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izz aty

Use of present tense in reports - WordReference Forums - 0 views

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language learning grammar sentence tense punctuation language report format writing writing style writing format english reference

shared by izz aty on 09 Apr 12 - No Cached
  • First I explain something about the findings they reported. After the participant had completed the task, he immediately fell asleep. That has to be in past perfect/past.
  • Then I comment on the researchers' findings in the report. The researchers are quick to conclude that it was the task that caused the participant's exhaustion. What the researchers fail to address is that the participant had run a marathon earlier that day. Here I use the present tense to talk about what is in the report and I still use past perfect/past to talk about the events in their experiment.
  • izz aty on 09 Apr 12
     
    When is the best time to use present tense in a report? I'll have to provide an example, because I can't think of an adequate way to describe what I'm trying to ask without one. "After the participant had completed the task, he immediately fell asleep. The researchers are/were quick to conclude that it was the task that caused the participants exhaustion. What the researchers fail/failed to address was that the participant had run a marathon earlier that day." This passage is very vague, and for that I'm sorry, but I hope my question is apparent. In a report such as this, is it better to use the present tense to convey the researchers' own statements, or is past tense better? Because the researchers did do the concluding in the past, but I've been told that using present tense is preferable (as it is when writing a report about characters' actions in a fiction story). I hope my question isn't too convoluted... Thank you!
izz aty

Why I Think Weed Sucks | Thought Catalog - 0 views

thoughtcatalog.com/...why-i-think-weed-sucks

drugs weed marijuana mental health addiction

shared by izz aty on 31 Jan 13 - No Cached
  • claudinator 3 months ago I smoke weed more than once daily and have for years I have an extremely active and successful job plus anything I have wanted I have achieved I used marijuana as a medicine for my insomnia because I rather not take sleeping pills and I also use marijuana to help me with my anger because I would rather not take pill so all I can say is everyone has there own opinion good or bad and nobody should rub it in other people's faces Flag 2 people liked this. Like Reply Reply Anonymous 1 week ago in reply to claudinator You forgot to mention how it also helps you forget punctuation and spelling.  Flag 2 people liked this. Like Reply
  • REASON WEED SUCKS #1: IT’S A WASTE OF MONEY (NOT APPLICABLE TO MEDICAL MARIJUANA)
  • REASON WEED SUCKS #2: IT MAKES YOU DUMB
  • ...3 more annotations...
  • REASON WEED SUCKS #3: IT MAKES YOU PARANOID AS SHIT
  • REASON WEED SUCKS #4: WEED IS THE ANTI-PRODUCTIVITY DRUG
  • REASON WEED SUCKS #5: YOU GET OBSESSED WITH IT
  • izz aty on 31 Jan 13
     
    "I used to smoke weed a lot. Throughout my four years of college, I probably smoked weed once a day on average (this average includes, for example, two-week stints of zero smoking as well as month-long binges of heavy consumption, when I'd smoke two to four times a day). My third year of school, I did an exchange program in Holland. The point is, I have been, at times, a total stoner. So, I mean: I get weed. I get it. But I quit smoking awhile ago, and now I think it sucks. Here's why."
izz aty

Independent Schools Council | Publications | Independent Schools Economic Impact Report - 0 views

www.isc.co.uk/...schools-economic-impact-report

independent school english education england united kingdom private school ESTEkiv

shared by izz aty on 12 May 14 - No Cached
  • an independent consultancy has analysed the economic benefits that independent schools bring to Britain
  • An annual contribution to GDP of £9.5 billion
  • More than 227,000 FTE jobs
  • ...10 more annotations...
  • More than £3.6 billion in tax revenues
  • Annual savings for the taxpayer of £3.0 billion – equivalent to building more than 460 new free schools every year
  • Click here to download Infographic p5 as a PDFClick here to download Infographic p5 as a JPEG
  • Click here to download Infographic p4 as a PDF
  • Click here to download Infographic p4 as a PDFClick here to download Infographic p4 as a JPEG
  • Click here to download Infographic p4 as a PDFClick here to download Infographic p4 as a JPEG
  • Additional annual contribution of £1.0 billion to GDP arising out of the high academic performance of ISC school pupils
  • Click here to download Infographic p12 as a PDFClick here to download Infographic p12 as a JPEG
  • download the Independent Schools Economic Impact Report here (PDF 4MB).
  • A report by Oxford Economics for the Independent Schools Council. Please download the Independent Schools Economic Impact Report here (PDF 4MB).
izz aty

Sunardi et al. 2011. The Implementation of Inclusive Education for Students with Specia... - 0 views

d-scholarship.pitt.edu/...27-131-1-PB.pdf

indonesia indonesian education inclusive education

shared by izz aty on 19 Nov 14 - No Cached
  • izz aty on 19 Nov 14
     
    Abstract Over the last decade, inclusion has become a world trend in special education. In response to that trend, the Indonesian government has adopted a progressive policy to implement inclusive education. The aim of this research is to describe the implementation process by focusing on the institutional management, student admission/identification/assessment, curriculum, instruction, evaluation, and external supports. The sample consisted of 186 schools with a total student body of 24,412, 12 percent of which (3,419) were students with special needs. In those schools, there were also 34 gifted students (0.1 percent). Of all the students with special education needs (SEN) students, 56 percent were males and 44 percent were females. The results showed, in terms of institutional management, that the majority of inclusive schools had developed strategic plans (for inclusion), legally appointed coordinators, involved related and relevant parties, and conducted regular coordination meetings. However, there were still many schools that had not restructured their school organizations. In terms of student admission/identification/assessment, 54 percent of schools set a quota for SEN students. Only 19 percent applied a selection process in student admission, half of which used different procedures for SEN candidates. Approximately 50 percent of inclusive schools had modified their curriculum, including a variety of standards. In terms of instruction, 68 percent of inclusive schools reported that they modified their instructional process. Only a few schools, however, provided special equipment for students with visual impairment, physical impairment, speech and hearing problems, and autism and gifted and talented students. In a student evaluation, more than 50 percent reported that test items, administration, time allocations, and students' reports were modified. For the national exam, this number decreased dramatically. Finally, external supports in the for
izz aty

Formal Language in Reports - 0 views

www2.elc.polyu.edu.hk/...reportformality.htm

writing genre writing style report language learning language english language discourse esl esol reference learning

shared by izz aty on 18 Apr 12 - No Cached
  • make words and phrases more formal you can
  • replace phrasal verbs with one-word verbs; e.g. 'take a look at' with 'investigate'
  • replace general verbs with specific ones; e.g. 'got' with 'received'
  • ...4 more annotations...
  • specific verb should correlate with the noun; e.g. 'draw conclusions' and 'make recommendations'
  • replace extreme adjectives with less extreme ones; e.g. 'huge' with 'large'
  • replace informal quantifiers with formal ones; e.g. 'masses of ' with 'a large amount of '
  • replace words with apostrophes with full forms; e.g. 'don't' with 'do not'
  • izz aty on 18 Apr 12
     
    This exercise will help you to write reports using formal language.
izz aty

EF English Proficiency Index - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...EF_English_Proficiency_Index

english language proficiency language english proficiency survey research esol

shared by izz aty on 06 Apr 14 - No Cached
  •  Malaysia 11 58.99 High Proficiency +3.45
  • lack of representative sampling in each country
  • participants in the tests are self-selected and must have access to the internet. This pushes the index towards the realm of an online survey rather than a statistically valid evaluation.
  • ...2 more annotations...
  • there are few alternative comparisons available of countries by their English skills, and those that exist are smaller in scale, as is the case with a reported British Council study,[1] or they have other sampling flaws, as is the case with rankings of countries by standardized English test scores such as the TOEFL.[6]
  • European Commission performed a language survey, SurveyLang, which tests a representative sample of 15 year old European students on their foreign language skills. The first report and data sets were released for 13 European countries in June 2012 [7]
  • izz aty on 06 Apr 14
     
    "The EF English Proficiency Index (EF EPI) is a report which attempts to rank countries by the average level of English skills amongst adults. It is the product of EF Education First, a global language training company, and draws its conclusions from data collected via English tests available for free over the internet."
izz aty

Independent school (United Kingdom) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...endent_school_(United_Kingdom)

independent school english education england united kingdom private school state school schooling ESTEkiv

shared by izz aty on 12 May 14 - No Cached
  • History
  • Edward Thring of Uppingham School introduced major reforms, focusing on the importance of the individual and competition, as well as the need for a "total curriculum" with academia, music, sport and drama being central to education
  • The Independent Schools Council say that UK independent schools receive approximately £100m tax relief due to charitable status whilst returning £300m of fee assistance in public benefit and relieving the maintained sector (state schools) of £2bn of costs
  • ...70 more annotations...
  • They were schools for the gentlemanly elite of Victorian politics, armed forces and colonial government. Often successful businessmen would send their sons to a public school as a mark of participation in the elite
  • the public school system influenced the school systems of the British Empire, and recognisably "public" schools can be found in many Commonwealth countries
  • The Direct Grant Grammar Schools (Cessation of Grant) Regulations 1975 required these schools to choose between full state funding as comprehensive schools and full independence
  • Until 1975 there had been a group of 179 academically selective schools drawing on both private and state funding, the direct grant grammar schools
  • Both these trends were reversed during the 1980s, and the share of the independent schools reached 7.5 percent by 1991
  • 119 of these schools became independent.
  • share of the independent sector fell from a little under 8 percent in 1964 to reach a low of 5.7 percent in 1978
  • changes since 1990 have been less dramatic, participation falling to 6.9 percent by 1996 before increasing very slightly after 2000 to reach 7.2 percent, as seen at present.
  • England
  • As of 2011[update] there were more than 2,600 independent schools in the UK educating some 628,000 children, comprising over 6.5 percent of UK children, and more than 18 percent of pupils over the age of 16
  • According to a study by Ryan & Sibetia,[7] "the proportion of pupils attending independent schools in England is currently 7.2 percent (considering full-time pupils only)".
  • Most independent schools, particularly the larger and older institutions, have charitable status
  • Most public schools developed significantly during the 18th and 19th centuries, and came to play an important role in the development of the Victorian social elite
  • Independent schools, like state grammar schools, are free to select their pupils, subject to general legislation against discrimination
  • Selection
  • principal forms of selection are financial, in that the pupil's family must be able to pay the school fees, and academic, with many administering their own entrance exams - some also require that the prospective student undergo an interview, and credit may also be given for musical, sporting or other talent
  • Nowadays most schools pay little regard to family connections, apart from siblings currently at the school.
  • Only a small minority of parents can afford school fees averaging over £23,000 per annum for boarding pupils and £11,000 for day pupils, with additional costs for uniform, equipment and extra-curricular facilities.[2][12]
  • Scholarships and means-tested bursaries to assist the education of the less well-off are usually awarded by a process which combines academic and other criteria.[13][14]
  • generally academically selective, using the competitive Common Entrance Examination at ages 11–13
  • Schools often offer scholarships to attract abler pupils (which improves their average results)
  • Poorly-performing pupils may be required to leave,
  • Conditions
  • generally characterised by more individual teaching
  • much better pupil-teacher ratios at around 9:1;[16]
  • more time for organised sports and extra-curricular activities
  • longer teaching hours (sometimes including Saturday morning teaching) and homework, though shorter terms
  • a broader education than that prescribed by the national curriculum, to which state school education is in practice limited.
  • Educational achievement is generally very good
  • As boarding schools are fully responsible for their pupils throughout term-time, pastoral care is an essential part of independent education, and many independent schools teach their own distinctive ethos, including social aspirations, manners and accents, associated with their own school traditions
  • Most offer sporting, musical, dramatic and art facilities, sometimes at extra charges, although often with the benefit of generations of past investment
  • more emphasis on traditional academic subjects
  • Independent school pupils are four times more likely to attain an A* at GCSE than their non-selective state sector counterparts and twice as likely to attain an A grade at A-level
  • Some schools specialise in particular strengths, whether academic, vocational or artistic, although this is not as common as it is in the State sector.
  • A much higher proportion go to university
  • set their own discipline regime
  • In England and Wales there are no requirements for teaching staff to have Qualified Teacher Status or to be registered with the General Teaching Council
  • impact of independent schools on the British economy
  • 2014 a report from Oxford Economics highlighted the impact that independent schools have on the British economy
  • independent schools support an £11.7 billion contribution to gross value added (GVA) in Britain. This represents the share of GDP that is supported by independent schools
  • Independent schools support 275,700 jobs across Britain, around 1.0% of all in employment in Britain
  • the report quantified the savings to the taxpayer derived from c.620,000 British pupils at independent schools choosing not to take up the place at a state school to which they are entitled. This results in an annual saving to the taxpayer of £3.9 billion, the equivalent of building more than 590 new free schools each year
  • the report highlighted the additional value to Britain’s GDP that results from the higher educational performance achieved by pupils at independent schools
  • many of the best-known public schools are extremely expensive, and many have entry criteria geared towards those who have been at private "feeder" preparatory-schools or privately tutored
  • the achievement of pupils at independent schools in Britain results in an estimated additional annual contribution to GDP of £1.3 billion.
  • Criticisms
  • often criticised for being elitist
  • often seen as outside the spirit of the state system
  • the treatment of the state sector as homogeneous in nature is difficult to support
  • Although grammar schools are rare, some of them are highly selective and state funded boarding schools require substantial fees
  • Even traditional comprehensive schools may be effectively selective because only wealthier families can afford to live in their catchment area
  • may be argued that the gap in performance between state schools is much larger than that between the better state and grammar schools and the independent sector
  • Smithers and Robinson's 2010 Sutton Trust commissioned study of social variation in comprehensive schools (excluding grammar schools) notes that "The 2,679 state comprehensive schools in England are highly socially segregated: the least deprived comprehensive in the country has 1 in 25 (4.2 percent) of pupils with parents on income benefits compared with over 16 times as many (68.6 percent) in the most deprived comprehensive"
  • Every 2.3 pupils at an independent school supports one person in employment in Britain
  • large number (c. one third[citation needed]) of independent schools provide assistance with fees
  • The Thatcher government introduced the Assisted Places Scheme in England and Wales in 1980, whereby the state paid the school fees for those pupils capable of gaining a place but unable to afford the fees
    • izz aty
      izz aty on 12 May 14
       
      1980 Assisted Places Scheme: financial aid
  • The scheme was terminated by the Labour government in 1997, and since then the private sector has moved to increase its own means-tested bursaries.
  • Some parents complain that their rights and their children’s are compromised by vague and one-sided contracts which allow Heads to use discretionary powers unfairly, such as in expulsion on non-disciplinary matters. They believe independent schools have not embraced the principles of natural justice as adopted by the state sector, and private law as applied to Higher Education
  • Nowadays, independent school pupils have "the highest rates of achieving grades A or B in A-level maths and sciences" compared to grammar, specialist and mainstream state school
  • pupils at independent schools account for a disproportionate number of the total number of A-levels in maths and sciences.
  • In 2006, pupils at fee-paying schools made up 43 percent of those selected for places at Oxford University and 38 percent of those granted places at Cambridge University (although such pupils represent only 18 percent of the 16 years old plus school population)
  • A major area of debate in recent years has centred around the continuing charitable status of independent schools, which allows them not to charge VAT on school fees. Following the enactment of the Charities Bill, which was passed by the House of Lords in November 2006, charitable status is based on an organisation providing a "public benefit" as judged by the Charity Commission.[23]
  • "ceteris paribus, academic performance at university is better the more advantaged is the student's home background".
  • In 2002, Jeremy Smith and Robin Naylor
  • they also observed that a student educated at an independent school was on average 6 percent less likely to receive a first or an upper second class degree than a student from the same social class background, of the same gender, who had achieved the same A-level score at a state school
  • The same study found wide variations between independent school, suggesting that students from a few of them were in fact significantly more likely to obtain the better degrees than state students of the same gender and class background having the same A-level score
  • Richard Partington at Cambridge University[29] showed that A-level performance is "overwhelmingly" the best predictor for exam performance in the earlier years ("Part I") of the undergraduate degree at Cambridge
  • A study commissioned by the Sutton Trust[30] and published in 2010 focussed mainly on the possible use of U.S.-style SAT tests as a way of detecting a candidate's academic potential. Its findings confirmed those of the Smith & Naylor study in that it found that privately educated pupils who, despite their educational advantages, have only secured a poor A-level score, and who therefore attend less selective universities, do less well than state educated degree candidates with the same low A-level attainment
  • Independent sector schools regularly dominate the top of the A-level league tables, and their students are more likely to apply to the most selective universities; as a result independent sector students are particularly well represented at these institutions, and therefore only the very ablest of them are likely to secure the best degrees.
  • In 2013 the Higher Education Funding Council for England published a study [31] noting, amongst other things, that a greater percentage of students who had attended an independent school prior to university achieved a first or upper second class degree compared with students from state schools
izz aty

Statistics: how many people have autism spectrum disorders? - | autism | Asperger syndr... - 0 views

www.autism.org.uk/...autism-spectrum-disorders.aspx

ASD UK special education UK english special ed

shared by izz aty on 29 Sep 14 - No Cached
  • The latest prevalence studies of autism indicate that 1.1% of the population in the UK may have autism. This means that over 695,000 people in the UK may have autism, an estimate derived from the 1.1% prevalence rate applied to the 2011 UK census figures.
  • Emerson and Baines (2010) in their meta-analysis of prevalence studies found a range of people with learning disabilities and autism from 15% to 84%, with a mean of 52.6%.
  • Around a third of people with a learning disability may also have autism.
  • ...19 more annotations...
  • The NHS Information Centre, Community and Mental Health Team, Brugha et al.(2012), found between 31% and 35.4% of people with a learning disability have autism.
  • Baird et al (2006) found a male to female ratio of 3.3:1 for the whole spectrum in their sample.  The Adult Psychiatric Morbidity Survey looked at people in private households, and found a prevalence rate of 1.8% male compared with 0.2% female, (Brugha et al, 2009). However, when they extended the study to include those people with learning disabilities who had been unable to take part in the APMS in 2007 and those in communal residential settings, they found that the rates for females were much closer to those of the males in the learning disabled population, (The NHS Information Centre, Community and Mental Health Team, Brugha et al., 2012).
  • For over 30 years, Sula Wolff, in Edinburgh, has studied children of average or high ability who are impaired in their social interaction but who do not have the full picture of the triad of impairments
  • more than 50 years since Leo Kanner first described his classic autistic syndrome
  • The specific pattern of abnormal behaviour first described by Leo Kanner is also known as 'early infantile autism'. Kanner made no estimate of the possible numbers of people with this condition but he thought that it was rare (Kanner, 1943).
  • autism spectrum disorders are under-diagnosed in females, and therefore the male to female ratio of those who have autism may be closer than is indicated by the figure of 5:1. The under recognition of autism spectrum disorders in females is discussed in Gould and Ashton-Smith (2011)
  • the clinical picture overlaps with Asperger syndrome to a large extent. However, these children represent the most subtle and most able end of the autism spectrum. The majority become independent as adults, many marry and some display exceptional gifts, though retaining the unusual quality of their social interactions
  • they often have a difficult time at school and they need recognition, understanding and acceptance from their parents and teachers. The approach that suits them best is the same as that which is recommended for children with Asperger syndrome and high-functioning autism.
  • Autism and Developmental Disabilities Monitoring Network Surveillance Year 2008 Principal Investigators (2012) Prevalence of autism spectrum disorders - autism and developmental disabilities monitoring network, 14 sites, United States, 2008. Morbidity and Mortality Weekly Report. Surveillance summaries, 61(3), pp. 1-19. Available to download at http://www.cdc.gov/mmwr/preview/mmwrhtml/ss6103a1.htm  [Accessed 15/05/2013]
    • izz aty
      izz aty on 29 Sep 14
       
      http://www.autism.org.uk/about-autism/myths-facts-and-statistics/statistics-how-many-people-have-autism-spectrum-disorders.aspx The word 'autism' was first used by Leo Kanner in the term 'early infantile autism' which was used to describe a specific pattern of abnormal behaviour. 
  • The Autism and Developmental Disabilities Monitoring Network in the USA looked at 8 year old children in 14 states in 2008, and found a prevalence rate of autism spectrum disorders within those states overall of  1 in 88, with around five times as many boys as girls affected (Autism and Developmental Disabilities Monitoring Network Surveillance Year 2008 Principal Investigators, 2012).
  • The National Center for Health Statistics in the USA published findings from telephone surveys of parents of children aged 6-17 undertaken in 2011-12. The report showed a prevalence rate for ASD of 1 in 50, (Blumberg, S .J. et al, 2013).
  • 2.64% was found in a study done in South Korea, where the researchers found two thirds of the ASD cases were in the mainstream school population, and had never been diagnosed before., (Kim et al, 2011).
  • both the increase in estimates over time and the variability between countries and regions are likely to be because of broadening diagnostic criteria, diagnostic switching, service availability and awareness of ASD among professionals and the public, (Elsabbagh M. et al, 2012).
  • The Department of Health then funded a project to build on the APMS study and look more closely at the numbers of adults with autism that could not have been included in the original study. This included people in residential care settings and those with a more severe learning disability. The study was led by Professor Terry Brugha of the University of Leicester, who also led on autism research for the APMS 2007.  Combining its findings with the original APMS, it found that the actual prevalence of autism is approximately 1.1% of the English population, (The NHS Information Centre, Community and Mental Health Team, Brugha, T. et al., 2012)
  • Blumberg, S. J. et al (2013) Changes in prevalence of parent-reported autism spectrum disorder in school-aged U.S. children: 2007 to 2011–2012. National Health Statistics Reports, No 65. Available to download at http://www.cdc.gov/nchs/data/nhsr/nhsr065.pdf   [Accessed 15/05/2013]
  • Emerson, E. and Baines, S. (2010) The estimated prevalence of autism among adults with learning disabilities in England. Stockton-on-Tees: Improving Health and Lives. Available to download at http://www.improvinghealthandlives.org.uk/projects/autism [Accessed 10/05/2013]
  • Idring, S. et al. (2012) Autism spectrum disorders in the Stockholm Youth Cohort: design, prevalence and validity. PLoS One, 7(7): e41280 Available to download at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3401114/ [Accessed 15/05/2013]
  • Elsabbagh, M. et al (2012) Global prevalence of autism and other pervasive developmental disorders. Autism Research, 5 (3), pp.160-179. Available to download at http://onlinelibrary.wiley.com/doi/10.1002/aur.239/pdf [Accessed 15/05/2013]
  • World Health Organisation.  (1992). International Classification of Diseases. 10th ed. Geneva: WHO.
onlinewriting

Assignment Writing Services | Dissertation writing services in Oman , Dubai ,Saudi Arab - 1 views

www.academicassignments.com

online writing service assignment essay education

shared by onlinewriting on 15 Sep 15 - No Cached
  • onlinewriting on 15 Sep 15
     
    We provide high quality report writing service as well as essay writing service. Report writing service is completely different from essay writing services. In report writing, students are expected to write the assignment in report format which requires them to put a proper table of content, table of figures, appendix, use of bullet points etc to make the paper more attractive and easily readable.
izz aty

Teachers Unions: Lobbying, 2013 | OpenSecrets - 0 views

www.opensecrets.org/...lobbying.php

teacher union teachers lobby group activism rights employment school

shared by izz aty on 17 May 14 - No Cached
  • izz aty on 17 May 14
     
    "Total for Teachers unions: $4,047,479 Total Number of Clients Reported: 6 Total Number of Lobbyists Reported: 32"
izz aty

UNESCO 2009 MALAYSIA: National Report on the provision of inclusive quality primary and... - 0 views

www.ibe.unesco.org/...malaysia_inclusion_09.pdf

UNESCO UN malaysia malaysian education education inclusive education

shared by izz aty on 29 Nov 14 - No Cached
  • izz aty on 29 Nov 14
     
    MALAYSIA   National Report on the provision of inclusive quality primary and secondary education Sub‐regional Workshop on "Building inclusive education system to respond to the diverse needs of disabled children" Jakarta, Indonesia, 3 - 5 November 2009 
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).
  • ...70 more annotations...
  • 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.
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Ceremony report 2011 - Graduation - University of London International Programmes - 0 views

www.londoninternational.ac.uk/...report.shtml

report genre writing ideas writing style reference english esol language language learning esl

shared by izz aty on 13 Apr 12 - No Cached
  • The morning ceremony began with a speech from our Chancellor, Her Royal Highness (HRH) The Princess Royal, who warmly congratulated our graduates on their achievements: “I acknowledge that your journey in getting to this point has been far from easy and I know that for all of you, it represents a long and sustained commitment to a programme of study.” The Princess Royal continued: “Some of you have had to remain in full-time work while studying; others have had family or dependents to look after. And we must not forget those of you who have had to study completely by yourselves, with little or no tutored support. I know that our students invariably always complete their study programmes against the pressures of juggling a family and career and it is for this reason that I, on behalf of all those at the University of London, am particularly proud to see you all here today ready to graduate.”
  • A number of representatives from our supporting institutions also attended the reception, including Dr John Cribbin, School Secretary & Registrar for HKU SPACE
  • Also in attendance at the Chancellor’s reception was Julie Noone, Head of Kaplan Business School, who spoke of her pride at meeting HRH
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  • The day’s events, stretching from the Barbican Centre, to Senate House and the Hotel Russell, marked an extraordinary day for all concerned.
  • With a cast of more than 2,600 graduates and guests, a member of the Royal Family, and friends and family gathered around 35,000 computer screens across the world – the 2011 London Graduation Ceremony was a truly momentous occasion on an unprecedented scale for the University of London International Programmes.
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Free Schools | National Union of Teachers - NUT - 0 views

www.teachers.org.uk/freeschools

free school english education national union of teachers teacher union

shared by izz aty on 17 May 14 - No Cached
  • The NUT opposes free schools. We believe it is wrong that state funding should be given to small groups of individuals to run schools that are unaccountable to their local communities. We believe that free schools undermine:teachers' professional status and their pay and conditions;local authorities’ ability to plan and manage school places;common admissions’ arrangements and fuel social segregation;fair funding for schools – free schools are getting a disproportionate share of capital and revenue funding for schools at a time when education budgets are being cut; anddemocratic local accountability of schools to their communities
  • National Audit Office report on free schools In December 2013 the National Audit Office published a damning report into the free school programme. You can read the NUT’s summary of the findings here.
  • FAQs on Free Schools This is a collection of frequently asked questions on free schools.
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  • Research Shows Primary School Place Shortages Worsen NUT research shows primary school place shortages worsen while resources being wasted on free schools are adding to surplus secondary places – read the full press release
  • The impact of Free Schools on Neighbouring Schools NUT research shows that many free schools will have a negative impact on existing local schools. Read more here.
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Forlin et al 2013 Inclusive education for students with disability: A review of the bes... - 0 views

www.aracy.org.au/...ion_to_theory_and_practice.pdf

australia australian education inclusive education special education finnish special ed finnish education

shared by izz aty on 19 Nov 14 - No Cached
  • izz aty on 19 Nov 14
     
    Forlin, C., Chambers, D., Loreman, T., Deppler, J., & Sharma, U. 2013. Inclusive education for students with disability: A review of the best evidence in relation to theory and practice. Report by Australian Research Alliance for Children and Youth (ARACY) for the Department of Education, Employment and Workplace Relations, pp. 1-67.
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Teens Favorite Inspirational Movies - 0 views

www.stageoflife.com/TeensFavoriteMovies.aspx

teen teenage patterns adolescent youth survey youth survey entertainment inspirational movies video reference english

shared by izz aty on 06 Jan 13 - No Cached
  • 50/50: Confronting the Inevitable by Ryan.Paine (This teen struggled dramatically with the thought of death)
  •   A Beautiful Mind inspired me to explore the world’s mysteries by Jonesy1106 (“I need to believe that something extraordinary is possible”)
  • A Goofy Movie taught me how to be a better daughter by jklawls (Parents have their kids’ best interests at heart)
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  •   The Blind Side inspired me to take risks for others by haleybopc8 (Don’t take life for granted)
  •     The Blind Side Encouraged Me Never to Give Up by abcdefgh (Don’t let previous failure stop you from achieving your dreams)
  • Cyberbully taught me to use my words wisely, not to harm by tonirene (Help save a life by being kind to the bullied)
  • The message in Cyberbully opened my eyes to the harmful actions of others by delaneysue (Don’t bully anyone—ever)
  •   Every Child is Special made me cry for seeing a smile on a child that I hugged today by Roselle (Children with disabilities deserve to be loved and encouraged)
  • The Fabulous Destiny of Amelie Poulain pushed me outside my comfort zone by Hatman (This teen identified strongly with a foreign film’s protagonist)
  • Ferris Bueller’s Day Off by Cassie (Stay in school)
  • Forrest Gump Inspired Me by Jbaeza (Being unique is not a bad thing)
  • The Lorax let me think about how a world would be without trees by Lizzy (We must protect the environment before it breaks down)
  • Mean Girls showed me that happiness and social status are not directly proportional by cossshmo (Popularity is not important)
  • Pay It Forward: The Start of My Passion to Give Back by Kaleilei (It is important to give back to the community—stand up for bullied, donate your time and money, among other things)
  • Pay It Forward showed me how our decisions affect others by otto5 (Think about every decision you make)
  • Pay It Forward made me realize the ultimate impact of a random act of kindness by hflanagan17 (An act of kindness can change the world)
  • The Pursuit of Happyness Encouraged Me to Persevere by sampsoncaitlyn (With determination, you can achieve any goal)
  • Taare Zameen Par taught me the importance of volunteerism by Asmaan (The protagonist’s struggle with learning made this teen more sensitive to others’ needs)
  • izz aty on 06 Jan 13
     
    "This is the formal summary report from StageofLife.com on Teens and Movies.  Below you'll find our poll results outlining how teens consume movies at the theater and at home along with over 100 of the featured essays from students participating in our monthly national teen writing contest. Knowing teenagers and college students are a prime demographic for the big movie houses, we wanted to find out what films speak to teens and college students. Which movies are the most inspiring?  What movies help make a positive difference in this world? So in April of 2012, we asked 4,885 teens who visited our writing contest page that month to name and write about the one film that made the biggest difference in their life.  Hundreds of teens participated in the writing contest and shared a story about the film that touched or inspired them the most. "
izz aty

"We're the future - YOUR future." | Psychopomp - 0 views

psychopompblog.wordpress.com/...were-the-future-your-future

people society london sociology crime democracy young people youth youth issues uk protest riot demonstration politics government law illegal education economy employment

shared by izz aty on 17 Feb 12 - No Cached
  • izz aty on 17 Feb 12
     
    Riots in London have everyone talking today, although violence and disorder have been going for days according to reports. Causes and motivations are still unclear, and as with most crises they will probably remain so until after the fact. Whatever the reasons, youth in London and increasingly across England are tossing aside any sense of citizenship they might have had in favour of selfish, violent behaviour against a society which, judging from the quotes that are emerging, they perceive as having abandoned them. Why is this spreading so far and so fast? Riots of this magnitude erupt when people are pushed to their limits, unhappy with a government which has betrayed them or does not represent them. We applaud when people demonstrate their desire for democracy with this kind of passion, and comdemn police who silence them. In London, however, the police seem to be determinedly holding to their responsibility not to hurt citizens - and in pro-democracy protests, rioters do not upload photos with themselves and the commercial goods they have managed to steal.
izz aty

JED - Japanese Dictionary - Android Apps on Google Play - 0 views

play.google.com/...details

japanese offline tools kanji language language learning dictionary vocabulary android apps android apps resources reference learning

shared by izz aty on 31 May 12 - No Cached
  • izz aty on 31 May 12
     
    ED is an offline Japanese Dictionary. FAQ: - The new design, the new icon, the fix for the tags bug, the improved search results, the edict data update, the fix for FC on ICS, the removal of permissions and the hand writing recognition based kanji search mentioned in the posts were all due for the next release, but the development is currently on hold. - The server that hosts the dictionaries also hosts projects of higher priority, so I might take off them from time to time. Please retry and be patient. - Some users reported the their data got corrupted, please try to delete the jed folder on your sd card and reinstall the app from scratch. - This application works offline once the dictionary files are downloaded, BUT does send analytics data (Google Analytics) if wifi is available! - User data ( especially tags!!! ) gets deleted when updated! - Only use the current version; data files of older versions gets deleted! - Feel free to contact me or comment if something does no work, but please provide as much information as you can (device, version number, etc). Current features: - Works offline - Search and view results as you type! - Multiple dictionaries ( English-Japanese, French-Japanese, Spanish-Japanese ) - Search in readings (romaji), meanings (english) and japanese (kanji, hiragana and katakana) - Search results can contain words, expressions, kanji (both onyomi and kunyomi) and inflected form for adjectives and verbs. - Filters results based on content type (meaning, reading, character type, parts of speech, common words, common kanji) - Radicals lookup - tags (vocabulary list) with possibility to search and export to Google Docs and Anki. - Animated Stroke Order Diagrams for kanji - Copy-Paste for most of the field and a notepad to gather information - Move to SD card (above 2.2) Acknowledgements: - Electronic Dictionaries Research Groups - KanjiVG - Tatoeba - KanjiCafe
izz aty

What's the big difference between charter schools and free schools? | Education | The G... - 0 views

www.theguardian.com/...er-school-answerable-community

charter school free school english education independent school private school education american education usa united kingdom england

shared by izz aty on 11 May 14 - No Cached
  • By comparing students in each charter school with similar students attending a local traditional school, researchers measured the impact that attending each institution had.
  • The 2013 study shows that the effect of school type is largely negligible when looking across students as a whole. But for poor students, especially poor minority ethnic students, charter schools bestowed substantial learning benefits.
  • While these releases are welcome, it is a shame they arrived only after legal appeals, and the public still has no way of knowing what the new school founders promised in their applications, whether the mandatory consultations with local people were faithfully represented, or why proposals were accepted or rejected – leaving some people questioning whether all applicants have been treated equally.
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  • in New Orleans. Prior to Hurricane Katrina, the city was notorious for its poorly performing schools, but since then, 88 charters have opened and are considered a lead cause of improved student achievement. What the policy's proponents won't tell you, though, is that charter school proposals in New Orleans are decided upon by the local school district, or they are independently evaluated.
  • In Florida, another frequently quoted "success" story, local districts have complete control over charter school applications.
  • with England, where local authorities are completely cut out of the picture, leading to the opening of free schools in areas with neither enough pupils to fill them nor any land for suitable premises.
  • England's lack of transparency on free schools is an embarrassment. Given that the schools are entirely taxpayer funded, the fact that it took a two-year legal battle before the British Humanist Society was granted access to the names and locations of proposed schools is absurd. A second lengthy struggle concluded last month, when the National Union of Teachers finally secured the release of statutory "impact reports" detailing the knock-on effects of opening each free school
  • there is a huge amount of variation across schools and geographical regions. Even if they were, England's policy is not like the American one.
  • At the hearings, local people are allowed to voice concerns or support for the planned school, obliging the potential founders to listen to the community they will serve
  • Any government writing a policy specifically avoiding this step must be doing so because it believes ordinary people could not possibly add anything to its perfect decision-making
  • That a government can be open about the application process yet still achieve great schools is perfectly demonstrated by Massachusetts and New York. Both have high-scoring charter schools and both require applicants who wish to start a school to face public hearings as part of the application process
  • The impact of charter schools appears to derive from the fact that those that are failing are closed more quickly than failing traditional schools
  • in England, there is no consistent process for closing a failing school or transferring its ownership to another group, with some poor performers forced to "restart", whereas others are left alone
  • The Credo report also admits that many charter schools perform worse than traditional ones
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