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izz aty

Five-Minute Film Festival: 8 Interactive Video Tools for Engaging Learners | Edutopia - 0 views

www.edutopia.org/...eractive-video-tools-resources

video visualisation visual aid education tools social media film short story short film learning resources language teaching

shared by izz aty on 28 Feb 14 - No Cached
  • Huzzaz (26) is about discovery and curation of videos -- it's an easy way to collect, sort, and take notes on your playlists, from both YouTube and Vimeo. If you love gathering videos on themes, you'll find this tool very powerful. Or, have your students curate playlists on choice topics! See an example (27).
  • Similar to Zaption, teacher-founded eduCanon (23) allows you to supplement a chosen video with all manner of add-ons to make it more interactive, from "reflective pauses" to audio clips to multiple-choice questions. You can also track responses with this tool. See an example (24).
  • VideoNot.es (20) is an app that allows you to take live time-coded notes on any video, and skip around by clicking on those notes -- and even better, it's integrated with Google Drive so saving and syncing your notes is simple. You have to install it to see this example (21).
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  • Add Questions and Quizzes to YouTube Videos! (17) (00:45) This one is on the bare bones side, as YouTube has plenty of other features to work on -- but if you need something quick and easy, you can also add questions to your own uploaded YouTube videos with YouTube's Questions Editor (18) (still in beta mode).
  • Wanting to string a few videos together and add text and graphics overlays? Metta (15) is the tool for you -- although it had one of the more confusing interfaces on the list. Still, it's unique from the others in that it's creating less of a wrapper than a whole new media experience, a mashup -- for some applications, this could be amazing. See an example (16).
  • How to Use Vialogues (10) (04:54) If you'd like to have a discussion around a particular video, Vialogues (11) is a useful way to allow threaded conversations on a clip. You can also add surveys and open-ended questions with this tool, which was developed by the EdLab at Columbia University Teachers College (12). See an example (13).
  • TED-Ed Website Tour (7) (03:08) Most educators know TED-Ed (8) publishes amazing animations, but did you know their platform allows users to build lessons by adding questions and notes to any video on YouTube? The elegant interface allows your students to watch and then dig deeper into resources you've provided, via a unique URL that allows you to track their responses. See an example (9).
  • With Zaption (4), transform your students from passive watchers to active learners by adding links, multiple-choice questions, polls, discussions, and more to any video to create a "tour" -- or group a few together for a more complex lesson. Check out the tutorials on Zaption's YouTube channel (5); they also offer analytics to see if your tours are engaging. See some examples (6).
  • izz aty on 28 Feb 14
     
    "It's no secret that I am a passionate advocate for using video in the classroom. When used well, videos can help students make connections to people and ideas beyond their usual frame of reference. That's why I've been really excited to see a wave of new (and mostly free or low-cost!) tech tools recently that enable teachers to take favorite clips and make them more valuable for educational use. Whether you use videos to flip your classroom or you just appreciate the power of video to engage kids, maybe one of the tools in my playlist below will help you go deeper in 2014."
izz aty

Romanticism - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Romanticism

romanticism philosophy europe european history history world history literature arts art poetry

shared by izz aty on 11 May 14 - Cached
  • Romanticism (also the Romantic era or the Romantic period) was an artistic, literary, and intellectual movement that originated in Europe toward the end of the 18th century and in most areas was at its peak in the approximate period from 1800 to 1850
  • Partly a reaction to the Industrial Revolution,[1] it was also a revolt against the aristocratic social and political norms of the Age of Enlightenment and a reaction against the scientific rationalization of nature
  • embodied most strongly in the visual arts, music, and literature, but had a major impact on historiography,[3] education[4] and the natural sciences.[5]
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  • effect on politics was considerable and complex; while for much of the peak Romantic period it was associated with liberalism and radicalism, its long-term effect on the growth of nationalism was probably more significant
  • The movement validated intense emotion as an authentic source of aesthetic experience, placing new emphasis on such emotions as apprehension, horror and terror, and awe—especially that which is experienced in confronting the sublimity of untamed nature and its picturesque qualities: both new aesthetic categories
  • r, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
  • made spontaneity a desirable characteristic
  • argued for a "natural" epistemology of human activities, as conditioned by nature in the form of language and customary usag
  • Romanticism embraced the exotic, the unfamiliar, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
  • elevated folk art and ancient custom to a noble status
  • the events of and ideologies that led to the French Revolution planted the seeds from which both Romanticism and the Counter-Enlightenment sprouted
  • in the second half of the 19th century, "Realism" was offered as a polarized opposite to Romanticism
  • Romanticism assigned a high value to the achievements of 'heroic' individualists and artists, whose pioneering examples, it maintained, would raise the quality of society
  • In order to truly express these feelings, the content of the art must come from the imagination of the artist, with as little interference as possible from "artificial" rules dictating what a work should consist of
  • The importance the Romantics placed on untrammelled feeling is summed up in the remark of the German painter Caspar David Friedrich that "the artist's feeling is his law"
  • vouched for the individual imagination as a critical authority allowed of freedom from classical notions of form in art
  • the influence of models from other works would impede the creator's own imagination, so originality was absolutely essential
  • The concept of the genius, or artist who was able to produce his own original work through this process of "creation from nothingness", is key to Romanticism, and to be derivative was the worst sin
  • romantic originality.
  • a strong belief and interest in the importance of nature. However this is particularly in the effect of nature upon the artist when he is surrounded by it, preferably alone
  • In contrast to the usually very social art of the Enlightenment, Romantics were distrustful of the human world, and tended to believe that a close connection with nature was mentally and morally healthy
  • in literature, "much of romantic poetry invited the reader to identify the protagonists with the poets themselves"
  • by the middle of the 18th century "romantic" in English and romantique in French were both in common use as adjectives of praise for natural phenomena such as views and sunsets, in a sense close to modern English usage but without the implied sexual element
  • only from the 1820s that Romanticism certainly knew itself by its name, and in 1824 the Académie française took the wholly ineffective step of issuing a decree condemning it in literature
  • Romanticism is not easily defined, and the period typically called Romantic varies greatly between different countries and different artistic media or areas of thought
  • Margaret Drabble described it in literature as taking place "roughly between 1770 and 1848"
  • In other fields and other countries the period denominated as Romantic can be considerably different; musical Romanticism, for example, is generally regarded as only having ceased as a major artistic force as late as 1910, but in an extreme extension the Four Last Songs of Richard Strauss are described stylistically as "Late Romantic" and were composed in 1946–48.[23] However in most fields the Romantic Period is said to be over by about 1850, or earlie
  • early period of the Romantic Era was a time of war, with the French Revolution (1789–1799) followed by the Napoleonic Wars until 1815. These wars, along with the political and social turmoil that went along with them, served as the background for Romanticism
  • t was part of the Counter-Enlightenment, a reaction against the Age of Enlightenment, is generally accepted
  • ts relationship to the French Revolution which began in 1789 in the very early stages of the period, is clearly important, but highly variable depending on geography and individual reactions
  • ost Romantics can be said to be broadly progressive in their views, but a considerable number always had, or developed, a wide range of conservative views
  • In philosophy and the history of ideas, Romanticism was seen by Isaiah Berlin as disrupting for over a century the classic Western traditions of rationality and the very idea of moral absolutes and agreed values, leading "to something like the melting away of the very notion of objective truth",[27] and hence not only to nationalism, but also fascism and totalitarianism
  • The painter, the poet, the composer do not hold up a mirror to nature, however ideal, but invent; they do not imitate (the doctrine of mimesis), but create not merely the means but the goals that they pursue; these goals represent the self-expression of the artist's own unique, inner vision, to set aside which in response to the demands of some "external" voice — church, state, public opinion, family friends, arbiters of taste — is an act of betrayal of what alone justifies their existence for those who are in any sense creative
  • An earlier definition comes from Charles Baudelaire: "Romanticism is precisely situated neither in choice of subject nor exact truth, but in the way of feeling."
  • The end of the Romantic era is marked in some areas by a new style of Realism, which affected literature, especially the novel and drama, painting, and even music, through Verismo opera
  • movement was led by France, with Balzac and Flaubert in literature and Courbet in painting; Stendhal and Goya were important precursors of Realism in their respective media
  • In literature, Romanticism found recurrent themes in the evocation or criticism of the past, the cult of "sensibility" with its emphasis on women and children, the heroic isolation of the artist or narrator, and respect for a new, wilder, untrammeled and "pure" nature
  • Joseph maintained that invention and imagination were the chief qualities of a poet
  • 1774 novel The Sorrows of Young Werther had young men throughout Europe emulating its protagonist, a young artist with a very sensitive and passionate temperament
  • Germany was a multitude of small separate states, and Goethe's works would have a seminal influence in developing a unifying sense of nationalism
  • Important motifs in German Romanticism are travelling, nature, and Germanic myths
  • The later German Romanticism of, for example, E. T. A. Hoffmann's Der Sandmann (The Sandman), 1817, and Joseph Freiherr von Eichendorff's Das Marmorbild (The Marble Statue), 1819, was darker in its motifs and has gothic elements
  • The significance to Romanticism of childhood innocence, the importance of imagination, and racial theories all combined to give an unprecedented importance to folk literature, non-classical mythology and children's literature, above all in Germany
  • The first collection of Grimms' Fairy Tales by the Brothers Grimm was published in 1812
  • Unlike the much later work of Hans Christian Andersen, who was publishing his invented tales in Danish from 1835, these German works were at least mainly based on collected folk tales, and the Grimms remained true to the style of the telling in their early editions, though later rewriting some parts
izz aty

History - Find den rigtige efterskole! Søg på fag, priser og ledige pladser. - 0 views

efterskole.dk/...History

denmark danish education education europe efterskole folk school schooling ESTEkiv

shared by izz aty on 09 May 14 - No Cached
  • 1851 the first Efterskole founded at Ryslinge, Fyn (Funen).
  • 1996 the Danish Parliament in a significant law reform tightens up and emphasises the conditions for receiving state funding: an Efterskole must (prove itself to) be free and independent. Under no circumstances may the school from a legal point of view have strong organisational and financial links to – or be dependent on – other schools or movements.
  • Each Efterskole must be truly free and independent, and "master in its own house". This puts even more responsibility on the school board.
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  • 2000 the latest Efterskole Act introduces a new rule that each Efterskole must define and describe its own (and specific) basic values. A critical self-evaluation must be made at the end of each school year.
  • 1994 municipal grants are made compulsory, which improves and equalises the economical conditions for students (and their parents) – independent of their local council. In the following years the result is evident: a broader section of the population can now afford to choose the Efterskole – and so they do. The 1994 act also transfers significantly more assessments, decisions, and responsibility from central level (Ministry of Education) to the local school board. Essential topics like the educational plan and the approval of a new headmaster lie from this point entirely in the hands of the school board.
  • 1967 the Efterskole is permitted to prepare students to pass some of the public final examinations. From this point the Efterskole ceases to be closely linked to the Folkehøjskole tradition – at least in the aspect of nonformal education. On the other hand, the Efterskole still offers the special educational environment linked to residential education, which is also an important aspect of the Folkehøjskole tradition and, in its educational practice, it has definitely not left the path of ‘enlightenment for life’. One could claim that from this point the Efterskole tries to balance between different educational ideas and requirements.
  • 1994 municipal grants are made compulsory, which improves and equalises the economical conditions for students (and their parents) – independent of their local council. In the following years the result is evident: a broader section of the population can now afford to choose the Efterskole – and so they do. The 1994 act also transfers significantly more assessments, decisions, and responsibility from central level (Ministry of Education) to the local school board. Essential topics like the educational plan and the approval of a new headmaster lie from this point entirely in the hands of the school board.
izz aty

BBC News - Coalition row over school places funding - 0 views

www.bbc.co.uk/...uk-politics-27360397

english education england education united kingdom private school free school independent school ESTEkiv

shared by izz aty on 12 May 14 - No Cached
  • 11 May 2014
  • Lib Dem sources say 30,000 local authority places are being lost as money is diverted to new free schools. They said Mr Gove was "ideologically obsessed" about backing free schools.
  • Tory education sources called the Lib Dems "pathetic", saying more school places were being created overall.
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  • David Cameron said free schools were "an excellent innovation" and he would "get on with delivering what matters, which is good schools for our children".
  • Liberal Democrat's deputy leader, Malcolm Bruce, said the budget for free schools was "completely out of control" and accused the education secretary of being "monetarily obsessed".
  • According to sources in Mr Clegg's office, last December Mr Gove overruled the Lib Dem schools minister David Laws to take £400m from the Basic Need Budget for 2015-17. They claim the money was diverted to help cover a projected £800m overspend between 2013 and 2016 in the budget of free schools - a project close to Mr Gove's heart.
  • Free schools can be set up by parents, teachers, charities, businesses, universities, trusts, religious or voluntary groups, but are funded directly by central government. There are currently 174 free schools in England with another 116 approved to open from this September.
  • senior Department for Education officials had raised concerns school places may have to be cut if the Lib Dems' free school meals policy for infant children was implemented.
izz aty

Academy (English school) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Academy_(English_school)

english education england united kingdom academy school private school free school education ESTEkiv

shared by izz aty on 10 May 14 - No Cached
  • Academy schools are state funded schools in England which are directly funded by central government (specifically, the Department for Education) and independent of direct control by the Local Authority. They are roughly equivalent to the charter schools in the USA.[1]
  • majority of academies are secondary schools, but some primary schools also have academy status.
  • Academies are self-governing and all are constituted as non-profit charitable trusts
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  • transformed to academy status as part of a Government intervention strategy
  • eet the same National Curriculum core subject requirements as other state schools and are subject to inspection by Ofsted
  • may receive additional support from personal or corporate sponsors, either financially or in kind
  • Sponsored Academy
  • Traditional Academies
  • Converter Academy:
  • voluntarily converted to academy status
  • Free School:
  • An academy trust that operates more than one academy is known as an Academy Chain
  • All academies are expected to follow a broad and balanced curriculum
  • many have a particular focus on, or formal specialism in, one or more areas, such as science; arts; business and enterprise; computing; engineering; mathematics; modern foreign languages; performing arts; sport; or technology
  • academies are required to follow the National Curriculum in the core subjects of maths, English and science
  • otherwise free to innovate, although they still participate in the same Key Stage 3 and GCSE exams as other English schools (which effectively means they teach a curriculum very similar to maintained schools, with small variations)
  • academies are required to adhere to the National Admissions Code
  • In terms of their governance, academies are established as companies limited by guarantee with a Board of Directors that acts as a Trust.
  • Academy Trust has exempt charity status, regulated by the Department for Education
izz aty

Elbert Hubbard - Wikiquote - 0 views

en.wikiquote.org/...Elbert_Hubbard

quotes elbert hubbard education

shared by izz aty on 20 May 15 - No Cached
  • A little more persistence, a little more effort, and what seemed hopeless failure may turn to glorious success. There is no failure except in no longer trying. There is no defeat except from within, no really insurmountable barrier save our own inherent weakness of purpose.
  • Every man should have a college education in order to show him how little the thing is really worth. The intellectual kings of the earth have seldom been college-bred.
  • Anyone who idolizes you is going to hate you when he discovers that you are fallible. He never forgives. He has deceived himself, and he blames you for it.
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  • He picked up the lemons that Fate had sent him and started a lemonade-stand. Hubbard, Elbert (1922). Selected Writings of Elbert Hubbard. V. Wm. H. Wise & Co./The Roycrofters. p. 237. Often quoted as "When life gives you lemons, make lemonade"
  • If you want work well done, select a busy man ‚ the other kind has no time.
  • In these days, a man who says a thing cannot be done is quite apt to be interrupted by some idiot doing it.
  • I AM an Anarchist. All good men are Anarchists. All cultured, kindly men; all gentlemen; all just men are Anarchists. Jesus was an Anarchist.
  • An Anarchist is one who minds his own business. An Anarchist does not believe in sending warships across wide oceans to kill brown men, and lay waste rice fields, and burn the homes of people who are fighting for liberty. An Anarchist does not drive women with babes at their breasts and other women with babes unborn, children and old men into the jungle to be devoured by beasts or fever or fear, or die of hunger, homeless, unhouseled and undone. Destruction, violence, ravages, murder, are perpetrated by statute law. .
  • No man who believes in force and violence is an Anarchist. The true Anarchist decries all influences save those of love and reason. Ideas are his only arms.
  • Being an Anarchist I am also a Socialist. Socialism is the antithesis of Anarchy. One is the North Pole of Truth, the other the South
  • The Socialist believes in working for the good of all, while Anarchy is pure Individualism.
  • If there is any better way to teach virtue than by practicing it, I do not know it.
  • Good people are only half as good, and bad people only half as bad, as other people regard them
  • If you err it is not for me to punish you. We are punished by our sins not for them.
  • It is only life and love that give love and life.
  • Young women with ambitions should be very crafty and cautious, lest mayhap they be caught in the soft, silken mesh of a happy marriage, and go down to oblivion, dead to the world.
  • To supply a thought is mental massage; but to evolve a thought of your own is an achievement. Thinking is a brain exercise — and no faculty grows save as it is exercised.
  • Do not go out of your way to do good whenever it comes your way. Men who make a business of doing good to others are apt to hate others in the same occupation. Simply be filled with the thought of good, and it will radiate — you do not have to bother about it, any more than you need trouble about your digestion.
  • Academic education is the act of memorizing things read in books, and things told by college professors who got their education mostly by memorizing things read in books.
  • A pessimist is a man who has been compelled to live with an optimist.
  • Making men live in three worlds at once — past, present and future has been the chief harm organized religion has done.
  • The greatest mistake you can make in life is to be continually fearing you will make one.
  • The way to learn to earn a living is to go at it and earn a living.
  • Woman's inaptitude for reasoning has not prevented her from arriving at truth; nor has man's ability to reason prevented him from floundering in absurdity.
  • Do nothing, say nothing, and be nothing, and you'll never be criticized.
  • They did not move very far away from where they originally stood. As I moved to the other side of the ship, in preparation for a jump when the right moment came, I called to him, "What are you going to do?" and he just shook his head, while Mrs. Hubbard smiled and said, "There does not seem to be anything to do." The expression seemed to produce action on the part of your father, for then he did one of the most dramatic things I ever saw done. He simply turned with Mrs. Hubbard and entered a room on the top deck, the door of which was open, and closed it behind him. It was apparent that his idea was that they should die together, and not risk being parted on going into the water.
izz aty

Human Rights Petition: Demand racist teacher resign after targeting Muslim student | Ch... - 0 views

www.change.org/...after-targeting-muslim-student

human rights law education teacher news usa racism OBL politics islam school

shared by izz aty on 31 May 11 - No Cached
  • Following the assassination of Osama bin Laden by American forces in Pakistan, a high school teacher in Clear Brook, Texas was placed on administrative leave after he allegedly told an American Muslim girl in his 9th grade Algebra class "I heard about your uncle's death" and "I bet that you're grieving." More than 2,000 Change.org members took a stand against racism towards the American Muslim community, sending a clear statement that it is completely unacceptable for an American Muslim student to be targeted and publicly insulted in front of her peers out of the ignorance and hatred of her teacher.
izz aty

Regents' Test Essay Topics - 0 views

www.lcc.gatech.edu/...samples.html

writing topics ideas references education journal language learning resources reference esl language

shared by izz aty on 18 Aug 11 - Cached
  • Discuss the influence that advertising has had on your life or the lives of your friends.
  • Is romantic love a good basis for marriage? Discuss.
  • Do you believe that violence in television programs leads to violence in our society? Explain.
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  • What would cause you to end a friendship? Explain.
  • If you could pass one law, what would it be? Why?
  • If you had the power to do one thing to improve the world, what would you do? Discuss.
  • Is it better to have loved and lost than never to have loved at all? Discuss.
  • If you could live in any city in the world, which would you choose and why?
  • Explain what motivates you to strive for good grades in college.
  • What would be the ideal number of chil- dren for you to have in a family? Discuss.
  • Why do many people prefer watching television news shows over reading newspapers? Discuss.
  • Name some place you would not like to go on a date and explain why you would choose not to go there.
  • izz aty on 18 Aug 11
     
    Approved Regents' Test Essay Topics
izz aty

Action to be taken against school for barring trio from exam - 0 views

thestar.com.my/...story.asp

school malaysia examination assessment illegal law education news sarawak

shared by izz aty on 21 Sep 11 - No Cached
  • The Education Ministry will take action against a school in Bintangor, Sarawak, if it had deliberately prevented three pupils from sitting for the UPSR examination. Deputy Prime Minister Tan Sri Muhyiddin Yassin said the three SK Bandar Bintangor pupils could take the examination now.
izz aty

Pregnant woman wins landmark discrimination case - The Malaysian Insider - 0 views

www.themalaysianinsider.com/...s-landmark-discrimination-case

law malaysia discrimination sexism gender equality education gender human rights women's rights women

shared by izz aty on 14 Jul 11 - No Cached
  • izz aty on 14 Jul 11
     
    "This is historic because this is the first decision that applies CEDAW (Convention on the Elimination of All Forms of Discrimination against Women) and Article 8(2) (of the federal constitution) to find the government liable for gender-based discrimination," Noorfadilla's lawyer Edmund Bon told The Malaysian Insider today.
izz aty

Guante: A Beginner's Guide to Spoken-Word and Slam Poetry - 0 views

www.guante.info/...oken-word-videos-i-like_3.html

spoken word poetry literature writing genre language learning reference

shared by izz aty on 10 Aug 14 - No Cached
  • A SOLID INTRODUCTION: Patricia Smith: Skinhead Robbie Q. Telfer: Clowns Tish Jones: Tracks Khary "6 is 9" Jackson: Carolina Andrea Gibson: Letter to a Playground Bully Guante: The Family Business Michael Lee: Pass On Shane Koyczan: To This Day 2009 Denver BNV Team Group Piece Hieu Minh Nguyen: Buffet Etiquette Karen Finneyfrock: Newer Colossus Marc Bamuthi Joseph: Word Becomes Flesh
  • ADVANCED STUDIES: Bao Phi: Prince Among Men Tish Jones: March For Me Shane Hawley: Wile E. Coyote Javon Johnson: 'Cuz He's Black Sierra DeMulder: Paper Dolls Michael Mlekodaj: Jesusland Kevin Yang: Sam I Am Niko Martell: Guns Alvin Lau: Full Moon B.Dolan: Still Electric Sam Sax: After My Boyfriend's Drag Show Ed Bok Lee: Thrown Neil Hilborn: Carver Anis Mojgani: Shake the Dust Carrie Rudzinski: In America Josh Healey: Queer Intifada Muhibb Dyer w/ Kwabena Nixon: They Can’t Break Us Homeless Ryan K.: For Joseph Lauren Zuniga: To the Oklahoma Lawmakers Buddy Wakefield: Convenience Stores Eric Mata: Anatomy of a Hit Franny Choi: Notes on the Exsistence of Ghosts Danez Smith: Black Jesus Writes a Letter to White Jesus Phil Kaye: Repetition Laura Brown-Lavoie: Drone Operator Omoizele "Oz" Okoawo: The Beast: 1944 Proletariat Bronze: Seagulls and White Lines Giles Li: First Draft of Yao Ming's Retirement Speech Jamila Woods: Pigeon Man Versiz: Out There Kait Rokowski: Swelter Blair: My Time at Chrysler Tatiana Ormaza and Juliana Hu Pegues: Under the Table Miles Walser: A Letter to My Vagina Donte Collins: For My Nieces Over North
  • REPEAT POETS Khary "6 is 9" Jackson: Leave Khary "6 is 9" Jackson: Beneath the Veil Khary "6 is 9" Jackson: Her Name Michael Mlekodaj: Star-Spangled Michael Mlekodaj: Prayer for the Destruction of Justin Bieber Sierra DeMulder: Unrequited Love Poem Sierra DeMulder: Ms. Dahmer Alvin Lau: For the Breakdancers Ed Bok Lee: Ode to Bruce Lee Ed Bok Lee: The Secret to Life in America Neil Hilborn: Punk Rock John Sam Sax: California Law Bao Phi: The Nguyens Danez Smith: Twerking as a Radical Form of Healing Hieu Minh Nguyen: Stubborn Inheritance Miles Walser: The White Me A whole playlist of Proletariat Bronze A whole playlist of Guante's poems (me)
  • ...1 more annotation...
  • OTHER RESOURCES: Button Poetry is a treasure-trove of spoken-word videos. IndieFeed: a huge collection of performance poetry audio Poetry Observed: spoken-word video project AQObserver: video of the Artists' Quarter slam in St. Paul
  • izz aty on 10 Aug 14
     
    "I love spoken-word poetry. But I also realize that if you just type "spoken-word" into a YouTube search, you'll be bombarded with a TON of videos, most of which (at least to me) aren't very good. Spoken-word is an especially democratic art form, after all, but it can be hard to sift through the millions and millions of videos online to get to the best stuff. This page is about collecting some poems I think you should watch. A few notes:"
izz aty

Inclusive Education in Finland: A thwarted development | Saloviita | Zeitschr... - 0 views

www.inklusion-online.net/...172

finnish special ed inclusive issues dissertationZ

shared by izz aty on 30 Sep 14 - No Cached
  • Finland differs in the amount of segregated education from its Nordic neighbours Sweden, Norway, and Denmark, where the proportion of segregated education is very low.
  • statistics collected by the European Agency of Special Education (2003), Finnish numbers are more comparable with the situation in Germany, Switzerland, and Belgium.
  • A simple explanation for the large percentage of segregated education is the models of financing. In Finland local authorities receive extra money for each student removed into special education. It has been shown that this kind of financing explains best the international differences in the number of students in special education (Meijer, J.W., 1999).
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  • second reason is linked with teacher professionalism. If a teacher can have a difficult student from her class removed, she can secure for herself a less stressful future in her work.
  • Finnish teachers have got a strong union, and it has taken a very negative stance towards educational integration (OAJ, 1989). Teachers, like all other professional groups, have step by step achieved more power in the affairs of local municipalities at the cost of local political process (Heuru, 2000). This has given teachers more influence in guiding schools in the directions they want schools to go.
  • third reason for the large proportion of segregated education lies in the Finnish set of values. In Finland, the shift from an agricultural to an industrial society occurred internationally quite late, during the late forties. The industrial phase remained brief, and the new post-industrial society began to emerge during the late sixties. This means that the traditional values of agricultural and industrial societies still prevail in Finland to a greater extent than in many other countries. These traditional values stress overall conformity and tend to reject people who are considered socially deviant. The Finnish traditional set of values also manifests itself in the internationally high proportions of past sterilization of people with disabilities, high proportion of disabled people in institutions, or in the exceptionally high frequency of fetal screening (Emerson, et. al., 1996; Meskus, 2003).
  • Traditional Finnish sets of values combined with strong teacher professionalism together explain the high legitimacy of segregated special education in Finnish society
  • increasing numbers of students in special education are interpreted by representatives of the government as a healthy answer to increasing pathological conditions of children.
  • nternational discussion on inclusion (UN, 1993; Unesco, 1994) was first met in Finland by silence, which continued for several years (e.g. Blom, et al., 1996).
  • At the political level, inclusion is not raised as a goal to be sought
  • it is understood as a state that has already been achieved, because all that is possible has already been done.
  • The main focus of special education policy is localized in the neoliberal philosophy of “early intervention”, where problems are found in the pathological conditions of individual children (Plan for Education and Research 2007-2011 by the Ministry of Education). This focus is evident also in the Special Education Strategy report of the Special Education Committee of the Ministry of Education (2007). Furthermore, none of the political parties have raised the issue of inclusive education, outside of the small left wing party, The Left Alliance.
  • Since the rehabilitation committee of 1966, the official documents of the National Board of Education have repeatedly stated that integration is a primary choice which, however, is not always possible to achieve. What is “possible” depends on the abilities of the person himself, and these limits are decided by teachers.
  • A popular scapegoat for the lack of integration is found in deficits in teacher education (Special Education Committee, 2007). According to this explanation integration is not possible because teachers have not acquired the necessary skills in their education. Antagonists of this explanation underline that current teacher education is fully adequate in this respect and gives readiness for all teachers to include students with disabilities.
  • The academic world of special education has traditionally taken a conservative stance towards inclusion
  • Very recently there has been observable some change in the discussion
  • First, some large disability organizations, e.g. the Parents’ Association for People with Intellectual Disabilities, The National Council on Disability, and the Finnish Association on People with Physical Disabilities have presented critical statements, not heard previously, on current policy which favours increased placement of students in special classes. These organizations have begun to refer to international goal statements on inclusive education, like the Salamanca statement.
  • Second, the academic field of special education has begun to experience some polarization in the question of inclusion, and more positive sounds are being heard in favour of inclusion. This argument is observed, for example, in a recent addition on special education of the Finnish educational journal “Kasvatus” (2/2009). Additionally, a current textbook written by leading special education professors (2009) refers to inclusive education in a cautiously positive tone of voice, even if traditional special education is in no way criticized. It also gives space to the presentation of the international inclusion movement and international statements.
  • More radical changes could be expected from a different direction. The preparation of new legislation concerning the state funding of local municipalities is currently taking place
  • If the change happens it, in all probability, will mean a free fall in the number of special class placements. Inclusive development may thus become materialized as an unintended consequence of a bureaucratic funding reform
  • Finland is a black sheep in the international movement on inclusive education.
  • The legitimacy of separate special education is strong and unquestioned. Since the mainstream in most other countries is towards inclusive education, the situation of Finnish school authorities is not always comfortable.
  • There is a continuous threat of a legitimacy crisis in special education. Until now the threat has been successfully handled first through the means of ignoring the international discussions, statements and policies, and lately by changing the meaning of the concept of inclusion. Instead of inclusion meaning desegregation it is increasingly defined by educational authorities to mean some kind of good teaching in general (Halinen & Järvinen, 2008; Special Education Committee, 2007).
  • In opposition to inclusion, the official policy promotes early intervention as a main area of development in special education.
  • There are no visible interest groups questioning this ongoing development.
  • The high legitimacy and constant growth of segregated special education can be understood as a consequence of the individual funding model, teacher professionalism and the Finnish value system originating from the late modernisation of overall society.
  • The idea of integration, or the principle of the primacy of mainstream class placement in the education of students with special needs, was first expressed in Finland in the report of the Rehabilitation Committee in 1966
  • the late sixties were, in many ways, an exceptional point in time. In the parliamentary election of 1966 the left wing parties achieved a majority in the parliament. This political change coincided with a turning point in Finnish society as a whole.
  • The process of modernization and urbanization had led to the point where the economic structure of the country was shifting that of an industrial to a post-industrial phase.
  • The shift was manifested in the numbers of people working in the service sector, which superseded the numbers of those working in industry. The concomitant cultural change was expressed in the upheaval of societal values seen in many “cultural wars” of the time.
  • The construction of a welfare society meant the widening of public services. A widening professional sector sought new customer groups as clients. One of these groups was people with intellectual and mental disabilities who, until that time, were mainly treated in institutions
  • ideas of “rehabilitation” launched during the fifties by the International Labour Organization (ILO) now found breeding ground in Finnish society. The change in ideology was revolutionary, and was also noticed by the contemporaries. For example, the Rehabilitation Committee characterized the ideological change as expressing “a new conception of civil rights and human value” (Rehabilitation committee, 1966, 9).
  • The structure of special education at this time contained two types of special classes: auxiliary classes for students with learning difficulties and other separate classes for students with emotional and behavioural problems. Additionally, there were a few state schools mainly for students with sensory disabilities. The number of students in special classes remained under two percent.
  • During the educational reform which took place from 1972-1977 the previous dual educational system was superseded by a unified and obligatory nine year comprehensive school, called “peruskoulu”, for all children
  • School began at the age of seven and continued until an age 16
  • School began at the age of seven and continued until an age 16. After completion of comprehensive school the voluntary school path continued either in vocational education or in a three year upper secondary high school.
  • Special education achieved great attention in this reform. The special education division was founded in the National Board of Education and two committee reports were published on the organisation of special education in Finland.
  • The forms of traditional special education were secured but, additionally, the principle of integration was launched. On one side the new concept expressed positive content of the occurring paradigm shift from institutional care to rehabilitation. On the other side it very early expressed its ideological nature as a concept that helped to legitimate the exclusion of disabled people. Integration was considered conditional and depended on the “readiness” of the person.
  • A new profession of special education teachers, professionals without a grade level class responsibility, was established.
  • In this so called “part-time special education” students received individual or group-based support without formal enrolment into special student status. This led to a conflict with the professional union of teachers, OAJ, which declared a lock-out for those positions in the schools which offered them. As a compromise it was at last agreed that the new profession was not allowed to influence reductions in the number of relocations into special classes (Kivirauma, 1989).
  • The number of special class students in the seventies had increased to about two percent of the overall student population in comprehensive schools (Statistics Finland, 1981).
  • From 1983 onwards, a new law concerning comprehensive schools changed the field of special education
  • The two older forms of special education classes, the auxiliary school (Hilfschule) for students with learning difficulties and the “observation classes” for students with emotional and behavioural problems were now superseded by a system which could be characterised as principally a non-categorical system of special education. Local municipalities were now allowed to categorize their special education classes as they wanted, though most of the older terms still survived.
  • There was not, however, a true change from categorical to non-categorical special education.
  • First, strong categorical features came from state funding, which portioned out state support on an individual basis in accordance with the level of disability.
  • Second, local municipalities began to develop new, more medical, special education categories.
  • Third, the special teacher education programs continued to use categorical labels such as “special teacher for the maladjusted”, “adapted education” or “training school education”. Training school education referred to students with mild to moderate intellectual disabilities which were now at last entitled to enter comprehensive school.
  • During the eighties the proportion of special class students in comprehensive schools grew approximately from two to three percent (Statistics Finland, 1989).
  • One consequence of the liberation from special class categories was the sudden emergence of new types of special needs categories.
  • For example, the proportion of students with dysphasia increased from 10% to 20% in just six years.
  •   Disability category 2002 2008 N % N %
  • Autism and Asperger syndrome 679 2.0 1408 3.0
  • An important characteristic of these new popular categories was their medical nature. New diagnoses such as “dysphasia”, “autism”, and “ADHD” attained popularity at the expense of older categories such as mental retardation
  • A common feature of the new popular diagnoses was their obscurity. Instead of a clear-cut collection of symptoms they resembled more vague metaphors.
  • This medical turn can be seen as the late fruit of the rehabilitation paradigm which was adopted twenty years earlier.
  • The new categorizations were more merciful as compared to the older ones because children were no longer seen as “bad” or “stupid” but as “sick” and in need of rehabilitation (Conrad & Schneider, 1980/1992). This change in perception from “badness” to “sickness” also helped to give new legitimacy to special education.
  • proportion of comprehensive school students transferred into special classes now grew up to four percent (Table 2). Students with severe and profound intellectual disabilities were now also accepted into comprehensive school in 1997 as the final small disability group thus far marginalized to the outside.
  • The last ten years have witnessed a rapid growth of segregated special education in Finland
  • Year   Total   SEN total % SEN total % Full time in mainstream class % Full time or part-time in special education class
  • 2008 561 061 47 257 8.4 2.3 6.1
  • 1998 591 679 21 826 3.7 0.3 3.4
  • Now the proportion of students in special schools and special classes has increased to over six percent, maybe the highest percentage reported anywhere in the world at the present time.
  • Other supports, such as the increasing use of part-time special education have not been effective in reducing this development
  • During the school term of 2006-2007 of the students in comprehensive schools, 22.2% received part-time special education (Statistics Finland, 2009)
  • the number of integrated students has also grown. This was due to a change in funding legislation in 1998, which also guaranteed additional state support for those special education students not removed into special classes.
  • The relative proportion of students in special schools was 2.0% in 1998 and 1.4% in 2007
  • The slight fall in special school placements seems to be mainly technical: many special schools have been administratively united to mainstream schools. The number of special schools has dropped to about 160. Most of them probably were schools for students with mild disabilities (former auxiliary schools).
  • Large towns slightly more often use special class placements than rural schools
  • While in 2005 a total of 5.6% of students were moved in special classes in the country as a whole, the average proportion in larger towns was at a higher percentage, 6 - 9%
  • Large towns also relied more on separate special schools (Memo, 2006)
  • In contrast, in sparsely inhabited areas, such as Lapland, special class placements have remained rarer than elsewhere.
  • The least number of placements are in the Swedish speaking part of Finland. This may indicate a cultural influence from Sweden where special class placements are much rarer than in Finland
  • The significant distances in the countryside of Finland explain why integration is more common in rural areas.
izz aty

The History of Special Education in the United States - 0 views

www.specialednews.com/ation-in-the-united-states.htm

special education american special ed american education IDEA EHA

shared by izz aty on 09 Nov 14 - No Cached
  • in the early part of the 20th Century. Parents formed advocacy groups to help bring the educational needs of children with disabilities to the public eye. These groups gained momentum mid-century.
  • Education for All Handicapped Children Act (EHA) and the Individuals with Disabilities Education Act (IDEA)
  • In 1965, Lyndon B. Johnson signed the Elementary and Secondary Education Act, which provided funding for primary education, and is seen by advocacy groups as expanding access to public education for children with disabilities.
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  • Despite these two important events, by the 1970’s, only a relatively small number of children with disabilities were being educated in public schools
  • in 1975, two federal laws would change this
  • In 1961, President John F. Kennedy created the President’s Panel on Mental Retardation. The panel’s recommendations included federal aid to states.
  • EHA establishes a right to public education for all children regardless of disability
  • IDEA requires schools provide individualized or special education for children with qualifying disabilities. Under the IDEA, states who accept public funds for education must provide special education to qualifying children with disabilities.
  • IDEA sets forth specific guidelines regarding Free Appropriate Public Education. Among these is the idea that education must be tailored to meet the needs of the individual child with a disability. This education must be of benefit to the child and should prepare the child for further education (i.e., college) or to live and work independently. The IDEA also requires that education occur in the least restrictive environment and requires schools to take a child’s disability into account when enforcing discipline.
  • Although not all children with disabilities are covered by the IDEA and EHA, these two acts have been instrumental in ensuring a free public education to millions of children with disabilities each year since passage
izz aty

BBC News - No siblings: A side-effect of China's one-child policy - 0 views

www.bbc.co.uk/...magazine-25035280

china china ed one child policy politics policymaking foreign policy

shared by izz aty on 30 Oct 14 - No Cached
  • Chinese families used to have an average of four children each, but life changed radically in 1979, when a law was introduced dictating that most parents could only have one child. Last week, we learned that the policy will now be relaxed, after being enforced across the world's most populous country for more than a generation.
  • "On the township roads, there are slogans written on flamboyant red banners, telling people to have fewer children and raise more pigs,"
  • "Most of my audiences don't realise they have a special identity," he explains, noting that many parents even stopped questioning why they couldn't have more than one child and forgot that things had ever been different.
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  • "Every family suddenly had a huge amount of discretionary income to invest in education and also in consumption," Fong explains. The resources that had been spread among several children in past generations were now focused on one child.
  • In 1979, when the policy was first unveiled, the new rules were a major adjustment for those accustomed to large families. But children growing up under the policy were unaware of this. And in the early years, the parents of most new single children came from large families - so instead of siblings the children were able to forge close relationships with cousins.
  • If my parents had had other children, they would have paid less attention to me, in which case I might have spent more time and energy doing things that interest me. Chinese parents of my parents' generation like to plan life for their children," she explains.
  • as a single child, I have the responsibility to look after my parents. I couldn't leave my city. I need to be with them. This is something I cannot change."
  • "As an only child, I have my parents' love all to myself," she says firmly. "I don't want to share my parents with others."
  • what about Little Emperor Syndrome
  • a number of studies - including many conducted by Chinese researchers - have failed to turn up any nasty personality traits among those who grew up in China's one-child families. There's no real evidence that China's singletons are any different than other children, they argue.
  • University of Melbourne economist Nisvan Erkal. "What we found was that people born after the policy, and who are single children because of the policy are significantly less trusting, less trustworthy, more risk averse and less competitive," he says. "From the surveys, we find they are also more pessimistic and less conscientious."
  • An increasing tendency for people to move home for the sake of a job also makes it more likely single children will grow up without close ties to their grandparents, or even childhood friends, notes the sociologist, Vanessa Fong.
  • Ge and her husband qualify for a second child. However, she knocks down that idea with a quick wave of her hand. A second child would be too expensive, she explains, if she wants to be able to afford a good lifestyle.
  • "It is not that we don't want to raise more children, it is that we cannot create that many opportunities for them. If I cannot create that much opportunity for my children, I think that my children will feel lost in competition against other children," she says.
izz aty

10 questions to understanding PISA results | The EDifier - Center for Public Education - 0 views

blog.centerforpubliceducation.org/...-to-understanding-pisa-results

PISA american education OECD education

shared by izz aty on 17 Oct 14 - No Cached
  • The rhetoric pertaining to the quality of our public schools is certainly going to be amplified tomorrow, with critics lamenting how the results show our public schools are in dire straits while others will argue the results are meaningless
  • an assessment of reading, math, and science literacy given every three years to 15-year-old students in public and private schools in about 65 countries.
  • international institution Organisation for Economic Cooperation and Development (OECD) coordinates the development and administration of PISA worldwide
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  • PISA is one of the few tools we have to compare the outcomes of high school students internationally.  PISA provides valuable information on how prepared high school students are for postsecondary success whether in the workplace, career training, or higher education.
  • PISA is designed to measure how well students can apply their knowledge to real-world situations. To measure such skills, the test items on PISA are primarily “constructed response,” meaning the test-taker has to write their answers to the questions, and there are few multiple-choice items.
  • Every industrialized country now educates all their students, including language minority, special needs and low-performing students. Every country that participates in PISA must adhere to strict sampling rules to ensure the country’s results are nationally representative of all 15-year-old students. Indeed, the decision to test secondary students at age 15 was made in part because young people at that age are still subject to compulsory schooling laws in most participating nations, which provides more assurance that PISA will capture the broadest sample.
  • OECD reports statistically significant differences in performance between nations, which is a more accurate way to look at PISA rankings than a straight listing of average scores.
  • Does PISA measure the effectiveness of public school systems? Not completely, for three reasons: 1) PISA results are representative of the performance of all 15-year-olds in participating countries including those  attending private schools; 2) PISA makes no attempt to isolate schools from outside factors such as poverty or high proportions of non-native language speakers that may have an impact on  performance —such factors are important to include in the mix when evaluating the effectiveness of each country’s schools; and 3) No single measure can incorporate every outcome we expect from our public schools
  • look at how much time other countries give teachers for professional development, how much they pay their teachers, how much time teachers spend in the classroom, how much flexibility exists at the local level, how special needs students are taught, and how much time students spend in school.
  • see PISA results as an opportunity to assess if best practices in teaching and learning in other countries can also work for secondary schools here in the U.S.
  • just because a high-performing or high-gaining country does something does not mean it will work in U.S. schools.
  • Many analysts observe that poverty has a greater impact on student performance in the U.S. than elsewhere. For one thing, the U.S. has the highest child poverty rates among industrialized countries. For another, students in the U.S. who live in poverty tend to have less access to resources that research consistently shows impact student achievement, including highly effective teachers, access to rigorous curriculum, and high quality pre-k programs.
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