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Urban Regularisation of Belgrade, 1867: Trace Vs. ERASURE
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by RAF - Repository of the Faculty of Architecture - University of Belgrade S A J _ 2009 _ 1 _ UDK BROJEVI: 711.432.168(497.11)”1867”; 71.071.1:929 Ј о с и м о в и ч Е. ID BROJ: 172311820 URBAN REGULARISATION OF BELGRADE, 1867: TRACE vs. ERASURE A B S T R A C T A gradual urban transformation of Belgrade from Oriental into Occidental city in the nineteenth century in a way prefigured its political change of status from an Ottoman Empire border town into a capital of a European nation state (i.e. the Principality of Serbia internationally recognised in 1878). This paper will explore this process, and will focus on the analysis of the plan of regularisation of Belgrade (1867), by Emilijan Josimović, the first Serbian urbanist. Josimović’s plan laid down proposals for a total reconstruction of the Ottoman urban structure, and consequent transformation of Belgrade into European planned city. Radical though it was, the Plan gave urbanistic rationale and formalisation to what already lasted as an informal process of re-urbanisation parallel to the liberation from the crumbling Turkish rule and the related political processes. Ljiljana Blagojević 27 University of Belgrade - Faculty of Architecture S A J _ 2009 _ 1 _ Belgrade’s position at the confluence of the river Sava into the Danube, is marked historically by the condition of constantly shifting borders of divided and conflicting empires. The river Sava marked a geographical and political borderline from the fourth century division of the Roman Empire into the Eastern and Western Empires, until the mid-twentieth century Third Reich’s remapping of Europe. -
Standing up for Equality in Germany’S Schools Standing up for Equality in Germany’S Schools 1
STANDING UP FOR EQUALITY IN GERMANy’S SCHOOLS STANDING UP FOR EQUALITY IN GERMANy’S SCHOOLS 1 INTRODUCTION No country wants to believe that it is It is clear that children from a “migration failing its children in any way. It is difficult background”1 perform significantly to imagine a government that would not worse at school than their native German support the idea of equal education for counterparts. The term “migration back- all. Germany is no exception. And yet, ground” covers children from families in Germany, children of varied ethnic who are still perceived as “foreigners” and racial backgrounds have vastly because of their racial or ethnic identity, different educational opportunities and even though their families may have experiences. arrived in Germany years ago. This should no longer be a surprise. In 2001, an influential European study shocked Germans with the news that their country, which long had prided itself on its excellent educational system, was at the low end of the compara- tive spectrum. The study, undertaken in 2000 by the Program for International Student Assessment (PISA) (an arm of the Organization for Economic Development and Cooperation (OECD)), showed that German children did poorly in reading, math, and science, in comparison to students from 56 other countries. The PISA study described the deep flaws in the German education system. In particular, it explained that at-risk students—including those of migration, or migrant, backgrounds—performed among the worst in the world. They were more often tracked into the lowest level Hauptschule; they were excluded from the best classrooms; and they had far fewer opportunities to attend Gymnasium, which meant they were not permitted to take the state Abitur examination and attend university. -
Highland Park Public Schools Highland Park, New Jersey Mission Statement
HIGHLAND PARK PUBLIC SCHOOLS HIGHLAND PARK, NEW JERSEY MISSION STATEMENT The mission of the Highland Park School District is to provide the community with the finest educational services through respect for diversity and commitment to collaboration, continuous improvement, and achievement of excellence. The Highland Park Board of Education will hold a REGULAR PUBLIC MEETING on Monday, September 19, 2016, at 6:30 p.m., at the Middle School, 330 Wayne Street, Highland Park, New Jersey. This meeting will be broadcast live on hpschools.net and youtube.com. AGENDA: 1. Call to Order 2. Announcement of Notice The New Jersey Open Public Meetings Act was enacted to ensure the right of the public to have advance notice of and to attend the meetings of the public bodies at which any business affecting their interest is discussed or acted upon. In compliance with the Open Public Meeting Act, the Highland Park Board of Education has caused notice of this meeting setting forth the time, date, and location to be submitted for publication to the Home News Tribune and Star Ledger and posted on the Board’s website at least 48 hours in advance of this meeting. Members of the public who wish to address the Board will be given the opportunity to do so before the Board adjourns for the evening. 3. Roll Call 4. Recess to Executive Session Be It Resolved, pursuant to the Sunshine Act, N.J.S.A. 10:4-12 and 13, the Highland Park Board of Education will now meet in closed session to discuss litigation. This exemption is permitted to be discussed in closed session in accordance with N.J.S.A. -
Are All Four-Day School Weeks Created Equal? a National Assessment of Four-Day School Week Policy Adoption and Implementation*
Are All Four-Day School Weeks Created Equal? A National Assessment of Four-Day School Week Policy Adoption and Implementation* Paul N. Thompson* John M. Schuna Jr. Assistant Professor of Economics Assistant Professor of Kinesiology School of Public Policy School of Biological and Population Health Oregon State University Sciences 340 Bexell Hall Oregon State University Corvallis, OR 97331 118H Milam Hall Corvallis, OR 97331 Katherine Gunter Emily J. Tomayko Professor and Extension Specialist Assistant Professor of Research School of Biological and Population Health Center for American Indian and Rural Health Sciences Equity Oregon State University Montana State University 247 Hallie E. Ford Center 308 Reid Hall Corvallis, OR 97331 Bozeman, MT 59715 Abstract: Four-day school weeks are used in over 1,600 schools across 24 states, but little is known about adoption and implementation of these types of school calendars. Through examinations of school calendars and correspondence with school districts, we have compiled the most complete four-day school week dataset to date. We use this unique database to conduct a comprehensive analysis of four-day school week policy adoption and implementation. We find adoption of four-day school weeks is often financially-motivated, and has generally remained a small, rural district phenomenon. These schedules feature a day off once a week – often Friday – with increased time in school on each of the remaining four school days that, on average, is nearly an hour longer than the national average among five-day schools. Four-day school week schedules average only 148 yearly school days, yielding yearly time in school that is below the national average for five-day schools despite the longer school days. -
Germany's New Security Demographics Military Recruitment in the Era of Population Aging
Demographic Research Monographs Wenke Apt Germany's New Security Demographics Military Recruitment in the Era of Population Aging 123 Demographic Research Monographs A Series of the Max Planck Institute for Demographic Research Editor-in-chief James W. Vaupel Max Planck Institute for Demographic Research, Rostock, Germany For further volumes: http://www.springer.com/series/5521 Wenke Apt Germany’s New Security Demographics Military Recruitment in the Era of Population Aging Wenke Apt ISSN 1613-5520 ISBN 978-94-007-6963-2 ISBN 978-94-007-6964-9 (eBook) DOI 10.1007/978-94-007-6964-9 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2013952746 © Springer Science+Business Media Dordrecht 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. -
Classifying Educational Programmes
Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries. -
Special Education Eligibility Q & A
SPECIAL EDUCATION ELIGIBILITY Q & A What is a Case Study Evaluation? Page 1 How does a Child Become Eligible for Special Education? Pages 2 - 3 What is an IEP? Pages 3 - 4 How is an IEP Developed? Page 4 What are Educational Placement Options? Page 5 WHAT IS A CASE STUDY EVALUATION? A case study evaluation encompasses a series of in-depth multidisciplinary diagnostic procedures conducted within an established time frame and designed to provide information about your child and the nature of the problems that may affect his/her educational development. These components may include the following: 1. Psychological testing, including analysis of intelligence, achievement, social/emotional status and personality functioning 2. Classroom observations and teacher’s report on academic progress 3. Social/Developmental History 4. Therapeutic Summary 5. Vision/Hearing screening and other reviews of relevant health history 6. Psychiatric Evaluation, if needed 7. Substance use screening and/or evaluation, if needed 8. Occupational therapy evaluation, if needed 9. Speech & language evaluation, if needed 10. Assessment of communication skills and motor abilities, if needed The nature and intensity of each component to be included will vary depending on the needs of your child and the type of existing information available. Upon completion of your child’s case study evaluation, a staffing will be scheduled with you, representatives from the school, and any other relevant professionals to discuss the findings and determine eligibility for special education and related services. Page | 1 HOW DOES A CHILD BECOME ELIGIBLE FOR SPECIAL EDUCATION? Based on the results of the case study evaluation, there are several official categories under which a child may be found eligible for special education and related services support. -
Bioindication of Air Pollution by Epiphytic Lichens in Forest Decline Studies in Slovenia
ZOBODAT - www.zobodat.at Zoologisch-Botanische Datenbank/Zoological-Botanical Database Digitale Literatur/Digital Literature Zeitschrift/Journal: Phyton, Annales Rei Botanicae, Horn Jahr/Year: 1996 Band/Volume: 36_3 Autor(en)/Author(s): Batic Franc, Mayrhofer Helmut Artikel/Article: Bioindication of Air Pollution by Epiphytic Lichens in Forest Decline Studies in Slovenia. 85-90 ©Verlag Ferdinand Berger & Söhne Ges.m.b.H., Horn, Austria, download unter www.biologiezentrum.at Phyton (Horn, Austria) Special issue: Vol. 36 Fasc. 3 (85)-(90) 15.09.96 "Bioindication ..." Bioindication of Air Pollution by Epiphytic Lichens in Forest Decline Studies in Slovenia By FRANC BATIC1-1 & HELMUT MAYRHOFER2) Key words: Bioindication, air pollution, epiphytic lichens, forest decline, Slovenia. Summary BATIC F. & MAYRHOFER H. 1996. Bioindication of air pollution by epiphytic lichens in forest decline studies in Slovenia. - Phyton (Horn, Austria) 36 (3): (85) - (90). Initial studies were based on mapping of cover and frequency of crustose, foliose and fructicose epiphytic lichens on trees and these were also assessed for decline symptoms. Since 1985 the epiphytic lichen vegetation has been assessed by such methods and the results, expressed as a lichen map of Slovenia were used as an air quality indicator for plots of forest die-back inventory. In collaboration with lichenologists from Graz University, Austria, all epiphytic lichen species were mapped in order to obtain better measures of air quality in the area studied. Very polluted and clean, well preserved forest were investigated. From the material collected and determined, a lichen herbarium has been established in the Slovenian Forestry Institute. Possibilities for further research and the use of epiphytic lichens as air quality indicators are discussed. -
Germany VET in Europe – Country Report 2014
KRISTINA ALICE HENSEN-REIFGENS | UTE HIPPACH-SCHNEIDER Germany VET in Europe – Country report 2014 Federal Institute for Vocational Education and Training Robert-Schuman-Platz 3 ISBN 978-3-945981-01-6 53175 Bonn Phone: (02 28) 1 07-0 Fax: (02 28) 1 07-29 76 / 77 Web: www.bibb.de Email: [email protected] KRISTINA ALICE HENSEN-REIFGENS | UTE HIPPACH-SCHNEIDER Germany VET in Europe – Country report 2014 „This report is based on a common structure defned by Cedefop (European Centre for the Development of Vocational Training) for the purpose of its ReferNet Country reports. The content has not yet been approved by Cedefop.” Bibliographic information from the German National Library The German National Library lists this publication in the German National Bibliography; detailed bibliographic data are accessible on the Internet at http://dnb.ddb.de. © by Federal Institute for Vocational Education and Training, Bonn This work is licensed under the Creative Commons License Attribution-NonCommercial- Publisher: NoDerivs 4.0 Germany (CC BY-NC-ND 4.0). Federal Institute for Vocational Education and Training, Bonn Internet: www.bibb.de Copies and dissemination are permitted provided the author and title Authors: Kristina Alice Hensen-Reifgens, Ute Hippach-Schneider, are acknowledged. Any changes or revisions as well as commercial use Division 1.1 Basic Issues of Internationalisation/ are prohibited. Monitoring of VET Systems Publication Management: Divison 1.4 For further information please visit our Creative-Commons-Infopage at Layout & Cover: CD Werbeagentur, Troisdorf www.bibb.de/cc-lizenz. Printing: W. Bertelsmann Verlag, GmbH & Co. KG This online pulication is registered and archived at the German National Distribution: Library. -
The Four-Day School Week: Impact on Student Academic Performance
Rural Educator 32(2) Winter 2011 The Four-Day School Week: Impact on Student Academic Performance Paul M. Hewitt University of Arkansas George S. Denny University of Arkansas Although the four-day school week originated in 1936, it was not widely implemented until 1973 when there was a need to conserve energy and reduce operating costs. This study investigated how achievement tests scores of schools with a four-day school week compared with schools with a traditional five-day school week. The study focused on student performance in Colorado where 62 school districts operated a four-day school week. The results of the Colorado Student Assessment Program (CSAP) were utilized to examine student performance in reading, writing, and mathematics in grades 3 through 10. While the mean test scores for five-day week schools exceeded those of four-day week schools in 11 of the 12 test comparisons, the differences were slight, with only one area revealing a statistically significant difference. This study concludes that decisions to change to the four-day week should be for reasons other than student academic performance. Key words: Four-day week; rural schools; flexible scheduling; school schedules; scheduling. Johnson and Strange (2009) reported that 10,572,790 Further research is required into the extent to which the US public school students (19%) attend school in a rural increased student test scores observed in KIPP schools is school district. Howley, Theobald, and Howley (2005) due to the longer instruction time or to the culture of claimed that the mainstream of society often believes that support and high expectations for academic achievement rural schools are, by their very nature, ineffective. -
Day to Day School and CF
Day-to-Day School and CF earning opens pamphlet only applies Ldoors to new to the accommodations worlds and helps students may need prepare young peo- because of CF. In ple for a bright general, par- future. Many ents of a child people with cystic with CF and fibrosis (CF) have adults with CF become doctors, should try to lawyers, teachers, work with homemakers and their school engineers, or have to have their pursued careers CF needs met. in other fields. Your CF care Learning is a vital team can help part of life at all you learn more ages. Schools help about the rights of people to live, learn students with CF and enjoy each day, and how to work whether to prepare for a with your school. career or just to enjoy the process. When people with CF attend Day Care school, they may need special It may be hard permissions, services or changes for you to from the school to maintain their find day care health. For instance, some people for your child with CF may need to take medi- with CF, as cines at school without going to some day-care the nurse’s office. Others may providers may need to have a single room in a not feel confident in their ability college dorm or be permitted to to care for your child. The park their car close to an entrance. Americans with Disabilities Act (ADA) may help if you are having a hard This pamphlet tells you about the time finding day care for your laws that allow students to have child or if you are experiencing their medical needs met when they discrimination. -
Educational Mobility in 20Th Century-Denmark
THE MAKING AND UNMAKING OF OPPORTUNITY: EDUCATIONAL MOBILITY IN 20TH CENTURY-DENMARK KRISTIAN B. KARLSON RASMUS LANDERSØ STUDY PAPER 158 FEBRUARY 2021 The Making and Unmaking of Opportunity: Educational Mobility in 20th Century-Denmark Study Paper No. 158 Published by: © The ROCKWOOL Foundation Research Unit Address: The ROCKWOOL Foundation Research Unit Ny Kongensgade 6 1472 Copenhagen, Denmark Telephone +45 33 34 48 00 E-mail: [email protected] https://www.rockwoolfonden.dk/en February 2021 The Making and Unmaking of Opportunity: Educational Mobility in 20th Century-Denmark Kristian B. Karlson+ Rasmus Landersø† February 17, 2021 Abstract We study intergenerational educational mobility in Denmark over the 20th century during which the comprehensive Danish welfare state was rolled out. While mobility initially was low, schooling reforms benefiting children from disadvantaged backgrounds led to dramatic increases in mobility for cohorts born between 1940 and 1960. However, the college expansion affecting cohorts born from 1970 onward has mainly benefited children from affluent back- grounds, resulting in rapidly declining mobility. Comparisons to educational mobility trends in the U.S. reveal that the two countries converge in mobility levels for the most recent cohorts despite the dramatically different welfare policies in place. JEL: H0, I0, J0 Keywords: educational mobility, inequality, schooling reforms, skills ∗ We are indebted to generous feedback from many, especially Jesper Birkelund, Richard Breen, Steven Durlauf, Gøsta Esping-Andersen, James J. Heckman, Anders Hjorth-Trolle, Erik Lykke Mortensen, Helena Skyt Nielsen, Hans Henrik Sievertsen, and seminar participants at the ASA conference 2020, the Copenhagen Education Network, the Life-cycle working group at the University of Chicago, the University of Copenhagen, and the 5th IZA Workshop: The Economics of Education.