DOLE assures aid to kin of 2 OFWs killed in UAE restaurant blast

MANILA – The government has assured financial assistance and other benefits to the families of the two overseas Filipino workers (OFWs) who were killed in a gas explosion at a restaurant in Abu Dhabi, United Arab Emirates on Monday.

In a statement on Wednesday, Labor Secretary Silvestre Bello III assured that the families of the victims, Clark Bacud Gasis and Merriner Goc-ong Bertoces, will each receive PHP120,000 bereavement assistance.

“They will also get insurance benefits if they are qualified members of the Overseas Workers Welfare Administration (OWWA),” he said.

The Philippine Overseas Labor Office (POLO) in Abu Dhabi reported that a total of 10 Filipinos, including two children, figured in the explosion reportedly caused by a gas leak inside a Kentucky Fried Chicken (KFC) restaurant along Airport Road on August 31.

The explosion instantly killed Gasis, 39, an electrical draftsman from Surigao del Sur, and Bertoces, 26, an employee at the restaurant, from Negros Oriental.

Also, Bello added that OWWA would be ready to provide additional aid allowed by law to the families of the victims.

“We will extend to them all the support the government can provide,” he said.

The blast also injured eight other Filipinos. Six of them were immediately taken to the Sheik Khalifa Medical Center (SKMC) for treatment.

Five of the injured have already been discharged while the other one identified as Rodel Paclibar, also a KFC-Abu Dhabi staff member, remains at the hospital for further observation.

A total of 28 persons including other nationals were involved in the deadly blast, reports said.

Meanwhile, an official of the Catholic Bishops’ Conference of the Philippines-Episcopal Commission on Migrants and Itinerant People (CBCP-ECMI) urged the people to continue to pray for all OFWs.

“We just honor our living heroes last August 31, they are our OFWs and the Medical front liners. Now we lost two OFWs in line of their works. We see the difficulties and dangers they are into and daily undergoing. So, the more we have to pray for them, appreciate their sacrifices and services, to protect themselves,” said Bishop Ruperto Santos, vice chairman of the CBCP-ECMI in a statement.

At the same time, he offered prayers for the victims and their families.

“We, at CBCP-ECMI, commend their souls to God’s mercy and we are praying for strength of their families to hold on to God and rise up from this tragic event,” the Catholic prelate added.

Santos also lauded Filipino officials in the host country for the help extended to the victims and their families.

“We are also grateful for help and assistance rendered by our Philippine embassy officials to our two OFWs and their families. Let us always pray for our OFWs and do always what is best for them,” he said. (PNA)

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Perspective | It’s time we stopped with the phrase “gifted and talented”

By Stephanie Sprenger
@mommyforreal

Last week, I saw two toddlers wearing “Genius” T-shirts. When I saw the first one, I smiled, as I undeniably have a soft spot for ironic baby clothing. But when just hours later the second “genius” came waddling along, it gave me pause. I know these clever shirts proclaiming that our children are “brave like Daddy” or “sassy like Mommy” are just supposed to be funny and cute. Yet I feel slightly troubled by what lies under the surface of our attempts to label our children with myriad superlatives.

The “Genius” one left a distinctly bad taste in my mouth, and after a few days of pondering, I realized why. It was a tiny incarnation of the “gifted and talented” program, which is a concept I’ve been struggling with as a parent.

When I was in 5th grade, I was selected to participate in TAG (yes, talented and gifted), a program that took place during two hours of every Friday afternoon. I recall playing challenging brain games that required teamwork and higher-level questioning, completing independent study projects, on one occasion making a collage about photography (hmmm), and then trotting merrily back to class with my other above-average classmates.

I moved the following year, and was placed in a similar program with a different name: Alpha. Was it, shudder, because we were “alpha students?” It was my first and last meeting. Although I carried straight A’s—aside from my B in P.E.—after a snide comment from one of my fellow Alpha students, I chose never again to participate in a gifted and talented program.

Over the years, I’ve heard it referred to as ULE—Unique Learning Experience—and Exceptional Learners, but where I live now it’s straight up “GT—gifted and talented.” My experience with GT as a parent of non-GT students has been eye-opening.

When my oldest daughter, now 13, was in Montessori preschool, the staff provided a parent meeting where we could ask questions about kindergarten and elementary school options. Hands shot up all around the room: “Tell us more about the GT programs in the district.” “When can we test for GT?” Aside from the occasional inquiry about bilingual education programs, it was pretty much the same: How do we get into the GT program?

My husband and I raised our eyebrows at each other. Who knew that all this time our precocious little darling had been surrounded by entirely gifted students? Over the next few years, acquaintances would ask me when I was getting my daughter tested for GT. “I’m not,” I usually replied simply. The high-pressure program was not something I wanted for my child, who now is a 4.0 honor roll student in middle school. To be honest, I wasn’t really sure she qualified for GT; her grades have much more to do with her personality and determination. But the entire operation left a bad taste in my mouth.

Semantics matter to me, perhaps more than most people. Don’t even get me started on my hang-ups about the word “blessed.” To me, being “gifted and talented” sounds a whole lot like being bestowed with a well, gift, that others were not granted. It’s pretentious, and slightly obnoxious.

However, the value of these programs is undeniable. There are students whose needs are not being met in a one-size-fits-all curriculum: a multitude, and not just the above average variety. It is difficult to comprehend the challenge of teachers who must constantly adapt their learning experience to the diverse group of students they teach. These programs are absolutely essential and provide a much-needed, enriching, stimulating education for the kids who are becoming bored in their classrooms, who are potentially even causing problems because they aren’t being challenged.

The future of New York City’s public gifted and talented programming is now in the spotlight, thanks to the mayor-appointed School Diversity Advisory Group’s recommendation that the existing GT programs be replaced by magnet schools. A group of gifted education teachers have instead called for an overhaul and reform of the system instead of elimination, which they hope may affect other GT programs around the country. But perhaps there is more fundamental reform required than altering the selection process and addressing the issues of economic privilege and racial segregation.

Perhaps what we really need to address is what we call these programs and the way parents conceive of them. The pressure behind TAG, including the language we use to describe it, needs to change. So too the frenetic rush to test our kids, not necessarily because we want to accommodate their learning style, but because of the proclamation that they are gifted and talented and therefore destined for a higher purpose, will lead to a breeding ground of stress, anxiety, and self-esteem issues. And what does it do to the kids who are excluded from this elite group?

I often cringe when I hear someone counter the name of these kind of programs with the sentiment that “All kids are gifted and talented in their own way.” Because it sounds so trite—the equivalent of a participation award. And yet. At the risk of revealing myself as a special snowflake kind of person, I do believe all children are gifted and talented. Whether they are athletic, artistic, deeply empathetic, or bold leaders, or simply themselves. Platitudes be damned, they are all gifted and talented in their own way.

It’s time to change the labels of these advanced or specialized learning classrooms to reflect that. Our children are paying attention, and they can absolutely read between the lines. What kind of message do we want to send them?

Stephanie is a writer, mother of two girls, early childhood educator and music therapist, and Executive Producer of Listen To Your Mother Denver and Boulder.

Image: an actual shirt that was given to one of our editor’s children.

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