1.
Single-sex education
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Single-sex education, also known as single-gender education, is the practice of conducting education where male and female students attend separate classes or in separate buildings or schools. The practice was common before the century, particularly in secondary education. Single-sex education in many cultures is advocated on the basis of tradition as well as religion, recently, there has been a surge of interest and establishment of single-sex schools due to educational research. Motivations for single sex education range from religious ideas of sex segregation to beliefs that the sexes learn and behave differently, before the 19th century, single-sex schooling was most common. As such, mass education was introduced, and more and more schools were set up. Together with mass education, the practice of coeducation was universalized in many parts, increased secularization in the 20th century also contributed to the acceptance of mixed sex education. In 1917 coeducation was mandated in the Soviet Union, according to Cornelius Riordan, By the end of the nineteenth century, coeducation was all but universal in American elementary and secondary public schools. And by the end of the 20th century, this was largely true across the world, in the UK, Australia, and Ireland the tradition of single sex education remained quite strong until the 1960s. The 1960s and 1970s were a period of social changes. Wiseman shows that by 2003, only a few countries across the globe have greater than one or two percent single sex schools. Recently, however, there has been a resurgence of interest in single sex schools in modern societies across the globe, the topic of single-sex education is controversial. Advocates argue that it aids student outcomes such as test scores, graduation rates, one version of this argument holds that male-female brain differences favor the implementation of gender-specific teaching methods, but such claims have not held up to rigorous scrutiny. A systematic review published in 2005 covering 2221 studies was commissioned by the US Department of Education entitled Single-sex versus coeducational schooling, there is some support for the premise that single-sex schooling can be helpful, especially for certain outcomes related to academic achievement and more positive academic aspirations. For many outcomes, there is no evidence of benefit or harm. There is limited support for the view that single-sex schooling may be harmful or that coeducational schooling is more beneficial for the student, a UCLA report commissioned by the National Coalition of Girls’ Schools used data from a large national survey of U. S. They also argue that single-sex schooling does not adequately prepare students for adult workplaces and society, coeducational schools offer greater opportunity to break down sexist attitudes through purposeful interaction with the other sex. Coeducational schools are said to create greater feelings of safety. He further said that these authors provide no evidence for their claim that gender divisions are made even more salient in SS settings
2.
Independent school (United Kingdom)
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For example, pupils do not have to follow the National Curriculum. Seven of the older, expensive and more schools catering for the 13–18 age-range in England. The term public being derived from the fact that they were open to pupils regardless of where they lived or their religion, prep schools, educate younger children up to the age of 13 to prepare them for entry to the public schools and other independent schools. Some former grammar schools converted to an independent fee paying model following the 1965 Circular 10/65 which marked the end of their state funding, others converted into comprehensive schools. There are around 2,500 independent schools in the UK, in addition to charging tuition fees, many also benefit from gifts, charitable endowments and charitable status. Many of these schools are members of the Independent Schools Council and these schools were founded as part of the church and were under their complete dominion. However, it was during the late 14th & early 15th centuries that the first schools, winchester & Oswestry were the first of their kind and paved the way for the establishment of the modern Public school. These were often established for scholars from poor or disadvantaged backgrounds, however, English law has always regarded education as a charitable end in itself. For instance, the Queens Scholarships founded at Westminster in 1560, are for the sons of decayd gentlemen, also, facilities already provided by the charitable foundation for a few scholars could profitably be extended to further paying pupils. After a time, such fees would eclipse the original charitable income, in 2009 senior boarding schools were charging fees of between £16,000 and nearly £30,000 per annum. However, majority of the independent schools today are still registered as a charity, christs Hospital in Horsham is one of the examples, large proposition of its students are funded by its charitable foundation or by various benefactors. Most public schools developed significantly during the 18th and 19th centuries, under a number of forward-looking headmasters leading public schools created a curriculum based heavily on classics and physical activity for boys and young men of the upper and upper middle classes. They were schools for the elite of Victorian politics, armed forces. Often successful businessmen would send their sons to a school as a mark of participation in the elite. More recently heads of schools have been emphasising that senior pupils now play a much reduced role in disciplining. To an extent, the school system influenced the school systems of the British Empire. Until 1975 there had been a group of 179 academically selective schools drawing on both private and state funding, the direct grant grammar schools, the Direct Grant Grammar Schools Regulations 1975 required these schools to choose between full state funding as comprehensive schools and full independence. As a result,119 of these schools became independent, pupil numbers at independent schools fell slightly during the mid-1970s recession
3.
Eton College
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Eton College /iːtən/ is an English independent boarding school for boys in Eton, Berkshire, near Windsor. It educates more than 1,300 pupils, aged 13 to 18 years and it was founded in 1440 by King Henry VI as The Kings College of Our Lady of Eton besides Wyndsor, making it the 18th oldest Headmasters and Headmistresses Conference school. Eton is one of the seven public schools as defined by the Public Schools Act 1868. Eton has educated 19 British prime ministers and generations of the aristocracy and has referred to as the chief nurse of Englands statesmen. The school is headed by a Provost and Fellows, who appoint the Head Master and it contains 25 boys houses, each headed by a housemaster, selected from the more senior members of the teaching staff, which numbers some 155. Almost all of the pupils go on to universities, about a third of them to Oxford or Cambridge. The Head Master is a member of the Headmasters and Headmistresses Conference, Eton has a long list of distinguished former pupils. David Cameron was the 19th British prime minister to have attended the school, about 20% of pupils at Eton receive financial support, through a range of bursaries and scholarships. In early 2014, this figure had risen to 263 pupils receiving the equivalent of around 60% of school fee assistance, Eton has been described as the most famous public school in the world, and been referred to as the chief nurse of Englands statesmen. The Good Schools Guide called the school the number one public school, adding that The teaching. The school is a member of the G20 Schools Group, Eton today is a larger school than it has been for much of its history. In 1678, there were 207 boys, in the late 18th century, there were about 300, while today, the total has risen to over 1,300. Eton College was founded by King Henry VI as a charity school to free education to 70 poor boys who would then go on to Kings College, Cambridge. Henry took Winchester College as his model, visiting on many occasions, borrowing its Statutes and removing its Headmaster, when Henry VI founded the school, he granted it a large number of endowments, including much valuable land. He persuaded the then Pope, Eugene IV, to grant him a privilege unparalleled anywhere in England, the school also came into possession of one of Englands Apocalypse manuscripts. Legend has it that Edwards mistress, Jane Shore, intervened on the schools behalf and she was able to save a good part of the school, although the royal bequest and the number of staff were much reduced. Construction of the chapel, originally intended to be slightly over twice as long, only the Quire of the intended building was completed. Etons first Headmaster, William Waynflete, founder of Magdalen College, Oxford and previously Head Master of Winchester College, as the school suffered reduced income while still under construction, the completion and further development of the school has since depended to some extent on wealthy benefactors
4.
Harrow School
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Harrow School /ˈhæroʊ/ is an independent boarding school for boys in Harrow, London, England. There is some evidence that there has been a school on the site since 1243, Harrow is one of the original nine public schools that were regulated by the Public Schools Act 1868. For the academic year 2016/17, Harrow charges boarders up to £12,450 per term, being the fourth most expensive boarding school in the Headmasters, the school has an enrolment of 805 boys spread across twelve boarding houses, all of whom board full-time. It remains one of four all-boys, full-boarding schools in Britain, harrows uniform includes straw hats, morning suits, top hats and canes. The school in its current form was founded in February 1572 under a Royal Charter granted by Queen Elizabeth I to John Lyon, a wealthy local farmer. In the original charter, six governors were named, including two members of the Gerard family of Flambards, and two members of the Page family of Wembley and Sudbury Court. It was only after the death of Lyons wife in 1608 that the construction of the first school building began and it was completed in 1615 and remains to this day, however it is now much larger. Lyon died in 1592, leaving his assets to two causes, the lesser was the School, and by far the greater beneficiary was the maintenance of a road to London,10 miles away. The school owned and maintained road for many years following Lyons death. At first the subject taught was Latin, and the only sport was archery. Both subjects were compulsory, archery was dropped in 1771, although most boys were taught for free, their tuition paid for by Lyons endowment, there were a number of fee-paying foreigners. It was their presence that amplified the need for boarding facilities, by 1701 for every local there were two foreign pupils, these generated funds for the School as fees increased. It is now known as The John Lyon School and is a prominent independent school and it maintains close links with Harrow. The majority of the boarding houses were constructed in Victorian times. The 20th century saw the innovation of a dining hall. Presently there are about 800 boys boarding at Harrow, according to a 2009 article, the school has expanded overseas, opening additional schools in Beijing, China, Shanghai, China, Bangkok, Thailand, and New Territories, Hong Kong. Boys at Harrow have two uniforms, the photograph was placed on the front cover of the News Chronicle the next morning under the tagline Every picture tells a story. The picture was reproduced in other national publications and became
5.
Cultural assimilation of Native Americans
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The cultural assimilation of Native Americans was an assimilation effort by the United States to transform Native American culture to European–American culture between the years of 1790–1920. George Washington and Henry Knox were first to propose, in an American context and they formulated a policy to encourage the civilizing process. Education was viewed as the method in the acculturation process for minorities. After the end of the Indian Wars, in the late 19th and early 20th centuries and it established Native American boarding schools which children were required to attend. In these schools they were forced to speak English, study subjects, attend church. The Dawes Act of 1887, which allotted tribal lands in severalty to individuals, was seen as a way to create individual homesteads for Native Americans, land allotments were made in exchange for Native Americans becoming US citizens and giving up some forms of tribal self-government and institutions. It resulted in the transfer of an total of 93 million acres from Native American control. Most was sold to individuals or given out free through the Homestead law, the Indian Citizenship Act of 1924 was also part of Americanization policy, it gave full citizenship to all Indians living on reservations. The leading opponent of forced assimilation was John Collier, who directed the federal Office of Indian Affairs from 1933 to 1945, epidemiological and archeological work has established the effects of increased immigration of children accompanying families to North America from 1634–1640. They came from areas where smallpox was endemic in the Netherlands, England and France, Tribes such as the Huron/Wendat and others in the Northeast particularly suffered epidemics after 1634. During this period European powers fought to acquire cultural and economic control of North America, at the same time, indigenous peoples competed for dominance in the European fur trade and hunting areas. The French, English and Spanish powers sought to engage Native American tribes as auxiliary forces in their North American armies, in many cases indigenous warriors formed the great majority of fighting forces, which deepened some of their rivalries. To secure the help of the tribes, the Europeans offered goods, the treaties usually promised that the European power would honor the tribes traditional lands and independence. Many Native American tribes took part in King Williams War, Queen Annes War, Dummers War, the document defined a boundary to separate Native American country from that of the European community. The British did not have sufficient forces to patrol the border, Europeans and European governments continued to use military/diplomatic and economic force to secure control of more territories from Native Americans. For further information see European colonization of the Americas, the struggle for empire in North America caused the United States in its earliest years to adopt an Indian policy similar to the one devised by Great Britain in colonial times. The United States continued the use of Native Americans as allies, including during the American Revolutionary War, as relations with England and Spain normalized during the early 19th century, the need for such friendly relations ended. It was no longer necessary to woo the tribes to prevent the other powers from using them against the United States, now, instead of a buffer against other civilized foes, the tribes often became viewed as an obstacle in the expansion of the United States
6.
Canadian Indian residential school system
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In Canada, the Indian residential schools were a network of residential schools for Indigenous people. The network was funded by the Canadian governments Department of Indian Affairs and Northern Development, the school system was created for the purpose of removing children from the influence of the aboriginal culture and assimilating them into the dominant Canadian culture. Over the course of the existence, approximately 30% of native children. It has been estimated that at least 6,000 of these students died while in attendance, an amendment to the Indian Act in 1884 made attendance at day schools, industrial schools, or residential schools compulsory for First Nations children. Due to the nature of many communities, school locations meant that for some families residential schools were the only way to comply. School distance was used as a way to intentionally keep families from their children. Indian Commissioner Hayter Reed argued for schools at greater distances to cut down on family visits that he viewed as counteracting the civilizing of Indigenous children, parental visits were further restricted by the use of a pass system designed to confine Indigenous peoples to reserves. Disconnected from their families and culture, students who attended the school system often graduated unable to fit in to their communities or Canadian society. Forced to speak English or French and abandon their cultural heritage, on June 11,2008, a public apology was offered by Prime Minister Stephen Harper on behalf of the Government of Canada and the leaders of the other federal parties in the Canadian House of Commons. Nine days prior, the Indian Residential Schools Truth and Reconciliation Commission was established to uncover the truth about the schools, the commission gathered statements from residential school survivors through public and private statement gatherings at various local, regional and national events across Canada. Seven national events held between 2008-2013 commemorated the experience of students of residential schools. The ‘civilizing mission’ rested on a belief of racial and cultural superiority, attempts at assimilating Indigenous populations began as early as the 17th century with the arrival of French colonists in New France. The establishment of day and boarding schools by including the Récollets, Jesuits. The political instability and realities of life also played a role in the decision to halt the education programs. An increase in orphaned and foundling colonial children limited Church resources, responsible for separating children from their families and communities, the system has been described as cultural genocide because its aim was killing the Indian in the child. Designed as a program, children were prohibited, in many schools. The primary stated goal was to convert Indigenous children to Christianity, the renewed interest in residential schools at the turn of the 19th century has been linked to the decline in military hostility faced by British settlers, particularly after the War of 1812. With the threat of invasion minimized Indigenous communities were no longer viewed as allies and this system of using established school facilities set up by missionaries was employed by the federal government for economic expedience
7.
American Indian boarding schools
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The government paid religious societies to provide education to Native American children on reservations. In the late 19th and early 20th centuries, the Bureau of Indian Affairs founded additional boarding schools based on the model of the Carlisle Indian Industrial School. The experience of the schools was often harsh, especially for the children who were separated from their families. In numerous ways, they were encouraged or forced to abandon their Native American identities and cultures, investigations of the later twentieth century have revealed many documented cases of sexual, manual, physical and mental abuse occurring at such schools. Historian Brenda Child reports that boarding schools cultivated pan-Indian-ism and made possible cross-tribal coalitions that have helped many different tribes collaborate in the 20th century and she argues, People formerly separated by language, culture, and geography lived and worked together in residential schools. Students formed close bonds and enjoyed a rich cross-cultural change, graduates of government schools often married former classmates, found employment in the Indian Service, migrated to urban areas, returned to their reservations and entered tribal politics. Countless new alliances, both personal and political, were forged in government boarding schools, since those years, tribal nations have increasingly insisted on community-based schools and have also founded numerous tribal colleges and universities. Community schools have also supported by the federal government through the BIA. The largest boarding schools have closed, in some cases, reservations or tribes were too small or poor to support independent schools and they still wanted an alternative for their children, especially for high school. By 2007, most of the schools had closed down. In this same period, more Native Americans are living in urban environments, but it has been conceived to be impracticable to civilize the Indians of North America — This opinion is probably more convenient than just. The Civilization Fund Act of 1819 promoted this civilization policy by providing funding to societies who worked on Native American education, moses Tom sent his children to an Indian boarding school. I rejoice, brothers, to hear you propose to become cultivators of the earth for the maintenance of your families, be assured you will support them better and with less labor, by raising stock and bread, and by spinning and weaving clothes, than by hunting. A little land cultivated, and a little labor, will procure more provisions than the most successful hunt, compared with you, we are but as of yesterday in this land. Yet see how much more we have multiplied by industry, follow then our example, brethren, and we will aid you with great pleasure. The missions annual records report that by 1640, they had founded a community they named St. Marys, and the Indians were sending their children there to be educated among the English. This included the daughter of the Pascatoe Indian chief Tayac, which not only a school for Indians. Maryland and the established school sent two boys to St. Omer who yielded in abilities to few Europeans, when competing for the honour of being first in their class
8.
Orphanage
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An orphanage is a residential institution devoted to the care of orphans—children whose biological parents are deceased or otherwise unable or unwilling to care for them. It is frequently used to describe institutions abroad, where it is an accurate term. Most children who live in orphanages are not orphans, four out of five children in orphanages having at least one living parent, most orphanages have been closed in Europe and North America. Few large international charities continue to fund orphanages, however, they are still commonly founded by smaller charities, especially in developing countries, orphanages may prey on vulnerable families at risk of breakdown and actively recruit children to ensure continued funding. Orphanages in developing countries are run by the state. Other residential institutions for children can be called group homes, childrens homes, refuges, rehabilitation centers, night shelters, the Romans formed their first orphanages around 400 AD. Jewish law prescribed care for the widow and the orphan, plato says, Orphans should be placed under the care of public guardians. Men should have a fear of the loneliness of orphans and of the souls of their departed parents, a man should love the unfortunate orphan of whom he is guardian as if he were his own child. He should be as careful and as diligent in the management of the property as of his own or even more careful still. The care of orphans was referred to bishops and, during the Middle Ages, as soon as they were old enough, children were often given as apprentices to households to ensure their support and to learn an occupation. In medieval Europe, care for orphans tended to reside with the Church, the Elizabethan Poor Laws were enacted at the time of the Reformation, and placed public responsibility on individual parishes to care for the indigent poor. The growth of sentimental philanthropy in the 18th century, led to the establishment of the first charitable institutions catering for the orphan, the first children were admitted into a temporary house located in Hatton Garden. At first, no questions were asked about child or parent, on reception, children were sent to wet nurses in the countryside, where they stayed until they were about four or five years old. At sixteen, girls were apprenticed as servants for four years, at fourteen, boys were apprenticed into variety of occupations. There was a benevolent fund for adults. A basket was accordingly hung outside the hospital, the age for admission was raised from two months to twelve, and a flood of children poured in from country workhouses. Parliament soon came to the conclusion that the indiscriminate admission should be discontinued, the hospital adopted a system of receiving children only with considerable sums. This practice was stopped in 1801, and it henceforth became a fundamental rule that no money was to be received
9.
G.I. Rossolimo Boarding School Number 49
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The boarding school №49 named Rossolimo - a boarding school for orphans and children left without parental care, located in Moscow. Founded in 1873, initially known as Priyut Svyatoy Marii, served as a platform for research in child psychopathology conducted by G. I, since it 1928 bears his name. Priyut Svyatoy Marii, was founded in 1873 through the efforts of a well-known philanthropist and researcher-pediatrician Varvara Evgrafovna Chertovaya, the orphanage accepted children from the age of 5 years, who suffered from dementia, epilepsy and blindness. The number of children was gradually increasing and by 1907, had reached 62 people, the institution was a charity organisation and was supported by private donations. In 1909 a neuropathologist and defectologist Grigory Rossolimo became the organizer of the developmental and pedagogical process. Under his leadership, the pupils were divided into two groups. The first group, composed of intellectually disabled children, was under the supervision of a caretaker, upon reaching 18 years of age the children from this group were further distributed to specialised psychiatric hospitals. Children with a different intellectual disability, united in the group, followed a specialised programme developed by Rossolimo GI. In addition, the shelter had a set up to study the nervous system of children as well as conduct psychological research on the experimental method. The activity of Rossolimo at the shelter was highly praised by the renowned physician, after the October Revolution, this shelter became a state-owned and turned into an orphanage, under the name Detskiy Dom 13. In 1925-1952, the new director V. P. Knyazeva managed to keep the pre-revolutionary traditions, in 1928, the institution was named after GI Rossolimo. In 1949, the orphanage moved from the center of Moscow to Izmailovo, into a building with bedrooms. In 1976, the orphanage was turned into a G. I. Rossolimo Specialised Boarding School №50 for children with intellectual disability, in 1996, the institution was again reorganized and turned into a boarding school №49 named G. I. Rossolimo for orphaned children with mental retardation. Currently director of the school is honored teacher of Russia T. A. Tyurina
10.
Military academy
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A military academy or service academy is an educational institution which prepares candidates for service in the officer corps of the army, the navy, marine corps, air force or coast guard. It normally provides education in an environment, the exact definition depending on the country concerned. The first military academies were established in the 18th century to provide officers for technically specialized corps, such as engineers and artillery. The Royal Danish Naval Academy was set up in 1701, making it the oldest military academy in existence, the Royal Military Academy, Woolwich was set up in 1720 as the earliest military academy in Britain. Its original purpose was to train cadets entering the Royal Artillery, in France, the École Royale du Génie at Mézières was founded in 1748, followed by a non-technical academy in 1751, the École Royale Militaire offering a general military education to the nobility. French military academies were widely copied in Prussia, Austria, Russia and even powers, including Turin. The two original departments were combined and moved to Sandhurst. In the United States, the academy at West Point was founded in 1802. There are 12 Cadet Colleges in Bangladesh, among these, nine for boys and three for girls. Four Cadet Colleges were established before 1971, other cadet colleges were built after the Liberation War of Bangladesh. Air Force – Academia da Força Aérea, founded in 1978, it is an all-boys institute whose funding arises solely from tuition fees. The Academy is a fully accredited by the province of Ontario. Canada formerly had three university level service academies, the Canadian Military Colleges, RMC was founded in 1876, RRMC in 1941 and CMR in 1954. Graduates of the Colleges are widely acknowledged to have had an impact in the Canadian services and society. Royal Roads reopened as a university in the fall of 1995. In 2007, the Department of National Defence reopened Collège militaire royal de Saint-Jean as a preparatory, Air Force Institute of Technology Army Academy R. O. C. Colombian Army NCO School Colombian Air Force, Marco Fidel Suarez Military Aviation School, Colombian Naval Infantry and Colombian Navy, Admiral Padilla Naval Academy, located in Cartagena de Indias. National Police of Colombia, General Santander National Police Academy, located in Bogotá, univerzita Obrany http, //www. unob. cz/en/ Vojenská akademie a velitelství výcviku http, //www. vavyskov
11.
Special education
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Special education is the practice of educating students with special educational needs in a way that addresses their individual differences and needs. Ideally, this involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials. Common special needs include learning disabilities, communication disorders, emotional and behavioral disorders, physical disabilities, for example, even people of high intelligence can be under prepared if their education was disrupted, for example, by internal displacement during civil disorder or a war. In most developed countries, educators modify teaching methods and environments so that the number of students are served in general education environments. Therefore, special education in developed countries is often regarded as a rather than a place. Integration can reduce social stigmas and improve academic achievement for many students, the opposite of special education is general education. General education is the standard curriculum presented without special teaching methods or supports, some children are easily identified as candidates for special needs due to their medical history. The discrepancy model depends on the teacher noticing that the achievements are noticeably below what is expected. The response to intervention model advocates earlier intervention, although the discrepancy model has dominated the school system for many years, there has been substantial criticism of this approach among researchers. One reason for criticism is that diagnosing SLDs on the basis of the discrepancy between achievement and IQ does not predict the effectiveness of treatment. Low academic achievers who also have low IQ appear to benefit from treatment just as much as low academic achievers who have normal or high intelligence. The alternative approach, response to intervention, identifies children who are having difficulties in school in their first or second year after starting school and they then receive additional assistance such as participating in a reading remediation program. The response of the children to this intervention then determines whether they are designated as having a learning disability and those few who still have trouble may then receive designation and further assistance. Sternberg has argued that early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities, a special education program should be customised to address each individual students unique needs. Special educators provide a continuum of services, in which students with special needs receives varying degrees of support based on their individual needs, Special education programs need to be individualised so that they address the unique combination of needs in a given student. In the United States, Canada, and the UK, educational professionals use a student’s Individualized Education Program, the IEP is meant to address each child’s unique learning issues and include specific educational goals. It is a legally binding document, the school must provide everything it promises in the IEP. To ensure that federal law is obeyed, the government requires every school system provide this type of education to each student in order to receive federal funding
12.
Deaf education
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Deaf education is the education of students with any manner of hearing impairment which addresses their differences and individual needs. A number of focus on training teachers to teach deaf students with a variety of approaches and have organizations to aid deaf students. Children may be identified as candidates for deaf education from their audiogram or medical history, hearing loss is generally described as slight, mild, moderate, severe, or profound, depending upon how well a person can hear the intensities of frequencies. Of the children identified as deaf, only 10% are born to deaf parents and this percent of deaf students may have a linguistic advantage when entering the education system due to more extensive exposure to a first language. Deaf education programs must be customized to each students needs, in the United States, Canada and the UK, education professionals use the acronym IEP when referring to a student’s individualized education plan. Schools use a number of approaches to provide services to identified students. Since inclusion requires considerable curriculum modification, it is considered best practice only for mildly-to-moderately deaf students, segregation, In this model, deaf students spend no time in non-deaf classes or with non-deaf students. Segregated students may attend a school where non-deaf classes are provided, if their special-needs class is in a mainstream school, they may have opportunities for social integration, alternatively, deaf students may attend a special school. Exclusion, A student unable to receive instruction in any school is excluded from school, most deaf students have historically been excluded from school, and exclusion may still occur where there is no legal mandate for special-education services. It may also occur when a student is in hospital or housebound, excluded students may receive individual or group instruction, and students who have been suspended or expelled are not considered excluded in this sense. The difference between mainstreaming and inclusion is not made explicit in the law, and use may vary from district to district, further, within the Deaf community, the term mainstreaming often refers to any educational setting outside of a residential school. In this method, deafness is approached as a cultural, not a medical, in a bilingual-bicultural program, deaf children are recommended to learn American Sign Language as a first language, followed by written or spoken English as a second language. Bilingual-bicultural programs consider English and ASL equal languages, helping children develop age-appropriate fluency in both, the bilingual-bicultural approach believes that since deaf children learn visually, rather than by ear, classes should be conducted in a visual language. The auditory-oral and auditory-verbal methods, known collectively as listening and spoken language, are forms of oral education and these methods are based on the belief that a deaf child can learn to listen and speak so that their family does not need to learn sign language or cued speech. These methods, presented as communication options, rely on parental involvement, there is great variety in programs that label themselves as using simultaneous communication or total communication. Some programs consist of teachers and children speaking and signing at the same time, in these programs, grammatically-correct English is available when speech is paired with Signing Exact English. This method is used in programs in Texas and in the state of Washington at Northwest School for Deaf. In total communication programs, however, teachers emphasize learning language, most often these programs do not use a grammatically correct form of either English or American Sign Language
13.
Democratic education
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Democratic education is an educational ideal in which democracy is both a goal and a method of instruction. It brings democratic values to education and can include self-determination within a community of equals, as well as such values as justice, respect, Democratic education is often specifically emancipatory, with the students voices being equal to the teachers. The history of democratic education spans from at least the 1600s, while it is associated with a number of individuals, there has been no central figure, establishment, or nation that advocated democratic education. In 1693, John Locke published Some Thoughts Concerning Education, in describing the teaching of children, he declares, None of the things they are to learn, should ever be made a burthen to them, or imposd on them as a task. Whatever is so proposd, presently becomes irksome, the mind takes an aversion to it, jean-Jacques Rousseau’s book of advice on education, Émile, was first published in 1762. Émile, the imaginary pupil he uses for illustration, was only to learn what he could appreciate as useful and he was to enjoy his lessons, and learn to rely on his own judgement and experience. “The tutor must not lay down precepts, he must let them be discovered, ” wrote Rousseau, and urged him not make Émile learn science, but let him discover it. While Locke and Rousseau were concerned only with the education of the children of the wealthy and this was on his own estate at Yasnaya Polyana, Russia, in the late 19th century. The oldest democratic school that exists is Summerhill, in Suffolk, England. It features voluntary class attendance and a School Meeting with broad powers, in the 1960s, hundreds of free schools opened, many based on Summerhill. Neill, the founder of Summerhill, distanced himself from American Summerhill schools for not successfully implementing the philosophy of Freedom, not license. Sudbury Valley School, founded in Framingham, Massachusetts in 1968, has full democratic governance, The School Meeting manages all aspects of the school, including staff hiring, a Sudbury school is now a general class of school modeled after this original. The Democratic School of Hadera, founded in Israel in 1987, is publicly funded, there are now more than twenty democratic schools in Israel. Progressive education became a movement in the 1960s and 1970s. The annual International Democratic Education Conference, first held in 1993, the Australasian Democratic Education Community, which held its first conference in 2002. The European Democratic Education Community was founded in 2008, at the first European Democratic Education Conference, the Réseau des écoles démocratiques au Québec, or RÉDAQ, was founded in 2012 in order to sponsor the creation of democratic schools in the province of Québec, Canada. IDEC2005 named 2 core beliefs, self-determination and democratic governance, EUDEC has both of these beliefs, and mutual respect is also in their belief statement. IDEN supports schools that self-identify as democratic, Democratic education, same as a Democracy or a democratic government, comes in many different forms
14.
Summerhill School
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It is run as a democratic community, the running of the school is conducted in the school meetings, which anyone, staff or pupil, may attend, and at which everyone has an equal vote. These meetings serve as both a legislative and judicial body, members of the community are free to do as they please, so long as their actions do not cause any harm to others, according to Neills principle Freedom, not Licence. This extends to the freedom for pupils to choose which lessons, if any, in 1920, A. S. Neills sector was called the foreign school. Jonathan Croall wrote, This, in essence, was the beginning of Summerhill although the name Summerhill itself came later, Neill was soon dissatisfied with Neue Schules ethos, and moved his sector of the organisation to Sonntagberg in Austria. Due to the hostility of the people, it moved again in 1923 to Lyme Regis in England. The house in Lyme Regis was called Summerhill, and this became the name of the school, in 1927, it moved to its present site in Leiston, Suffolk, England. It had to move temporarily to Ffestiniog, Wales, during the Second World War so that the site could be used as a British Army training camp. After Neill died in 1973, it was run by his wife, Ena May Neill, today it is a boarding and day school serving primary and secondary education in a democratic fashion. It is now run by Neills daughter, Zoë Neill Readhead, although the schools founding could arguably be dated to other years, the school itself marks 1921 as the year of its establishment. Many schools opened based on Summerhill, especially in America in the 1960s, a common challenge was to implement Neills dictum of Freedom, not license, A free school is not a place where you can run roughshod over other people. Its a place that minimises the authoritarian elements and maximises the development of community, doing this is a tricky business. Neill distanced himself from some schools for confusing freedom and licence, I sent a letter to the Greenwich Village Voice, in New York, disclaiming any affiliation with any American school that calls itself a Summerhill school. Ive heard so many rumours about them and its one thing to use freedom. Summerhill has had a relationship with the British government. Already in the 1950s a government inspection found the finances were shaky, the number of students too high. In spite of these however, the inspectors apparently found the school praiseworthy. During the 1990s, the school was inspected nine times and it later emerged that this was because OFSTED had placed Summerhill on a secret list of 61 independent schools marked as TBW. Failure to comply with such a notice within six months usually leads to closure, however, the case went before a special educational tribunal in March 2000, at which the school was represented by noted human rights lawyers Geoffrey Robertson QC and Mark Stephens
15.
United World Colleges
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United World Colleges is an educational organisation with which schools, shorter educational programmes, national committees in more than 150 countries are affiliated. UWC schools, colleges and national committees offer scholarship and bursary schemes as well as accepting a number of fee-paying students that varies by college, most UWC colleges offer the International Baccalaureate exclusively, and as such only offer two-year programmes. Four schools in Thailand, Singapore, the Netherlands and Swaziland also teach a pre-16 syllabus to younger students, the now-closed UWC vocational college in Venezuela accepted students at tertiary level and taught a Higher Diploma in Farm Administration. Each UWC typically comprises between 200 and 300 students from about 85 countries, hahn envisaged a college educating boys and girls of age 16 to 20. The selection would be based on motivation and potential, regardless of any social. A scholarship programme would facilitate recruitment of people from different economic backgrounds. The project was realised in 1962 with the inauguration of Atlantic College in Wales, there are currently 17 UWCs in operation. UWC Simón Bolivar was a member of the movement until its closing, the opening date for each college is given for each below, United World College of the Atlantic,1962 Lester B. Former UWC presidents have included Lord Mountbatten and Prince Charles, after graduation an UWC alumni are holders of the International Baccalaureate Diploma, a high school diploma recognised worldwide. The three working languages of the International Baccalaureate are English, French and Spanish, sixteen of the seventeen UWC schools and colleges use English as the main language of teaching and communication. UWC of the Adriatic in Italy require that all students study Italian respectively in order to facilitate their relationship with the local populations, the teaching in the Simón Bolívar United World College of Agriculture in Venezuela was in Spanish, with English language classes. That college was attended by slightly older students and offered a diploma in agricultural administration, UWC students are eligible, after graduation, to participate in the Shelby Davis Scholarship programme, which funds undergraduate study for UWC students at 91 universities in the United States. Special activities at UWC schools and colleges include the Coral Monitoring Service at Li Po Chun United World College, at Mahindra United World College of India students fight fires in order to protect the schools local biodiversity reserve. At the United World College in Mostar the CAS Program contributes to the restoration of the divided post-conflict Mostar society, at Pearson College UWC students help manage the Race Rocks Marine Protected Area, bake bread and kayak. Many UWC students are awarded full or partial scholarships through the committee system. UWC national committees are located in roughly 140 countries, some are run completely by volunteers, applicants for UWC scholarships are generally selected by national committees. They have a varying selection system, but are unified by the UWC mission and values and recognized by the UWC international office. Shortlisted applicants then attend an interview before gaining admission
16.
Presbyterian Ladies' College, Sydney
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The Presbyterian Ladies College, Sydney is an independent, Presbyterian, day and boarding school for girls in Croydon, an inner-western suburb of Sydney, Australia. The school has an enrolment policy for all years but Year 11. Students attend PLC from all regions of the metropolitan area, New South Wales. Established in 1888 by the General Assembly of the Presbyterian Church of NSW, PLC is one of two Sydney schools in the Round Square organisation. In 2001, The Sun-Herald ranked PLC Sydney fourth in Australias top ten girls schools, notable alumnae include the first qualified female architect in Australia and other pioneering women in education, law, and medicine. The General Assembly was also inspired to establish a school, particularly a Ladies College, a Ladies College Committee was formed and by July 1887 they had leased a property in Ashfield. Marden was a believer in equal opportunity in education, and has been described as an early feminist. He rejected the idea that PLC was to be merely a school for the daughters of the wealthy. Out of sympathy with the cry that education is unnecessary for girls, women have also to live their life - in most cases a harder one than men have. This notion of accomplishments being sufficient for girls is surely a remnant of those days when women were looked on as the plaything of men. The Presbyterian Ladies College was finally opened by Marden and lady superintendent, Ms M. McCormick, on 30 January 1888 and it was modelled on the great English Public Schools, and was the first school to be established by the Presbyterian Church of New South Wales. Together with the Committee, Marden was responsible for organising the curriculum, during the opening ceremony the Governor invited his wife, the Countess of Jersey, Margaret Child-Villiers, to speak. She made what the Sydney Morning Herald described as an impromptu speech. The Countess speech was reported throughout Australia and elsewhere around the world. PLCs Jersey Day, an event in which ex-students return to the College on the Sunday closest to 10 March, is named in honour of the Countess. In the early years at Croydon, girls tended to be enrolled at an older age and it was apparent that despite Mardens insistence, many parents viewed the College as a finishing school. As today, it was not a requirement for students to be Presbyterians, the increase in enrolments also convinced the Council of the need to set up a branch school on another site, preferably on the North Shore. In 1913 Marden reported that applications were being refused because of shortness of space
17.
New South Wales
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New South Wales is a state on the east coast of Australia. It borders Queensland to the north, Victoria to the south and it has a coast line with the Tasman Sea on its east side. The Australian Capital Territory is an enclave within the state, New South Wales state capital is Sydney, which is also Australias most populous city. In March 2014, the population of New South Wales was 7.5 million. Just under two-thirds of the population,4.67 million. Inhabitants of New South Wales are referred to as New South Welshmen, the Colony of New South Wales was founded as a penal colony in 1788. It originally comprised a more than half of the Australian mainland with its western boundary set at 129th meridian east in 1825, in addition, the colony also included the island territories of New Zealand, Van Diemens Land, Lord Howe Island, and Norfolk Island. During the 19th century, most of the area was detached to form separate British colonies that eventually became New Zealand. However, the Swan River Colony has never administered as part of New South Wales. Lord Howe Island remains part of New South Wales, while Norfolk Island has become a federal Territory, as have the now known as the Australian Capital Territory. The prior inhabitants of New South Wales were the Aboriginal tribes who arrived in Australia about 40,000 to 60,000 years ago, before European settlement there were an estimated 250,000 Aboriginal people in the region. The Wodi Wodi people are the custodians of the Illawarra region of South Sydney. The Bundjalung people are the custodians of parts of the northern coastal areas. The European discovery of New South Wales was made by Captain James Cook during his 1770 survey along the eastern coast of the Dutch-named continent of New Holland. In his original journal covering the survey, in triplicate to satisfy Admiralty Orders, Cook first named the land New Wales, however, in the copy held by the Admiralty, he revised the wording to New South Wales. After years of chaos and anarchy after the overthrow of Governor William Bligh, macquaries legacy is still evident today. During the 19th century, large areas were separated to form the British colonies of Tasmania, South Australia, Victoria. Responsible government was granted to the New South Wales colony in 1855, following the Treaty of Waitangi, William Hobson declared British sovereignty over New Zealand in 1840
18.
The Armidale School
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It is a company limited by guarantee that operates under the Corporations Act. TAS has classes of students in Transition, Junior School for children in Kindergarten to Year 5, a Middle School for those in Years 6 to 8, in 1993, The Armidale School became the first school in Australia to provide internet access for its students. TAS is also the member of the Athletic Association of the Great Public Schools of New South Wales located outside of the Sydney metropolitan area. In 1840, a site for the school was purchased at Honeysuckle Point, nothing more came of the plan until the appointment of William Tyrrell, as the first Bishop of Newcastle in 1846. The property was passed on to Tyrrell, and in 1854 the land was resumed by the Hunter River Railway Company, by 1877, the school had still not been established, and Bishop Tyrrell began to push the matter further. Subsequently, a plan was drawn up and land selected at Blandford, in 1881, it was determined that the plan to build the School at Blandford was unaffordable, and a suggestion was made that it should be built on the New England Tablelands at Armidale. The additional capital required, to the amount of 6,000 pounds, was raised by James Ross, Archdeacon of Armidale, and his leading laymen. On 5 June 1891, The New England Proprietary School Limited was incorporated with 100 pound shares, offered at 50 pounds each, the Directors purchased 20 acres in Armidale in September 1891, adding to the 10 acres obtained in 1889. The foundation stone of the building, designed by noted architect Sir John Sulman, was laid on 22 February 1893. Hon. Victor Albert George, Earl of Jersey, the Opening Ceremony was performed by the Rt. Rev Arthur Vincent Green, Bishop of Grafton and Armidale on 15 May 1894, the name of the Company and School, was changed in 1896 to The Armidale School. Also that year, TAS joined the Athletic Association of the Great Public Schools of New South Wales in Sydney, on 1 January 2010 the School was incorporated as a company limited by guarantee under the Corporations Act with the name, The Armidale School. This expanded upon an already co-educational Junior School, and was announced following a consultation process. The school started 2016 with 53 girls, including 14 boarders, the Armidale School is situated on a single 18 hectares campus in Armidale, a university city on the New England Tablelands of New South Wales, midway between Sydney and Brisbane. The school features a mix of historic and modern buildings, all of which design elements of the outstanding original building designed by noted architect Sir John Sulman in 1892. Other notable buildings are the 1902 Chapel, designed by Cyril Blacket, and the War Memorial Assembly Hall, the facilities of the school include the Michael Hoskins Creative Arts Centre, which incorporates a 240-seat performing arts theatre, drama classrooms and visual arts studios. The centre is used by local and visiting performing arts organisations including as the home of the Armidale Drama & Music Society. TAS currently has five boarding houses, named Abbott, Croft, Dangar, Tyrrell
19.
Prefect
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Prefect is a magisterial title of varying definition, but which, basically, refers to the leader of an administrative area. A prefects office, department, or area of control is called a prefecture, the words prefect and prefecture are also used, more or less conventionally, to render analogous words in other languages, especially Romance languages. They did have authority in their prefecture such as controlling prisons. The Praetorian prefect began as the commander of a generals guard company in the field. From the Emperor Diocletians tetrarchy they became the administrators of the four Praetorian prefectures, Praefectus urbi, or praefectus urbanus, city prefect, in charge of the administration of Rome. Praefectus vigilum, commander of the Vigiles, Praefectus aerarii, nobles appointed guardians of the state treasury. Praefectus aerarii militaris, prefect of the military treasury Praefectus annonae, Praefectus alae, commander of a cavalry unit. Praefectus cohortis, commander of a cohort, Praefectus fabrum, officer in charge of fabri, i. e. well-trained engineers and artisans. Praefectus legionis agens vice legati, equestrian acting legionary commander, Praefectus orae maritimae, official in charge with the control and defense of an important sector of sea coast. Praefectus socium, Roman officer appointed to a function in an ala sociorum. For some auxiliary troops, specific titles could even refer to their peoples, less important provinces though were entrusted to prefects, military men who would otherwise only govern parts of larger provinces. The most famous example is Pontius Pilate, who governed Judaea at a time when it was administered as an annex of Syria, septimius Severus, after conquering Mesopotamia, introduced the same system there too. Praefectus urbi, a prefect of the era who guarded the city during the annual sacrifice of the Latin. His former title was custos urbi, especially in Medieval Latin, præfectus was used to refer to various officers—administrative, military, judicial, etc. —usually alongside a more precise term in the vernacular. The term is used by the Roman Catholic Church, which based much of its canon law terminology on Roman law, the Roman Curia has the nine Prefects of all the Congregations as well as the two of the Papal Household and of the Economic Affairs of the Holy See. The title also attaches to the heads of some Pontifical Council, who are titled president. For example, the president of the Pontifical Council for Interreligious Dialogue is also the prefect of the Commission for Religious Relations with Muslims, traditionally these Curial officials are Cardinals, hence often called Cardinal-Prefect or Cardinal-President. There was a custom that those who were not cardinals when they were appointed were titled Pro-Prefect or Pro-President, then these officials would be appointed prefect or president after their elevation to the Sacred College
20.
Dormitory
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A dormitory or hall of residence, is a building primarily providing sleeping and residential quarters for large numbers of people, often boarding school, college or university students. In the United States dorm is the most common term, which comes originally from the Latin word dormitorium, on the other hand, in the United Kingdom the term hall is more usual, especially in a university context. A dormitory can also be a room containing several beds – see Sleeping dormitories. Most colleges and universities provide single or multiple rooms for their students. These buildings consist of such rooms, like an apartment building. The largest dormitory building is Bancroft Hall at the United States Naval Academy, many colleges and universities no longer use the word dormitory and staff are now using the term residence hall or simply hall instead. Outside academia however, the dorm or dormitory is commonly used without negative connotations. Indeed, the words are used regularly in the marketplace as well as routinely in advertising, College and university residential rooms vary in size, shape, facilities and number of occupants. Typically, a United States residence hall holds two students with no toilet. This is usually referred to as a double, often, residence halls have communal bathroom facilities. In the United States, residence halls are segregated by sex, with men living in one group of rooms. Some dormitory complexes are single-sex with varying limits on visits by persons of each sex, for example, the University of Notre Dame in Indiana has a long history of Parietals, or mixed visiting hours. In the early 2000s, dorms that allowed people of opposite sexes to share a room available in some public universities. Some colleges and university coeducational dormitories also feature coeducational bathrooms, most residence halls are much closer to campus than comparable private housing such as apartment buildings. Universities may therefore provide priority to students when allocating this accommodation. Halls located away from university facilities sometimes have extra amenities such as a room or bar. Catered halls may charge for food by the meal or through a termly subscription and they may also contain basic kitchen facilities for student use outside catering hours. Most halls contain a laundry room, as of 2015 there was an expanding market for private luxury off-campus student residences which offered substantial amenities in both the United States and Britain, particularly in London
21.
Refectory
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A refectory is a dining room, especially in monasteries, boarding schools, and academic institutions. One of the places the term is most often used today is in graduate seminaries and it derives from the Latin reficere to remake or restore, via Late Latin refectorium, which means a place one goes to be restored. Communal meals are the times when all monks of an institution are together, diet and eating habits differ somewhat by monastic order, and more widely by schedule. The Rule of St Benedict orders two meals, dinner is provided for year-round, supper is also served from late spring to early fall, except for Wednesdays and Fridays. The diet originally consisted of simple fare, two dishes, with fruit as a course if available. The food was simple, with the meat of mammals forbidden to all, moderation in all aspects of diet is the spirit of Benedicts law. Meals are eaten in silence, facilitated sometimes by hand signals, a single monk might read from the Scriptures or writings of the saints aloud during the meals. Refectories vary in size and dimension, based primarily on wealth and size of the monastery, monks eat at long benches, important officials sit at raised benches at one end of the hall. A lavabo, or large basin for hand-washing usually stands outside the refectory, in England, the refectory is generally built on an undercroft on the side of the cloister opposite the church. Benedictine models are generally laid out on an east–west axis. Norman refectories could be as large as 160 feet long by 35 feet wide, even relatively early refectories might have windows, but these became larger and more elaborate in the high medieval period. The refectory at Cluny Abbey was lit through thirty-six large glazed windows, the twelfth-century abbey at Mont Saint-Michel had six windows, five feet wide by twenty feet high. In Eastern Orthodox monasteries, the Trapeza is considered a sacred place, some services are intended to be performed specifically in the Trapeza. There is always at least one Icon with a lampada kept burning in front of it, the service of the Lifting of the Panagia is performed at the end of meals. During Bright Week, this service is replaced with the Lifting of the Artos, in some monasteries, the Ceremony of Forgiveness at the beginning of Great Lent is performed in the Trapeza. All food served in the Trapeza should be blessed, and for that purpose and this usage is particularly prevalent in Church of England buildings, which use the takings to supplement their income. Many universities in the UK also call their student cafeteria or dining facilities the refectory, the term is rare at American colleges, although Brown University calls its main dining hall the Sharpe Refectory. Refectory table Adams, Henry, Mont Saint-Michel and Chartres, living and Dying in England, 1100-1450
22.
Carrel desk
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A carrel desk is a small desk featuring high sides meant to visually isolate its user from any surroundings either partially or totally. Carrel desks are most often found in university or college libraries, most carrel desks are rectangular in shape. Above the main desktop area there is often a shelf for books, sometimes the seat is integrated with the carrel desk. Unlike the cubicle desk, carrel desks usually have no file drawers or other facilities, since the late 1990s, some carrel desk designs provide AC power and Ethernet receptacles for students using laptop computers. Like the school desk, the desk is normally produced. They are made to stand alone or to be grouped together, the word carrel can also refer to a small isolated study room in public libraries and on university campuses, usually the room has a lockable door to which the user is granted the key on request. Carrels usually contain a desk, shelving and a lamp, carrels are generally quite popular at universities and are therefore usually quickly occupied. This becomes especially true during mid-term examinations and finals and they have the advantage of power for a laptop as well as generally being quieter than in the main library building. Carrels are also used as temporary storage for books and materials the user is not finished with while they are at lectures or labs. Carrels originated in monasteries to help contain the cacophony of roomfuls of monks reading aloud, carrels are first recorded in the 13th century at Westminster Abbey, London, on the garth side of the North Walk, though they probably existed from the late years of the 12th century. List of desk forms and types
23.
Gymnasium (Germany)
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Gymnasium, in the German education system, is the most advanced of the three types of German secondary schools, the others being Realschule and Hauptschule. Gymnasium strongly emphasizes academic learning, comparable to the British grammar school system or with prep schools in the United States, a student attending gymnasium is called a Gymnasiast. In 2009/10 there were 3,094 gymnasia in Germany, with c. 2,475,000 students, Gymnasia are generally public, state-funded schools, but a number of parochial and private gymnasia also exist. In 2009/10,11.1 percent of students attended a private gymnasium. These often charge fees, though many also offer scholarships. Tuition fees are lower than in comparable European countries, some gymnasia are boarding schools, while others run as day schools, they are now predominantly co-educational, and few single-sex schools remain. Students are admitted at 10 or 13 years of age and are required to have completed four to six years of Grundschule, traditionally, a pupil attended gymnasium for nine years in western Germany, or eight in eastern Germany. Final year students take the Abitur final exam, the Abitur is not comparable to the SAT in the United States, it tests material learned in high school across a wider spectrum than the SAT. Most gymnasia hold a meeting at least once a year. People unfamiliar with the German system sometimes wrongly assume that only those graduating from a gymnasium are admitted to university in Germany, although this is normally the case, it is not always true. There are several ways to earn the Abitur, and there are 50 ways to enter higher education in Germany. In 2008 in some states, less than half of university freshmen had graduated from a gymnasium, even in Bavaria only 56 percent of freshmen had graduated from a gymnasium. However, in cases, it is easier to be accepted by an institution of higher education if one has graduated from a gymnasium. For example, many universities require students who want to study subjects, such as medicine, to hold the Latinum. Gymnasium students can be awarded the Latinum by their school, Students attending other schools often dont have that chance, however, they can take a Latin exam, which if passed, allows the student to be awarded a Latinum. This requires extra initiative, however, because many schools do not offer Latin. Indeed, it is by far the one in the PISA league table. However some hold the opinion that this comes at the cost of a catastrophe in the Hauptschulen The gymnasium arose out of the humanistic movement of the sixteenth century
24.
Germany
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Germany, officially the Federal Republic of Germany, is a federal parliamentary republic in central-western Europe. It includes 16 constituent states, covers an area of 357,021 square kilometres, with about 82 million inhabitants, Germany is the most populous member state of the European Union. After the United States, it is the second most popular destination in the world. Germanys capital and largest metropolis is Berlin, while its largest conurbation is the Ruhr, other major cities include Hamburg, Munich, Cologne, Frankfurt, Stuttgart, Düsseldorf and Leipzig. Various Germanic tribes have inhabited the northern parts of modern Germany since classical antiquity, a region named Germania was documented before 100 AD. During the Migration Period the Germanic tribes expanded southward, beginning in the 10th century, German territories formed a central part of the Holy Roman Empire. During the 16th century, northern German regions became the centre of the Protestant Reformation, in 1871, Germany became a nation state when most of the German states unified into the Prussian-dominated German Empire. After World War I and the German Revolution of 1918–1919, the Empire was replaced by the parliamentary Weimar Republic, the establishment of the national socialist dictatorship in 1933 led to World War II and the Holocaust. After a period of Allied occupation, two German states were founded, the Federal Republic of Germany and the German Democratic Republic, in 1990, the country was reunified. In the 21st century, Germany is a power and has the worlds fourth-largest economy by nominal GDP. As a global leader in industrial and technological sectors, it is both the worlds third-largest exporter and importer of goods. Germany is a country with a very high standard of living sustained by a skilled. It upholds a social security and universal health system, environmental protection. Germany was a member of the European Economic Community in 1957. It is part of the Schengen Area, and became a co-founder of the Eurozone in 1999, Germany is a member of the United Nations, NATO, the G8, the G20, and the OECD. The national military expenditure is the 9th highest in the world, the English word Germany derives from the Latin Germania, which came into use after Julius Caesar adopted it for the peoples east of the Rhine. This in turn descends from Proto-Germanic *þiudiskaz popular, derived from *þeudō, descended from Proto-Indo-European *tewtéh₂- people, the discovery of the Mauer 1 mandible shows that ancient humans were present in Germany at least 600,000 years ago. The oldest complete hunting weapons found anywhere in the world were discovered in a mine in Schöningen where three 380, 000-year-old wooden javelins were unearthed
25.
Abitur
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Abitur is a university-preparatory school leaving qualification in Germany, Lithuania, Finland, and Estonia. It is conferred to students who pass their exams at the end of their secondary education. As a matriculation examination, Abitur can be compared to A-level, Matura or the International Baccalaureate Diploma, thus, it encompasses the functions of both a school graduation certificate and a college entrance exam. The official term in Germany for this certificate of education is Allgemeine Hochschulreife, in 2005, a total of 231,465 students passed the Abitur exam in Germany. The numbers have risen steadily and in 2012, a total of 305,172 students obtained the Allgemeine Hochschulreife and this number, reflecting those who pass the traditional Abitur at their high school, is, however, lower than the total count. Adding the 51,912 students who obtained the Hochschulreife at vocational training schools, if those who obtain the Fachhochschulreife are also added, then the total of those who obtained the right to study at a university or a Fachhochschule is 501,483. Until the 18th century, every German university had its own entrance examination, in 1788 Prussia introduced the Abiturreglement, a law, for the first time within Germany, establishing the Abitur as an official qualification. It was later established in the other German states. In 1834, it became the university entrance exam in Prussia. Since then, the German state of Hesse allows students with Fachhochschulreife to study at the universities within that state, the academic level of the Abitur is comparable to the International Baccalaureate, the GCE Advanced Level and the Advanced Placement tests. Indeed, the requirements for the International Baccalaureate differ little from the German exam requirements. It is the only school-leaving certificate in all states of Germany that allows the graduate to move directly to university, the other school leaving certificates, the Hauptschulabschluss and the Realschulabschluss, do not allow their holders to matriculate at a university. However, the Abitur is not the path to university studies. Students who successfully passed a Begabtenprüfung are also eligible, a person who does not hold the Abitur and did not take an aptitude test may still be admitted to university by completing at least the 10th grade and doing well on an IQ-Test. The official meaning behind the word Abitur in Germany is Zeugnis der allgemeinen Hochschulreife, during the two final years of secondary school studies and in their final exams, students receive grades on a scale of 15 to 0 points. The points are weighted and then added up and converted to the grade on a scale from 1 to 6. Student who receive 13.72 points or more on average in all courses, in German, the European Baccalaureate is called europäisches Abitur, and the International Baccalaureate is called internationales Abitur, both not to be confused with the German Abitur. The term Fachabitur was used in all of Western Germany for a variation of the Abitur until the 1990s and this qualification includes only one foreign language
26.
Think Global School
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THINK Global School is an independent high school that travels the world, giving students the opportunity to study in nine different countries over the course of three years. The school is non-profit, co-educational, and non-denominational, the school was created by travel photographer Joann McPike, who contributed the founding donation. During the 2010-11 school year, the students studied in Stockholm, Sweden, Sydney, Australia, during the 2011-12 school year, they studied in Cuenca, Ecuador, Chiang Mai, Thailand, and Berlin, Germany. The 2012-13 school year included a term in Buenos Aires, Argentina, a spring term in Boston, United States. The 2013-14 school year included a term in Hyderabad, India, a spring term in Hiroshima, Japan. The 2014-15 school year consisted of three terms, the first taking place in Auckland, New Zealand, followed by terms in Puntarenas, Costa Rica and Athens, Greece. The 2015-2016 school year includes a return to Stockholm, a term in Sarajevo, Bosnia and Herzegovina, the 2016-17 school year will take place in Peru, Morocco, and Canada. The school was granted full authorization as an IB World School by the International Baccalaureate Organization in April 2012, THINK Global School graduated its first class of students on May 31,2014. The class of 2015 had a 100% IB pass rate, in 2016, THINK Global School received a five-year renewal of its accreditation by the Western Association of Schools and Conferences. To guide us on our journey and help us achieve our goals, the school is a U. S. -registered 501 non-profit entity and has earned the Guidestar Exchange Seal, an award given to non-profits demonstrating a commitment to transparency. The schools core academic program is taught in English, but the curriculum includes classroom study of Spanish. Moreover, students are expected to acquire a basic vocabulary in the language of each trimester’s host city, the school became an IB World School in April 2012. Its curriculum is guided by the IB Diploma Programme, with taking the IB examinations prior to graduation at the end of their fourth year. All graduating students earn high school diplomas accredited by the U. S. -based Western Association of Schools. The curriculum for Grade 10 is based on the IB Middle Years Programme, the curriculum for Grades 11 and 12 follows the standards of the IB Diploma Programme. These activities are known as weXplore
27.
Wilderness
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Wilderness or wildland is a natural environment on Earth that has not been significantly modified by human activity. Some governments establish them by law or administrative acts, usually in land tracts that have not been modified by human action in great measure, the main feature of them is that human activity is restricted significantly. These actions seek not only to preserve what already exists, but also to promote and advance a natural expression, Wilderness areas can be found in preserves, conservation preserves, National Forests, National Parks and even in urban areas along rivers, gulches or otherwise undeveloped areas. These areas are considered important for the survival of species, biodiversity, ecological studies, conservation, solitude. Wilderness is deeply valued for cultural, spiritual, moral, some nature writers believe wilderness areas are vital for the human spirit and creativity. They may also preserve historic genetic traits and provide habitat for flora and fauna that may be difficult to recreate in zoos. The word wilderness derives from the notion of other words. The mere presence or activity of people does not disqualify an area from being wilderness, many ecosystems that are, or have been, inhabited or influenced by activities of people may still be considered wild. This way of looking at wilderness includes areas within which natural processes operate without human interference, the WILD Foundation states that wilderness areas have two dimensions, they must be biologically intact and legally protected. The World Conservation Union classifies wilderness at two levels, Ia and Ib, activities on the margins of specific wilderness areas, such as fire suppression and the interruption of animal migration also affect the interior of wildernesses. Especially in wealthier, industrialized nations, it has a legal meaning as well. Many nations have designated wilderness, including Australia, Canada, New Zealand, South Africa, looked at through the lens of the visual arts, nature and wildness have been important subjects in various epochs of world history. An early tradition of landscape art occurred in the Tang Dynasty, the tradition of representing nature as it is became one of the aims of Chinese painting and was a significant influence in Asian art. In the 13th century, Shih Erh Chi recommended avoiding painting scenes lacking any places made inaccessible by nature, for most of human history, the greater part of the Earths terrain was wilderness, and human attention was concentrated in settled areas. The first known laws to protect parts of nature date back to the Babylonian Empire, Ashoka, the Great Mauryan King, defined the first laws in the world to protect flora and fauna in Edicts of Ashoka around 3rd Century B. C. In the Middle Ages, the Kings of England initiated one of the world’s first conscious efforts to natural areas. They were motivated by a desire to be able to hunt wild animals in private hunting preserves rather than a desire to protect wilderness, nevertheless, in order to have animals to hunt they would have to protect wildlife from subsistence hunting and the land from villagers gathering firewood. Similar measures were introduced in other European countries, the idea of wilderness having intrinsic value emerged in the Western world in the 19th century
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Disability
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Disability is an impairment that may be cognitive, developmental, intellectual, mental, physical, sensory, or some combination of these. It substantially affects a persons activities and may be present from birth or occur during a persons lifetime. Disabilities is a term, covering impairments, activity limitations. Disability is thus not just a health problem and it is a complex phenomenon, reflecting the interaction between features of a person’s body and features of the society in which he or she lives. Disability is a concept, with different meanings for different communities. It may be used to refer to physical or mental attributes that some institutions, particularly medicine and it may refer to limitations imposed on people by the constraints of an ableist society. Or the term may serve to refer to the identity of people with disabilities, debates about proper terminology and their implied politics continue in disability communities and the academic field of disability studies. In some countries, the law requires that disabilities are documented by a provider in order to assess qualifications for disability benefits. During the Middle Ages, madness and other conditions were thought to be caused by demons and they were also thought to be part of the natural order, especially during and in the fallout of the Plague, which wrought impairments throughout the general population. Contemporary concepts of disability are rooted in eighteenth- and nineteenth-century developments, foremost among these was the development of clinical medical discourse, which made the human body visible as a thing to be manipulated, studied, and transformed. These worked in tandem with scientific discourses that sought to classify and categorize and, in so doing, became methods of normalization. The concept of the norm developed in time period, and is signaled in the work of the French statistician Alphonse Quetelet. Quetelet postulated that one could take the sum of all attributes in a given population and find their average. Disability, as well as other concepts including, abnormal, non-normal, the circulation of these concepts is evident in the popularity of the freak show, where showmen profited from exhibiting people who deviated from those norms. With the rise of eugenics in the part of the nineteenth century. With disability viewed as part of a persons biological make-up and thus their genetic inheritance, various metrics for assessing a persons genetic fitness, which were then used to deport, sterilize, or institutionalize those deemed unfit. In the early 1970s, disability activists began to challenge how society treated people with disabilities, due to this work, physical barriers to access were identified. These conditions functionally disabled them, and what is now known as the model of disability emerged
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Secondary education
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Secondary education covers two phases on the ISCED scale. Level 2 or junior secondary education is considered the second and final phase of basic education, every country aims to provide basic education, but the systems and terminology remain unique to them. Secondary education typically takes place six years of primary education and is followed by higher education. In most countries it is compulsory for students between the ages 11 and 16, Compulsory education sometimes extends to age 19. In classical and mediaeval times secondary education was provided by the church for the sons of nobility and to boys preparing for universities, as trade required navigational and scientific skills the church reluctantly expanded the curriculum and widened the intake. As late as 1868, secondary schools were organised to satisfy the needs of different social classes with the labouring classes getting 4yrs, the merchant class 5yrs, only then did it become accepted that girls could be sent to school. The rights to an education were codified after 1945, and countries are still working to achieve the goal of mandatory. It is at this education level, particularly in its first cycle. Within a country these can be implemented in different ways, with different age levels, Level 1 and Level 2, that is primary education and lower secondary together form basic education. Though they may be dated they do provide a set of definitions. The educational aim is to complete provision of education, completing the delivery of basic skills. The end of secondary education often coincides with the end of compulsory education in countries where that exists. There are also vocational schools that last only three years. Secondary schools supply students with primary subjects needed for the work environment in Croatia. People who completed secondary school are classified as medium expertise, there are currently around 90 gymnasiums and some 300 vocational schools in Croatia. The public secondary schools are under the jurisdiction of regional government, the two secondary phases are the Gymnasium followed by Eniaio Lykeio or Unified Lyceum. The third phase is the Post-secondary education consisting of public institutions or universities. Due to historic reasons, the Czech school system is almost the same as the German school system, the school system is free and mandatory until age 15
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North Carolina School of Science and Mathematics
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The school accepts rising juniors from across North Carolina and enrolls them through senior year. Though NCSSM is a school, enrollment is limited. Since its inception, NCSSM has been funded by the state, meaning no student is required to pay any tuition, room, board. This funding is supplemented by the NCSSM Foundations private funding, which supports NCSSMs academic, residential, in the past 25 years, the Foundation has raised in excess of $25 million in private support from corporations, foundations, alumni, parents and friends of NCSSM. A tuition fee was considered for the 2002–03 school year in the midst of a budgetary crisis. That bill was amended in 2005 to allow students to use additional tuition monies awarded to cover costs of attendance, however, the tuition waiver has been phased out in the Appropriations Act of 2009 in the North Carolina Senate in order to balance the budget. The bill states that No new recipients shall be funded after June 30,2009, NCSSM has served as a model for 18 similar schools, many of which are now members of the National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology. NCSSM students are not given a rank and are encouraged to strive for their best rather than competing against other students. Although students previously were not given grade point averages, the school currently provides GPAs on transcripts to simplify the application process. NCSSM students have consistently done well in national academic competitions. In 2013, it was 2034, second to the Early College at Guilfords 2051, during the 2013-2014 school year, NCSSM housed approximately 680 students. There were 346 seniors enrolled in the class of 2013, currently, there are more females than males due to the larger number of female dormitory spaces. The school offers workshops for strengthening K-12 math and science education, the programs focus on teaching the teacher. These workshops focus particularly in science and mathematics education, NCSSM regularly does well in terms of academic events and certain sports. The school is known to place upwards of ten students a year in the Siemens Competition in Math, Science, in 2006, Nicholas Tang and Sagar Indurkhya became national finalists in that years Siemens Competition. NCSSM also regularly produces semifinalists in the Intel Science Talent Search and Intel Science, in 2010, NCSSM won first place at the 2010 National DOE Science Bowl Competition, and the students on the team got to meet Michelle Obama. In 2011, for the first time in the schools history, mens cross-country and mens soccer were state champions, while womens tennis and womens volleyball were state runners-up and a member of the womens diving team placed second at the 1A/2A state meet. Two girls from the golf team were also sent to the state championships match
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Interlochen Center for the Arts
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Interlochen Center for the Arts is a tax exempt,501 non-profit corporation, operating an arts education institution in northwest Michigan. The center is situated on a 1, 200-acre campus in Interlochen, Michigan, Interlochen draws young people from around the world to study music, theater, dance, visual arts, creative writing, motion picture arts, and comparative arts. Interlochen Center for the Arts comprises five major divisions, an annual summer camp attended by young artists from around the world. Programs are offered to students in grades three through twelve, providing an opportunity to learn, create and perform alongside leading artists, a fine arts boarding high school offering arts training combined with comprehensive, college-preparatory academics. An adult artist learning program offering programs in a variety of arts disciplines. Two listener-supported stations that broadcast to northwest Michigan, Classical Music 88.7,88.5,94.7 and 100.9 FM, broadcasts include arts, news and culture from around the world, as well as local and regional news, information and artists. IPR was a member of National Public Radio. An ongoing series of performances by students, faculty and dozens of world-renowned guest artists, the series presents more than 600 events each year, making Interlochen one of the nations largest arts presenters. The Interlochen Arts Academy, the highest profile pre-professional arts boarding school worldwide, was founded in 1962 by Joseph E. Maddy, as of 2016, it had 350 faculty and staff, and approximately 500 students. While more than half the major in Music Performance, IAA offers majors in Comparative Arts, Creative Writing, Dance, Theatre, Motion Picture Arts. Newer majors include Motion Picture Arts beginning in 2005, Comparative Arts in 2011, the vast majority of students at Interlochen Arts Academy are boarding students, including many international students, some are day students who live in the vicinity. This was due to the schools boarding feature and competitive entrance auditions, with the addition of new majors, IAA has attempted to increase the number of students attending all four years. IAA also offers a year for further pre-professional study. Upon graduation, most IAA graduates continue to universities or conservatories for further study in the arts or academics, Interlochen Arts Academy graduates also matriculate at colleges and universities that do not have a primary focus on the arts. From the State of Michigan historical marker on Interlochens Osterlin Mall, in the late 1800s white men came and cut the pines, leaving only a small forest between the lakes. This virgin pine was purchased in 1917 by the state and became part of one of the first state parks, when the lumber era ended, the Wylie Cooperage mill occupied the Indian village site, making barrels until the hardwood ran out. Willis Penningtons summer hotel, opened in 1909, was popular with fishermen until automobiles, then in 1918, Camp Interlochen, one of Michigans first girls recreation camps, was opened, followed in 1922 by Camp Penn Loch for boys. In 1928, by arrangement with Willis Pennington, Joseph E. Maddy and it grew rapidly in scope, size, and reputation, becoming the National Music Camp in 1931, and affiliating with the University of Michigan in 1942
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Israel
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Israel, officially the State of Israel, is a country in the Middle East, on the southeastern shore of the Mediterranean Sea and the northern shore of the Red Sea. The country contains geographically diverse features within its small area. Israels economy and technology center is Tel Aviv, while its seat of government and proclaimed capital is Jerusalem, in 1947, the United Nations adopted a Partition Plan for Mandatory Palestine recommending the creation of independent Arab and Jewish states and an internationalized Jerusalem. The plan was accepted by the Jewish Agency for Palestine, next year, the Jewish Agency declared the establishment of a Jewish state in Eretz Israel, to be known as the State of Israel. Israel has since fought several wars with neighboring Arab states, in the course of which it has occupied territories including the West Bank, Golan Heights and it extended its laws to the Golan Heights and East Jerusalem, but not the West Bank. Israels occupation of the Palestinian territories is the worlds longest military occupation in modern times, efforts to resolve the Israeli–Palestinian conflict have not resulted in peace. However, peace treaties between Israel and both Egypt and Jordan have successfully been signed, the population of Israel, as defined by the Israel Central Bureau of Statistics, was estimated in 2017 to be 8,671,100 people. It is the worlds only Jewish-majority state, with 74. 8% being designated as Jewish, the countrys second largest group of citizens are Arabs, at 20. 8%. The great majority of Israeli Arabs are Sunni Muslims, including significant numbers of semi-settled Negev Bedouins, other minorities include Arameans, Armenians, Assyrians, Black Hebrew Israelites, Circassians, Maronites and Samaritans. Israel also hosts a significant population of foreign workers and asylum seekers from Africa and Asia, including illegal migrants from Sudan, Eritrea. In its Basic Laws, Israel defines itself as a Jewish, Israel is a representative democracy with a parliamentary system, proportional representation and universal suffrage. The prime minister is head of government and the Knesset is the legislature, Israel is a developed country and an OECD member, with the 35th-largest economy in the world by nominal gross domestic product as of 2016. The country benefits from a skilled workforce and is among the most educated countries in the world with one of the highest percentage of its citizens holding a tertiary education degree. The country has the highest standard of living in the Middle East and the third highest in Asia, in the early weeks of independence, the government chose the term Israeli to denote a citizen of Israel, with the formal announcement made by Minister of Foreign Affairs Moshe Sharett. The names Land of Israel and Children of Israel have historically used to refer to the biblical Kingdom of Israel. The name Israel in these phrases refers to the patriarch Jacob who, jacobs twelve sons became the ancestors of the Israelites, also known as the Twelve Tribes of Israel or Children of Israel. The earliest known artifact to mention the word Israel as a collective is the Merneptah Stele of ancient Egypt. The area is known as the Holy Land, being holy for all Abrahamic religions including Judaism, Christianity, Islam
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Youth village
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A youth village is a boarding school model first developed in Mandate Palestine in the 1930s to care for groups of children and teenagers fleeing the Nazis. Henrietta Szold and Recha Freier were the pioneers in this sphere, known as youth aliyah, the first youth village was Mikve Israel. In the 1940s and 1950s, a period of immigration to Israel. Youth villages were established during this period by the Jewish Agency, WIZO, after the establishment of Israel, the Israeli Ministry of Education took over the administration of these institutions, but not their ownership. The Hadassah Neurim Youth Village, founded by Akiva Yishai, was the first vocational school for Youth Aliyah children, from the 1960s to the 1980s, young people from broken or troubled homes were sent to youth villages. Today some of the villages have closed, but many continue to provide a framework for immigrant youth. Others have introduced programs for gifted students from underprivileged neighborhoods, exchange programs for high school students. Some function as high schools and accept non-residential students. In 2007, Yemin Orde Youth Village, established in the early 1950s on Mt. Carmel, had a student population consisting of youngsters from all over the world, the village provides a safe haven for destitute children aged 5–19. A youth village patterned after the Israeli model is now being established in Rwanda, residential education is believed to have special value for the two major population targets of Youth Aliyah - immigrant youth and young people from deprived social groups. A police studies track was established in 2004 at the Kanot Youth Village and it has been shown that young people with low self-esteem thrive in such programs. Eighteen out of the 20 students at Kanot who studied in the police studies track, there are 60 youth villages in Israel today, with a student population of 18,000. Hakhshara Youth aliyah In pictures, Israeli youth village - BBC News
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SEED Foundation
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The SEED Foundation is a private foundation, established in 1997 to provide boarding school college-preparatory educational opportunities to underserved students. In 2002, the SEED School of DC received a $100,000 grant from Oprah Winfreys Angel Network for the construction of new dormitory facilities. In 2010, the SEED schools were featured on 60 Minutes, the SEED schools are boarding schools serving disadvantaged students located in Washington, D. C. The schools integrate an academic program with a nurturing boarding program. The students live in dormitories during the week in order to provide students with a uniform residential experience. The SEED School in Washington, D. C. opened in 1998, has an enrollment of 320 students from sixth through twelfth grades, the school serves students from across Washington, D. C. The majority of SEED students live in the Southeast, Washington, the D. C. school has been called successful with 91 percent of ninth graders go on to graduate and 96 percent of graduating seniors are accepted to four-year colleges. The SEED school in Washington D. C. was visited by U. S president Barack Obama in April 2009, the school was also visited by Charles, Prince of Wales and Camilla, Duchess of Cornwall. The SEED School of Maryland, opened in August 2008, draws students from across the state, the school currently has an enrollment of 400 students from sixth through twelfth grades. The schools first class of seniors graduated in May 2015, the school is located at 200 Font Hill, Baltimore, Maryland The SEED School of Miami opened in August 2014 on the Florida Memorial University campus in Miami Gardens. It serves 97 sixth- and seventh-graders from all over South Florida in a safe, SEED has announced plans to expand with additional schools in other U. S. cities. Lad Lake met with SEED Foundation officials when they were planning their own charter school
