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icelyle

Play Donald trump free online interactive war game - 0 views

www.greatsocialstudies.com/...ee-online-interactive-war-game

free online games interactive donald Trump 45th united states president

shared by icelyle on 06 Mar 17 - No Cached
  • icelyle on 06 Mar 17
     
    Play Donald trump free online interactive war game is an educational game on the 45th United States president known as Donald trump. In this free online interactive war game, kids and adults who find pleasure in learning while playing interactive online games will find this war game very interesting as they respond to questions and fight against opponents who want to defeat them as they try to respond to the correct answers. This Play Donald trump free online interactive war game consists of the biography of Donald trump such as When was Donald Trump born? What's the name of the school Trump attended and had his degree? Donald Trump is a member of which political party? and much more. Click on the game to stat and play Donald trump free online interactive war game for kids, students and adults.
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]
  • ...42 more annotations...
  • 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

Rafeef Ziadeh - We Teach Life, Sir! - YouTube - 0 views

www.youtube.com/watch

causes palestine israel children people media tv mass media poetry poem literature life teach education language english rafeef ziadeh patience bombs weapon

shared by izz aty on 11 Mar 12 - No Cached
  • izz aty on 11 Mar 12
     
    Today, my body was a TV'd massacre. Today, my body was a TV'd massacre that had to fit into sound-bites and word limits. Today, my body was a TV'd massacre that had to fit into sound-bites and word limits filled enough with statistics to counter measured response. And I perfected my English and I learned my UN resolutions. But still, he asked me, Ms. Ziadah, don't you think that everything would be resolved if you would just stop teaching so much hatred to your children? Pause. I look inside of me for strength to be patient but patience is not at the tip of my tongue as the bombs drop over Gaza. Patience has just escaped me. Pause. Smile. We teach life, sir. Rafeef, remember to smile. Pause. We teach life, sir. We Palestinians teach life after they have occupied the last sky. We teach life after they have built their settlements and apartheid walls, after the last skies. We teach life, sir. But today, my body was a TV'd massacre made to fit into sound-bites and word limits. And just give us a story, a human story. You see, this is not political. We just want to tell people about you and your people so give us a human story. Don't mention that word "apartheid" and "occupation". This is not political. You have to help me as a journalist to help you tell your story which is not a political story. Today, my body was a TV'd massacre. How about you give us a story of a woman in Gaza who needs medication? How about you? Do you have enough bone-broken limbs to cover the sun? Hand me over your dead and give me the list of their names in one thousand two hundred word limits. Today, my body was a TV'd massacre that had to fit into sound-bites and word limits and move those that are desensitized to terrorist blood. But they felt sorry. They felt sorry for the cattle over Gaza. So, I give them UN resolutions and statistics and we condemn and we deplore and we reject. And these are not two equal sides: occupier and occupied. And a hundred dead, two hundred dead, and a thousand de
izz aty

SLAUGHTERHOUSE-FIVE - Audiobook for English Language Learners - ESL - 0 views

esl-bits.net/...index.html

kurt vonnegut literature slaughterhouse five historical fiction fiction audi audiobooks esl english language learning language esol education learning society history

shared by izz aty on 30 May 12 - No Cached
  • Part 1 Part 9 Part 17 Part 25 Part 2 Part 10 Part 18 Part 26 Part 3 Part 11 Part 19 Part 27 Part 4 Part 12 Part 20 Part 28 Part 5 Part 13 Part 21 Part 29 Part 6 Part 14 Part 22 Part 30 Part 7 Part 15 Part 23 Part 31 Part 8 Part 16 Part 24 Part 32
  • izz aty on 30 May 12
     
    SLAUGHTERHOUSE-FIVE  or THE CHILDREN'S CRUSADE by Kurt Vonnegut Jr. Audiobook read by Ethan Hawke. --- The work is also known under the lengthy title: Slaughterhouse-Five, or The Children's Crusade: A Duty Dance with Death, by Kurt Vonnegut, a Fourth-Generation German-American Now Living in Easy Circumstances on Cape Cod [and Smoking Too Much], Who, as an American Infantry Scout Hors de Combat, as a Prisoner of War, Witnessed the Fire Bombing of Dresden, Germany, 'The Florence of the Elbe,' a Long Time Ago, and Survived to Tell the Tale. This Is a Novel Somewhat in the Telegraphic Schizophrenic Manner of Tales of the Planet Tralfamadore, Where the Flying Saucers Come From. Peace.
izz aty

Grace Dent: Who cares if she spells it Barraco Barner? Gemma Worrall is more employable... - 0 views

www.independent.co.uk/...ish-arts-graduate-9182487.html

employment youth education society social phenomenon social justice social problems causes graduate twitter social networking social media

shared by izz aty on 11 Mar 14 - No Cached
  • away from the classroom, stupidity and smartness are really only relative to what it is one actually needs to know. Because, yes, Gemma hasn’t much of a grip on Ukraine – neither have I, but I’m a damn good bluffer – and neither can she nail the spelling of Barack Obama without making it sound like a delicious vitamin C drink. But as a beautician, Gemma is one of those girls I am constantly giving money hand over fist to.Gemma has a skill. Gemma will most probably have a thorough understanding of Shellac nail procedures and skin exfoliation. She’ll probably know how to remove excess upper-lip hair, push back cuticles and spray a Fantasy tan without missing elbows or staining knees. So, yes, Gemma seemingly can’t spell Barack Obama. But she will always be in employment.
  • We deride the differently skilled and slap down the not quite as sharp, but the country’s cogs turn via the energies of people not quite as bookish as you.
  • Gemma’s slight confusion that Obama is a high-level influencer in British politics – no Westminster pundit in the land would quibble at this suggestion. Also, her worry about provoking Russia and her fear of war aren’t silly in the slightest, they’re absolutely bang on the money
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  • Perhaps Gemma isn’t enormously au fait with the history of the Cold War or the break-up of the Soviet Union, but she’s possibly seen photos in the tabloids of Vladimir Putin with his top off riding a tank or letting stallions nuzzle him – and that’s enough to guide foreign-policy strategy for most of us.
  • As access to the internet makes many of us feel cleverer, more connected, more omniscient, more infallible, it’s tempting to write off all the people “left behind”.All those little unthinking people without university degrees who shape our nails, or clean our houses, or mend our toilets, or rewire our kitchens, and can’t even spell a president’s name without messing it up.But the fact is, they might not know where Ukraine is, and they might not know why Germany doesn’t favour sanctions against Russia, but when the lights go out in your house, they know where the fuse box is and which wires to fiddle with to mend it. And right at that moment that’s a damn sight less stupid than you
izz aty

Developing Countries and Problems They Face :: Papers - 0 views

www.123helpme.com/view.asp

developing country

shared by izz aty on 11 Oct 14 - No Cached
  • 70% of the population in Third World countries do not have access to any organised health care.
  • four adults in ten who can read and write and less than one in four children go to secondary school
  • Work can give us identity, security and the means to meet many of our other basic needs
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  • world unemployment stands at around 500 millions, 300 millions of there are in the less-developed countries.
  • many LDCs suffer from wars
  • also force many people to leave their homes and become refugees in other safer countries
  • Wars destroy crops, homes, schools and Hospitals etc. causing even more poverty.
  • neighbouring countries may have been developing, but a sudden influx of refugees with no money or food can make that country poor again.
  • Natural disasters
  • a lot of natural disasters, such as floods, earthquakes, and droughts. Disasters like there destroy homes and crops, causing people to become poor again
  • All LDCs have had to borrow money from the banks of rich countries. They have to pay interest on these loans and this money could have been spent on development
  • because the interest is so high, in that case the LDCs will get poorer and MDCs will get richer
  • izz aty on 11 Oct 14
     
    (clearly not well-proofread, but some points are worth considering I think)
izz aty

Problems of Development Today | Globalization101 - 0 views

www.globalization101.org/problems-of-development-today

shared by izz aty on 11 Oct 14 - No Cached
  • the problems facing developing countries revolve around what are generally called “structural constraints” to development
  • a modern economy cannot function without a division and diversification of labor. Thus, countries with small populations may have trouble developing and gaining access to markets, while landlocked countries may struggle to integrate with global markets and expand their economies.
  • Other common constraints on development are high economic poverty, hunger, high mortality rates, unsafe water supplies, poor education systems, corrupt governments, war, and poor sanitation. These factors all combine to create what the World Bank calls “poverty traps”—cycles that must be broken for countries to develop
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  • geographic advantages do not always result in sound development in cases when governments squander valuable natural resources. The World Bank, therefore, recommends that countries focus on six areas of policy to improve chances of development: Investment in education and health Increasing productivity of small farms Improving infrastructure (for example, roads) Developing an industrial policy to promote manufacturing Promoting democracy and human rights Ensuring environmental protection
izz aty

How To Kill A Country - Samantha Power - The Atlantic - 0 views

www.theatlantic.com/...302845

shared by izz aty on 11 Oct 14 - No Cached
  • In 1980, after a civil war that cost 30,000 lives, the black majority took charge of the country, which was renamed Zimbabwe. Robert Mugabe—the nationalist leader whom Smith had branded a "Marxist terrorist" and jailed for more than a decade; a man who had once urged his followers to stop wearing shoes and socks to show they were willing to reject the trappings of European civilization—became President.
  • 1. Destroy the engine of productivity
  • 2. Bury the truth
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  • 4. Legislate the impossible
  • 3. Crush dissent
  • 6. Scare off foreigners
  • 8. Ignore a deadly enemy
  • 9. Commit genocide
  • 10. Blame the imperialists
  • Mugabe will have the last word on Zimbabwe's fate. His cronies are clearly worried that if he clings to power indefinitely, the ruling party will sink with him. He is under pressure to choose a successor by the end of the year. But at seventy-nine, Mugabe may well decide to stick around, relying—though he would never admit it—on the United States and Britain to bail out his people with food aid.
  • For all their differences, Mugabe and Ian Smith share a basic misconception about power: they both fail to realize that a government cannot survive indefinitely when it advances the political and economic desires of the few at the expense of the many.
  • http://www.theatlantic.com/magazine/archive/2003/12/how-to-kill-a-country/302845/
  • 5. Teach hate
  • 7. Invade a neighbor
  • How could the breadbasket of Africa have deteriorated so quickly into the continent's basket case? The answer is Robert Mugabe, now seventy-nine, who by his actions has compiled something of a "how-to" manual for national destruction. Although many of his methods have been applied elsewhere, taken as a whole his ten-step approach is more radical and more comprehensive than that of other despots. The Zimbabwe case offers some important insights. It illustrates the prime importance of accountability as an antidote to idiocy and excess. It highlights the lasting effects of decolonization—limited Western influence on the continent and a reluctance by African leaders to criticize their own. And it offers a warning about how much damage one man can do, very quickly.
  • Although Zimbabwe is as broken as any country on the planet, it offers a testament not to some inherent African inability to govern but to a minority rule as oppressive and inconsiderate of the welfare of citizens as its ignominious white predecessor. The country's economy in 1997 was the fastest growing in all of Africa; now it is the fastest shrinking. A onetime net exporter of maize, cotton, beef, tobacco, roses, and sugarcane now exports only its educated professionals, who are fleeing by the tens of thousands. Although Zimbabwe has some of the richest farmland in Africa, children with distended bellies have begun arriving at school looking like miniature pregnant women.
izz aty

Read a pie chart | Scholastic News Online.News In-Depth Issue: Iraq - 0 views

teacher.scholastic.com/...piechart.pdf

middle east usa pie chart charts visualisation graphs statistics resources teaching reference learning language learning education language english worksheet

shared by izz aty on 21 Aug 11 - No Cached
  • izz aty on 21 Aug 11
     
    Asia's Middle East has most of the world's oil. Whenever there are tensions between the US and the Middle East, people worry that less oil will be available and prices will go up. Check out this pie chart to see why people are concerned. Then, answer the questions that follow.
izz aty

Malaysia time line chronological timetable of events - Worldatlas.com - 0 views

www.worldatlas.com/...mytimeln.htm

malaysia history timeline malaysian history education reference

shared by izz aty on 23 Nov 14 - No Cached
  • 1 | 2 | 3
  • (1957) Malaya gained independence from Britain, established itself as a constitutional monarchy, the Federation of Malaya; Tunku Abdul Rahman became prime minister (1963) Sabah, Singapore, Sarawak joined Federation of Malaya, now Federation of Malaysia (1965) Separation agreement signed by Malaysia and Singapore (1965) Malaysian Parliament voted to expel Singapore from the Federation (1965) Malaysia was seated on UN Security Council, Indonesia refused to recognize Malaysia, withdrew from the United Nations and waged guerrilla war against them (1966) Malaysia and Indonesia reached peace agreement; Indonesia rejoined UN
  • izz aty on 23 Nov 14
     
    Malaysia timeline covering an arranged chronological timetable of key events within a particular historical period - by worldatlas.com
izz aty

6 Women Scientists Who Were Snubbed Due to Sexism - 0 views

news.nationalgeographic.com/...overlooked-dna-history-science

women science scientific women education research experiment sexism discrimination

shared by izz aty on 01 Jul 14 - No Cached
  • Several people posted comments about our story that noted one name was missing from the Nobel roster: Rosalind Franklin, a British biophysicist who also studied DNA. Her data were critical to Crick and Watson's work. But it turns out that Franklin would not have been eligible for the prize—she had passed away four years before Watson, Crick, and Wilkins received the prize, and the Nobel is never awarded posthumously.But even if she had been alive, she may still have been overlooked. Like many women scientists, Franklin was robbed of recognition throughout her career (See her section below for details.)
  • Pulsars are the remnants of massive stars that went supernova. Their very existence demonstrates that these giants didn't blow themselves into oblivion—instead, they left behind small, incredibly dense, rotating stars.Bell Burnell discovered the recurring signals given off by their rotation while analyzing data printed out on three miles of paper from a radio telescope she helped assemble.The finding resulted in a Nobel Prize, but the 1974 award in physics went to Anthony Hewish—Bell Burnell's supervisor—and Martin Ryle, also a radio astronomer at Cambridge University.The snub generated a "wave of sympathy" for Bell Burnell. But in an interview with National Geographic News this month, the astronomer was fairly matter-of-fact.
  • despite the sympathy, and her groundbreaking work, Bell Burnell said she was still subject to the prevailing attitudes toward women in academia.
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  • "[And] it was extremely hard combining family and career," Bell Burnell said, partly because the university where she worked while pregnant had no provisions for maternity leave.
  • Born in 1922 in the Bronx, Esther Lederberg would grow up to lay the groundwork for future discoveries on genetic inheritance in bacteria, gene regulation, and genetic recombination.A microbiologist, she is perhaps best known for discovering a virus that infects bacteria—called the lambda bacteriophage—in 1951, while at the University of Wisconsin.Lederberg, along with her first husband Joshua Lederberg, also developed a way to easily transfer bacterial colonies from one petri dish to another, called replica plating, which enabled the study of antibiotic resistance. The Lederberg method is still in use today.Joshua Lederberg's work on replica plating played a part in his 1958 Nobel Prize for physiology or medicine, which he shared with George Beadle and Edward Tatum."She deserved credit for the discovery of lambda phage, her work on the F fertility factor, and, especially, replica plating," wrote Stanley Falkow, a retired microbiologist at Stanford University, in an email. But she didn't receive it.
  • Lise Meitner's work in nuclear physics led to the discovery of nuclear fission—the fact that atomic nuclei can split in two. That finding laid the groundwork for the atomic bomb.Her story is a complicated tangle of sexism, politics, and ethnicity.After finishing her doctoral degree in physics at the University of Vienna, Meitner moved to Berlin in 1907 and started collaborating with chemist Otto Hahn. They maintained their working relationship for more than 30 years.After the Nazis annexed Austria in March 1938, Meitner, who was Jewish, made her way to Stockholm, Sweden. She continued to work with Hahn, corresponding and meeting secretly in Copenhagen in November of that year.Although Hahn performed the experiments that produced the evidence supporting the idea of nuclear fission, he was unable to come up with an explanation. Meitner and her nephew, Otto Frisch, came up with the theory.Hahn published their findings without including Meitner as a co-author, although several accounts say Meitner understood this omission, given the situation in Nazi Germany."That's the start of how Meitner got separated from the credit of discovering nuclear fission," said Lewin Sime, who wrote a biography of Meitner.
  • Chien-Shiung Wu overturned a law of physics and participated in the development of the atom bomb.Wu was recruited to Columbia University in the 1940s as part of the Manhattan Project and conducted research on radiation detection and uranium enrichment. She stayed in the United States after the war and became known as one of the best experimental physicists of her time, said Nina Byers, a retired physics professor at the University of California, Los Angeles.In the mid-1950s, two theoretical physicists, Tsung-Dao Lee and Chen Ning Yang, approached Wu to help disprove the law of parity. The law holds that in quantum mechanics, two physical systems—like atoms—that were mirror images would behave in identical ways.Wu's experiments using cobalt-60, a radioactive form of the cobalt metal, upended this law, which had been accepted for 30 years.This milestone in physics led to a 1957 Nobel Prize for Yang and Lee—but not for Wu, who was left out despite her critical role. "People found [the Nobel decision] outrageous," said Byers.Pnina Abir-Am, a historian of science at Brandeis University, agreed, adding that ethnicity also played a role.
  • Rosalind Franklin used x-rays to take a picture of DNA that would change biology.Hers is perhaps one of the most well-known—and shameful—instances of a researcher being robbed of credit, said Lewin Sime.Franklin graduated with a doctorate in physical chemistry from Cambridge University in 1945, then spent three years at an institute in Paris where she learned x-ray diffraction techniques, or the ability to determine the molecular structures of crystals. (Learn more about her education and qualifications.)She returned to England in 1951 as a research associate in John Randall's laboratory at King's College in London and soon encountered Maurice Wilkins, who was leading his own research group studying the structure of DNA.Franklin and Wilkins worked on separate DNA projects, but by some accounts, Wilkins mistook Franklin's role in Randall's lab as that of an assistant rather than head of her own project.Meanwhile, James Watson and Francis Crick, both at Cambridge University, were also trying to determine the structure of DNA. They communicated with Wilkins, who at some point showed them Franklin's image of DNA—known as Photo 51—without her knowledge.Photo 51 enabled Watson, Crick, and Wilkins to deduce the correct structure for DNA, which they published in a series of articles in the journal Nature in April 1953. Franklin also published in the same issue, providing further details on DNA's structure.Franklin's image of the DNA molecule was key to deciphering its structure, but only Watson, Crick, and Wilkins received the 1962 Nobel Prize in physiology or medicine for their work.
  • Nettie Stevens performed studies crucial in determining that an organism's sex was dictated by its chromosomes rather than environmental or other factors.After receiving her doctorate from Bryn Mawr College in Pennsylvania, Stevens continued at the college as a researcher studying sex determination.By working on mealworms, she was able to deduce that the males produced sperm with X and Y chromosomes—the sex chromosomes—and that females produced reproductive cells with only X chromosomes. This was evidence supporting the theory that sex determination is directed by an organism's genetics.A fellow researcher, named Edmund Wilson, is said to have done similar work, but came to the same conclusion later than Stevens did.Stevens fell victim to a phenomenon known as the Matilda Effect—the repression or denial of the contributions of female researchers to science.Thomas Hunt Morgan, a prominent geneticist at the time, is often credited with discovering the genetic basis for sex determination, said Pomona College's Hoopes. He was the first to write a genetics textbook, she noted, and he wanted to magnify his contributions."Textbooks have this terrible tendency to choose the same evidence as other textbooks," she added. And so Stevens' name was not associated with the discovery of sex determination.
  • the first wife of Albert Einstein should be in this list. People know so little about her, and I think she deserves to be known. 
  • Vera Rubin, for accurate studies discovering dark matter.
  • How sadly ironic that the very woman who set the stage for the  DNA structure discovery, which in 1994 helped make it possible to genetically test and confirm BRCA carriers like Angelina Jolie and me (with familial cancer holocausts generation, after generation, after generation), did not have access the test that could have saved her life so she could go on with the research she loved and win a Nobel Prize.
izz aty

SIRIUS network | Sweden: How to support inclusive education in a school where 99% of st... - 0 views

www.sirius-migrationeducation.org/-are-descendants-of-immigrants

swedish education inclusive education

shared by izz aty on 16 Nov 14 - No Cached
  • 99 percent of the 800 students at the school Ronnaskolan in Södertälje, a city southwest of Stockholm, are pupils with a migrant background.
  • most of them born in Syria and Iraq, the numbers of new arrivals remain high: at least one fifth of the students has been living in Sweden for less than two years
  • A situation that can easily exceed school capacities, especially when considering that many pupils do not speak Swedish when arriving at school, have experienced war and expulsion in their country of origin or come from a low socio-economic background
  • ...11 more annotations...
  • Ronnaskolan has been remarkably successful in preparing its students for secondary education and providing quality education
  • When she started working for the school, only about half of the pupils were able to transition to secondary education, which in Sweden starts in grade 10. Two years later, already 76 percent of pupils had the sufficient grades to move up to higher education. Asked how such an “at risk” student population can perform that well, the prinicpal explained how the school was able to steadily improve their educational outcomes.
  • To ensure that slower learners receive the support they need without at the same time under-challenging other pupils, Ronnaskolan has introduced a two-teacher model. This means that in most classes two teachers are present to respond to the different needs of pupils
  • Convinced about the value of learning with and from each other, they stopped putting newly arrived students in a separate preparatory class. Instead, everyone is taught together in the same classroom to avoid segregation from the start.
  • this process begins with defining concrete goals and having a clear idea of what the school should look like in the future
  • it does slow down teaching sometimes, Axelsson Kihlblom assures that the benefits outweigh the drawbacks; it sends a strong message that every student is equally valuable and that the school has high expectations and confidence in their newcomers
  • Newly arrived children then also follow one full day of learning Swedish as a second language
  • In regular meetings with both the student and his or her parents, teachers discuss the pupil’s goals and jointly work on a step-by-step plan on how to achieve them
  • the school offers individual support for underperforming pupils
  • the school is also cooperating with the municipality, health care facilities and social services
  • Furthermore, the school has been working towards diversifying their staff and mostly employs teachers with a migrant background themselves.
  • izz aty on 16 Nov 14
     
    "Ronnaskolan "
izz aty

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

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  • 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.
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Center on International Education Benchmarking » Finland Overview - 0 views

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  • Right after the Second World War, Finland was largely a land of woodcutters and agriculturalists.  Finland’s education system and student achievement at that time were unremarkable.
  • In the early 1990s, Finland was forced to completely re-think its economic strategy. An overheated economy combined with the collapse of the Soviet Union, a major trading partner, to produce a precipitous decline in GDP and an unemployment rate of 20%, higher than in the Great Depression.  Following this cataclysm, Finland applied for entrance into the European Union and began to move away from its traditional export strategies.
  • The government decided to funnel resources into the development of the telecommunications sector, hoping to reinvent Finland as a global telecommunications capital.
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  • By 2003, 22 of every 1000 Finnish workers were involved in the research and development sector, a figure almost three times higher than the OECD average, and more than four times higher than in Finland in 1991.   The Finnish economy had undergone a major transformation.
  • The education system was able to respond to the workforce needs created by the events of the early 90s because of a series of extensive reforms that had begun in 1972, which had changed the face of teaching and learning in Finland.
  • began with creation of a unified comprehensive education structure and national curriculum guidelines.
  • Accompanying the restructuring of schools was a restructuring of teacher education, with responsibility for teacher training moving to Finland’s universities, where Finland’s other most valued professional had long been trained. Other measures were also aimed at improving the quality of the Finnish teaching force. 
  • The Finnish story is not unlike that of Singapore, in that eventual success was the result of a long, slow and rather steady process, not the result of a single development, policy, program or administration.  Each step in the development of the modern Finnish education system built sensibly on those that went before.
  • These reforms and others, described in more detail in other sections on Finland on this site, made Finland’s economic survival in the 1990s possible.
  • if there is a key to the success of the Finnish system, it is the quality of their teachers and the trust that the Finnish people have vested in them.  Some would argue that this, in some sense, makes the Finnish case irrelevant to the decisions to be made by other countries, because they lack the culture in which such a high value is placed on teachers and teaching. 
  • when one examines the specific policies that the Finns have adopted with respect to the recruitment, selection, training, supervision and support of teachers, and the way in which the intense focus on teacher quality is matched to the Finnish approach to accountability, curriculum, instruction and school management, then one begins to see that teacher quality in Finland is not the result of an unmatchable culture, but rather of a specific highly integrated system of policies and structures that other nations can emulate to produce a culture that is no less supportive of teachers and no less likely to result in superior student performance.
  • USEFUL LINKS Finnish Ministry of Education and Culture The Finnish National Board of Education thisisFINLAND: Education & Research Articles World Education Services Education Links – Finland The CIA World Factbook: Finland
  • Every four years, the government prepares a development plan for education and research, using that plan as a vehicle to make sure that the Finnish system is constantly adapting to the changing needs, including the economic needs, of the country.
  • Though Finland’s population is very homogenous (more than 98% are descended from Finnish stock), that is changing and the Finns know that their education system will have to change to adapt to these changing demographics.
  • Lower-skilled work is also being exported to other parts of Europe and a greater proportion of Finnish jobs will require ever-more-sophisticated skills, another factor that is accounted for in Finnish education planning.
  • The government’s stated priorities going forward include reducing class sizes, enhancing remediation and special needs teaching, improving teachers’ working conditions, establishing new opportunities for teachers to develop their professional skills, and overhauling adult education and training
  • it took decades for the Finns to build the system whose fruits they are now enjoying.
  • OECD. (2014). Education at a Glance 2014 – Country Note: Finland.
  • Finnish National Board of Education. (2012). International comparisons of some features of the Finnish education and training system 2011.
  • Ministry of Education and Culture, Finland. (2012). Education and Research 2011-2016: A development plan.
  • OECD. (2011). “The Children Must Play: What the U.S. Could Learn from Finland” in The New Republic. (PDF)
  • Abrams, S. (2011). “Finland: Slow and Steady Reform for Consistently High Results,” in Strong Performers, Successful Reformers in Education: Lessons from PISA for the United States. (PDF)
  • The World Bank. (2006). Policy Development and Reform Principles of Basic and Secondary Education in Finland since 1968. Education Working Paper Series. (PDF)
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