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Admission tests at KU these days | killexams.com Real Questions and Pass4sure dumps

Khulna institution (KU) admission exams for first-yr honours courses below 2018-19 academic 12 months start nowadays.

This 12 months, a complete of 27,630 functions have been filed for 1,229 seats under 29 disciplines, in line with a KU press unlock.

In different words, about 22 candidates will compete for every seat in this yr's admission tests.

Admission test of "A" unit for Science, Engineering and expertise and life Science schools is scheduled to be held from 8:30am to 10:00am.

The "B" unit look at various for schools of Arts and Humanities, Social Science, and legislations, and Institute of education and research (IER) is scheduled from 12:00pm to 1:30pm.

however, the look at various of Institute of quality Arts below the same unit is scheduled from 12:00pm to 2pm.

The "C" unit test for administration and company Administration school should be held from three:00pm to 4:30pm.

The examinees will not be allowed to usher in cellular telephones or every other digital gadgets and their faces and ears can not be lined whereas within the examination corridor.

additional particulars can be availed by traveling www.ku.ac.bd.

Dhaka college: 18,500 students will need to retake Gha Unit admission exams | killexams.com Real Questions and Pass4sure dumps

  DU Correspondent,  bdnews24.com

published: 2018-10-23 15:32:10.0 BdST up-to-date: 2018-10-24 03:32:46.0 BdST

almost 18,500 college students who cleared the ‘Gha’ unit admission exams marred through question paper leak allegations will should retake them, the Dhaka university says.

The choice got here from a two-hour meeting of the deans’ committee on Tuesday, Vice-Chancellor Prof Md Akhtaruzzaman advised bdnews24.com.

but the date for the exams may be announced later.

“We hope the debate over the digital dishonest or question paper leak, whatever thing it's, will end with the new look at various,” Dhaka college academics’ association President ASM Maksud Kamal pointed out.

As many as 18,464 or 26.21 p.c candidates handed the tests, in keeping with the outcomes introduced after a prolong because of an preliminary investigation into the leak allegations.

The Bangladesh Council to protect widespread students' Rights took out a procession on the Dhaka institution campus on Tuesday disturbing cancellation of outcomes of the 'Gha' unit admission assessments marred by using question paper leak allegations.

A mum or dad of a candidate who failed the ‘Gha’ unit tests filed a writ petition over the equal demand on Sunday.

Ruling Awami League’s student entrance Bangladesh Chhatra League had also submitted a memorandum to the VC demanding sparkling exams earlier than the deans’ committee sat for the meeting.  

The admission examine turned into taken in 81 centres in and outside the Dhaka institution campus on Oct 12.

Journalists found fourteen images of a handwritten question paper of the unit’s entry verify about 31 minutes after the examination had begun.

nonetheless it turned into discovered that the question paper was on a pupil’s cell forty three minutes before the check commenced.

The university fashioned a 3-member panel to examine the alleged leaks of the admission check questions.

legislation enforcers have arrested six individuals for his or her alleged involvement within the leaks.

WARNING:

Any unauthorised use or copy of bdnews24.com content material for commercial functions is exactly prohibited and constitutes copyright infringement susceptible to felony action.

ABA committee wants to conclusion use of alternative legislation faculty admission tests | killexams.com Real Questions and Pass4sure dumps

legal education

by means of Mark Hansen

Posted might also 4, 2015, 4:30 pm CDT

An ABA committee is recommending the elimination of a rule that allows most legislations colleges to confess as much as 10 p.c of their getting into courses with college students who haven’t taken the legislation school Admission check.

Barring that, the committee is proposing to make the rule of thumb relevant to all colleges.

the rule of thumb, authorised ultimate 12 months through the governing council of the ABA portion of legal education and Admissions to the Bar, at present applies only to college students enrolled in undergraduate courses at the same college because the legislation college and/or students pursuing one other diploma moreover their JD.

applicants admitted below the rule have to have scored within the desirable eighty fifth percentile nationally on one of 4 standardized faculty or graduate admissions tests and ought to both have ranked within the true 10 % of their undergraduate class or achieved a cumulative GPA of three.5 or better via six semesters of academic work.

the rule become adopted at the request of the part’s accreditation committee to deliver a safe harbor and clear guidance to schools that wish to use undergraduate admission checks such because the ACT or the SAT or graduate-degree admission exams such as the GMAT or GRE as alternatives to the LSAT. It came after sixteen faculties had been granted variances from the requirement that all applicants should take a test this is legitimate and legit in assessing an applicant’s means of satisfactorily completing the school’s program of criminal training. so far, only the LSAT has demonstrated such reliability.

but individuals of the part’s necessities overview Committee, which met Friday and Saturday in Chicago, are involved that not one of the alternative admissions assessments had been shown to be legitimate and reputable predictors of legislation college efficiency.

so that they voted to recommend that the council either do away with the guideline altogether or amend it in a way that would make it available to all legislations colleges.

“If the experience of sixteen schools with variances changed into ample to justify the introduction of an choice admission application that doesn't require an LSAT for some candidates, that choice should still be accessible to all legislation schools, including legislation schools that aren't affiliated with a college,” the committee noted in an explanation of the reasoning at the back of its proposed recommendation.

If the council agrees to get rid of the rule, the committee has asked the council to stipulate that to ensure that a look at various to be deemed legitimate and authentic for use in legislation school admissions, it need to be validated as such by using the testing agency that administers it.

If the council decides to retain the rule, the committee has asked it to require colleges to file a pupil’s LSAT rating if the student took the LSAT or document the score of any option admission verify upon which a student become admitted. It also wants the council to require colleges to file periodic reports measuring the performance of scholars admitted beneath any alternative admission verify. And it needs the council to order a overview of the guideline after three years to determine whether it will be amended or repealed.

At its assembly Friday, the committee also voted to suggest:

• Giving legislations colleges the choice of granting academic credit to students for collaborating in container placement courses for which they receive compensation—but handiest if the faculty is capable of exhibit that it has maintained adequate handle of the pupil journey.

• including gender id and the phrase “or another characteristic no longer valuable to the applicant’s skill to satisfactorily complete the school’s program of criminal education” to the checklist of companies that a school might also not discriminate in opposition t.

• getting rid of the list of corporations now coated under the range and inclusion usual—race, gender and ethnicity—from the usual itself and focusing as an alternative on the broader intention of the general, which is to advertise move-cultural knowing, aid smash down stereotypes and permit college students to take into account people from distinctive backgrounds.

beneath the committee’s proposal, law schools would be required to provide an ambiance wherein range and inclusion are welcomed and embraced, and to exhibit their commitment to variety and inclusion via concrete motion.

The list of corporations to be lined with the aid of the ordinary would be spelled out in an interpretation and would encompass devoid of challenge race, colour, faith, national foundation, gender, gender identification, sexual orientation, age and disability.

all of the committee’s options will go to the council for consideration at its meeting subsequent month in Minneapolis. If the council has the same opinion with the proposed changes, they will be posted for observe and comment and be the subject of a public hearing in mid-July. If the council adopts the proposed changes at its July assembly in Chicago, they may be reviewed by using the condo of Delegates on the ABA Annual meeting in August. The residence can both concur with the changes or refer them lower back to the council for further consideration, however the council has the ultimate say on any changes within the necessities.

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The Boys at the Back | killexams.com real questions and Pass4sure dumps

Boys score as well as or better than girls on most standardized tests, yet they are far less likely to get good grades, take advanced classes or attend college. Why? A study coming out this week in The Journal of Human Resources gives an important answer. Teachers of classes as early as kindergarten factor good behavior into grades — and girls, as a rule, comport themselves far better than boys.

The study’s authors analyzed data from more than 5,800 students from kindergarten through fifth grade and found that boys across all racial groups and in all major subject areas received lower grades than their test scores would have predicted.

The scholars attributed this “misalignment” to differences in “noncognitive skills”: attentiveness, persistence, eagerness to learn, the ability to sit still and work independently. As most parents know, girls tend to develop these skills earlier and more naturally than boys.

No previous study, to my knowledge, has demonstrated that the well-known gender gap in school grades begins so early and is almost entirely attributable to differences in behavior. The researchers found that teachers rated boys as less proficient even when the boys did just as well as the girls on tests of reading, math and science. (The teachers did not know the test scores in advance.) If the teachers had not accounted for classroom behavior, the boys’ grades, like the girls’, would have matched their test scores.

That boys struggle with school is hardly news. Think of Shakespeare’s “whining schoolboy with his satchel and shining morning face, creeping like snail unwillingly to school.” Over all, it’s likely that girls have long behaved better than boys at school (and earned better grades as a result), but their early academic success was not enough to overcome significant subsequent disadvantages: families’ favoring sons over daughters in allocating scarce resources for schooling; cultural norms that de-emphasized girls’ education, particularly past high school; an industrial economy that did not require a college degree to earn a living wage; and persistent discrimination toward women in the workplace.

Those disadvantages have lessened since about the 1970s. Parents, especially those of education and means, began to value their daughters’ human capital as much as their sons’. Universities that had been dominated by affluent white men embraced meritocratic values and diversity of gender, race and class. The shift from a labor-intensive, manufacturing-reliant economy to a knowledge-based service economy significantly increased the relative value of college and postgraduate degrees. And while workplace inequities persisted, changing attitudes, legislation and litigation began to level the occupational playing field.

As these shifts were occurring, girls began their advance in education. In 1985, boys and girls took Advanced Placement exams at nearly the same rate. Around 1990, girls moved ahead of boys, and have never looked back. Women now account for roughly 60 percent of associate’s, bachelor’s and master’s degrees and have begun to outpace men in obtaining Ph.D.’s.

There are some who say, well, too bad for the boys. If they are inattentive, obstreperous and distracting to their teachers and peers, that’s their problem. After all, the ability to regulate one’s impulses, delay gratification, sit still and pay close attention are the cornerstones of success in school and in the work force. It’s long past time for women to claim their rightful share of the economic rewards that redound to those who do well in school.

As one critic told me recently, the classroom is no more rigged against boys than workplaces are rigged against lazy and unfocused workers. But unproductive workers are adults — not 5-year-olds. If boys are restless and unfocused, why not look for ways to help them do better? As a nation, can we afford not to?

A few decades ago, when we realized that girls languished behind boys in math and science, we mounted a concerted effort to give them more support, with significant success. Shouldn’t we do the same for boys?

When I made this argument in my book “The War Against Boys,” almost no one was talking about boys’ academic, social and vocational problems. Now, 12 years later, the press, books and academic journals are teeming with such accounts. Witness the crop of books in recent years: Leonard Sax’s “Boys Adrift,” Liza Mundy’s “The Richer Sex,” Hanna Rosin’s “The End of Men.”

For a revised version of the book, due out this summer, I’ve changed the subtitle — to “How Misguided Policies Are Harming Our Young Men” from “How Misguided Feminism Is Harming Our Young Men” — and moved away from criticizing feminism; instead I emphasized boy-averse trends like the decline of recess, zero-tolerance disciplinary policies, the tendency to criminalize minor juvenile misconduct and the turn away from single-sex schooling. As our schools have become more feelings-centered, risk-averse, collaboration-oriented and sedentary, they have moved further and further from boys’ characteristic sensibilities. Concerns about boys arose during a time of tech bubble prosperity; now, more than a decade later, there are major policy reasons — besides the stale “culture wars” of the 1990s — to focus on boys’ schooling.

One is the heightened attention to school achievement as the cornerstone of lifelong success. Grades determine entry into advanced classes, enrichment programs and honor societies. They open — or close — doors to higher education. “If grade disparities emerge this early on, it’s not surprising that by the time these children are ready to go to college, girls will be better positioned,” says Christopher M. Cornwell, an economist at the University of Georgia and an author of the new study, along with his colleague David B. Mustard and Jessica Van Parys of Columbia University.

A second reason is globalization. Richard Whitmire, an education writer, and William Brozo, a literacy expert, write that “the global economic race we read so much about — the marathon to produce the most educated work force, and therefore the most prosperous nation — really comes down to a calculation: whichever nation solves these ‘boy troubles’ wins the race.” That’s probably an overstatement, but we do know that the large-scale entry of women into the work force paid large economic dividends. It stands to reason that raising male academic achievement is essential to raising labor productivity and, ultimately, living standards.

A third reason: improving the performance of black, Latino and lower-income kids requires particular attention to boys. Black women are nearly twice as likely to earn a college degree as black men. At some historically black colleges, the gap is astounding: Fisk is now 64 female; Howard, 67 percent; Clark Atlanta, 75 percent. The economist Andrew M. Sum and his colleagues at the Center for Labor Market Studies at Northeastern University examined the Boston Public Schools and found that for the graduating class of 2007, there were 191 black girls for every 100 boys going on to attend a four-year college or university. Among Hispanics, the ratio was 175 girls for every 100 boys; among whites, 153 for every 100.

Young men from middle-class or more comfortable backgrounds aren’t lagging quite as far behind, but the gender gap exists there, too. Judith Kleinfeld, a psychology professor at the University of Alaska, Fairbanks, analyzed the reading skills of white males from college-educated families. She showed that at the end of high school, 23 percent of the these boys scored “below basic,” compared with 7 percent of their female counterparts. “This means that almost one in four boys who have college-educated parents cannot read a newspaper with understanding,” she wrote.

WHAT might we do to help boys improve? For one thing, we can follow the example of the British, the Canadians and the Australians. They have openly addressed the problem of male underachievement. They are not indulging boys’ tendency to be inattentive. Instead, they are experimenting with programs to help them become more organized, focused and engaged. These include more boy-friendly reading assignments (science fiction, fantasy, sports, espionage, battles); more recess (where boys can engage in rough-and-tumble as a respite from classroom routine); campaigns to encourage male literacy; more single-sex classes; and more male teachers (and female teachers interested in the pedagogical challenges boys pose).

These efforts should start early, but even high school isn’t too late. Consider Aviation High School in New York City. A faded orange brick building with green aluminum trim, it fits comfortably with its gritty neighbors — a steelyard, a tool-supply outlet and a 24-hour gas station and convenience store — in Long Island City, Queens.

On a visit to Aviation I observed a classroom of 14- and 15-year-olds focused on constructing miniaturized, electrically wired airplane wings from mostly raw materials. In another class, students worked in teams — with a student foreman and crew chief — to take apart and then rebuild a small jet engine in just 20 days. In addition to pursuing a standard high school curriculum, Aviation students spend half of the day in hands-on classes on airframes, hydraulics and electrical systems. They put up with demanding English and history classes because unless they do well in them, they cannot spend their afternoons tinkering with the engine of a Cessna 411.

The school’s 2,200 pupils — mostly students of color, from low-income households — have a 95 percent attendance rate and a 90 percent graduation rate, with 80 percent going on to college. The school is coed; although girls make up only 16 percent of the student population, they appear to be flourishing. The New York City Department of Education has repeatedly awarded Aviation an “A” on its annual school progress reports. U.S. News & World Report has cited it as one of the best high schools in the nation.

“The school is all about structure,” an assistant principal, Ralph Santiago, told me. The faculty emphasizes organization, precision, workmanship and attention to detail. The students are kept so busy and are so fascinated with what they are doing that they have neither the time nor the desire for antics.

Not everyone of either sex is interested in airplanes. But vocational high schools with serious academic requirements are an important part of the solution to male disengagement from school.

I can sympathize with those who roll their eyes at the relatively recent alarm over boys’ achievement. Where was the indignation when men dominated higher education, decade after decade? Isn’t it time for women and girls to enjoy the advantages? The impulse is understandable but misguided. I became a feminist in the 1970s because I did not appreciate male chauvinism. I still don’t. But the proper corrective to chauvinism is not to reverse it and practice it against males, but rather basic fairness. And fairness today requires us to address the serious educational deficits of boys and young men. The rise of women, however long overdue, does not require the fall of men.

Christina Hoff Sommers is a resident scholar at the American Enterprise Institute and the author of “The War Against Boys.”

A version of this article appears in print on 02/03/2013, on page SR1 of the NewYork edition with the headline: The Boys at the Back.

1. Efforts by the Ministry of Education, Culture, Sports, Science and Technology | killexams.com real questions and Pass4sure dumps

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  Chapter

Chapter 2   Towards Advancement of "Academic Ability"

Section 4   Increased efforts for the secure improvement of "Academic Ability"

1.   Efforts by the Ministry of Education, Culture, Sports, Science and Technology

  The Ministry of Education, Culture, Sports, Science and Technology presented five policies under the theme "Exhortation toward Learning" to provide references for schools in January 2002. The Ministry has been working on various measures to support schools activities, in order to help children acquire basic knowledge and skills solidly, find out tasks and think by themselves, judge and act independently, and develop "Academic Ability" including problem-solving ability under the new Course of Study.

(1) To improve an individually-targeted teaching approach

  To realize the aim of the new Course of Study, each school is required to make efforts to innovatively improve their teaching methods and systems in response to individual needs and achievement levels, for example, by introducing tutoring, group teaching, achievement-based teaching, and collaborative teaching (team teaching).

  From the above viewpoint, the Ministry set up the "careful teaching approach to help children acquire basic knowledge and the ability to learn and think by themselves" as one of the major policies to develop "Academic Ability" under the theme "Exhortation toward Learning", and emphasize the importance of individually-targeted teaching.

  The Ministry is undertaking the following measures to support school efforts.

Five Policies

(1) To equip children with the basic knowledge and the ability to learn and think independently through careful and attentive teaching,   Promote a careful approach in response to individual needs to help children acquire basic knowledge solidly and develop ability to learn and think by themselves (e.g., small-group guidance and achievement-based teaching)(2) to grow a child's ability in line with his/her personality by developing,   The Course of Study is a minimum requirement, and fast-learners can further advance their study through developing learning lesson.(3) to heighten eagerness to learn through the experiences of pleasant learning,   Create a school environment where children can really enjoy learning, for example, in a period for integrated study, to help them develop ability and motivation to be creative and flexible in dealing with future tasks.(4) to form a habit of learning by enriching the opportunities for learning, and   Recommend and support catch-up learning and morning reading before or after official school hours, and help children acquire learning habits by giving proper assignments or homework to prepare for effective study at home.(5) to promote the redefinition as a distinctive school for the purpose of leveling up the steady scholarly attainments.   Promote the creation of unique schools to help children develop "Academic Ability", for example, through a "Frontier project for the 'Academic Ability' improvement", and evaluate the outcome properly.

  In addition to regular review of the fixed number of teachers and other personnel, we increased the fixed number in order to introduce various approaches of individually-targeted teaching and enable proper teaching methods during the period from FY 1993 to FY 2000. And starting in FY 2001, we are going to make another change under the 5-year plan to FY 2005. Specifically, the number of teachers will be increased to allow them to teach for a small-group guidance of about 20 students, depending on subjects, and give achievement-based teaching at public compulsory schools, in order to help children develop "Academic Ability" and achieve a focused teaching approach.

  In addition, 26,900 more teachers will be allocated under the 7th plan to improve the fixed numbers of educational personnel at public compulsory schools. The 7th plan covers the improvement of the allocation rate of vice principals and nurse teachers, change of the fixed number of teachers at special education schools, and the fixed number of replacement teachers during the period when regular teachers are sent out to work for private companies as part of long-term working experience training. In FY 2002, 5,380 more teachers (the same number as in FY 2001) were recruited as scheduled for the second year of the improvement plan. In FY 2001, 10,618 elementary schools and 7,683 lower secondary schools launched creative teaching methods, such as small-group guidance, by increasing the staffing level under the plan. Public upper secondary schools also increased the staffing level as is the case with public compulsory schools, and decided to increase 7,008 teachers under the 6th plan to improve the fixed number of educational personnel at public upper secondary schools, with the view to developing various types of high school education such as a unified education of lower and upper secondary school, an integrated course, and credit-based upper secondary schools. In FY 2002, these high schools added 1,401 teachers (almost the same level as in FY 2001) as scheduled for the second year of the improvement plan (one-fifth of the total increase).

  It is also important to get cooperation from talented people outside of schools to improve learning activities. For that purpose, the Ministry established a "part-time teachers without teachers certificates" to appoint working people and community residents who do not possess teaching certification but have outstanding knowledge and skills in various fields to teach classes of any subject of elementary, lower and upper secondary schools, on the condition that prefectural boards of education are notified. In FY 2001, 14,695 such teachers stood at the lectern.

  In addition to the system above, the Ministry is promoting the "Plan for Lively Schools" to ask for corporations to allocate about 50,000 (target) working people as assistants to teachers at schools nationwide for the next three years and to make effective use of working people with various backgrounds by using "Emergency Special Grants for Creating Local Employment" from the extra budget for FY 2001.

  The Ministry is promoting the introduction of a subject teacher system in which teachers take responsibility for teaching their strong subjects under the amended Education Personnel Certification Law in FY 2002 so that those who possess certificates for lower and upper secondary schools can teach classes of their certified subjects at elementary schools to improve teaching approaches there and facilitate the smooth transition between different school levels. When this system gets on track, it is expected that children will increase their motivation to learn and teachers can get engaged in more individually-targeted class by using their specialties.

  "Frontier schools for the 'Academic Ability' improvement" in 47 prefectures nationwide are conducting practical researches to improve the individually-targeted teaching approach. This research includes: (a) material development for individually-targeted teaching, such as supplemental and developing learning lessons, (b) improvement and creation of teaching methods and approaches focusing on individually-targeted teaching, and (c) improvement of teaching based on evaluation of individual academic achievement. In the future, these research results will be disseminated to other schools so that all compulsory schools nationwide can further improve and enhance their efforts to develop "Academic Ability."

  To support the efforts to enrich and elaborate instruction responding to an individual at schools, the Ministry developed reference materials for teachers which covers hints for effective teaching, such as the developing learning lesson to children who adequately understand the contents designated by the Courses of Study and supplemental learning lesson to children who do not understand adequately, with several example cases (four types: arithmetic, science for elementary schools, mathematics, science for lower secondary schools). These materials were published on the Ministry's official Web site and distributed to elementary and lower secondary schools nationwide.

  To promote the development of talent of future leaders in science and technology, the Ministry designates upper secondary schools focusing on the education of science and technology and mathematics, as "Super Science High Schools", and thereby provides opportunities for students to advance their study of science and mathematics responding to their ability and interest.

  These "Super Science High Schools" are engaged in curriculum development focusing on science and mathematics, and research and development activities to explore effective cooperation with universities and research institutes.

  To promote the creation of schools which could serve a leading role in English education and the improvement of English teaching methods, upper secondary schools focusing on English education have been designated as "Super English Language High Schools (SELHi) since FY 2002. These high schools are conducting practical research and development, curriculum development focusing on English education, teaching of certain subjects in English, and effective cooperation with universities and sister schools overseas.

(2) To increase learning motivation

  In the Course of Study, the ability to think, judge and express, and motivation to learn are also considered as "Academic Ability", in addition to basic knowledge and skill.

  However, as mentioned earlier, various research results indicated that Japanese children don't necessarily like to study, although they are ranked higher both in the degree of achievement of knowledge and skill and in the ability to use them effectively in real life.

  The result of "the Research and Study on the Learning Motivation" conducted by the National Institute of Educational Policy Research in FY 2001 revealed that children have a tendency to increase their motivation when they "better understood" classes, felt them "interesting" and "grew concerned about their future career".

  Furthermore, the Research on Curriculum for FY 2001 as mentioned earlier also supported the idea that increased learning motivation is a key for the "Academic Ability" development.

  Considering the situations mentioned above, the Ministry is working on the launch of "lessons that are easy to understand" by promoting individually-targeted teaching under the new Course of Study and expanding elective courses so that children can advance their study on topics of their own interest. In the "Period for Integrated Study", students can acquire the ability to learn and think by themselves while deepening their understanding of and skill in each subject learned, relate subjects to each other and use them in their daily lives, and develop the attitude to solve and explore problems independently and creatively.

  Schools are required to promote efforts to help students really feel the fun of learning and increase their learning motivation.

  To support school efforts, the Ministry developed and distributed the collection of practical cases of "Period for Integrated Study" in addition to projects mentioned in (1), and opened a site "to support school efforts to promote the "Period for Integrated Study" on its official Web site

  (http://www.mext.go.jp/a_menu/shotou/sougou/index.htm).

(3) Developing a strategic plan to cultivate "Japanese With English Abilities"

  With the progress of globalization in the economy and in society, it is essential that our children acquire communication skills in English, which has become a common international language, in order for living in the 21st century. This has become an extremely important issue both in terms of the future of our children and the further development of Japan as a nation.

  With a view to ascertaining the importance of English education, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) listened to the opinions of experts in various fields with a view to ascertaining the importance of English education. Specifically, MEXT accepted the suggestion about the improvement of English education from the "Round-table Committee for the Improvement of English Teaching Methods" in January 2001, and heard the opinions of experts at the "Round-table Committee on English Education Reform" in 2002. Based on the deliberations of both these committees, MEXT developed the strategic plan to cultivate "Japanese with English abilities" - Plan to improve English and Japanese abilities on July 12, 2002 with the aim of drastically improving English education.

  The attainment targets of this strategic plan are to ensure that lower secondary school graduates acquire the ability to hold simple conversations comprising greeting and responses as well as a similar level of reading, writing and listening (English-language ability of graduates should be the third grade of the *STEP Test (Eiken), on average), and that upper secondary school graduates acquire the ability to hold normal conversations on everyday topics as well as a similar level of reading, writing and listening (English-language ability of graduates should be the second grade or pre-second grade of the STEP Test, on average).

  (*STEP -the Society for Testing English Proficiency)

  To attain these targets, MEXT will take the following measures:

  Establish targets for expected English-language abilities of English teachers, enrich training for English teachers and promote the utilization of native speakers (those whose mother tongue is English)

  Promote overseas study among upper secondary school students and introduce a listening test into National Center for University Entrance Examinations (NCUEE) examinations in FY 2006 as a target year

  On the basis of the strategic plan as described above, MEXT is going to implement the feasible measures immediately and develop action plans in line with the strategic plan.

(4) Solid academic ability developed by the effective use of information technology

  Information technology is used in school education for children to develop "information literacy" to select and use necessary information from the flood of information independently and develop the ability to learn and think by themselves. On the other hand, the effective use of information technology in each subject to conduct "lessons that are easy to understand" will help develop children's "Academic Ability".

  To this end, the Ministry established the "Study Meeting about the Promotion of Use of Information Technology in Primary and Secondary Education" in August, 2002, which reported to the Ministry about specific measures to promote its increased and regular use.

  In consideration of the report, the Ministry is working on the following measures:

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For gifted children, being intelligent can have dark implications | killexams.com real questions and Pass4sure dumps

Reed was a math whiz, and used to correct his teachers’ science errors. When they warned him he would get lead poisoning if he kept stabbing at his own arm with a pencil, Reed replied, “actually, it is graphite.” Just before he graduated from high school in 1991, Reed developed software for a major oil company that converted old blueprints into working documents. He began his studies for a degree in mathematics that September, but flunked out a year later. Then, when he was 21 years old, Reed Ball swallowed a bottle of sleeping pills. He died quietly with his pet kitten, Solis, beside him and his computer still on.

“Reed never fit in,” says Jennifer Aldred, one of his longtime schoolmates. “My heart broke for him.” Aldred recalls Reed’s math skills and his heavy computer, but what she remembers most about Reed was how he used to twist his slender body around the legs of his desk. He would tie himself into such knots that the caretaker would be summoned to rescue Reed by taking apart the desk with a screwdriver.

Reed’s entanglements serve as an apt metaphor for the school life of severely gifted children. For those who feel weird and wrong and struggle to find like minds among their peers, school itself can be a contortion. Reed’s exceptional life and early death inspired Aldred into a career in gifted education. She and her colleagues work to help children like Reed untwist. His tragedy reveals what can be at stake for these kids. Our most brilliant children are among our most vulnerable. The challenge of teaching them is finding a way to nurture their souls and ease the burden of their extraordinary minds.

“Giftedness is a tragic gift, and not a precursor to success,” says Janneke Frank, principal of Westmount Charter School and a local guru of gifted education. “The gifted don’t just think differently, they feel differently. And emotions can ricochet out of control sometimes.” To speak of giftedness as a disability seems counterintuitive. Part of the problem is simply semantic; the word “gifted” suggests an advantage and does not conjure up the intense challenges these children can face.

Intelligence test results also fail to tell the whole story. Quantitatively, giftedness is rather easy to define. A child is considered gifted with an IQ at or around 130—about 30 points higher than those of us with average brains. But IQ scores alone don’t reflect the range of psychological issues that trouble many gifted students. Gifted children might express heightened physical sensitivities to light, touch and textures. Parents of some gifted children have to cut the tags out of their kids’ clothing, for example, or buy specially-designed socks with no seams. More serious, though, are the emotional challenges. Gifted children are more prone to depression, self-harm, overexcitability, and learning deficits. A gifted student might be so paralyzed by her own perfectionism, say, that she refuses to hand in any assignments. The same 10-year-old who can set up the school’s computer system with the proficiency of a college-educated tech might also throw a tantrum like a toddler if she’s not invited to a birthday party. Another child might be so affected by a piece of music that he won’t be able to focus on anything else the rest of the day. For these “twice exceptional” children, emotional intensity is the evil twin of high intelligence.

Aldred, too, was an eccentric and gifted child. She traded her eraser collection for a classmate’s cast-off eyeglasses, and fashioned herself a set of braces from metal paperclips she pilfered from her teacher’s desk. “I was delighted with the look,” Aldred says, even though the glasses made her eyes hurt and the paperclips lacerated the inside of her mouth. “When I smiled, blood dripped down my teeth.” Eventually Aldred modified her design to include eyeglass frames without lenses and plastic-coated paperclips that didn’t cut her gums.

Aldred believed with heart-pounding certainty that her school was the sort of enchanted forest or magic kingdom she read about in the books she loved. In addition to the glasses and fake braces, Aldred wore gowns, crowns and glitter-covered wings to school to be ready when this magic revealed itself. Aldred had absolute faith the dream world she yearned for was perpetually at hand. Looking back, Aldred wonders if this fantasy represented her own contortion. Like Reed’s twisted body, Aldred’s belief in magic was her way of coping with a real world that made little sense to her. “It was an attempt at resiliency—to somehow scream ‘but this is what I see’, even when a thousand forces tried their best to tear it from me.”

Those forces succeeded eventually. Aldred’s teacher confiscated the glasses and banned her from raiding the paperclip jar. Aldred started to leave the wings and crowns at home. “Parts of me died in those early years,” she says. “When I started teaching, the only thing I wanted to be sure of—especially working with gifted kids—was that no part of them died.”

In Aldred and Reed’s time, schools offered little programming for gifted students. Aldred briefly attended a “cluster group” at Prince of Wales Elementary. The school administration yanked the smartest kids from each grade out of their regular classes and grouped them together for special learning. No doubt the developers of the program meant well, but the effectiveness of the pull-out class seems rather dubious. “We sat in dark rooms where we imagined different ways to build stuffed animals and played chess for a while,” Aldred remembers. Colin Martin—Aldred’s cluster classmate who used to play Monopoly with Reed, on multiple boards at the same time, in Reed’s parents’ basement—says the program aided the school bullies by assembling all their favourite victims in one convenient location.

After graduating from high school in the early ’90s, Aldred left Calgary for Queen’s University, where she completed honours degrees in English and fine arts, followed by a bachelor of education with a focus on gifted learning. She returned to Calgary for her practicum and, by coincidence, ended up teaching back at Prince of Wales. By this time, more sophisticated programs were available for Calgary’s gifted students. Prince of Wales was one of five schools running the Calgary Board of Education’s Gifted and Talented Education program, or GATE. In addition, Westmount Charter School offers “qualitatively differentiated educational programming” for gifted students. Both programs require potential students to undergo psychological assessments and score high on intelligence tests to identify their giftedness.

At Prince of Wales, Aldred was charged with teaching English literature to GATE students. She’d taught Shakespeare’s plays to “regular” teenagers in Ontario, and suspected she’d have to find simplified versions for her younger charges at Prince of Wales. She was wrong. “They just got it,” Aldred says. Her gifted students took to the poetic language immediately and grasped the metaphorical elements in the text better than students 10 years older. When Aldred taught a unit on Arthurian legend, her students showed no interest in the illustrated children’s anthologies Aldred brought for them. Instead, they looted the stack of academic treatises and primary source material on Aldred’s own desk. One nine-year-old girl hauled away a 900-page copy of The Mists of Avalon. She read the entire book that night and returned it, exhausted, the next morning.

What delighted Aldred most about her first gifted class was that despite their sophisticated grasp of the material, the GATE students were still children. They believed in magic the same way she used to. “Intellectually, they were at a university level, but they were trapped in these little kid bodies that still believed in unicorns,” Aldred says. Their enthusiasm for the material astonished her. The day after she read aloud the first three lines of A Midsummer Night’s Dream, one of her students came to class dressed as the Queen of the Fairies. Some of these kids acted as if they’d been waiting their whole life for Aldred to bring them Shakespeare, or Sylvia Plath, or Margaret Atwood. “For me, as a teacher, it was a dream come true,” Aldred says.

After her practicum, Aldred earned a master’s in gifted education at the University of Calgary. By then, her experience convinced her that gifted students should have their own classrooms and not be scattered among the general school population. “I believe hugely in a congregated setting,” she says. To argue against integration also feels counterintuitive. The separation of the gifted may seem unfair and discriminatory; parents of “regular” kids often wonder why resources and special classrooms are devoted to gifted students. Kathy Stone, the mother of gifted twin boys, remembers an irate father standing up at a meeting with a school superintendent to protest funding a gifted program. “I am so sick of hearing that elitist crap,” Stone remembers the man saying. He called gifted kids arrogant, complained that they already have everything, and rejected the idea that they needed ‘country club programming.’ “Kids are all the same and should be treated the same,” he continued.

Nearly all teachers and parents of gifted students, however, consider congregated classrooms essential. “People say it teaches the kids not to get along in the real world,” Aldred says. “I believe it is about survival.” Gifted kids need a place where they can feel safe and accepted for all their various intensities. A place where they can be themselves, quirks and all.

Janice Robertson agrees: a congregated gifted program may well have saved her son’s life. Janice had long been concerned about Mark (both their names have been changed). He was an exceptionally smart kid who taught himself to read by the time he was two years old. But a darkness always hung behind Mark’s brightness. “He would say things like, ‘I’m just going to hurt myself,’” Janice remembers. He used to bang his head on the floor and once, when he was three, pointed to a digger on a construction site and said, “I’m going to ask that digger to dig a hole and put us in it and bury us.”

Mark’s early schooling in Saskatchewan proved difficult. He behaved poorly. Mark threw things around the classroom, made animal noises during quiet reading time, and hurled snowballs at cars at recess. The school principal called Mark’s parents with reports of misbehaviour several times a week. A doctor wrote Mark a prescription for Zoloft, an anti-anxiety drug, but the medication had no effect. “He was driving himself and everyone else crazy,” Janice says. She decided to have Mark tested for giftedness.

These tests are expensive. The Wechsler Intelligence Scale for Children (WISC), one of the most common tests used to determine giftedness, costs anywhere between $800 and $2000 to administer. In most cases, individual teachers will identify a child who should be tested and recommend the school cover the cost. But without a teacher’s referral—or if the school’s budget for testing runs dry—parents must foot the bill. Mark’s family was fortunate that they could afford the tests, but many lower-income families cannot. Gifted-education advocates like Aldred and Frank worry that many gifted children are not being identified at all.

Mark scored well into the gifted range and was eligible for special programming, but the gifted programs in Saskatoon’s public school system did not start until Grade 5. Mark’s parents decided they couldn’t wait. The whole family moved to Calgary and Mark started the GATE program at Hillhurst Elementary. After about a year into the program, Mark settled down and his grades improved. “He wasn’t as bored. There was not as much need to create chaos to keep himself entertained.” Most importantly, though, was that Mark had found his tribe. “People understood him better. He made more intellectual connections.” Occasionally, Mark clashed with kids “outside his little clan,” Janice says, but never with his fellow GATE classmates. These were his people.

Mark continued with the GATE program until Grade 11, when he enrolled in a hockey program at Athol Murray College of Notre Dame in Wilcox, Saskatchewan. (A true eccentric, Mark played goal.) Now he studies engineering at Queen’s University. As it turns out, his roommates in Kingston are old classmates from the GATE program in Calgary. Without that program, Janice says, Mark would have fallen apart. “I honestly believe if we hadn’t gotten him into that segregated program he would have dropped out and started dealing drugs somewhere,” Janice says. “Mark would have ended up killing himself or someone else.”

Not all students feel saved by gifted education, however. Alyssa Morgan needed to be saved from her gifted program. Morgan had always been an odd kid. For as long as she can remember, she has never been able to stand tags on her clothing and can’t wear anything made out of corduroy or polyester. “I’ve worn jeans and a cotton T-shirt for basically my entire life,” she says. Morgan started to notice her own giftedness in Grade 3 when she started to find school unbearably dull. Morgan often snuck out of her classroom to read books in the library. When she did attend class, Morgan pestered her teacher with constant questions. “It was like an itch I couldn’t scratch,” Morgan says. “The thirst to know and understand everything.”

Morgan’s parents didn’t worry too much about their daughter’s eccentricities until Grade 4 when a substitute teacher—and mother of two gifted children—recognized something exceptional in Morgan’s misbehaviour. The substitute teacher suggested testing Morgan’s IQ. She scored a 137 and started in the GATE program at Nellie McClung the following year.

In a way, Morgan was lucky she was such a pain in the ass. Gifted boys tend to act out much more often than gifted girls. Young males tend to combat their boredom by disrupting the class. Often their frustrated teachers send them to be tested for behavioural problems only to discover that the little monsters have off-the-chart IQs. Gifted girls, however, are more likely to turn inward. Their silent brooding may be interpreted as nothing more than feminine coquettishness, and their giftedness may be overlooked.

Initially, the GATE program was everything Morgan wanted. “The first two years I was in that program were incredible,” she says. Her teacher assigned expansive projects to the class. They discussed concepts, shared ideas, and approached each piece of curriculum from several angles at once. “Every single day I was coming home bursting at the seams with all of this,” Morgan says. At the family dinner table, Morgan rambled on about how she learned about pi. About Archimedes. About the pay system of the ancient Incas. “It got to the point that my parents said ‘You need to stop and let everyone else talk about their day as well.’”

The GATE teachers at McClung knew how to manage the various excitabilities and sensory issues of their students. Morgan’s Grade 6 teacher, Michelle Odland, gave the students regular “body breaks.” Allowing them to get up and run around the class a few times a day helped their concentration. Odland also wrapped everyone’s desk in sheets of paper so that they could doodle nonstop if they needed to. When some of the more sensitive kids complained about the constant buzz of the fluorescent tube lighting, Odland strung up Christmas bulbs everywhere to provide a calmer, quieter light. “She would constantly ask ‘What’s bugging you?’” Morgan says. “This was a teacher who understood we weren’t just a bunch of kids that were really, really smart. She offered us emotional support.”

But Morgan’s dream education ended when she left McClung and started junior high at John Ware. In an effort to tend to their diverse learning needs, the administration divided the GATE students into two groups Morgan termed the “Perfects” and the “Clods.” The Perfects were all high-achieving gifted kids—those who could sit still and listen to their teacher and, therefore, scored higher on tests. Morgan, on the other hand, was a Clod. The Clods, Morgan says, “were all over-excited. All hyper-sensitive. There were sensory issues running wild.” Chaos reigned in the Clod classroom. “No one could sit still. We were all talking back and yelling over each other.”

The Clods’ teachers lacked Mrs. Odland’s talent for teaching gifted kids. Instead of assigning big projects, most teachers handed out worksheets. Students were not encouraged to debate concepts anymore, and were expected to simply sit, listen and behave. “We did not have enough teachers who actually understood what gifted is.” Before long, the students turned on each other. Gifted students are rarely bullies, but without an outlet for their various intensities the Clods of Nellie McClung vented their frustration on Morgan. The teasing and abuse escalated throughout junior high and into high school. Morgan hid most of what was happening from her parents. “They were aware there was bullying, and would give advice and pep talks, but they were not aware of the levels I was being attacked,” she says. Morgan did not elaborate on the details of all she endured, only that the incidents culminated in something she calls the “Terrible Awful.” She finally fled the GATE program altogether in Grade 11.

Now 21, Morgan is studying journalism at the University of Vancouver Island. Her gifted eccentricities endure. She hauled 400 books into her tiny dorm room when she moved in, for example, and recently spent an entire night reading all the case files and grand jury testimony in the Michael Brown case in Ferguson. The “Terrible Awful,” though, still haunts her. Morgan’s doctor recently diagnosed her with PTSD. “I did not handle what happened to me the appropriate way,” Morgan admits, but she believes much of the blame lies with her GATE teachers. “The people who failed us were those who didn’t know what gifted was,” Morgan says. “Had my teachers been better, none of this stuff would have happened.”

Mercifully, Morgan’s story is an anomaly. Most gifted students thrive in the programs designed for them. But her experience exposes the vital role of the teacher in gifted education. Congregation, though essential, is not enough for some of these students. They need educators who possess a holistic understanding of giftedness. In Canada, no specific training is necessary for gifted-education teachers. In the U.S., teachers of the gifted need to have special certification. “Here you just have to be alive,” Frank says. Very few teachers possess a gifted-focused master’s degree like Aldred.

Principals and administrators assign teachers to gifted programs based on interviews and on the teacher’s interest. At Westmount, Frank looks for teachers who display flexibility in their thinking and are intellectually honest. An ideal teacher of the gifted must also be creative and humble. “If you are paralyzed by someone being smarter than you, please do not go into giftedness,” she advises. Above all, Frank says a teacher of the gifted needs to understand that “these students are wired differently.” Gifted teachers “encourage students, in their authentic search for self, to make conscious choices towards the good.”

Empathy is key. For this reason, Frank believes the best teachers of the gifted are gifted themselves. She understands the suggestion may rankle some, but no one understands the nuances of giftedness better than those who have endured them first hand. Thankfully, gifted education tends to self-select for gifted teachers anyway. Many of those who apply to teach gifted programs, Frank says, display the same exceptional traits their potential students do.

Frank and Jennifer Aldred both admit that there is little gifted students can learn from their teachers, at least intellectually, that they cannot learn on their own. These exceptional kids can speed through a year’s worth of school board curriculum in a matter of hours. “I will never know more than they do,” Aldred says. They need teachers and programs that focus not on the magnificence of their brains, but on the fragility of their hearts. “Unless their heart is intact, no learning can happen,” Aldred says. She quotes from Galway Kinnell’s “Saint Francis and the Sow,” a poem she teaches her literature students:

…sometimes it is necessary

to reteach a thing its loveliness,

to put a hand on its brow

of the flower

and retell it in words and in touch

it is lovely

“I can’t teach them anything,” Aldred says. “But I can reteach them their loveliness.”

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RedHat [8 Certification Exam(s) ]
RES [5 Certification Exam(s) ]
Riverbed [8 Certification Exam(s) ]
RSA [15 Certification Exam(s) ]
Sair [8 Certification Exam(s) ]
Salesforce [5 Certification Exam(s) ]
SANS [1 Certification Exam(s) ]
SAP [98 Certification Exam(s) ]
SASInstitute [15 Certification Exam(s) ]
SAT [1 Certification Exam(s) ]
SCO [10 Certification Exam(s) ]
SCP [6 Certification Exam(s) ]
SDI [3 Certification Exam(s) ]
See-Beyond [1 Certification Exam(s) ]
Siemens [1 Certification Exam(s) ]
Snia [7 Certification Exam(s) ]
SOA [15 Certification Exam(s) ]
Social-Work-Board [4 Certification Exam(s) ]
SpringSource [1 Certification Exam(s) ]
SUN [63 Certification Exam(s) ]
SUSE [1 Certification Exam(s) ]
Sybase [17 Certification Exam(s) ]
Symantec [134 Certification Exam(s) ]
Teacher-Certification [4 Certification Exam(s) ]
The-Open-Group [8 Certification Exam(s) ]
TIA [3 Certification Exam(s) ]
Tibco [18 Certification Exam(s) ]
Trainers [3 Certification Exam(s) ]
Trend [1 Certification Exam(s) ]
TruSecure [1 Certification Exam(s) ]
USMLE [1 Certification Exam(s) ]
VCE [6 Certification Exam(s) ]
Veeam [2 Certification Exam(s) ]
Veritas [33 Certification Exam(s) ]
Vmware [58 Certification Exam(s) ]
Wonderlic [2 Certification Exam(s) ]
Worldatwork [2 Certification Exam(s) ]
XML-Master [3 Certification Exam(s) ]
Zend [6 Certification Exam(s) ]

References :

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coursehero.com : "Excle"