Tuesday, May 3, 2016

Nepal Earthquake #1YearOn

This time last year Nepal was struck by a series of devastating quakes and tremors that took a catastrophic toll on lives, livelihoods and infrastructure, sending the country into fear and heartache and it’s developing economy into chaos, for many months to come.

In the wake of the disaster, Our Sansar acted as a first-responder to supply the victims with emergency resources. During the past year we opened an emergency shrebuildelter for children and youth affected by the earthquake and launched a scheme to provide surviving families with long-term assistance to rebuild their livelihoods.

So this is where you come in.

One year after the earthquake, we realise that a tailored approach to helping families rebuild themselves is the best, most effective way for families to regain their independence and self-sustainability.

We want to micro-finance individual families, so that they can reopen their businesses, rebuild their shops, re-train, develop new skills, buy livestock and materials, gain new customers, and send children to school.

Background

On April 25th 2015, a 7.8 magnitude earthquake struck the central provinces of Nepal, including the country’s capital Kathmandu. Hitting the beating heart of the country, it killed more than 8,000 people and left 16,000 injured. It destroyed schools and hospitals, toppled buildings and tore roads, rendering more than 2 million homeless and jobless.

On May 12th, just days after the first responders started clearing away rubble, a major aftershock with a magnitude of 7.3 struck the affected areas again, causing further destruction and suffering.

With Nepal’s mountainous topography, the effects of the earthquake and subsequent aftershocks were felt far and wide, high and low. Just hours after the earthquake hit Gorkha, it also set off an avalanche on the world’s tallest mountain, Mt Everest, lying on Nepal’s northern border. The avalanche took the lives of 21 people, making it the deadliest day on the mountain in history.

Sunday, May 1, 2016

Medicine

Medicine (British English Listeni/ˈmɛdsᵻn/; American English Listeni/ˈmɛdᵻsᵻn/) is the science and practice of the diagnosis, treatment, and prevention of disease. The word medicine is derived from Latin medicus, meaning "a physician". Medicine encompasses a variety of health care practices evolved to maintain and restore health by the prevention and treatment of illness. Contemporary medicine applies biomedical sciences, biomedical research, genetics, and medical technology to diagnose, treat, and prevent injury and disease, typically through pharmaceuticals or surgery, but also through therapies as diverse as psychotherapy, external splints and traction, medical devices, biologics, and ionizing radiation, amongst others.

Medicine has existed for thousands of years, during most of which it
was an art (an area of skill and knowledge) frequently having connections to the religious and philosophical beliefs of local culture. For example, a medicine man would apply herbs and say prayers for healing, or an ancient philosopher and physician would apply bloodletting according to the theories of humorism. In recent centuries, since the advent of science, most medicine has become a combination of art and science (both basic and applied, under the umbrella of medical science). While stitching technique for sutures is an art learned through practice, the knowledge of what happens at the cellular and molecular level in the tissues being stitched arises through science.

Prescientific forms of medicine are now known as traditional medicine and folk medicine. They remain commonly used with or instead of scientific medicine and are thus called alternative medicine. For example, evidence on the effectiveness of acupuncture is "variable and inconsistent" for any condition, but is generally safe when done by an appropriately trained practitioner. In contrast, treatments outside the bounds of safety and efficacy are termed quackery.

Ancient Games

The Ancient Greeks and Romans are known to have played many ball games, some of which involved the use of the feet. The Roman game harpastum is believed to have been adapted from a Greek team game known as "ἐπίσκυρος" (Episkyros) or "φαινίνδα" (phaininda), which is mentioned by a Greek playwright, Antiphanes (388–311 BC) and later referred to by the ChrisThe Ancient Greeks and Romans are known to have played many ball games, some of which involved the use of the feet. The Roman game harpastum is believed to have been adapted from a Greek team game known as "ἐπίσκυρος" (Episkyros) or "φαινίνδα" (phaininda), which is mentioned by a Greek playwright, Antiphanes (388–311 BC) and later referred to by the Christian theologian Clement of Alexandria (c. 150 – c. 215 AD). These games appear to have resembled rugby football. The Roman politician Cicero (106–43 BC) describes the case of a man who was killed whilst having a shave when a ball was kicked into a barber's shop. Roman ball games already knew the air-filled ball, the follis. Episkyros is recognised as an early form of football by FIFA.

A Chinese game called Tsu' Chu, Cuju or Zuqiu has been recognised by FIFA as the first version of the game with regular rules. It existed during the Han Dynasty, the second and third centuries BC. The Japanese version of cuju is kemari, and was developed during the Asuka period.This is known to have been played within the Japanese imperial court in Kyoto from about 600 AD. In kemari several people stand in a circle and kick a ball to each other, trying not to let the ball drop to the ground (much like keepie uppie). The game appears to have died out sometime before the mid-19th century. It was revived in 1903 and is now played at a number of festivals.[citation needed]

There are a number of references to traditional, ancient, or prehistoric ball games, played by indigenous peoples in many different parts of the world. For example, in 1586, men from a ship commanded by an English explorer named John Davis, went ashore to play a form of football with Inuit (Eskimo) people in Greenland. There are later accounts of an Inuit game played on ice, called Aqsaqtuk. Each match began with two teams facing each other in parallel lines, before attempting to kick the ball through each other team's line and then at a goal. In 1610, William Strachey, a colonist at Jamestown, Virginia recorded a game played by Native Americans, called Pahsaheman.[citation needed] On the Australian continent several tribes of indigenous people played kicking and catching games with stuffed balls which have been generalised by historians as Marn Grook (Djab Wurrung for "game ball"). The earliest historical account is an anecdote from the 1878 book by Robert Brough-Smyth, The Aborigines of Victoria, in which a man called Richard Thomas is quoted as saying, in about 1841 in Victoria, Australia, that he had witnessed Aboriginal people playing the game: "Mr Thomas describes how the foremost player will drop kick a ball made from the skin of a possum and how other players leap into the air in order to catch it." Some historians have theorised that Marn Grook was one of the origins of Australian rules football.

The Māori in New Zealand played a game called Ki-o-rahi consisting of teams of seven players play on a circular field divided into zones, and score points by touching the 'pou' (boundary markers) and hitting a central 'tupu' or target.[citation needed]

Games played in Mesoamerica with rubber balls by indigenous peoples are also well-documented as existing since before this time, but these had more similarities to basketball or volleyball, and since their influence on modern football games is minimal, most do not class them as football.[citation needed]Northeastern American Indians, especially the Iroquois Confederation, played a game which made use of net racquets to throw and catch a small ball; however, although it is a ball-goal foot game, lacrosse (as its modern descendant is called) is likewise not usually classed as a form of "footballtian theologian Clement of Alexandria (c. 150 – c. 215 AD). These games appear to have resembled rugby football. The Roman politician Cicero (106–43 BC) describes the case of a man who was killed whilst having a shave when a ball was kicked into a barber's shop. Roman ball games already knew the air-filled ball, the follis. Episkyros is recognised as an early form of football by FIFA.

A Chinese game called Tsu' Chu, Cuju or Zuqiu has been recognised by FIFA as the first version of the game with regular rules. It existed during the Han Dynasty, the second and third centuries BC. The Japanese version of cuju is kemari, and was developed during the Asuka period.This is known to have been played within the Japanese imperial court in Kyoto from about 600 AD. In kemari several people stand in a circle and kick a ball to each other, trying not to let the ball drop to the ground (much like keepie uppie). The game appears to have died out sometime before the mid-19th century. It was revived in 1903 and is now played at a number of festivals.[citation needed]

There are a number of references to traditional, ancient, or prehistoric ball games, played by indigenous peoples in many different parts of the world. For example, in 1586, men from a ship commanded by an English explorer named John Davis, went ashore to play a form of football with Inuit (Eskimo) people in Greenland. There are later accounts of an Inuit game played on ice, called Aqsaqtuk. Each match began with two teams facing each other in parallel lines, before attempting to kick the ball through each other team's line and then at a goal. In 1610, William Strachey, a colonist at Jamestown, Virginia recorded a game played by Native Americans, called Pahsaheman.[citation needed] On the Australian continent several tribes of indigenous people played kicking and catching games with stuffed balls which have been generalised by historians as Marn Grook (Djab Wurrung for "game ball"). The earliest historical account is an anecdote from the 1878 book by Robert Brough-Smyth, The Aborigines of Victoria, in which a man called Richard Thomas is quoted as saying, in about 1841 in Victoria, Australia, that he had witnessed Aboriginal people playing the game: "Mr Thomas describes how the foremost player will drop kick a ball made from the skin of a possum and how other players leap into the air in order to catch it." Some historians have theorised that Marn Grook was one of the origins of Australian rules football.

The Māori in New Zealand played a game called Ki-o-rahi consisting of teams of seven players play on a circular field divided into zones, and score points by touching the 'pou' (boundary markers) and hitting a central 'tupu' or target.[citation needed]

Games played in Mesoamerica with rubber balls by indigenous peoples are also well-documented as existing since before this time, but these had more similarities to basketball or volleyball, and since their influence on modern football games is minimal, most do not class them as football.[citation needed]Northeastern American Indians, especially the Iroquois Confederation, played a game which made use of net racquets to throw and catch a small ball; however, although it is a ball-goal foot game, lacrosse (as its modern descendant is called) is likewise not usually classed as a form of "football.

Football

Football is a family of team sports that involve, to varying degrees, kicking a ball to score a goal. Unqualified, the word football is understood to refer to whichever form of football is the most popular in the regional context in which the word appears. Sports commonly called 'football' in certain places include: association football (known as soccer in some countries); gridiron football (specifically American football or Canadian football); Australian rules football; rugby football (either rugby league or rugby union); and Gaelic football.These different variations of football are known as football codes.

Various forms of football can be identified in history, often as popular peasant games. Contemporary codes of football can be traced back to the codification of these games at English public schools during the nineteenth century. The expanse of the British Empire allowed these rules of football to spread to areas of British influence outside of the directly controlled Empire, though by the end of the nineteenth century, distinct regional codes were already developing: Gaelic football, for example, deliberately incorporated the rules of local traditional football games in order to maintain their heritage. In 1888, The Football League was founded in England, becoming the first of many professional football competitions. During the twentieth century, several of the various kinds of football grew to become some of the most popular team sports in the world.

Educational Technology

Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application.

Educational technology is not restricted to high technology. Also called e-learning, it includes an array of approaches, components, and delivery methods. For example, m-learning emphasizes mobility, but is otherwise indistinguishable in principle from educational technology.

Educational technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes.

Theoretical perspectives and scientific testing influence instructional design. The application of theories of human behavior to educational technology derives input from instructional theory, learning theory, educational psychology, media psychology and human performance technology.

Educational technology and e-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. It is suited to distance learning and in conjunction with face-to-face teaching, which is termed blended learning. Educational technology is used by learners and educators in homes, schools (both K-12 and higher education), businesses, and other settings

History of Russian Eduacation


Education in Russia has traditionally been a very important part of life. Mass education there took root with Peter the Great in the beginning of the 18th century. As his first act as tsar, he departed Russia to study abroad in Germany and Holland. When he returned, he placed great emphasis in establishing modern education systems in Russia as he had seen in those countries.

Under Peter’s system, secondary education took place in gymnasia, which were later divided into boys and girls schools. Students attended the gymnasium for 10 to 12 years. Initially, only those in high social circles could afford to send their children to these schools.  Later, in the late 18th, early 19th centuries, schools began to open to the general public.

Starting from the middle of the 18th century, higher education as a system started with the foundation of universities in Moscow and St. Petersburg. The system was modeled after that of the Germans: it was open to secondary school graduates and took five years to complete. Upon completion, a "Diploma of Higher Education" in a specialized area was granted. Since then, the system itself has not changed much.

The Soviets greatly expanded the public schools, so that (at least theoretically) the entire population had access to secondary education. They also built many universities and institutes, particularly scientific and diplomatic training centers. Many of these insititutions are still highly prestigious and, within Russia, the pursuit of higher education was and, to a large extent, still is considered to be very prestigious. More than 50% of Russians have received higher education of some sort.

As the world becomes more global, so has education in Russia. In order to more closely correspond with educational systems in the USA in Europe, the Russian system has begun to change. Now, many institutions offer Bachelor’s degrees with a four-year program and a Master’s degree with a two-year program. The transition, however, is still under way, and some departments operate on the modern system, and others on the old five-year system, which bestowed (bestowes) the title of "Specialist." The Bologna Process is also influencing the development of education in Russia.

After completing higher education, one may pursue additional postgraduate studies (aspirantura in Russian), for another three years. After one’s thesis is written and successfully defended, the “Candidate of Science” or Kandidat nauk degree is awarded. This has been deemed equivalent to the Ph.D. degree of the American system.

However, the Russian system also offers a degree higher than the Ph.D. equivalent “Candidate of Science.” It is known as the “Doctor of Science” or Doktor nauk degree. This process, known as doctorantura in Russian, takes three more years. After defending a doctoral thesis, the Doctor of Science degree is awarded.

Taken as a whole, the Russian system of higher education is one whose reputation has survived many governmental forms, and international and financial crises.  Russian degrees are recognized and respected the world over.  

ADULT EDUCATION



Adult education is designed to provide study opportunities for adults. It encompasses self-motivated education, staff training and labour market training. The Ministry of Education and Culture is responsible for self-motivated education, the Ministry of Employment and the Economy for labour market training and employers for staff training.

Some 800 educational institutions provide further and continuing education of varying duration, non-degree studies, as well as education leading to a qualification. Learning mostly takes place in working life and through informal studies using networks, libraries and other learning environments.

More than 1.7 million citizens participate in different types of adult education each year. More than half of this number is made up of the working age population, and this figure is high also in international terms. The aim is for the annual share of the working age population participating in education to reach 60 per cent by 2012. To achieve this figure, the participation base needs to be expanded and the study opportunities of the population groups who participate the least must be improved. The goal is to increase the study opportunities of people with no vocational education and training or whose education is outdated, entrepreneurs, the staff of small and medium-sized enterprises, immigrants and people aged over 55.
An average of 12 per cent of the Ministry of Education and Culture’s main title of expenditure is allocated to adult education. Of this total, about 40 per cent is allocated to vocational adult education and training and apprenticeship training, one fourth goes to adult education provided by higher education institutions, a fifth to liberal adult education, and about 5 per cent to developing adult education and continuing education for teaching staff.


The tasks and key reforms of adult education policy
The tasks of adult education policy are to ensure the availability and competence of the labour force, provide educational opportunities for the entire adult population, and strengthen social cohesion and equality. Adult education policy supports efforts to extend working life, raise the employment rate, improve productivity, enhance multiculturalism and implement the conditions for lifelong learning. In addition, adult education alleviates the effects of the recession.

The reform of adult education encompasses vocational adult education and training, apprenticeship training, adult education provided by higher education institutions, labour market training for adults, and staff training. A steering group was appointed for the preparatory work and it includes representatives from the ministries responsible for the reforms (the Ministry of Education, Ministry of Social Affairs and Health and the Ministry of Employment and the Economy) as well as from national labour market organisations. The main proposals were completed in the summer of 2009 (Ministry of Education 2009:11), and their implementation has begun. Some of the key issues include strengthening learning in working life, recognising skills that have been acquired in different ways, facilitating opportunities to combine studies in a flexible way, enhancing adult education offered by higher education institutions, making information, guidance and counselling services more effective in order to improve the relevance of adult education, increasing study opportunities for the population groups that are least represented in adult education, clarifying the benefit systems available for adult education, and expanding the funding base. The implementation of the reforms to adult education requires extensive cooperation between the different ministries, labour market organisations as well as educational institutions and universities.

Liberal adult education has the task of responding to changing educational needs and, through its activities, of strengthening social cohesion, active citizenship and the conditions for lifelong learning. The development programme for liberal adult education is scheduled for 2009-2012. The proposals of the preparatory committee (Ministry of Education 2009:12) are serving as the basis for amending the legislation, funding system and the maintaining organisation and institutional structure of liberal adult education. Responding to the educational needs of immigrants, those who need educational rehabilitation, the unemployed and senior citizens, as well as ensuring the regional availability of education are emphasised.

Apprenticeship training constitutes the main form of learning in working life. An increasing share of vocational upper secondary education and training and vocational further education and training is arranged through apprenticeships. Apprenticeship training will be developed and expanded in accordance with the proposals of the rapporteur (Ministry of Education 2009:1) and the policies connected to the reforms to adult education. In 2009, apprenticeship-type training was integrated into continuing education for people with higher education degrees. In addition, labour market training is provided in the form of apprenticeship training.

The opportunities of teaching staff to constantly develop their professional competence will be improved by the launch of the Osaava programme and the recommendations of the working group (Ministry of Education 2009:16). Continuing education for teaching staff with an immigrant background will be a priority over the next few years.
 
The study opportunities of immigrants will be enhanced at all educational levels. The focus areas with respect to the adult population will be to improve language teaching and enhance study opportunities that support employment and integration.

Adult education and the Ministry of Education and Culture

At the Ministry of Education and Culture, adult education comes under the Division for Adult Education and Training Policy of the Department for Higher Education and Science Policy. The Division handles issues relating to adult education, liberal adult education and the promotion of educational policy based on the principle of lifelong learning. The following issues come under the scope of the Division for Adult Education and Training Policy:

• Developing the conditions for national adult education policy and lifelong learning
• Vocational adult education and training, apprenticeship training and competence-based qualifications
• Adult education offered by higher education institutions and open learning
• General adult education and national certificates of language proficiency
• Liberal adult education and educational and guidance organisations
• Guidance on adult education, counselling and the recognition of competence acquired in different ways
• Assessing the need for and provision of adult education as well as guidance (permission to provide education and performance steering)
• Coordinating training for teaching staff and immigrants
• Legislation, funding and economic planning for the sector
• The quality of the activities, evaluations and international cooperation

The Council for Lifelong Learning is an expert body within the Ministry of Education and Culture, which considers issues relating to cooperation between education and working life as well as the conditions for lifelong learning and developing adult education. 

UNIVERSAL ACCESS TO EDUCATION


Universal access to education is the ability of all people to have equal opportunity in education, regardless of their social class, gender, ethnicity background or physical and mental disabilities. The term is used both in college admission for the middle and lower classes, and in assistive technology for the disabled. Some critics find this idea an example of "political correctness". In order to facilitate the access of education to all, certain countries have right to education.
Universal access to education encourages a variety of pedagogical approaches to accomplish the dissemination of knowledge across the diversity of social, political, cultural, economic, national and biological backgrounds. Initially developed with the theme of equal opportunity access and inclusion of students with learning or physical and mental disabilities, the themes governing universal access to education have now expanded across all forms of ability and diversity. However, as the definition of diversity is within itself is a broad amalgamation, teachers exercising universal access will continually face challenges and incorporate adjustments in their lesson plan to foster themes of equal opportunity of education.

As universal access continues to be incorporated into the U.S. education system, professors and instructors at the college level are required (in some instances by law) to rethink methods of facilitating universal access in their classrooms. Universal access to college education may involve the provision of a variety of different assessment methods of learning and retention. For example, in order to determine how much of the material was learned, a professor may enlist multiple methods of assessment. Methods of assessment may include a comprehensive exam, unit exams, portfolios, research papers, literature reviews, an oral exam or homework assignments. Providing a variety of ways to assess the extent of learning and retention will not only identify the gaps in universal access but may also elucidate the ways to improve universal access.

FREE EDUCATION

Free education refers to education that is funded through taxation or charitable organizations rather than tuition funding. Primary school and other comprehensive or compulsory education is free in many countries, for example, all education is mostly free (often not including books (from primary) and a number of administrative and sundry fees in university) including post-graduate studies in the Nordic countries. The Article 13 of International Covenant on Economic, Social and Cultural Rights ensures the right to free education at primary education and progressive introduction of it at secondary and higher education as the right to education. From 2013 in Northern Europe Estonia started providing free higher education as well. In Argentina, Norway and Finland, no fees apply for foreign students enrolling at a university, although they may not be eligible for a monthly study allowance and loan. Bachelor's degree programmes in Norway are solely taught in Norwegian.Master's degree programmes in Norway are offered in either Norwegian or English depending on the programme and/or university. Sweden, until recently, provided free education to foreign students but changes have been introduced to charge fees to foreign students from outside of the European community. Denmark also has universal free education, and provides a monthly stipend, the "Statens Uddannelsesstøtte" or "SU", to students over 18 years of age or students who are under 18 and attending a higher education. Bachelor and master's degree programmes in Denmark are offered in either Danish or English depending on the programme and/or university. Czech Republic, Greece and Argentina provide free education at all levels, including college and university.