n scale model trains dcc!

Large scale model railroad trains are comprised of and identified by a couple of "train scales" and when model train enthusiasts refer large scale model trains the G scale trains are part of that group. When you look at a G scale train next to an HO scale train the first thing you notice is it's large size. This scale model train is the largest model train setup available for purchase in the United States. A German manufacturer by the name of Lehmann Gross Bahn or in English "Lehmann Big Train" started the G scale model train and is often known as LGB trains! The German company started manufacturing G scale trains in 1881 and eventually started an American branch known as LGB of America.

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n scale model trains dcc!

To the federal legislators, U.S. Presidents, and appointed Executive Branch politicians who have succeeded in poking their noses into purely State matters, the process of public education is merely defined by what federal tax dollars given, with inflexible purse strings, to the States can buy. Conversely, to the many dedicated classroom teachers employed by the States' numerous independent and dependent school districts to educate their millions of public school children, education is concerned far less with dollars and cents and more with the quality, and state, of the young minds coming from home to the classroom. Since the average normal eight-year-old American child is coming from a home with two working parents, a combined income of less than $35,000 per year, and is residing with caregivers in rented accommodations, it would be quite reasonable to presume that such a child is an impressionable complex person sensitively comprised of, both, cognitive (thinking and reasoning) and emotional components forming a cumulative dual human product based upon the daily occurrences and interactions in her family. Statistically, the average eight-year-old American child is a normal pre-adolescent female who leaves home every weekday morning for school, either, happy or unhappy, encouraged or discouraged, positively-minded or negatively-minded, ready to learn or not ready to learn. If such a child is not prepared to learn, and is emotionally distraught at the time she enters the classroom, the classroom teacher's most congenial demeanor and best lesson plan will do little to alter the child's dispositional deficit for the better throughout the day. This significantly impaired cognitive/emotional human being is the basic type of child, on the average, with which the best-prepared classroom teacher, in the most state-of-the-art public school infrastructure, has to deal on a day-to-day basis; and it has been that way since the inception of public education.In a commentary on public education in "The Examiner," dated December 2, 2009, Erica Jacobs, a professor at George Mason University, said a mouthful when she quipped, "...Money helps to improve salaries and school infrastructure, but there's only one educational measure that matters: Are our own children happy and challenged...?" From there, Jacobs went on to talk only about teachers and the classroom-learning environment. In about a 300-word essay, she said nothing about parents and their responsibilities to their children in the home, and used the expression "our own" children as though they belong only to the teacher at the time they are in class. Parents were only mentioned once in the essay to describe a participating mother's, or father's, stern look at a misbehaving student at an off-campus activity at George Mason University Center for the Arts. Doesn't Ms. Jacobs realize that the rudiments of reading, writing, and arithmetic are taught on a daily basis in the classroom by the classroom teacher and not at performances of Edgar Allan Poe's short stories? Sure, such cultural activities are quite entertaining, but are hardly considered as rudimentary learning experiences. Actually, what loving, nurturing, and innovative parents choose to do with their children on the weekends, and during the weekdays, to stimulate their desires to learn, is much more effective in fomenting curiosity, promoting intuition, and helping those children to leave home each day for school with a fervent desire to learn, than the extemporaneous songs and dances performed by teachers to get their students' attention in lieu of carefully crafted curriculum lesson plans.Who can force a mother or father to be a good parent? Actually, this very complex, yet cogent, question hasn't been bantered about in philosophical circles for very long at all in terms of overall human history; but for only a little less than 150 years, when the ill cultural effects of poor parenting on communities, states, and nations were first mentioned in writing by wise and astute academicians, philosophers, and essayists. Even then, parenting, to any degree, was traditionally considered in the Western World an inherent God-given right of natural and adoptive mothers and fathers, for them to do with their children as they want or feel inclined. Then books like Orwell's "1984," and Huxley's "Brave New World" became popular, casting unfavorable light upon state control of what goes on within a family. Hitler's insane ambition of creating a German master race through eugenics and strict control of the education and development of Germany's children also threw a considerable scare into people around the world, especially in America, regarding the awful effect of a nation's government controlling the parenting of children.From the late 1930s until around 1970, it seemed that American parents were doing a pretty good job of parenting in the home, as assessed from the prevailing learning curves in the public schools which definitely indicated that those, mostly white students, were happily learning the rudiments of a sound liberal education of reading, writing, and mathematics. This had meant that most, that is approximately 89 %, of the students during that time, were leaving home each day for their classes energized and ready to lean. Moreover, the public school dropout rate around the nation was surprisingly minimal during those years, averaging around 10 %, when communications and technology were so slow and primitive, as compared with an increased national dropout rate, of 12-15 %, during the computer-age, 1985-to-the present day. But along came the decade of the 70s, and the real entrance of the federal government into the arena of state education by application of the Equal Protection Clause of the 14th Amendment and the Commerce Clause to civil rights, which essentially made the 10th Amendment of the Bill of Rights, of the U.S. Constitution, moot.While corporal punishment used sparingly in the home, that is, periodic spanking, was pretty much an accepted rule and frequent productive practice of parents from the late-1930s until around 1970, new age pundits, decrying spanking as a cruel disciplinary tool in the home and in the public schools, made quite an impression on the new generation of mothers and fathers who were the progeny of the baby-boomers (the people born in the U.S. between 1946 and 1964). Thus, a generation of permissive parents evolved culturally, concerned much more with using baby-sitters and working long hours outside the home to earn money to provide their children with high-tech lifestyles, than spending quality time with their children in the home.As one of the many baby-boomers, I was born, in 1951, to a father born in 1906 and a mother born in 1910, the distant third of three much older brothers. My next older brother had been born in 1931, which put him twenty years older than me. My dad was a self-employed, self-taught welder and my mom owned and operated a chicken, hog, and worm farm in East Texas. Yet, my dear mother taught me how to read by the time I was four, and assisted me in my elementary school years to master the multiplication tables, long division, ratio and proportion, and biographical U.S. Presidential history by the time I was ten. How was this done? Well, my mother spent quality time with me every school-day evening and on weekends in practical learning activities. She made learning fun. And you know what? My mother had only a 6th grade education, six years spent with a very good, but strict, teacher in a one-room schoolhouse in a very rural farming community in Henderson County, Texas. By the time I was born, she had used the reading, writing, and mathematical skills gained in those six formal years of education to develop the educational skill equivalence of a person with a genuine high school diploma with a high grade-point average, not a certificate of attendance for merely occupying a classroom desk during 12 years of public schooling. As a consequence of my mother's love of learning, I also developed a love of learning and acquiring knowledge. This is why I adamantly insist that parents remain the foremost teachers, of both good and bad knowledge, in child's life. In a nutshell, parents, good or bad, are a child's prime role models in the home, and directly determine the habits of their children outside the home, especially in the school classroom. As an idealist, and not a pragmatist, I want to believe that most parents around the country, especially those of the Fairfax County, Virginia and DC School Systems, love their children and want to practice effective parenting; but the current statistics don't support my continuing hope.Perhaps Professor Erica Jacobs is neither a parent, nor a former classroom teacher; but I cannot believe that she honestly considers a teacher's role in the classroom, or at an infrequent off-campus cultural activity, as more important than a nurturing parent's continuing role in the home. Perhaps Professor Jacobs is a proponent of federalizing the nation's schools, in order to standardize curriculums and include parenting as an additional role of the classroom teacher (Arkansas schools have already done it). As a former classroom teacher certified in two states, I can tell you with authority that each year many of the newly hired teachers around the nation, fresh out of university teacher education, discover, to their chagrin, that teaching their chosen discipline in the classroom is not at all what they thought it would be. And this is not the fault of these enthusiastic highly educated and trained professionals. Heavens no! Teachers, over time, sadly discover that most public school parents are sending their children to school totally unprepared, and unwilling, to learn. Thus, the forty-five minutes of a typical class period is much more an experiment in babysitting than of teaching and learning.Such an awful problem deserves a wise suitable solution, but federal, state, and local politicians have, for a long time, been more concerned about their voters, American's parents, electing and reelecting them, than about solving such a serious ongoing problem. Though constructively chastising the majority of the nation's parents for not doing their jobs at home will certainly cost federal, state, and local politicians' votes, it seems to be the only right thing to do. If I am behaving in a manner that will eventually cause my children to suffer sad experience in life from less than a proper education, I would hope that someone much wiser than me would let me know my problem and help me to change. What is currently right and wrong in our diverse society is ultimately much more important than what is politically correct and convenient.

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