School Children in Nay Pyi Taw Union Territory, Myanmar
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POPULATION DENSITY of RICE ROOT NEMATODE, HIRSCHMANNIELLA ORYZAE (Luc and Goodey, 1964) in NAY PYI TAW UNION TERRITORY and RESPONSE of SOME RICE VARIETIES
POPULATION DENSITY OF RICE ROOT NEMATODE, HIRSCHMANNIELLA ORYZAE (Luc and Goodey, 1964) IN NAY PYI TAW UNION TERRITORY AND RESPONSE OF SOME RICE VARIETIES EI EI MON NOVEMBER 2018 POPULATION DENSITY OF RICE ROOT NEMATODE, HIRSCHMANNIELLA ORYZAE (Luc and Goodey, 1964) IN NAY PYI TAW UNION TERRITORY AND RESPONSE OF SOME RICE VARIETIES EI EI MON A Thesis submitted to the post-graduate committee of the Yezin Agricultural University in the partial fulfillment of the requirements for the degree of Master of Agricultural Science (Plant Pathology) Department of Plant Pathology Yezin Agricultural University Yezin, Nay Pyi Taw NOVEMBER 2018 ii The thesis attached hereto, entitled “Population Density of Rice Root Nematode, Hirschmanniella oryzae (Luc and Goodey, 1964) in Nay Pyi Taw Union Territory and Response of Some Rice Varieties” was prepared under the direction of the chairperson of the candidate supervisory committee and has been approved by all members of that committee and board of examiners as partial fulfillment of the requirements for the degree of Master of Agricultural Science (Plant Pathology) . ------------------------------- ------------------------------- Dr. Myat Lin Dr. Pyone Pyone Kyi Chairperson and Supervisor External Examiner Supervisory Committee Deputy Director Deputy Director and Head Plant Protection Division Division of Post-Harvest Technology Department of Agriculture Advanced Centre for Agricultural Research Yangon and Education (ACARE) Yezin Agricultural University ------------------------------- ------------------------------- -
TRENDS in MANDALAY Photo Credits
Local Governance Mapping THE STATE OF LOCAL GOVERNANCE: TRENDS IN MANDALAY Photo credits Paul van Hoof Mithulina Chatterjee Myanmar Survey Research The views expressed in this publication are those of the author, and do not necessarily represent the views of UNDP. Local Governance Mapping THE STATE OF LOCAL GOVERNANCE: TRENDS IN MANDALAY UNDP MYANMAR Table of Contents Acknowledgements II Acronyms III Executive Summary 1 1. Introduction 11 2. Methodology 14 2.1 Objectives 15 2.2 Research tools 15 3. Introduction to Mandalay region and participating townships 18 3.1 Socio-economic context 20 3.2 Demographics 22 3.3 Historical context 23 3.4 Governance institutions 26 3.5 Introduction to the three townships participating in the mapping 33 4. Governance at the frontline: Participation in planning, responsiveness for local service provision and accountability 38 4.1 Recent developments in Mandalay region from a citizen’s perspective 39 4.1.1 Citizens views on improvements in their village tract or ward 39 4.1.2 Citizens views on challenges in their village tract or ward 40 4.1.3 Perceptions on safety and security in Mandalay Region 43 4.2 Development planning and citizen participation 46 4.2.1 Planning, implementation and monitoring of development fund projects 48 4.2.2 Participation of citizens in decision-making regarding the utilisation of the development funds 52 4.3 Access to services 58 4.3.1 Basic healthcare service 62 4.3.2 Primary education 74 4.3.3 Drinking water 83 4.4 Information, transparency and accountability 94 4.4.1 Aspects of institutional and social accountability 95 4.4.2 Transparency and access to information 102 4.4.3 Civil society’s role in enhancing transparency and accountability 106 5. -
Minorities Under Threat, Diversity in Danger: Patterns of Systemic Discrimination in Southeast Myanmar
Minorities under Threat, Diversity in Danger: Patterns of Systemic Discrimination in Southeast Myanmar Karen Human Rights Group November 2020 Minorities under Threat, Diversity in Danger: Patterns of Systemic Discrimination in Southeast Myanmar Written and published by the Karen Human Rights Group KHRG #2020-02, November 2020 For front and back cover photo captions, please refer to the final page of this report. The Karen Human Rights Group (KHRG) was founded in 1992 and documents the situation of villagers and townspeople in rural southeast Myanmar through their direct testimonies, supported by photographic and other evidence. KHRG operates independently and is not affiliated with any political or other organisation. Examples of our work can be seen online at www.khrg.org. Printed copies of our reports may be obtained subject to approval and availability by sending a request to [email protected]. This report is published by KHRG, © KHRG 2020. All rights reserved. Contents may be reproduced or distributed on a not-for-profit basis or quotes for media and related purposes but reproduction for commercial purposes requires the prior permission of KHRG. The final version of this report was originally written in English and then translated into Burmese. KHRG refers to the English language report as the authoritative version. This report is not for commercial sale. The printing of this report is supported by: DISCLAIMER The contents of this publication are the sole responsibility of Karen Human Rights Group and can in no way be taken to reflect the views of HARP Facility. Contents Introduction .................................................................................................... 4 Methodology .................................................................................................. 7 Abbreviations................................................................................................. 9 Map: KHRG’s operation area ..................................................................... -
Myingyan City (Township)
Appendix 1 Myingyan City (Township) Country Myanmar Region / State Mandalay District Myingyan Myingyan, Taungtha, Natogyi, Township Kyaukpadaung, Ngazun No Photo App1-102 Appendix 1 Myingyan City (Township) General information (1) Area 30 km2 (2) Population 170 Thousand People (3) Household 271 Thousand house holds (4) Village 186 Villages Industry/Facilities (5) Main Industry Sightseeing (6) Industrial Zone 2 Industrial zone (7) Special Economic Zone 1 Special Economic Zone (8) Important Facilities 1 hospital, 3 markets Transportation Infrastructure (9) Airport - (10) Railway To Thazi, Bagan, Mandalay (11) Main Road To Meikhtila, Mandalay, Naungoo, Myothar Power demand (12) Customer 19,622 customers Nov.2014 (13) Electrified village 37 villages Nov.2014 (14) Number of fixing meter 20,164 Nos. Nov.2014 (15) Electricity Sales 77,278 MWh Jul.2013 - Jun.2014 60㻌 MW Nov.2012 (16) Peak demand 㻌㻌65㻌 MW Oct.2013 63 MW Nov.2014 (17) Capacity utilization rate* 117 % Nov.2014 *Capacity utilization rate (%) = [Peak Demand (MW) / [Power Transformer Capacity (MVA) * 0.9(Power Factor)]]*100 App1-103 Appendix 1 Myingyan City (Township) (18) Daily Load curve Myin Gyan Daily Load Curve(MW) 10 Sep 2014 60 55 50 45 40 35 W 30 M 25 20 15 10 5 0 … … … … … … … … … … … … … … … 10 11 12 13 14 15 16 17 18 19 20 21 22 23 1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00 Power Facilities (19) Power Transformer㻌 (66/11kV) 45 MVA 5 Nos. Nov.2014 (20) Power Transformer㻌 (33/11kV) 15 MVA 2 Nos. Nov.2014 (21) Power Transformer㻌 (11/0.4kV) 54 MVA 172 Nos. -
The Union Report the Union Report : Census Report Volume 2 Census Report Volume 2
THE REPUBLIC OF THE UNION OF MYANMAR The 2014 Myanmar Population and Housing Census The Union Report The Union Report : Census Report Volume 2 Volume Report : Census The Union Report Census Report Volume 2 Department of Population Ministry of Immigration and Population May 2015 The 2014 Myanmar Population and Housing Census The Union Report Census Report Volume 2 For more information contact: Department of Population Ministry of Immigration and Population Office No. 48 Nay Pyi Taw Tel: +95 67 431 062 www.dop.gov.mm May, 2015 Figure 1: Map of Myanmar by State, Region and District Census Report Volume 2 (Union) i Foreword The 2014 Myanmar Population and Housing Census (2014 MPHC) was conducted from 29th March to 10th April 2014 on a de facto basis. The successful planning and implementation of the census activities, followed by the timely release of the provisional results in August 2014 and now the main results in May 2015, is a clear testimony of the Government’s resolve to publish all information collected from respondents in accordance with the Population and Housing Census Law No. 19 of 2013. It is my hope that the main census results will be interpreted correctly and will effectively inform the planning and decision-making processes in our quest for national development. The census structures put in place, including the Central Census Commission, Census Committees and Offices at all administrative levels and the International Technical Advisory Board (ITAB), a group of 15 experts from different countries and institutions involved in censuses and statistics internationally, provided the requisite administrative and technical inputs for the implementation of the census. -
Evolution and Impact of English Language Policy in Taiwan
University of Mississippi eGrove Honors College (Sally McDonnell Barksdale Honors Theses Honors College) Spring 5-2-2021 Evolution and Impact of English Language Policy in Taiwan Kaitlin Ashleigh Rigby University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/hon_thesis Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Rigby, Kaitlin Ashleigh, "Evolution and Impact of English Language Policy in Taiwan" (2021). Honors Theses. 1732. https://egrove.olemiss.edu/hon_thesis/1732 This Undergraduate Thesis is brought to you for free and open access by the Honors College (Sally McDonnell Barksdale Honors College) at eGrove. It has been accepted for inclusion in Honors Theses by an authorized administrator of eGrove. For more information, please contact [email protected]. EVOLUTION AND IMPACT OF ENGLISH LANGUAGE POLICY IN TAIWAN By Kaitlin Ashleigh Rigby A thesis submitted to the faculty of The University of Mississippi in partial fulfillment of the requirements of the Sally McDonnell Barksdale Honors College. Oxford, MS May 2021 Approved By ______________________________ Advisor: Dr. Cheng-Fu Chen ______________________________ Reader: Dr. Zhini Zeng ______________________________ Reader: Dr. Joshua Howard i © 2021 Kaitlin Ashleigh Rigby ALL RIGHTS RESERVED ii ABSTRACT This thesis takes a look at how English language policy (ELP) in Taiwan has changed over time and how it has affected the education system. This thesis also investigates the different attitudes directed toward ELP, some areas of concern, and problems that have occurred as a result of Taiwan’s approach toward ELP. Understanding why Taiwan supports the English language as much as it does while also considering its approach to implementing policy will provide insight on how Taiwan believes that the ELP is a necessary part of globalization. -
Brief Introduction to Technology Education in Taiwan
Preface Technology Education at both elementary and secondary schools levels has become an important means to develop citizens' technological literacy for all worldwide. In Taiwan, Living Technology is also necessary to be energetically offered at both elementary and secondary school levels in order to improve technological literacy of the public. This brief introduction is to present the national status of technological literacy education at both elementary and secondary school levels, and provides examples of schools, written by school teachers, in the hope that domestic and international people will gain a better understanding of the ideal and reality of this field. We would like to acknowledge the support of funds for facilitating academic performances from the National Taiwan Normal University. Also, thanks to hardworking authors and editors. All of them are essential to the publication of this brief introduction. Lung-Sheng Steven Lee (Professor & Dean) July 2004 1 The National Status The Overview of Technology Education in Taiwan The Technology Education in Kindergartens, Elementary Schools, and Junior High Schools Technology Education at the Senior High School Level Technology Teacher Education Professional Associations and Events of Technology Education Examples of Schools The Affiliated Kindergarten of National Taiwan Normal University Taipei Municipal Jianan Elementary School Taichung Municipal Li Ming Elementary School Taipei Municipal Renai Junior High School Taipei Municipal Jinhua Junior High School The Affiliated Senior -
Stats in Brief: Instructional Time for Third- and Eighth-Graders in Public and Private Schools
The amount of time students spend in learning environments, as well STATS IN BRIEF as the amount of time that students U.S. DEPARTMENT OF EDUCATION FEBRUARY 2017 NCES 2017–076 are exposed to instruction in particular subjects, have been topics of debate and concern in education policy and practitioner circles (McMurrer 2008; Instructional Time National Academy of Education 2009). Indeed, an early but foundational review of literature on instructional time highlighted for Third- and its importance for student learning (Berliner 1990). Differences in the use of time, however, make instructional time Eighth-Graders difficult to study. For instance, allocated time—or the time that schools or teachers schedule for instruction in particular in Public and subjects—is distinct from the time that students spend actively engaged with and learning from instructional materials Private Schools: (Berliner 1990). Despite the difficulties in studying instructional time in its varied forms, researchers have agreed that it is School Year 2011–12 important to study the amount of time that students in different grades have been AUTHORS PROJECT OFFICER exposed to particular subjects (Coates Kathleen Mulvaney Hoyer John Ralph Dinah Sparks National Center for Education Statistics 2003; Lanahan, Princiotta, and Enyeart Activate Research, Inc. 2006; Long 2014; Morton and Dalton 2007; Perie, Baker, and Bobbitt 1997). Statistics in Brief publications present descriptive data in tabular formats to provide useful information to a broad audience, including members of the general public. They address topical issues and questions. They do not investigate more complex hypotheses, account for inter-relationships among variables, or support causal inferences. We This publication was prepared for NCES encourage readers who are interested in more complex questions and in- under Contract No. -
The Long-Lasting Effects of School Entry Age: Evidence from Italian Students
The Long-Lasting Effects of School Entry Age: Evidence from Italian Students Michela Ponzo and Vincenzo Scoppa ∗ Using data for 9, 13 and 15-year-old students from three different datasets (PIRLS-2006, TIMSS-2007 and PISA-2009), we investigate whether the age at school entry affects children school performance at the fourth, eighth and tenth grade levels. Since student’s age in a grade may be endogenous, we use an Instrumental Variable estimation strategy exploiting the exogenous variations in the month of birth coupled with the entry school cut-off date. We find that younger children score substantially lower than older peers at the fourth, the eighth and the tenth grade. The advantage of older students does not dissipate as they grow older. We do not find any significant effect of the relative age of a child with respect to the classmates’ age. Finally, we show that secondary school students are more likely to be tracked in more academic schools rather than in vocational schools if they are born in the early months of the year. Keywords: school entry age, educational production function, student achievement, choice of track; instrumental variables, Italy, PIRLS; TIMSS; PISA. JEL classifications: I21, I28, J13; J24 . 1. Introduction What is the optimal age for children to begin school? Do the effects of age on achievement, if any, tend to persist as children grow older? Are there consequences of school entry age when individuals enter in the labor market? To answer these questions, a growing economic literature is investigating the effects of school entrance age on student achievement and on individual labor market performance. -
Middle School Grade Advancement Guidelines 345.4-Rule(3)
Middle School Grade Advancement Guidelines 345.4-Rule(3) General The goal of the middle school is to provide a successful and rewarding educational experience for all students. As a part of this responsibility, it is necessary to identify early those students who appear to be having difficulties and devise a plan to assist them with their educational program. Should students exhibit academic deficiencies at the end of the school year, it is ultimately the responsibility of the principal to determine if a student will be promoted to the next higher grade, retained with appropriate placement at the student's current grade, directed to some remediation procedure in order to be promoted, or if other options should be implemented. Legal Premise The Board of Education, acting through its duly-appointed agents (administration and teachers), has full authority to determine the promotion and retention of students. The purpose of this policy is to recognize the district's authority to make these decisions while providing procedural and substantive safeguards that will assure placements that are in the best interests of students. Promotion Requirements In order for a sixth, seventh, or eighth grade student to be promoted to the next grade, the student must successfully complete the following requirements: 1. Receive no more than one failing (F) end of the year course grade in the following subjects: reading (grade six), mathematics, language arts, science, social studies. 2. Receive passing grades of D or better in at least half (50 percent) of all other subjects. If a student fails to meet the above requirements, the student may be promoted upon successful completion of a summer program prior to entering the next grade and/or with the recommendation of the principal. -
Highlights from TIMMS
NATIONALCENTERFOREDUCATIONSTATISTICS Overall Comparative Findings N ATIONAL N ATIONAL N A C ENTER FOR TIONAL Overview C ENTER FOR C ENTER FOR EDUCA EDUCA TION E TION S DUCA S TATISTICS TION TATISTICS STATISTICS FIGURE10–OVERALLCOMPARATIVEFINDINGS and Key Findings U.S.PERFORMANCERELATIVETOTHEINTERNATIONALAVERAGEATAGLANCE Pursuing Excellence Pursuing Excellence Pursuing Excellence A S A STUDY A S TUDY M OF TUDY MATHEMA OF U.S. F ATHEMA U.S. E MATHEMA OF U.S. TICS AND OUR LEARNING TICS AND IGHTH-G TICS AND TWELFTH S TH-G , C SCIENCE RADE -G Content Fourth Eighth Final Year of Advanced Math & IN INTERNA CIENCE RADE URRICULUM IN I SCIENCE RADE A TEACHING, NTERNA A TIONAL CHIEVEMENT IN INTERNA , AND TIONAL CHIEVEMENT CONTEXT TIONAL ACHIEVEMENT CONTEXT CONTEXT Across Grade Levels Area Grade Grade Secondary School Science Students THIRD THIRD I INITIAL I INITIAL NTERNA FINDINGS FROM THE THIRD INITIAL NTERNA FINDINGS FROM THE TIONAL INTERNA F TIONAL TIONAL INDINGS FROM THE M MATHEMA ATHEMA TICS AND MATHEMA TICS AND TICS AND SCIENCE SCIENCE S STUDY CIENCE STUDY STUDY O O FFICE OF Mathematics Above Below Below ____ FFICE OF EDUCA OFFICE OF U.S. D U.S. D EDUCA EP TIONAL EDUCA TIONAL ARTMENT OF R U.S. D TIONAL EPARTMENT OF R ESEARCH AND EPAR ESEARCH AND EDUCA TMENT OF RESEARCH AND With information on a half-million students worldwide,including EDUCA TION IMPROVEMENT EDUCA TION IMPROVEMENT TION IMPROVEMENT NCES 97-198 Overall NCES 97-225 NCES 98-049 more than 33,000 U.S.students in more than 500 U.S.public and Science Above Above Below ____ private schools,the Third International Mathematics and Science Overall Study (TIMSS) is the largest,most comprehensive,and most rigorous interna- tional study ofschools and students ever conducted.During the 1995 school Advanced ____ ____ ____ Below year,students from 41 nations,including our country's major trading partners, Mathematics were assessed at three different grade levels (fourth,eighth,and in the final year ofsecondary school) to compare their mathematics and science achievement. -
The Netherlands
THE NETHERLANDS Martina Meelissen Annemiek Punter Faculty of Behavioral, Management & Social Sciences, University of Twente Introduction Overview of Education System Dutch schools traditionally have significant autonomy. The Dutch education system is based on the principle of freedom of education, guaranteed by Article 23 of the Constitution.1 Each resident of the Netherlands has the right to establish a school, determine the principles on which the school is based, and organize instruction in that school. Public and private schools (or school boards) may autonomously decide how and to a large extent, when to teach the core objectives of the Dutch curriculum based on their religious, philosophical, or pedagogical views and principles. The Minister of Education, Culture, and Science is primarily responsible for the structure of the education system, school funding, school inspection, the quality of national examinations, and student support.2 The administration and management of schools is decentralized and is carried out by individual school boards. Specifically, these boards are responsible for the implementation of the curriculum, personnel policy, student admission, and financial policy. A board can be responsible for one school or for a number of schools. The board for public schools consists of representatives of the municipality. The board for private schools often is formed by an association or foundation. Two-thirds of schools at the primary level are privately run. The majority of private schools are Roman Catholic or Protestant, but there also are other religious schools and schools based on philosophical principles. The pedagogical approach of a small number of public and private schools is based on the ideas of educational reformers such as Maria Montessori, Helen Parkhurst, Peter Petersen, Célestin Freinet, and Rudolf Steiner.