Education Center

Pros and Cons of School Uniforms

noreply@blogger.com (Asih) — Thu, 05 Aug 2010 05:49:00 +0000

We have worked with schools across the United States, and believe us, you are not the only person asking this question! The answers that we have heard from our customers are as varied as our customers are. The debate over school uniforms is complicated, so we've included highlights from both sides for you to consider:

Professional:
Some say that a child in a school uniform is more likely to take school seriously. Putting on the school uniform signals he or she is going to school just like dad dresses up to go to work. Schools report that when students dress in "work clothes" rather than "play clothes" they take a more serious approach to their studies.

Promotes Good Discipline:
Many think that school uniforms help maintain school discipline, decreasing the amount of discipline problems. The argument is that children today are lacking in self-discipline because parents refuse to discipline them. This makes it more difficult on the teacher who has to deal with classes of 25-30 students at a time.

Reduces Fighting and Violence:
Schools report that school uniforms decrease fighting and violence that arrise out of arguments over fashionable clothes. Children invariably tease those who do not have trendy clothes. Those who can't afford name brand clothes are often sensitive about their clothing. Schools struggling with gang problems report that school uniforms help ease tensions.

Distractions:

Many parents believe that students wearing school uniforms look nicer and that a school uniform policy ensures that children will come to school in appropriate clothing, avoiding distractions such as fads considered to be outlandish or overly revealing. Some students have turned school into an unending fashion show. This disctracts from learning, as some kids spend more time focused on thier clothes than on homework.

Values:
School uniforms stress that individuality and self-expression are not determined by designer clothing or the latest fashion fad.

Low Cost:
School uniforms are a bargain. They are becoming far less expensive than many other clothes. Schools argue that school uniforms are economical, especially compared to designer clothing, and parents agree given school uniform durability. They say school uniforms last longer because they are made for repeated wash and wear. Many schools capitalize on this by starting used school uniform stores or swap meets. Parents can get used school uniforms at discount prices, or just use them as hand-me-downs between siblings.

School Spirit:
Some feel wearing a school uniform helps build school spirit. It instills a feeling of belonging. As the Beach Boys said, "Be true to your school." Schools report an increase in school pride.

Individuality:

Supressing individuality is the most commonly cited objection to school uniforms. Educators argue that an academic program encouraging students to pursue individual thought is much more important than what they wear. They inhibit creativity and self-expression, forcing students to conform.

Causes Discipline Problems:
Some students reject any rules. Forcing them to wear school uniforms only aggravates their rebelious spirit. They alter their school uniform by tightening, widening, shortening, or lengthening them, and teachers are given the impossible task of policing the students on a daily basis.

Little or No Relationship to Academics:
Opponents insist that their is no credible evidence that school uniforms improve school discipline or promote higher academic acheivement. The principal argument is that some great students are terrible dressers. Dress does not necessarily improve learning.

Landmark Education on Communication

noreply@blogger.com (Asih) — Thu, 05 Aug 2010 05:37:00 +0000

Everyone at some point has experienced an impasse in communication; those frustrating occasions when it all breaks down and people want to get up and walk out. Just look at a sample of recent headlines: “Peace Talks Breakdown” or “Labor Negotiations at a Stalemate” or “Negotiations Fail to Result in an Accord”. When the stakes are high and people are afraid they have something to loose communication becomes strained and people stop listening to one another. Usually this is while claiming that the people on the other side of the table are actually the ones who are not doing the listening. We get so concerned and fearful about getting other people to hear what we have to say, we become unwilling to hear what they have to say.

Indeed, listening seems sometimes as if it is a rare happening among human beings. We can’t really listen to another person speaking if we’re preoccupied, or if we’re trying to decide what we’re going to say when the other stops talking, or if we’re debating about whether what is being spoken is true or relevant or agreeable. Listening, in other words, is being accessible and open to what is being said.

At Landmark Education we contend that listening has an amazing power. It gives life to what is being spoken. You might even say it is with the listener that both the speaker and what is spoken exist and come alive. Think of how inspired and enlivened the elderly can become when you sit down and have an extended conversation with them. Think about what happens when someone is really listening to you. Ever notice that you become funnier and more playful when someone laughs at your jokes? What about when a child recognizes that adults are actually listening to them? Their whole demeanor shifts. In the programs of Landmark Education, you find yourself with a new ability to listen to others. You find yourself inspired by the people you have in your life. When you truly listen to people you discover the best of what they have to offer.

Speaking, meanwhile, can be something more than talking, more than the exchange of symbols or information, more than saying what you really think. In speaking we can share ourselves; we can evoke experience in others. Speaking is where our ideas become clear and possible. It is where others are expanded by our time spent with them. It allows for the futures we create. Speaking lives in poetry, in the appreciation of another, in idle conversations that pass the time, in great theories and books that give rise to wonder and thought.
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Speaking allows for "who" and "how" we "are" in the world. It is what gives voice to all that is possible in being human. In our ability to speak and share we have the ability to shape the world we live in.

In the courses of Landmark Education you find that true communication is creation. It has the power to shape, determine, and alter the course and quality of our lives. It moves people. It generates experience in others. It not only delivers information to others, it actually transforms their ability to hear. True communication transforms both the speaker and listener.

The Landmark Forum suggests that what it is to be human has its own domain and that domain is one of language—of communication, of conversation. Through communication —the realm of language, of conversation—each of us has complete access to ourselves, to others, to the very essence and possibility of what it means to be human.

This is the essence of what Landmark Education is about and what The Landmark Forum provides.

Copyright © 2007 Landmark Education. All rights reserved.

Read more: http://www.articlesbase.com/self-improvement-articles/landmark-education-on-communication-381920.html#ixzz0vhtSxlY8
Under Creative Commons License: Attribution

Learning Language Arts Through Literature

noreply@blogger.com (Asih) — Thu, 05 Aug 2010 05:35:00 +0000

Learning Language Arts Through Literature: The Purple Book (5th Grade)

36 weekly lessons divided into easy-to-use daily plans.PLUS 4 book studies (listed in the order in which they appear):
Farmer Boy by Laura Ingalls Wilder
Trumpet of the Swan by E.B.White
Meet Addy by Connie Porter
Caddie Woodlawn by Carol Ryrie Brink
3 units:
Speech Making
Poetry
Oral Presentation of Folk Tales and Tall Tales
Teacher friendly, with little or no preparation needed!
Reviews Activities follow most lessons providing additional skill practice.
Assessments help teachers to evaluate student's progress.
A blend of dictation and units, lessons integrate all the fifth grade

language arts skills: grammar, creative writing, composition, spelling, higher-order reasoning, and study skills.
Everyday Words: Students hone in on grammar skills through dictation and writing exercises. Students learn how to make oral presentations such as speeches and stories in the Speech Making Unit the two Oral Presentation Units. Additional creative writing and expression are taught extensively through the Poetry Unit. Review Activities after most lessons and Assessments throughout the year provide check points for teachers.
Book Studies: Each book study contains a summary, vocabulary skills, reading comprehension, and exciting activities.
Units: Each unit provides the opportunity for your student to apply his skills through research, creative writing, journal writing, etc.

Effective Online Teaching Aids

noreply@blogger.com (Asih) — Thu, 05 Aug 2010 05:33:00 +0000

LearningTRACS is one of the few "cloud-based" online teaching aids that present text and images as an educational or therapeutic aid. Since it is a "cloud-based" program it can be accessed with any computer or other device with Internet capabilities. Children or adults in the following areas will find online teaching aids such as learningTRACS to be helpful:
• Developmental Disorders
• Autistic Spectrum Disorders
• Learning Disabilities
• Speech and Language Therapy
• Rehabilitation of Traumatic Brain Injury
• Memory Loss in Adults
• Social Emotional Disorders

LearningTracs was created to help anyone with developmental challenges in a learning or rehabilitative setting to have access to an online tool that displays text and images in a systematic way. Developers of learningTracs have years of experience in helping autistic children with learning and in helping adults with their memories and education. learningTRACS addressed the obvious lack of software in visual training and set to developing the software to aid learning disabled children and adults.

LearningTracs is a teaching tool with the following features:
• Text and image frames are edited and displayed for each individual.
• An instructor can use built-in templates or build his/her on template from scratch.
• LearningTRACS creates folders that can be personalized with each user's individual planned program for learning.
• A personal library of images can be added to myImages to make learningTracs even more personalized. Users or instructors can add images that are favorites of the user such as dinosaurs, trains, or super heroes. This helps children retain information because they can identify with their favorite characters.
• TRACS can be exchanged or shared with other members through a LearningTRAC online board.

The LearningTRACS program was influenced by the recent shift to "cloud-based" and online teaching aids. LearningTRACS teaching aids are based on the repetitive visual learning method.
Repetition is a basic human learning strategy. Small children use repetition to learn how to talk. Athletes use repetition to perfect their skills. Repetition can seem boring to children and adults with normal learning abilities. However, for people with learning challenges repetition is one of the best ways to learn.

Learning by repetition takes an great amount of time. When children and adults have difficulty with visual recall they must use massive amounts of repetition to master learning. The learningTRACS online teaching aids can be accessed from an iphone, kindle, or other portable device with Internet. The user can use the repetitive features of the online teaching aids while waiting in lines, traveling as a passenger, or anytime without having to be in front of a computer screen.

Green Student Activity Book

noreply@blogger.com (Asih) — Thu, 05 Aug 2010 05:31:00 +0000

Green Student Activity Book (Learning Language Arts Through Literature)
Student Activity Books are the perfect companions for the LLATL! Everything in one book: student instruction, a place for writing, and a tool for easy record keeping. Allows for more independent work, a BONUS for teachers. Each SAB provides Enrichment Activities such as word puzzles, analogies, logic/reasoning activities and more found ONLY in the SAB. (Answers are found in the Teacher Book.)

Writing a Thesis Statement

noreply@blogger.com (Asih) — Thu, 05 Aug 2010 05:28:00 +0000

Writing a Thesis Statement
A thesis is a simple, very succinct, one sentence statement (at most two) that condenses the argument or analysis that you will propose.
There are several excellent reasons to include a thesis statement in most of your writings. One, it is valuable, as a mental exercise, to assess your thoughts and ideas by focusing them into a sentence or two. Second, it streamlines the mental work involved in organizing and developing your supporting arguments. And thirdly, thesis statements clear the way for readers to focus their attention to the argument or analysis you are presenting.
To deliver those qualities in any piece you write think of the thesis statement as the answer to the question your paper explores.
Nearly all the work you will complete in college can be reduced to a single idea or statement. It is important to learn to filter through complexity and breakdown large blocks of information or broad topics into simpler terms. If, for example, you had to write a paper on "The role of bureaucracy in delivering healthcare services," your first step should be to turn the assigned topic into an answerable question. "What are the potential benefits or drawbacks to developing a bureaucratic healthcare system? Once you find a question that interests you, developing your thesis is as simple as expressing one or two simple statements that answer that question.
What are the potential drawbacks to developing a bureaucratic healthcare system? Development of a health care bureaucracy can lead to increased costs and restricted access by placing unnecessary emphasis on administrative function rather than on the actual delivery of medical care. Streamlining administrative overhead substantially reduce delivery costs and provide additional financial resources to patients that cannot afford direct access to healthcare services.
This is a simple and effective way to develop your thesis statement from which to build your argument or analysis. It never fails to deliver - it works every time you try it.

Oxford Scholarship Online

noreply@blogger.com (Asih) — Thu, 29 Jul 2010 08:30:00 +0000

Oxford Handbook of Clinical Medicine (Oxford Handbooks Series)
As ubiquitous in hospitals as stethoscopes, the Oxford Handbook of Clinical Medicine is a guiding star for all medical students, junior doctors, and residents. The culmination of more than 20 years of clinical experience, and containing the knowledge and insight gained by more than 15 authors, the new eighth edition continues to be the definitive pocket-sized guide to today's clinical medicine.

Packed with clear, clinical management advice which is practical to implement at the bed-side, the Oxford Handbook of Clinical Medicine is written in a clear and didactic style. With witty, esoteric asides liking medicine to everything from the classics to popular culture, all the material is presented in a way that is instantly memorable and even easier to put into practice.

With extensive improvements based on reader feedback, the new eighth edition boasts even more black and white and full-color images, which are now larger to improve their clarity and ease-of-use. Mindful of how doctors' training is constantly evolving, a new chapter on "history and examination" explores this relevant critical skill in depth, enabling you to elicit as much information from the patient as possible. An expanded radiology chapter features improved images, and new topics are devoted to new cancers such as noscomial infections, and further common surgical procedures. The references have been thoroughly overhauled with "key references" identifying the best places to start when researching the subject, and all references are fully accessibel via the supporting website.

Loved and trusted by generations of doctors, the Oxford Handbook of Clinical Medicine is a reassuring beacon of wisdom, knowledge, and skills, that is forever in your sight.

Oxford Scholarship Online

noreply@blogger.com (Asih) — Thu, 29 Jul 2010 08:28:00 +0000

Oxford Scholarship Online is a vast and rapidly expanding cross-searchable library which now offers quick and easy access to the full text of 4,074 Oxford books in Biology, Business and Management, Classical Studies, Economics and Finance, History, Law, Linguistics, Literature, Mathematics, Music, Neuroscience, Philosophy, Physics, Political Science, Psychology, Public Health and Epidemiology, Religion and Social Work.

Specially-commissioned abstracts and keywords are available at book and chapter level (free to non-subscribed users), and at least 500 new and recently-published books are added each year.

An Education [Blu-ray]

noreply@blogger.com (Asih) — Thu, 29 Jul 2010 08:23:00 +0000

An Education [Blu-ray]
A young girl seduced by an older man may be a common story, but An Education is no common movie. As Jenny, a precocious middle-class British schoolgirl charmed by a small-time criminal, newcomer Carey Mulligan is luminous; her face can be plain and beautiful at the same time, her eyes expressing a restless intelligence and a hungry soul. As David, the seducer, Peter Sarsgaard (Year of the Dog, Garden State) gives yet another rich, thoughtful performance. The script, adapted by Nick Hornby (whose novels High Fidelity and About a Boy have been made into movies), is full of unexpected details that bring every moment to life. Director Lone Scherfig (Italian for Beginners) has made sure that every character is vivid and real; even seemingly minor moments have texture and vitality. The supporting cast--including Alfred Molina, Emma Thompson, Cara Seymour (Adaptation), Dominic Cooper (The History Boys), and Olivia Williams (Rushmore)--is simply impeccable. In a small but memorable part, Rosamund Pike (Die Another Day) shows an unexpected (and marvelous) comic side. In short, An Education is a funny, smart, and compassionate movie that will launch a great career for Mulligan and be a jewel on the filmographies of everyone involved. See this movie. --Bret Fetzer

Apple Scholarships

noreply@blogger.com (Asih) — Thu, 29 Jul 2010 08:08:00 +0000

Company of Creative Reinvention

The longstanding computer rivalry between Apple and Microsoft is so reputed that movies and books have chronicled the history. Since the mid-1970s when co-founders Steve Jobs and Steve Wozniak dragged their first primitive Apple computer out of their garage workshop, Apple has been cutting its own edge in the IT world. Often associated with the creative, minimalist geek, today’s Apple computer is a barely recognizable ancestor to its convoluted, counter-intuitive Neanderthal roots, and so the company.

From Neanderthal to Space Age

Only a decade or so ago, Apple computers existed on the fringe of the PC owning world. Microsoft clearly dominated the field of personal computing, with friendly GUIs and a rapidly evolving operating system (OS) that seemed a worthy companion for the globalizing business world. Today, the sleek, clean Apple products sell themselves. Not only have the computers evolved to space age proportions both in design and OS, but sales have skyrocketed, artfully conceptualized Apple stores are standing room only, and the legendary iPod has permanently altered the portable audio world, especially that of music.

Apple Corporate Ethos Falls Heavy on Education

Twenty-first century Apple is on the list of Fortune 500 companies and has taken a solid stance in corporate responsibility, especially notable for its contributions to education. In fact Apple advertising efforts focus clearly on the needs and priorities of college students: portable and affordable music, portable and enviable computers designed for academia, but able to crank out all the entertainment bells and whistles, peripherals and software that turn a PC into stereo/music studio or photography/film studio in a snap, and models affordable enough to be financed by a college student.

Further dedication to education is evident in the Apple Distinguished Educator Program. The ADE recognizes and rewards the innovation of outstanding educators from K-12 and collegiate realms whose belief in the Apple ethos has expanded technical opportunity for their students.

Apple Scholars- "Think Different"

The Apple Scholars program recognizes the academic and creative abilities of outstanding high school seniors with $2,000, an Apple Nano iPod, plus a pricey laptop to take to college. Eligible applicants must be ready to go head to head with some pretty stiff competition. The idea is to prove, via "senior project," that you can synthesize your academics with the creativity inspired by your Apple experience and savvy.

Winning projects have included development of useful Dashboard widgets, classroom podcasts, cutting-edge digital imaging concepts for the classroom, and high-level video projects, all utilizing Apple software and devices.

Besides the scholarships, Apple also provides education discounts for students as well as K-12 institutions and colleges and universities.

CDW-G and Discovery Education Award Three Schools New 21st-Century Wireless Labs

noreply@blogger.com (Asih) — Mon, 26 Jul 2010 13:35:00 +0000

2010 Annual Win a Wireless Lab Sweepstakes Awards Prizes to 23 Schools Nationwide to Support Student Engagement

ERNON HILLS, Ill. & SILVER SPRING, Md., Jul 26, 2010 (BUSINESS WIRE) -- CDW Government LLC (CDW-G), a leading source of Information Technology (IT) solutions to educators and government, and Discovery Education, the leading provider of digital content services to U.S. classrooms, today announced the winners of the eighth annual Win a Wireless Lab sweepstakes.

"Today's students have been surrounded by technology almost since birth," said Bob Kirby, vice president for K-12 education, CDW-G. "Their teachers use technology extensively in their private lives, but tight budgets mean schools cannot always bring technology to the classroom. The Win a Wireless Lab sweepstakes can help bridge that gap."

CDW-G and Discovery Education received more than 118,000 unique entries, the most since the contest began in 2003. Entries arrived from all 50 states and the District of Columbia, including nearly 7,000 unique Twitter entries.

The three winning schools are Lee-Davis High School, Mechanicsville, Va.; Wolf Branch Middle School, Swansea, Ill.; and Wayland-Cohocton Central School, Wayland, N.Y. Each school will receive a state-of-the-art 21st-century classroom, complete with wireless notebook computers or tablet PCs, an interactive whiteboard, student response system, projector, printer, document camera, video camcorder and more.

"School systems across the nation are leveraging the latest educational technologies and digital resources to move instruction beyond the static confines of the textbook and into the dynamic digital world today's students inhabit," said Mary Rollins, vice president for education partnerships, Discovery Education. "We are pleased to partner with CDW-G again this year to provide even more schools the tools and resources they need to move instruction into the 21st-century."

The winning schools anticipate benefits for both students and teachers:

-- "The lab will give our students more opportunities to complete inquiry-based lessons, problem solve and explore relevant topics in the areas that are critical to 21st-century skills -- science, technology, engineering and mathematics," said Stuart Bernstein, science teacher, Lee-Davis High School.

-- "Education funding is tight in Illinois. Our students, teachers, administration and parents are all more than appreciative of this wonderful prize," said Erin Wright, seventh grade language arts teacher, Wolf Branch Middle School. "The new lab will allow more of our students to work with technology, improving their knowledge of computers."

-- "Our middle school students have two labs and 13 computers in the library, which is not enough for a whole class lesson," said Anita Pragle, middle school library aide, Wayland-Cohocton Central School. "When the new technology is fully integrated, more students will benefit, and we should see student engagement increase. More access to these state-of-the-art tools will help prepare our students for their future, where the importance of technology and 21st-century skills continues to grow."

Each of the three grand prize winners will receive a 21st-century classroom valued at approximately $48,000, including:

-- $5,000 Discovery Education digital media grant

-- 20 notebook computers or tablet PCs from HP, Lenovo or Toshiba

-- 3 wireless access points from Cisco, D-Link or HP

-- 1 mobile cart from Bretford

-- 1 interactive whiteboard from PolyVision

-- 20 student response devices from Qwizdom

-- 1 video projector from Epson or NEC Solutions

-- 1 document camera from AVerMedia

-- 1 laser jet or ink jet printer from Epson, HP or Xerox

-- 1 video camcorder from Sony

On top of the grand prizes, the 2010 Win a Wireless Lab program awarded equipment to 20 additional schools nationwide. In all, schools received more than $150,000 worth of technology from this year's program.

For a full list of prizes, please visit http://cdwg.discoveryeducation.com/wawl/prizes.cfm. The full list of winners is available at http://cdwg.discoveryeducation.com.

About CDW-G

A wholly owned subsidiary of CDW LLC, ranked No. 41 on Forbes' list of America's Largest Private Companies, CDW Government LLC (CDW-G) is a leading provider of technology solutions for federal, state and local government agencies, as well as educational institutions at all levels. The company features dedicated account managers who help customers choose the right technology products and services to meet their needs. The company's technology specialists and engineers offer expertise in designing customized solutions, while its advanced technology engineers can assist customers with the implementation and long-term management of those solutions. Areas of focus include notebooks, desktops, printers, servers and storage, unified communications, security, wireless, power and cooling, networking, software licensing and mobility solutions.

For more information about CDW-G product offerings, procurement options, service and solutions, call 1.800.808.4239, email cdwgsales@cdwg.com or visit the CDW-G Web site at CDWG.com.

About Discovery Education

Discovery Communications (DISCA 37.21, +0.24, +0.65%) (DISCB 37.45, -0.27, -0.72%)(DISCK 32.34, +0.11, +0.34%) revolutionized television with Discovery Channel and is now transforming classrooms through Discovery Education. Powered by the number one nonfiction media company in the world, Discovery Education combines scientifically proven, standards-based digital media and a dynamic user community in order to empower teachers to improve student achievement. Already, more than half of all U.S. schools access Discovery Education digital services. Explore the future of education atwww.discoveryeducation.com.

SOURCE: CDW Government LLC (CDW-G) and Discovery Education

The INTI Education Group

noreply@blogger.com (Asih) — Mon, 19 Jul 2010 18:05:00 +0000

INTI Education Group

The INTI Education Group, one of the pioneers in the private tertiary education sector in Malaysia, is one of the most respected and recognised names in the industry. Having begun operations in 1986, the organisation evolved tremendously over the years, and today has 9 campuses in Malaysia, 1 campus overseas, partnerships with over 200 globally acknowledged institutions, and offers more than 100 course options.

The INTI Education Group has over the years set new benchmarks in the education industry, and it has also carved a niche based on its quality programmes, global alliances, commitment to excellence and uncompromising academic standards.

In 2008, INTI raised the bar in the education sector, by becoming the first home-grown local institution to be part of a global education network. INTI officially became a member of the prestigious Laureate International Universities network, opening a whole new dimension and world to its existing and future students, as Laureate has some of the most innovative and progressive institutions in the world.

The combined global resources of Laureate International Universities and the INTI Education Group have fused into a stellar entity offering students superior career-focused programmes.

Backed by international curricular and academic experience drawn from a constellation of over 40 accredited universities and 130 campuses, spanning 23 countries worldwide, students will benefit from global best practices and international exposure.

The emphasis on employability ensures that every INTI student will possess distinct qualities, setting them apart from their peers – as assets to their employers as well as individuals who are ready to compete in the global market.

WHY Study at INTI in Malaysia?

World class education with degrees from the US, UK and Australia at competitive tuition fees
English-speaking environment in and out of the classroom
Hassle-free immigration procedures with visa application support
International standard and high quality education which is closely monitored by the Malaysian Ministry of Higher Education and Malaysian Qualifications Agency (MQA)
Experience living in a multi-cultural community, where Malaysians and international students learn together in peace and harmony

Norad’s Programme for Master Studie

noreply@blogger.com (Asih) — Mon, 19 Jul 2010 17:29:00 +0000

Call for applications to Norad’s Programme for Master Studies (NOMA) 2010 - 2014

The Norwegian Centre for International Cooperation in Higher Education (SIU) invites applications for grants to Master programmes to be conducted in English in the South. The call for applications is presented with reference to the NOMA Agreement between the Norwegian Agency for Development Cooperation (Norad) and SIU, signed on 27 April 2006, extended with an addendum to 2014 and the NOMA Programme Document.

The overall aim of the NOMA is to contribute to the education of staff in all sectors in the following eligible countries: Malawi, Mozambique, Tanzania, Uganda, Zambia, Bangladesh, Nepal, Nicaragua, Bolivia and other selected countries through strengthening capacity at the Master level in higher education institutions in the South.

Based on current Norwegian development priorities and identified needs of the cooperating countries in the South, following are the eligible academic fields for the NOMA programme:

- Education

- Environment, economic development and trade

- Gender

- Good governance, democratic development, human rights and migration

- Health

- HIV/AIDS

- Oil and Energy

- Peace and Conflict resolution

A Master degree programme eligible for support under the NOMA Programme is defined as full-time workload over two academic year’s equivalent to 120 credits according to the European Credit Transfer System (ECTS).

For the period 2010 – 2014, applications for Master programmes are limited to the following categories:

a) Bilateral Master programmes for a period of either two years (one student cohort) or four years (two student cohorts). NOMA funding is limited to maximum NOK 2,25 million for one student cohort and maximum NOK 4,5 million for two student cohorts and includes all relevant supportive activities.

Bilateral Master programmes should be based on cooperation between two partner institutions, one in the South and one in Norway. One academic staff member at each partner institution called project coordinator has the responsibility for planning, implementation and reporting. Bilateral programmes may have apart from the above mentioned, informal or formal cooperation with other institutions, without specific NOMA funding for such cooperation activities.

b) Multilateral Master programmes for a period of either two years (one student cohort) or four years (two student cohorts).

NOMA funding is limited to maximum NOK 3 million for one student cohort and maximum NOK 6 million for two student cohorts and includes all relevant supportive activities.

Multilateral Master programmes should have two main partner institutions, one in the South and one in Norway but may consist of additional partner institutions both in the South (it is a requirement for multilateral NOMA programmes to have minimum two South partners; one main partner and one additional partner). It may also have additional partner(s) in Norway. The role of additional partners should be clearly stated in the application. Each partner institution must have an academic partner contact person, and must endorse the application before submission.

NB! All programme activities must be finalised within 31.12.2014

Application procedures

A joint application should be submitted online to SIU http://espresso.siu.no , no later than 30 June 2009, GMT 1500 hrs.

Applying institutions in the South and Norway must submit a confirmation of their application(s), signed by the Head of their institution, Vice Chancellor/Rector/University Director. The signatures guarantee institutional commitment to support the additional student intake with additional core resources (basic infrastructure, academic staff, administrative services etc.) in order to secure the implementation.

When submitting the application, separate Cover pages will be available for printing by the project coordinators (at UiS and UiN). This document should be printed and duly signed by the project coordinators and heads of the respective departments and the Vice Chancellor/ Rector/University Director or similar. The signed Cover page should be submitted to the NOMA Institutional contact person/NOMA coordinating unit at the institution within 6 July 2009. The institutional contact person/NOMA coordinating unit should submit the signed cover pages to SIU together with the signed prioritised list of applications within 28 August 2009.

Please note that an application is not eligible without the Confirmation Page.

Selection procedures

The NOMA Programme Board will make the final selection of the projects to be supported in October 2009. The selection will be based on the following inputs from different actors;

External evaluation by two evaluators – one from the South and one from the North
Assessment and ranking made by the applying institutions

Source: official announcement

Scholarship University of Brawijaya

noreply@blogger.com (Asih) — Mon, 19 Jul 2010 17:27:00 +0000

The Faculty of Economics (FEUB) Undergraduate – Exchange Program Scholarship 2010
University of Brawijaya – Indonesia
Overview
University of Brawijaya (UB) became a public University in 1963. Today, UB is one of the leading universities in Indonesia with more than 30,000 students in various degrees ranging from the Bachelor’s Degree Program, Master’s Degree Program, Doctoral Degree Program, and Medical Specialist Program in 10 faculties.

Formal education

noreply@blogger.com (Asih) — Mon, 19 Jul 2010 15:08:00 +0000

Preschool Education
Primary Education
Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, main education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 70% of primary-age children are enrolled in primary education, and this proportion is rising. Under the Education for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school.
Secondary education
In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocational school for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States and Canada primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1-13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession.
The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment.
In Europe, the grammar school or academy existed from as early as the 1500s; public schools or fee paying schools, or charitable educational foundations have an even longer history.

Education

noreply@blogger.com (Asih) — Mon, 19 Jul 2010 15:04:00 +0000

Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.

Etymologically, the word education is derived from educare (Latin) "bring up", which is related to educere "bring out", "bring forth what is within", "bring out potential" and ducere, "to lead".

Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of teaching only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, such as in museums and libraries, with the Internet and in life experience. Many non-traditional education options are now available and continue to evolve.

A right to education has been created and recognized by some jurisdictions: since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. At world level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13.