Japan's educational system is clever that indeed made them placed fourth in the international science and math study in 2007,and many other achievements wherein they are competing globally.
Amidst these achievements in the said major subjects, Japan also gives emphasis and importance to what they really own; their language as part of their curriculum.
Above all of these, agencies both in public and private sectors made a big part in which they provided the needs and necessities in education.
By this, its quite obvious that Japan will continue reigning in the international education studies and also continue aiming the reality of their vision; to produce a globally-competitive individuals.
Japan's educational system is clever that indeed made them placed fourth in the international science and math study in 2007,and many other achievements wherein they are competing globally.
Amidst these achievements in the said major subjects, Japan also gives emphasis and importance to what they really own; their language as part of their curriculum.
Above all of these, agencies both in public and private sectors made a big part in which they provided the needs and necessities in education.
By this, its quite obvious that Japan will continue reigning in the international education studies and also continue aiming the reality of their vision; to produce a globally-competitive individuals.
Every citizen of Latvia, non-citizen of Latvia, citizen of the European Union, citizen of the European Economic Area or citizen of the Swiss Confederation, permanent resident of the European Community who has a valid residence permit in the Republic of Latvia, stateless person who has a valid travel document for a stateless person issued in the Republic of Latvia, another country, who is not a citizen of the European Union, the European Economic Area or the Swiss Confederation, a national (hereinafter - a third-country national) or a stateless person who has a valid residence permit in the Republic of Latvia, a refugee or a person who has obtained an alternative status, a person who has received temporary protection in the Republic of Latvia have equal the right to receive education in Latvia.
A minor child of an asylum seeker and a minor asylum seeker have the right to primary and secondary education, as well as the right to continue their education after reaching the age of majority.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. The current system of regional
schools in Turkey are:
1-Nursery (from 3years to 72 months olds)
2-Primary school (66,67,68 months can enroll upon
parents’ request)
Primary school lasts 4 years.
3-Secondary school (Lasts 4 years)
4-High school (lasts 4 years)
After entering an exam at the end of secondary school,
students enroll in a high school according to their
score.
3. Types of high schools;
Anatolian high school (foreign language intensive high
schools)
Religious high school
Art school (after passing an aptitude test)
Vocational high schools
5-university
After compulsory education (4+4+4) students enter
the university entrance exam and placed in the result
of their score.
4. Classification of schools by founder
and age
1-State schools
2-Private schools
3-Foundation schools
Nursery (3-6 years)
Primary (6-10/7-11- depends on parents’ demand)
Secondary Schools (11-15/10-14)
High Schools (14-18/15-19)
Universities (From 18 years)
5. Compulsory education
Nursery school–not compulsory
Primary school– lasts 4 years
Secondary school-lasts 4 years
High school-lasts 4 years
Exceptional cases
In case of students with severe disability or health
problems(in a need of nursing) their education is
provided by peripatetic teachers at student’s house.
6. Educational programme
The programme and the curricula of educational system is
regulated by Ministery of Education of Turkey
1-Pre-school education (for those between 36-72 months)
The basic aim of preschool education is to support the
child’s motor, social and emotional, language and cognitive
skills development.
Besides the program aims to provide children with rich
learning experiences and support self-care skills and
prepare them to basic education.
7. Who can work at NURSERIES?
Graduates of early childhood education programmes
of Universities
Graduates of early childhood vocational school of
higher education (2 years)
Graduates of Girls’ vocational high school
8. 2-Primary schools (6-10/7-11 years)
Lasts 4 years.
Foreign language teaching, science,religion, visual arts
and music classes are taught by branch teachers.
Other classes are taught by the classroom teacher.
Students start to take exams on the 4th year.
Besides state schools, students can go to private
colleges
9. 3-Secondary school
Lasts 4 years.
Besides classical schools, students can go to religious
secondary schools and private colleges.
Types of High schools
According to demand,success and aptitude there are several
types of high schools;
-General high school
-Anatolian high school
-Anatolian high schools with prep classes (lasts 5 years)
-Sports/arts/science/vocational/religious/health/teacher…
high schools
10. needs or learning difficulties and
school types
The fundamental policy is to educate children with
disabilities in a way that allows them to interact with other
children as much as possible, to support their integration
in society. This applies to children with visual, hearing or
physical impairment as well as children with behavioral,
social or learning difficulties. If the disability allows, a child
attends regular school classes.
However, depending on the level of their disability,
education may take place in special classes.
The Ministry of Education is responsible for providing
children with special needs with education.
11. Special educational needs:
assessment and diagnosis
State educational support is provided to children with special education
services. Application is made to the Counseling and Research Center in the
district of residence; a hospital-issued disability health report is required.
Using various tests, the Counseling and Research Center evaluates the physical
ability, personal development characteristics and the academic competences of
the child and provides recommendations on education. It also gives the family
guidance and counseling on the care and treatment of a child with special
needs.
- Documents required to apply for special education:
- Counseling and Research Center’s report
Special Education Board’s report
Written application by the parents to the school administration
Personal development report of the child (for secondary vocational education
primary school diploma)
Child's health report from the hospital
12. The children with special educational needs must be educated
with their peers in the least restrictive environment
According to the decision and evaluation of Counseling service
the child can be educated in;
-special schools
-special classes at mainstream schools
-inclusive classes of mainstream schools (individual integration)
Students with mild disability are educated at mainstream
schools from nursery to secondary.
In accordance with the Counseling Services report, disabled
students can get extra classes from special rehabilitation centers:
8 hours individual
4 hours group classes (the duration depends on the report)
13. INCLUSIVE EDUCATION
There are 3 types of inclusive education
1-Full time inclusive education (at mainstream schools)
2-Part time inclusive education (who is enrolled in a special
education class but joins to the mainstream education
classes with other students which s/he can manage)
3-Reversal inclusive education (students WITHOUT
DISABILITY on their request can enroll in the classes
arranged at special schools. The classroom size should be:
Preschool: up to 14 students/ including 5 disabled
Primary/Secondary/High school: up to 20 students/
including 5 disabled
14. Children with moderate and/or
severe disabilities
Those who cannot get inclusive education at mainstream
schools (because of the level of disability) or on
parents’/student’s request can attend to special education
schools. These schools are 3 staged; the first and second
stages last 4+4 years. The third stage schools are called
Special Education Pre/Vocational Training
Schools/Centers and last 4 years (ages between 16-23).
The students over 23 can go to Public Education/Training
Centers without an age limit.
For children with autism besides inclusive classes at
mainstream schools there are also Autistic Children
Education Centers (ages 6-15) and Special Education
Vocational Training Centers (ages 16-23)
15. Pre-vocational and Vocational
education
Students with mild mental disability:
At primary school these students are educated at mainstream schools with the
curriculum determined by the Ministery of Education. Based upon this
curriculum Individual Education Plan is prepared by the teacher. On students’
request they can be exempt from foreign language teaching classes.
For secondary school they can attend to either inclusive classes of high schools or
Special Education Pre-vocational/Vocational Training Centres (SEVTC).
Who can apply to/enroll in SEVTC? : On the Counseling and Research Service’s
decision;
- Inclusive education students who graduated from mainstream schools’ primary
department
- Other Vocational High schools’ students
16. Academic education and pre/vocational work skills at SEVTC for mild
disables:
Turkish lesson 9th year 4x45/10th,11th,12th 2x45 min lessons a week/9th
year
Vocational education and professional ethics :9th year 12x45 /10th,
11th,12th years 14X45 min lessons a week (Horticulture /Office services
management/print works/food and beverage services/Ceramics and
glass works/furniture and decoration/handcrafts work skills
workshopps)9th year
Maths /Social sciences/ visual arts/music/physical exercises classes:
2x45 min a week/9th,10th,11th,12th year
Religion class 1x45 min a week/9th,10th,11th,12th year
Counseling class (by the classroom teacher) 1x45 min a week /
9th,10th,11th,12th year
Optional course (music/visual arts/physical exercises) 2x45 min a
week/ 9th,10th,11th,12th year
17. After working /practicing at different workshopps in
the 9th grade, according to students’ abilities and
request, school’s Monitoring and Evaluation board
decides to which workshopp the students are going to
be placed. Each year they practice at different
workshopps to specialize in and find out the best field
appealing to them.
18. From 10th to 12th grade with the Monitoring and
Evaluation Board’s decision, students are placed at
public or private sectors for apprenticeship. They get
1/3 of minimum wage. Those who are placed at work
attend school for cultural and vocational classes once a
week and for practice at workplace 4 days a week. The
students are monitored by the coordinator teachers
from school.In case the student cannot adapt to the
work a new placement is done. If the student still has
adaptation problems can return back to full time
school education.
19. All the students attending schools with
mild/moderate and severe disabilities get a report card
at the end of each term. After 4 years compulsory
secondary education they get a graduation certificate.
This certificate cannot be used while entering
university entrance exam or for higher education.
20. Students with moderate and
severe disability and autism
Content and time dedicated to subject pre-vocational work skills at
primary
-Social adaptive skills:1st/2nd/3rd/4th/5th/6th/7th78th years 3x45 min a
week
-Social studies class: 1st/2nd/3rd/4th years3x45 ,5 th/6th/7th/8th years
2x45 min a week
-Language and speech progress: 1st year 3x45 min /2nd 3rd
/4th/5th/6th/7th/8th years 2x45 min a week
-Reading and writing:2nd and 3rd years 2x45, 4th /5th/6th year 3x45,
7th/8th years 4x45 min a week
-Maths: 1st/2nd/3rd/4th/5th/6th/7th/8th years 3x45 min a week
-Physical Education: 1st/2nd/3rd/4th years 3x45, 5th/6th/7th/8th years
2x45 min a week
-Visual arts: 1st/2nd/3rd/4th years 3x45, 5th/6th/7th/8th years 2x45 min a
week
21. -Music: 1st/2nd/3rd/4th/5th/6th/7th/8th years 2x45 min a
week
-Nourishment education: 1st/2nd/3rd/4th/5th/6th/7th/8th
years 5x60 min a week
-Religion and ethics:4th/5th/6th/7th/8th year 1x45 min a
week
-Traffic and first aid:2nd/3rd/4th/5th/6th years 1x45 min a
week
-Counseling class:1x45 min a week
1st/2nd/3rd/4th/5th/6th/7th/8th years
-Free activity:1st year 4x45 min,2nd and 3rd years 2x45 min a
week
22. subject pre-vocational work skills
at secondary
-Social adaptive skills:9th/10th/11th/12th years 2x45 min a week
-Language and speech progress: skills:9th/10th/11th/12th years 1x45 min a
week
-Reading and writing: 9th year 2x45, 10th/11th/12th years 1x45 min a week
-Maths:9th year 2x45, 10th/11th/12th years 1x45 min a week
-Physical education: 9th/10th/11th/12th years 1x45 min a week
-Visual arts: education:9th/10th/11th/12th years 1x45 min a week
-Nourishment education: education:9th/10th/11th/12th years 5x60 min a
week
-Religion and ethics: 9th/10th/11th/12th years 1x45 min a week
-Pre/vocational work skills:9th year 12x45 , 10th/11th/12th years 14X45 min
a week
-Optional course: 9th/10th/11th/12th years 2x45 min a week
23. Explanations about the
implementations of the subjects
At the beginning of the school year for each student an
Individual Education Plan is prepared. IEPs are prepared
given the students’ abilities, needs and limitations.
The Nourishment education class should be applied during
lunch.
Given the students’ needs and performance levels Social
Adaptive Skills classes basically should help the students to
gain/improve self-care and pre-vocational skills.
Pre/vocational workshopps should be opened/arranged
given the environmental factors and employment
possibilities besides economical, social and culturel
conditions
All classes should be distributed evenly to the week
24. Possibilities of further education
for severe disabilities
The students who finish their compulsory education
with severe disabilities can attend to Public
Training/Education centers. They serve as a Practical
school where the students according to their abilities
and needs can get further pre/vocational work skills
and basic life skills.
25. Public Training/Education Centers
(Practical Schools)
Public Training centers(Practical schools) in Turkey were mainly founded
for adults which have been a part of lifelong learning. After the regulations
at compulsory school attendance duration the centers started to serve to
intellectually disables who are over 23.
Public Training Centers provides education and training to perform simple
work activities for mentally handicapped or mentally handicapped in
combination with other disabilities and who doesn’t have a further
education or employment chance after graduating from pre/vocational
schools
Training in practical school is done in modules. Every training module has
different duration. A student can attend to the same module at most 3
times. After completing a module the student gets a certificate and can
attend to any other module s/he wants. There is no time or age limit at
these centers. Students have 30 hours practice a week.
26. Content of pre-professional
education in Public Training
Centers
Vocational and practical subjects:
FAMILY EDUCATION
HANDICRAFTS AND SEWING
FOOD PREPARATION AND NUTRITION/COOKERY
HOUSEWORK AND HOUSEHOLD MAINTENANCE
HANDICRAFTS WORK
WEAVING
DECORATIF WOOD ORNAMENTATION
SERVİCE STAFF TRAINING PROGRAMME
MUSIC (CHORUS )
DANCE (TRADITIONAL/MODERN DANCES)
SILVER/JEWELLERY DESIGN
TILE-MAKING
27. EMPLOYMENT OF INTELLECTUALLY
DISABLES
Students with mild intellectual disability who have good
academic skills can study the 12th grade at open/distant
high schools. After graduating from high school, they can
enter university entrance exams, apply for higher education
or enter the exam for disables to become government
officer (on condition of having %40 disability report).
According to Article 30 of Labour Law; Private sector
businesses which have 50 and over employee have to
employ up to %3 of the workers from disables. The
businesses violating this law are imposed a fine for each
month they don’t employ a disabled.