 grade because whites do not want them to take their jobs and better services and the secret of these activities is securely kept generation to generation.

Urban schools are for predominantly non-whites communities; Sub-urban schools are for predominantly white communities and Mixed-urban schools maybe shared, 20 or 30% whites and 70% non-whites.

Education in the United States targets employment and better life and it's gateway to every good things in the lives of Americans and whites are resistant in allowing non-whites get education.

Publishers advised Presidents Bush, Obama, etc that the best gift they can give all Americans is education in such manner that whites will teach and administer white schools and non-whites will teach and administer non-white schools and that % combination of whites and non-whites stated above will teach and administer mixed urban schools.

Because of this preliminary control focus, whites take over 95% of the teaching and administration seen an embarrassment to dismay of the multi-cultural/racial/color/ethnic/religion federalism of America and several urban and mixed urban schools whites take 100% of the teaching and administration and in all these school systems and disengagement borne harassment, bullying, streaming, stereotype, psychological/physical tortures and related cruelty in teaching, learning and administration is protected by the police, court, human rights commission, etc. see Phillip Chukwuma Ofume & Associates v. Dever-McCormack K-8 School, Suffolk County Superior Court, Boston Docket No. 2013-1045

FURTHER READINGS:

http://universal-fashion-art-music.blogspot.com/2012/04/urban-school-in-massachusetts-brockton.html

http://universal-fashion-art-music.blogspot.com/2012/03/americas-urbanmixed-urban-schools.html

http://universal-fashion-art-music.blogspot.com/2012/04/urban-school-in-massachusetts-brockton.html

http://limptinc.blogspot.com/2012/11/phillip-c-ofume-v-aaaa-civil-docket-no_22.html

___________________________________________________________________________

LIMPT, INC. (HUMAN RIGHTS, LAW REFORM & LITIGATION PROJECT - INTL. CHAPTER)

c/o Dr. Phillip C. Ofume (USA)

P. O. Box 2416

Lynn, MA 01903

Tel. 857-266-2253/781-479-9027

E-mail: limptintinc@gmail.com or

globalaids_hivcureinteraction@yahoo.co.uk or

humanrights.researchgroup@gmail.com

_____________________________________________________________________

Our Ref. PBS-D-M-K-8./Mass.CA./03 -13/Letter/95589 Date: March 29, 2013

Attention:

Dever-McCormack K-8 School, Michael Sabin, Mrs. Corning, Ms. Vegas, Ms. Cook, Ms. Pradas, Ms. Cudmore and Boston Public Schools. Suffolk County Superior Court, Boston Docket No. 2013-1045

Further Attention:

The Presiding Honourable Justice Elizabeth Fahey et als

Student BO Personal Physician

Chief of Police, Boston Police Department

The Honourable Secretary of Education, Massachusetts

The Honourable Commissioner of Elementary and Secondary Schools

The Honourable Secretary of Justice and Attorney-General of the Commonwealth of Mass

The Governor Mass & Deputy Governor of Mass.

The Hon. Senator Elizabeth Warren

President and Vice-President of the United States

U.S. Hon. Secretary of Education

Re. Phillip Chukwuma Ofume & Associates v. Dever-McCormack K-8 School, Suffolk County Superior Court, Boston Docket No. 2013-1045

Re. ONE WEEK TRIAL PLAN: RETURN TO DEVER-McCORMACK K-8 SCHOOL

Pursuant to the plan referenced, Dr. Phillip C. Ofume & Associates state the following:

A. BACKGROUND

1.     After the meeting ordered by The Presiding Honourable Elizabeth Fahey on March 25, 2013 between Dr. Phillip C. Ofume & Associates and defendants the one week trial designed to return student BO back to school hits abrupt end because of the unattended life threatening bullying, harassment, stereotype, streaming and related disruptive conducts of the students directed against student BO. After the meeting on March 26, 2013, Plaintiffs spent several hours persuading subject student, BO to return to Dever-McCormack K-8 School, but student BO refused and he advised parents and Dr. Phillip C. Ofume & Associates that the Principal has no power to stop the teachers and students from bullying, harassing, torturing, stereotyping, streaming and unleashing related cruelty against him.

2.     On March 26, 2013 6.00 pm through 9.00 pm Dr. Phillip C. Ofume & Associates entered the round which is begging student BO to attend school one week to give the Principal and teachers a chance to effect a change in the school particularly the students and the teachers.

3.     On March 26, 2013 during the meeting mentioned above and ordered by Judge Fahey, cruelly of the Principal and the racist attorney in-attendance forcibly threatened student BO that he must do the MCAS without preparation or remediation program because this school forced student BO to disengage from the school for over 21 days.

4.   Reference to para 3 above, student BO who has been at all material times, Canada to the United States a smart/gifted/talented/A+/A/B+/Honor student told Dr. Phillip C. Ofume & Associates that he is not scared to do the MCAS on March 27/28, 2013 but he said that Dr. Phillip C. Ofume & Associates should request the Principal to put him in a separate classroom with examiner because the students are very disruptive inside the classroom and test/quiz/examination rooms and the teachers and examiners does not call them to order. Before the arrival of student BO on March 27, 2013 Dr. Phillip C. Ofume & Associates wrote to the Principal to put these conditions to the Principal and the school and Mrs. Maureen N. Ofume accompanied student BO to the school on the first day, March 27, 2013.

B. ENLARGEMENT OF UNATTENDED INCIDENTS

5. DAY # 1 MARCH 27, 2013

5.a. On March 27, 2013 the principal refused to put student BO in a class to enable him focus and do the MCAS under peaceful, uninterrupted examination classroom.

5.b. On March 27, 2013 soon student BO arrived teachers and principal allowed the students to come to the BO face and started harassing and bullying him by saying, " we heard that motor crashed you and killed you " and student BO rushed to the Principal and his counselors, Ms. Coroza and the other counselor that attended the meeting on March 26, 2013 but they did nothing.

5.c. On March 27, 2013, when the Principal and student BO's counselors, Ms. Coroza and the other counselor that attended the meeting on March 26, 2013 refused, failed and neglected to stop these students, the students became more and more agitative and followed student BO into the examination room and continued the bullying and harassment and disturbed him through out the examination and the examiner failed to request them to stop talking and disturbing him and also when they continued the examiner did not exclude them from the examination room to give peace to student BO and other students. These excessive bullying, harassment, stereotype, streaming and related disruptive conduct made student BO have headache and fever.

5.d. On March 27, 2013 before student BO and other students started the MCAS, one female student threw a hard toy on student BO and the female student who threw hard toy on student BO and under a readiness to fight she came on student BO's face and said, "Nobody wants you back to this school" and student BO told the sitting teacher (Ms. Corning) and the Principal and they did nothing to stop this female student. During the MCAS student BO was stressed out because of all these bullying, harassment, stereotype, streaming and related disruptive conduct.

5.e. On March 27, 2013, during the MCAS students were throwing papers and other stuff on student BO and other students and caused him an overwhelming distraction and made him to remain unfocused.

5.f. On March 27, 2013 the examiner of the MCAS told all the students that they will be moved to another classroom to complete the day's remaining part of the MCAS. Immediately, they were moved to the new classroom to continue the MCAS and soon as they (students and examiner) entered the classroom, another female student wrote something bad such as B word or "you are a bitch" and she forcibly took it from his hand.

5.g. On March 27, 2013 after the MCAS the same group of students came on student BO's face and started saying,
" we heard that motor crashed you and killed you "

5.h. On March 27, 2013 after the MCAS student BO and other students moved to the social studies class and one male student started bullying, harassment, stereotype, streaming and related disruptive conduct and student BO reported the student to the teachers (Ms. Pradas and Ms. Cudmore) and they did nothing to stop this kid to the limited extent that they supported the aggressive student by requesting student BO to go to another sitting place to continue his work.

5.i. On March 27, 2013 after social studies student BO went to 6th period and students that sat behind him started bothering him with several indecent languages and as usual to make him loss focus of the improper cartoon movie which the teacher put for them to watch.

5.j. On March 27,2013 during 6th period some kids continued to spread the rumor that he was crashed by a car and died and calling him bad names, bullying him, disturbing him, saying bad words like "bitch", "fuck you", and allot more inappropriate words. Student BO said "I am a member of the Church of Jesus Christ of Latter-day Saints and this type of word is psychological torture and give me stress and headache."

5.k. On March 27,2013 during 6th period a girl came straight on his face and said "that's why you got beat-up" she kept on cursing him and causing trouble to make him fight so that the school will go after him that he is fighting in the school and suspend him because they know that the school will support them. If this school is good these kids are supposed to be in special education school.

6. DAY # 2 MARCH 28, 2013

6.a. . On March 28, 2013 when i got to school on the next day when i got to gym class kids where saying i do not belong here in the school again and kept on panicking me saying people want to kill me an saying the stab in my leg is fake and nobody will ever believe you again after i walked away and gone to the principals office to make sure everything is correct and all good. When i came back there pressured me all over again and targeted me so when i strike back they will fight me and kill me.

6.b. On March 28,2013 BO further said, "when i came back to class I sat at the focus desk so I could focus then a kid came up to me and said annoying stuff about me to make me cry and intimidate me...after that I told the teacher if she could move me away from the kid but she did not afford to move me away from the kid that was causing trouble."

6.c. On March 28, 2013 and student BO further said, " we left the classroom, because the teacher took us to lunch so we could eat and after that i felt. i stepped out and got some chips from the school store. After that i was walking out of the lunch room some kids from the gym that were bothering me told me to come and they kept on doing the same bad stuff and saying if i had a disease; if i got crashed by a car so i got mad and decided to get out of the cafeteria and go to a teacher and talk about my problem and the teacher did nothing; I left to do some school work and focus but these continued to follow me up and down traumatizing me. We went back to class and after that class a Counselor called me out to talk about what happened on March 27 and today. After that i got back to my class and got straight to work, some girl came right on me and kept on giving me horrible looks, and made me not concentrate in doing my classwork. After that i went to 6th period and focusing on my work was impossible and their harassment. bullying and torture gave me headache and stress .After 6&7 period i got on the bus and sat on the front of the bus concentrating on what i will do on the next day i come to school and have a problem like this. Today as I am writing I am sick because of the harassment, bullying and psychological torture of these kids...I told the principal, teachers, counselors and fellow students, nothing was done to stop these students or kids. My life is in danger. These kids do all these things in front of the teachers and the teachers are more afraid of these kids because they think that these kids will harm them in the street... "

7. For the sake of the safety of student BO, application for safety transfer and request to send the works of student BO home pending safety transfer were submitted to the school. Student is excluded from this school to save his life.

etc

Respectfully submitted,

___________________

Phillip C. Ofume, Ph.D. International Coordinator (Strategic Policy/Practice of Politics of Unification and Unifification Politics), U.S. Coordinator ( LIMPT, INC. (HUMAN RIGHTS, LAW REFORM & LITIGATION . PROJECT - INTL. CHAPTER)

Godson Etiebet, Ph.D. . Researcher on Policy/Practice of Good Government

Cynthia H. Taylor, Ph.D. International Collaboration Developer

Alh. (Dr.) Farruk Mohammad

Strategic Policy Researcher

Tan Ochollu, D.Lit.

Expansion Project Developer

Reid MacDonald, Ph.D. Strategic Program Developer .

Jerome Tesfai, D. Min/Div

Domestic Intervention Strategist

Francois Bourgeois & Pierre Bushel - International Human Rights Watch and Democracy

AFRICAN CANADIAN HUMAN RIGHTS ASSOCIATION (ACHRA);

NETLINK INTERNATIONAL COMMUNICATION SYSTEM (NLICS);

INTERNATIONAL CAMPAIGN FOR NIGERIAN PEOPLE’S LIBERATION AND

DEMOCRACY(ICN-PLD);

OIL AND CHEMICAL WATCH INTERNATIONAL (OCWI);

AFRICAN CANADIAN IMMIGRANT SETTLEMENT ASSOCIATION (ACISA);

INTERNATIONAL NETWORK FOR PEACE AND DEVELOPMENT IN AFRIK (NIPAD).

LIMPT, INC. (EDUCATION AND WORKFORCE PROJECT ET ALS);

MOVEMENT FOR EMANCIPATION OF THE NIGER DELTA (MEND);

INTERNATIONAL MOVEMENT FOR NEW FEDERAL UNION OF NIGERIA (IMUN, INC.);

NIGER DELTA INTERNATIONAL LIBERATION FORCE (NDLIF)

LIMPT, INC. & IMUN, INC. PROJECT (EDU., HUMAN RIGHTS, INSURANCE CORP., LAW REFORM & LITIGATION PROJECT - INTL. CHAPTER);

INTL. COALITION FOR PRO SE/UNSIGNED LAWYERS & GLOBAL CLASS ACTION PROJECT;

INTL. ENDOWMENT FOR DEMOCRACY;

FOSTER/ADOPTIVE/ ORPHANAGE & CIVIL LIBERTIES OF THE NUCLEAR AND EXTENDED FAMILIES;

DR. PHILLIP C. OFUME & ASSOCIATES

Note of International Experts and NGOs on severe forms of imbalance on U.S. State and federal eduction sectors:

1989 - 2012 thorough review on U.S. State and federal eduction sectors was carried out and this government and past government have done nothing resolve the major problems which have made all educational legislation and educational equities ineffective. The major prongs of America's Education k-tertiary levels spread in three-fold such as Urban, Sub-urban and Mixed Urban schools. At tertiary level few nonwhites are on board because k-12 extreme majority of non-whites are forced by white teachers and administrators to drop out of school and the secret is securely kept generation to generation. Urban schools are for predominantly non-whites communities; Sub-urban schools are for predominantly white community and Mixed-urban schools maybe shared, 20 or 30% whites and 70% non-whites. Education in the United States targets employment and better life and it's gateway to every good things in the lives of Americans and whites are resistant in allowing non-whites get education. Publishers advised Presidents Bush and Obama that the best gift you can give all americans is education in such manner that whites will teach and administer white schools and non-whites will teach and administer non-white schools and that % combination of whites and non-whites stated above will teach and administer mixed urban schools. Because of this preliminary focus, whites take over 95% of the teaching and administration seen an embarrassment to multi-cultural/racial/color/ethnic/religion federalism of America and several urban and mixed urban schools whites take 100% of the teaching and administration and in these