(AP) Genetics play the biggest role in determining how fast a child learns to read, but a good teacher can make a measurable difference as well, according to a study released Thursday.
Florida State University used twins assigned to different classrooms to develop the conclusions.
Researchers studied more than 550 first- and second-grade classrooms with at least one identical twin and more than 1,000 classes with at least one fraternal twin.
Among the identical twins, 42 pairs out of 280 pairs showed significant differences in reading improvement during the year studied, said lead researcher Jeanette Taylor, an associate professor of psychology at Florida State.
In each case, the teachers also had significantly different quality scores. Twins with similarly good teachers got similar scores.
"If you have identical twins, they should do very similarly in school," Taylor said.
Teachers whose students showed the greatest average one-year improvement in the number of words they could read out loud in one minute were considered the best teachers for the purpose of the study.
The study published in the journal Science was paid for by the National Institute of Child Health and Human Development, which is part of the National Institutes of Health.
The study tapped information from a national effort to gather detailed student data in every state, which may enable others to confirm or disprove other long-held assumptions about education.
Friday, September 24, 2010
U.S. Teachers Not Well Prepared to Teach Mathematics, Study Finds
A New International Study of Future Teachers in 16 Countries Reveals Mathematics Teacher Preparation Jeopardizes Student Learning of Math
Washington, D.C., April 15, 2010 – In a seminal study of international teacher preparation released today, researchers found a striking parallel between future U.S. teachers’ knowledge of mathematics content and the performance of the students they teach.
Led by education and mathematics experts at Michigan State University (MSU), the Teacher Education Study in Mathematics (TEDS-M) is an international examination of how math teachers at both elementary and middle school levels are trained. Fielded internationally by the International Association for the Evaluation of Educational Achievement (IEA), USTEDS-M is funded by The Boeing Company, Carnegie Corporation of New York, the Bill & Melinda Gates Foundation and the GE Foundation.
In the U.S., TEDS-M studied the performance of 81 public and private universities and colleges in 39 states that prepare elementary and middle school mathematics teachers. Nearly 3,300 future teachers were surveyed about their course work, knowledge of mathematics and their knowledge of how to teach the subject. Internationally, the Study spanned 16 countries, sampling 23,244 future teachers (14,766 future primary teachers and 8,478 future lower secondary teachers) across 498 educational institutions.
The study reveals that middle school mathematics teacher preparation is not up to the task. U.S. future teachers find themselves straddling the divide between the successful and the unsuccessful, leaving the U.S. with a national choice of which way to go.
The findings of USTEDS-M additionally revealed that the preparation of elementary teachers to teach mathematics was comparatively somewhat better as the U.S. found itself in the middle of the international distribution, along with other countries such as the Russian Federation, Germany and Norway, but behind Switzerland, Taiwan and Singapore.
A Study Of Aboriginal Teachers' Professional Knowledge And Experience In Canadian Schools
Rationale
This qualitative study, initiated by the Canadian Teachers’ Federation and its Advisory Committee on Aboriginal Education, explored the professional knowledge and experiences of Aboriginal (First Nations, Métis and Inuit) teachers. The rationale for the study was to address the urgent need to improve and
promote Aboriginal education in public schools. This study asks the question: what can we learn from the professional knowledge and experiences of Aboriginal teachers who teach in public schools about how to better promote and support the success of Aboriginal education in public schools?
The continuing goal of this study is to promote on-going dialogue and learning about Aboriginal education within teacher organizations and the broader educational community.
Methodology
Employing a focused and critical ethnographic methodology, the study interviewed 59 Aboriginal teachers (49 female and 10 male) teaching in public schools across Canada. Participants were recruited through a process of “community nomination” (Ladson-Billing, 1994) involving the networks of the Advisory
Committee on Aboriginal Education, and the provincial and territorial teacher organizations; participation was always voluntary. More than one third of the participants had twenty and more years of teaching experience, and half were graduates of Aboriginal programs, including Aboriginal teacher education programs.
Overwhelmingly, the Aboriginal teachers who participated in this study valued the opportunity to be heard, to hear each other and to be part of an effort that hopes to promote change.
Nine different groups of Aboriginal teachers, each from different regions or provinces, were assembled in central locations across Canada where they participated in a full day of data collection. Data was collected through two methods: open-ended questionnaires that teachers responded to in writing, and focus group interviews that were audiotaped. Data collection focused on four areas of Aboriginal teachers’ professional knowledge and experience: philosophy of teaching; integrating Aboriginal content and perspectives into the curriculum; racism in education; and allies of Aboriginal education. Data analysis was performed using the “grounded theory method” (Miles & Huberman 1994; Charmaz, 2006).
Findings
In this study, the ethical and moral dimensions of teaching motivated Aboriginal teachers to become teachers and to remain in the teaching profession. These Aboriginal teachers became teachers because they were committed to and valued education. They believed that good teaching involves loving and caring for their students, communicating with the whole child, helping to find their students’ gifts, developing pride and selfworth in their students, and creating a safe learning environment. They emphasized the importance of all teachers working to establish respectful, positive and encouraging relationships with their students.
The Aboriginal teachers in this study remained in the profession because they valued the opportunity to teach Aboriginal culture and history, to foster responsible citizens, to challenge negative stereotypes of Aboriginal people, to serve as role models, and because they believed they could have a positive impact on children.
Acknowledging the challenging circumstances that could surround their Aboriginal students and their families and communities, these teachers nonetheless they felt that there should be no “disposable” kids, and that they could not give up on their students. By positively acknowledging the lives of Aboriginal people, culture and history, the Aboriginal teachers in this study enabled Aboriginal students to become “bodies that matter” (Butler, 1993).
This qualitative study, initiated by the Canadian Teachers’ Federation and its Advisory Committee on Aboriginal Education, explored the professional knowledge and experiences of Aboriginal (First Nations, Métis and Inuit) teachers. The rationale for the study was to address the urgent need to improve and
promote Aboriginal education in public schools. This study asks the question: what can we learn from the professional knowledge and experiences of Aboriginal teachers who teach in public schools about how to better promote and support the success of Aboriginal education in public schools?
The continuing goal of this study is to promote on-going dialogue and learning about Aboriginal education within teacher organizations and the broader educational community.
Methodology
Employing a focused and critical ethnographic methodology, the study interviewed 59 Aboriginal teachers (49 female and 10 male) teaching in public schools across Canada. Participants were recruited through a process of “community nomination” (Ladson-Billing, 1994) involving the networks of the Advisory
Committee on Aboriginal Education, and the provincial and territorial teacher organizations; participation was always voluntary. More than one third of the participants had twenty and more years of teaching experience, and half were graduates of Aboriginal programs, including Aboriginal teacher education programs.
Overwhelmingly, the Aboriginal teachers who participated in this study valued the opportunity to be heard, to hear each other and to be part of an effort that hopes to promote change.
Nine different groups of Aboriginal teachers, each from different regions or provinces, were assembled in central locations across Canada where they participated in a full day of data collection. Data was collected through two methods: open-ended questionnaires that teachers responded to in writing, and focus group interviews that were audiotaped. Data collection focused on four areas of Aboriginal teachers’ professional knowledge and experience: philosophy of teaching; integrating Aboriginal content and perspectives into the curriculum; racism in education; and allies of Aboriginal education. Data analysis was performed using the “grounded theory method” (Miles & Huberman 1994; Charmaz, 2006).
Findings
In this study, the ethical and moral dimensions of teaching motivated Aboriginal teachers to become teachers and to remain in the teaching profession. These Aboriginal teachers became teachers because they were committed to and valued education. They believed that good teaching involves loving and caring for their students, communicating with the whole child, helping to find their students’ gifts, developing pride and selfworth in their students, and creating a safe learning environment. They emphasized the importance of all teachers working to establish respectful, positive and encouraging relationships with their students.
The Aboriginal teachers in this study remained in the profession because they valued the opportunity to teach Aboriginal culture and history, to foster responsible citizens, to challenge negative stereotypes of Aboriginal people, to serve as role models, and because they believed they could have a positive impact on children.
Acknowledging the challenging circumstances that could surround their Aboriginal students and their families and communities, these teachers nonetheless they felt that there should be no “disposable” kids, and that they could not give up on their students. By positively acknowledging the lives of Aboriginal people, culture and history, the Aboriginal teachers in this study enabled Aboriginal students to become “bodies that matter” (Butler, 1993).
Study: Teacher bonuses don't raise test scores
ATLANTA — Offering big bonuses to teachers failed to raise students' test scores in a three-year study released Tuesday that calls into question the Obama administration's push for merit pay to improve education.
The study, conducted in the metropolitan Nashville school system by Vanderbilt University's National Center on Performance Incentives, was described by the researchers as the nation's first scientifically rigorous look at merit pay for teachers.
It found that students whose teachers were offered bonuses of up to $15,000 a year for improved test scores registered the same gains on standardized exams as those whose teachers were given no such incentives.
"I think most people agree today that the current way in which we compensate teachers is broken," said Matthew Springer, executive director of the Vanderbilt center and lead researcher on the study. "But we don't know what the better way is yet."
The study comes as the Obama administration encourages school systems to link teacher pay and tenure to how students perform on tests and other measures of achievement.
The researchers looked at fifth- through eighth-grade math teachers from 2007 to 2009. A group of about 300 teachers started out in the study; half were eligible for the bonuses, the other half were not.
The bonuses were given out based on improvements in scores on Tennessee's standardized exam, which is used by the state as part of the federal No Child Left Behind requirements.
Canada to attract more Indian Students
Following the stricter visa rules and racial attacks on Indian students in Australia, Canada is becoming a popular destination for Indian students. There has been significant increase in the number of Indian students migrating to Canada, while those moving to Australia and US have decreased.
There has been a 46 per cent drop in student visa applications to Australia from July to October 2009 as compared to the corresponding period in 2008. Due to shrinking opportunities, the student traffic to U.S has dipped by 20-30 percent.
Suchita Gokarn, Head, Education Promotion (India) at the British Council said : “The Prime Minister announced a review of student visas on November 12, 2009. The review was asked to consider the case for introducing mandatory English language testing for student visas other than for English courses. The review has been conducted jointly by the Home Office and the Department for Business, Innovation and Skills. The results of the review are still pending.”
There has been a 46 per cent drop in student visa applications to Australia from July to October 2009 as compared to the corresponding period in 2008. Due to shrinking opportunities, the student traffic to U.S has dipped by 20-30 percent.
Suchita Gokarn, Head, Education Promotion (India) at the British Council said : “The Prime Minister announced a review of student visas on November 12, 2009. The review was asked to consider the case for introducing mandatory English language testing for student visas other than for English courses. The review has been conducted jointly by the Home Office and the Department for Business, Innovation and Skills. The results of the review are still pending.”
Study Canada
Canadian Universities can’t wait to enter India
With the news of Indian parliament passing the bill that will allow foreign universities to enter India Canadian Universities all getting geared to up to grab the opportunity.Canada and US at present run around 26 collaborative projects with local Indian Universities and Colleges.
The Canada-India Business Council education committee welcomes the latest bill and Husain Neemuchwala, member of the committee says ‘The Indo-Canada Chamber of Commerce, the Canada-India Business council and we have been lobbying Canadian universities to open campuses in India,’
Expected to transform the current education scenario in India the bill was cleared by the Union Cabinet in a meeting presided by the Prime Minister Dr. Manmohan Singh. HRD Minister Kapil Sibal present in the meeting said “This is a milestone, which will enhance choices, increase competition, and benchmark quality.”
Every year 80,000 Indian students traveled to US, 50,000 traveled to Britain and 40,000 to Australia in search of better education and future prospects. Due to visa problems the number of students traveling to Canada was only 4,000. it is time for them to rejoices as they now plan to put up off shore campuses all across India and reach out to a larger number of Indian students. Remarking on the same Husain said “The Indian bill solves all these problems. Now Canadian universities will go there and impart world-class education. All visa hassles will be over for Indian students.”
Canadian Universities like the Toronto-based York University is already in contact with Indian Universities in the form of exchange programs. Husain, also heading the Toronto-based International Centre for Education explains the details of the program saying “York has just started its prestigious Schulich MBA programme in India in collaboration with the S.P. Jain Institute of Management and Research in Mumbai. Under this programme, students will complete the first year in Mumbai and then come to Toronto to complete the second year. So Indian students will get the best of both the worlds.”
To be ahead in the race of foreign universities establishing off shore campuses in India Canadian Universities have already begun to do their homework with presidents of many Canadian universities coming to India with ministerial delegations or on educational missions or making independent trips to tie up with Indian Universities and understand the structure of education currently in India.
“As India continues to be a significant player on the world stage, it will become more important to develop greater expertise in the Canada-India relationship,” said Roseann O’Reilly Runte, vice-chancellor of Carleton University who was in India to look for opportunities for her Centre of Excellence for Indo-Canadian Relations.
With India in the hot seat it awaits quietly as colleges like Sheridan, Pickering and Quest rally to get a chance of establishing themselves in India.
Study in Netherlands
Study Abroad in Netherlands for free, Scholarships, Summers, Post Graduate, Top Universities in Netherlands
Welcome to Study in Netherlands, Study Abroad, Overseas in Netherland, Top Universities in Netherlands section. Here you can explore a list of top and best Holland Universities, Colleges, Study in Netherlands scholarships, summers, Postgraduate Programs & Courses like MBA, Arts, Engineering for Indian, International students for free in Netherlands. The Dutch higher education institutions together offer 1,000 international study programs and courses which are taught entirely in English. Higher education in Holland enjoys a worldwide reputation for its high quality. This is achieved through a national system of regulation and quality assurance. Holland has also received international acclaim for its problem-based learning system, which trains students to analyze and solve practical problems independently. Education in the Netherlands is not free, but tuition fees are reasonable. You can also search for related articles, blogs, forums, admission criteria, admission eligibility, visa requirements and scholarships available for studying in Netherlands.
Welcome to Study in Netherlands, Study Abroad, Overseas in Netherland, Top Universities in Netherlands section. Here you can explore a list of top and best Holland Universities, Colleges, Study in Netherlands scholarships, summers, Postgraduate Programs & Courses like MBA, Arts, Engineering for Indian, International students for free in Netherlands. The Dutch higher education institutions together offer 1,000 international study programs and courses which are taught entirely in English. Higher education in Holland enjoys a worldwide reputation for its high quality. This is achieved through a national system of regulation and quality assurance. Holland has also received international acclaim for its problem-based learning system, which trains students to analyze and solve practical problems independently. Education in the Netherlands is not free, but tuition fees are reasonable. You can also search for related articles, blogs, forums, admission criteria, admission eligibility, visa requirements and scholarships available for studying in Netherlands.
Student Support
Māori Student Recruitment Adviser
For the increasing number of Māori now considering study at the University, Carey Collier is often their first point of contact. Because the University of Waikato is part of a network of support for students, Carey is able to provide information on Māori and Pacific Island grants and scholarships.
Carey also visits several of the secondary schools (with a particular focus on the Northland, Bay of Plenty, East Coast and Waikato regions). Some of these schools are widely recognised throughout the country for their special Māori character. While she does have a particular responsitility for Māori students, Carey is only too happy to see anyone interested in attending this University. If that is you, you are most welcome to call and make an appointment. Carey is located in the Student Recruitment Office at the Gateway - Te Kūaha.
Carey Collier
Māori Student Recruitment AdviserInternational Students and Programmes
The School welcomes international students and the cultural flavour you bring.
The International Centre provides a facility and service for the support of international students. For further information visit their website at or contact them on +64 (0) 7 838 4439.
Undergraduate students in their second or third year of study at Waikato can apply to participate in an exchange programme. To be considered, students must have gained at least a B average. If approved by both Universities, students can credit their overseas study to their Waikato degree.
In addition, the University of Waikato is a member of the University Studies Abroad Consortium (USAC) and there are a limited number of exchanges available through this arrangement.
Enrolled students who are citizens or permanent residents of New Zealand can apply through the International Centre. For further information please contact the International Centre whose staff can also advise about tuition fees, accommodation, travel and other relevant details. You can contact the International Centre on 07 838 4439 or
The International Centre provides a facility and service for the support of international students. For further information visit their website at or contact them on +64 (0) 7 838 4439.
International Exchange Programme - Study Abroad
The University of Waikato International Centre offers Student Exchange Study Abroad programme opportunities in the following countries:
|
|
|
Undergraduate students in their second or third year of study at Waikato can apply to participate in an exchange programme. To be considered, students must have gained at least a B average. If approved by both Universities, students can credit their overseas study to their Waikato degree.Postgraduate exchange is available but on a case-by-case basis. Tuition fees for Postgraduate exchange are available on request from the International Centre.Financial assistance and scholarships are available for specific study abroad programmes. Contact the International Centre for more details.
Enrolled students who are citizens or permanent residents of New Zealand can apply through the International Centre. For further information please contact the International Centre whose staff can also advise about tuition fees, accommodation, travel and other relevant details. You can contact the International Centre on 07 838 4439 or
Language courses
The Link Campus proposes a wide range of language courses: English, Spanish, Italian for foreigners, and also some languages of the new market: Arabic and Chinese.The persons in charge of the Link Campus linguistic programme are Professor Carmen Ramon and Dr. Ali Adnan. For more information contact the Orientation Office, phone the toll free number 800226633 or use the onlineinquiry form.
English - A general English course and diverse preparation courses for certification exams are active. All our teachers are highly qualified, native English speaker, and able to teach English as foreign language.Thanks to a dynamic and flexible didactic method, it is always possible to follow programmes that satisfy each personal need, and to learn in effective and amusing manner.
Spanish - In this case as well, there is a general Spanish course and some preparation courses for exams. The University avails itself of the mother tongue teachers and of the methodology that distinguishes the didactics of the Link Campus.
Arabic - Arabic is the language of great importance, not only as for the political-economic relationships connecting 22 countries in the League of Arab States to the others in the international community. It is also an essential vehicle to know a community with common values and traditions, which historically the occidental cultures continue to confront with. Today Arabic is spoken by more than 300 million people and takes the fifth place in the world followed by French and German. There is more: Arabic is also one of the official languages of the United Nations. Our course does not merely have a didactic objective, but especially cultural one, in hopes of constructing a bridge of knowledge and a reciprocal respect between the Occident and the Arab world.
Chinese - Marco Polo visited China in 1271 and described a rich Orient with a florid cultural heritage in his book The Million. In the course of centuries China has changed, it is different. After the WTO and the spacerockets, the Olympic games will take place there in 2008, too; with this economic boom China is close. So, the new challenge is to learn Chinese, which is a very rich, fascinating and poetic language - spoken by more than a milliard of people. Everyone thinks Chinese is difficult to learn; exactly for this reason, it is an interesting learning asset.
Italian for foreigners - Our teaching method takes full account of modern didactics and is oriented towards the Foreign Language Concept of the Council of Europe and the Guidelines of the Accademia Italiana di Lingua (AIL). We have developed an open, flexible and interactive method of teaching, drawing on our years of experience, our understanding of the cognitive process of language learning, and our continual reflection on the desires and interests of our students. You'll learn Italian as you learnt your native language - through practice and continuous communication. We adapt our method to meet both individual student needsand the demands of the Common European Framework of Reference for Languages.
English - A general English course and diverse preparation courses for certification exams are active. All our teachers are highly qualified, native English speaker, and able to teach English as foreign language.Thanks to a dynamic and flexible didactic method, it is always possible to follow programmes that satisfy each personal need, and to learn in effective and amusing manner.
Spanish - In this case as well, there is a general Spanish course and some preparation courses for exams. The University avails itself of the mother tongue teachers and of the methodology that distinguishes the didactics of the Link Campus.
Arabic - Arabic is the language of great importance, not only as for the political-economic relationships connecting 22 countries in the League of Arab States to the others in the international community. It is also an essential vehicle to know a community with common values and traditions, which historically the occidental cultures continue to confront with. Today Arabic is spoken by more than 300 million people and takes the fifth place in the world followed by French and German. There is more: Arabic is also one of the official languages of the United Nations. Our course does not merely have a didactic objective, but especially cultural one, in hopes of constructing a bridge of knowledge and a reciprocal respect between the Occident and the Arab world.
Chinese - Marco Polo visited China in 1271 and described a rich Orient with a florid cultural heritage in his book The Million. In the course of centuries China has changed, it is different. After the WTO and the spacerockets, the Olympic games will take place there in 2008, too; with this economic boom China is close. So, the new challenge is to learn Chinese, which is a very rich, fascinating and poetic language - spoken by more than a milliard of people. Everyone thinks Chinese is difficult to learn; exactly for this reason, it is an interesting learning asset.
Italian for foreigners - Our teaching method takes full account of modern didactics and is oriented towards the Foreign Language Concept of the Council of Europe and the Guidelines of the Accademia Italiana di Lingua (AIL). We have developed an open, flexible and interactive method of teaching, drawing on our years of experience, our understanding of the cognitive process of language learning, and our continual reflection on the desires and interests of our students. You'll learn Italian as you learnt your native language - through practice and continuous communication. We adapt our method to meet both individual student needsand the demands of the Common European Framework of Reference for Languages.
Bachelor of Arts in International Studies
The three-year Bachelor of Arts in International Studies, is aimed for those wishing to undertake a diplomatic career within national and multinational enterprises and private organisations.
The course is offered in fulltime basis where lessons are held from Monday to Friday; Part-time basis where lessons are held on Fridays and Saturdays on alternate weeks. The part time modality is addressed in particular to working students, thus allowing them to conceal both work and study. The limited number of students per class and compulsory attendance at classes allows a direct contact with the professors. 
The course includes the study of various disciplines allowing the student to acquire training in several fields: legal, economical, political, social and historical, in a European and International dimension. The course objective is to make the student achieve good knowledge and skills of the international community, its economic,
social, political and organizational changes. 
Like all courses offered at Link Campus, this three year course gives the opportunity to acquire good mastery of spoken and written knowledge of two European languages, besides Italian, and other skills like Information Technology.
The course is offered in fulltime basis where lessons are held from Monday to Friday; Part-time basis where lessons are held on Fridays and Saturdays on alternate weeks. The part time modality is addressed in particular to working students, thus allowing them to conceal both work and study. The limited number of students per class and compulsory attendance at classes allows a direct contact with the professors. 
The course includes the study of various disciplines allowing the student to acquire training in several fields: legal, economical, political, social and historical, in a European and International dimension. The course objective is to make the student achieve good knowledge and skills of the international community, its economic,
social, political and organizational changes. 
Like all courses offered at Link Campus, this three year course gives the opportunity to acquire good mastery of spoken and written knowledge of two European languages, besides Italian, and other skills like Information Technology.
What is Link Campus
Saxon system - the most appreciated didactic model in the world in line with the Bologna Process. On the 4th July 2007, the Minister of University and research (MIUR), the Hon. Fabio Mussi, signed the Decree following the Lisbon Convention and the laws and acts of the Italian government which recognises in Italy the degree qualifications of the Link Campus University.
According to this innovative formative system, the academic year is divided in semesters and there is an obligation to sit for exams within the provided deadline dates.
It guarantees that the academic degree may be achieved within the prescribed time.For this reason it is obligatory to attend all the lessons and if any exam were not passed, students can receive the assistance of a tutor to integrate the preparation in order to repeat the exam in a resit session wich takes place in the month of September. It is a challenge that each student through adequate support will not remain at the University even a day more than it is prescribed by the study programme.
MALTA: Non-EU students pay high fees
In Malta, the Mediterranean island with 400,000 inhabitants, higher education is almost totally funded by the Ministry of Education, Culture, Youth and Sport. The ministry also decides on university fee regulations through legislation and non-EU students face heavy tuition charges.
Malta has been a member of the European Union since 2004 and regards itself as a bridging-country between Europe and North Africa.
The University of Malta is the major academic institution and can trace its roots to the 16th century. Today, the university has 10,000 students and some 750 foreign students, the majority on exchange, as well as an academic staff of about 800.
Maltese and English are both official languages although the language of tuition at the university is English. Full-time study during the day at bachelor level is free for Maltese and EU students but fees are payable by those outside the EU, as are Maltese and EU students who enrol in programmes "predominantly held outside office hours" and study part-time. Again, non-EU students pay higher fees.
The 2010 charge for undergraduate diplomas and degrees part-time for Maltese-EU students vary from EUR230 to EUR1164 a year. Non-EU students enrolled in full time degree programmes face a yearly fee of EUR7,000 in arts subjects and EUR9,000 for science-based courses at bachelor level, increasing to EUR23,000 for the course leading to doctor of medicine and surgery.
These sums represent a major increase since 2001when non-EU students typically paid EUR2,500-4,500 a year for bachelor level courses, depending upon whether the course undertaken was in the arts or the sciences.
As a result of the Bologna process, the university has introduced some international master degrees and joint study programmes with other universities. For these, tuition fees have to be paid by Maltese-EU and non-EU students.
Rector of the University of Malta, Professor Juanito Camilleri, in an interview last year said, "Stipends, funding, tuition fees all need to change,"
Camilleri commented on the stipends system as an important mechanism to encourage more students to seek a university education. He said he agreed to such a grant programme but that it needed to be fine-tuned. For master degrees, there needed to be a fee possibility accompanied by a system of scholarships and soft loans.
The statement reflected the economic reality top-management university officers experience today: how to find new ways of funding outside the traditional channels. Between 2006 and 2009, the university had a 40% increase in its budget.
"Is this enough?" Camilleri asked. "We always need more and more. You can give me double and triple the budget and we will find where to spend it and spend it well. The university cannot keep turning to government when it needs money. It has to find other ways to fund itself."
Malta has been a member of the European Union since 2004 and regards itself as a bridging-country between Europe and North Africa.
The University of Malta is the major academic institution and can trace its roots to the 16th century. Today, the university has 10,000 students and some 750 foreign students, the majority on exchange, as well as an academic staff of about 800.
Maltese and English are both official languages although the language of tuition at the university is English. Full-time study during the day at bachelor level is free for Maltese and EU students but fees are payable by those outside the EU, as are Maltese and EU students who enrol in programmes "predominantly held outside office hours" and study part-time. Again, non-EU students pay higher fees.
The 2010 charge for undergraduate diplomas and degrees part-time for Maltese-EU students vary from EUR230 to EUR1164 a year. Non-EU students enrolled in full time degree programmes face a yearly fee of EUR7,000 in arts subjects and EUR9,000 for science-based courses at bachelor level, increasing to EUR23,000 for the course leading to doctor of medicine and surgery.
These sums represent a major increase since 2001when non-EU students typically paid EUR2,500-4,500 a year for bachelor level courses, depending upon whether the course undertaken was in the arts or the sciences.
As a result of the Bologna process, the university has introduced some international master degrees and joint study programmes with other universities. For these, tuition fees have to be paid by Maltese-EU and non-EU students.
Rector of the University of Malta, Professor Juanito Camilleri, in an interview last year said, "Stipends, funding, tuition fees all need to change,"
Camilleri commented on the stipends system as an important mechanism to encourage more students to seek a university education. He said he agreed to such a grant programme but that it needed to be fine-tuned. For master degrees, there needed to be a fee possibility accompanied by a system of scholarships and soft loans.
The statement reflected the economic reality top-management university officers experience today: how to find new ways of funding outside the traditional channels. Between 2006 and 2009, the university had a 40% increase in its budget.
"Is this enough?" Camilleri asked. "We always need more and more. You can give me double and triple the budget and we will find where to spend it and spend it well. The university cannot keep turning to government when it needs money. It has to find other ways to fund itself."
International students
Why study journalism in Australia?
Australia is a friendly and welcoming environment for international students, combining high educational standards with a relaxed lifestyle.Australia is an ideal place to study journalism. A modern, democratic country enjoying economic growth and prosperity, Australia is well-known for its contribution to mass media and journalism throughout the world. Australian journalists and news media executives work in key positions in media in major international English-language markets, including Britain and the United States. Australian journalists are respected for their practical skills and their no-nonsense approach to reporting and writing.
Australia has a vibrant media environment, including national, metropolitan and regional daily and weekly newspapers, magazines, television, radio and internet journalism.
Why study journalism in Brisbane?
Of all Australian cities, Brisbane offers the best combination of ideal climate and access to leisure activities in conjunction with modern city living. Brisbane has emerged as a sophisticated modern city with a growing community of international students attracted to the lifestyle and study opportunities. Some of the best beaches in the world are less than an hour's drive from the city centre, while the city itself includes a dazzling array of entertainment venues and sporting facilities. For background on Brisbane, including pictures, maps and accommodation information, see OurBrisbane.com, Brisbane-Australia.com and "Brisbane in Wikipedia". As a medium-sized city with accessible political and legal institutions, Brisbane is an ideal location for developing news reporting skills. Brisbane, the home of a metropolitan daily newspaper and four TV stations, is the capital of Queensland, a state which generates considerable news and which boasts 14 regional daily newspapers and hundreds of other media outlets.Would you rather be based in Sydney or Melbourne? No worries — Sydney is "just down the road" as we say in Australia (an hour's flight from Brisbane) while Melbourne is just two hours away. And domestic flights are pretty cheap. If you like, we can arrange for your work experience/internship to be in Sydney or Melbourne, so you can have the best of both worlds.
Why study journalism at Jschool?
In only eight years the Australian journalism college Jschool has made a huge impact on the local media scene, with top rates of job placement and student satisfaction. It is registered as a training organisation under the Australian Quality Training Framework, while the Diploma of Journalism is nationally accredited under the Australian Qualifications Framework (AQF) as a vocational qualification. Jschool is headed by leading educator Professor John Henningham, the first person in Australia to be appointed to a professorial chair in journalism, and the first journalism PhD in Australia. Professor Henningham consulted widely with leading journalists in the media industry in devising a journalism curriculum which is relevant to the needs of professional journalism in a changing mass media environment. Jschool is now recognised as a leading Australian journalism school, with a vocational success rate and student satisfaction levels second to none.No college in Australia is as committed in its focus as Jschool, because journalism education is our entire mission. Moreover, we differ from most institutions by concentrating on a specific qualification, the Diploma of Journalism, which is completed full-time in less than one year.
Jschool's small size and excellent student-teacher ratio allows us to provide a quality education in vocational journalism. Jschool's Diploma of Journalism is very highly rated by the news media industry for its hands-on approach, professional commitment and clear focus.
Both postgraduate and undergraduate students are welcome to apply for enrolment in the Diploma of Journalism. Australian students enrolled in the course have been a combination of university graduates, recent graduates from secondary school, professionals and employees transferring from other occupations, as well as students transferring from university programs. The course is to some extent tailored to the individual needs and abilities of students, and features considerable one-to-one attention and continuous feedback.
Jschool enrolled its first international student in 2005, following successful audit and registration with the Australian Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS). Previously the Diploma of Journalism had been available only to Australian students (including citizens and residents). Admission to the register permits overseas students who are accepted into the Diploma of Journalism to apply for student visas. Since 2005, students have entered Jschool from the following countries: Canada, Finland, France, India, Ireland, Japan, Nepal, New Zealand and Sweden.
Entry requirements
Applicants should have a very good command of English, both spoken and written. A standard equivalent to at least 6.5 in the academic IELTS test (and preferably higher) is expected.If English is not your native language, you will need to demonstrate to Jschool that you are fluent in English. If you are from one of the following countries, you will not need to sit for an IELTS test: Andorra, Argentina, Austria, Bahamas, Bahrain, Barbados, Belgium, Botswana, Brazil, Brunei, Canada, Chile, Colombia, Cyprus, Czech Republic, Denmark, East Timor, Egypt, Estonia, Finland, France, Germany, Greece, Grenada, Guam, Hong Kong, Hungary, Iceland, Ireland, Israel, Italy, Japan, Kuwait, Latvia, Liechtenstein, Lithuania, Luxembourg, Macau, Malaysia, Malta, Mauritius, Mexico, Monaco, Netherlands, New Caledonia, New Zealand, Northern Mariana Islands, Norway, Oman, Papua New Guinea, Paraguay, Peru, Poland, Portugal, Puerto Rico, Qatar, Romania, San Marino, Saudi Arabia, Seychelles, Singapore, Slovak Republic, Slovenia, South Africa, Spain, St Kitts-Nevis, St Lucia, St Vincent & Grenadines, Sweden, Switzerland, Taiwan, Thailand, Trinidad & Tobago, United Arab Emirates, United Kingdom, United States of America, Uraguay, Vatican City State, Venezuala. However, if your native language is not English, you will need to demonstrate, through interview and submission of written materials, that your English-language skills are of a sufficient standard for you to be successful in an English-language journalism course.
For citizens of all other countries, the Australian Government specifies an IELTS test result of at least 5.5 as part of the student visa requirements for a vocational course. In addition to this, Jschool requires you to demonstrate sufficient fluency in English for you to succeed in our course.
All applicants are asked to provide examples of original writing and show evidence of commitment to journalism.
Course credit may be available for applicants with previous study or experience in journalism, as recognition of prior learning (RPL).
Applicants must be aged at least 18.
Course duration
Jschool's Diploma of Journalism is a one-year course. It can be studied only as a full-time, on-campus course. Classes begin in February each year and conclude in late October. All units of study are "core".Tuition fee
The tuition fee for international students (unchanged from last year) is 20,000 Australian dollars. This includes many extras, including: airport meeting and orientation, some textbooks and graduation costs. (The fee is higher than that charged to Australian students, because of national government registration, tuition assurance and insurance charges to ensure quality control and protect international students, plus associated administrative and recruitment costs.) All tuition fees paid by students in advance of beginning the course are, as required by Government legislation, maintained in a special trust account until the course begins.On-line application form
To apply for enrolment in the Diploma of Journalism, please complete the details in our international application form. We will then contact you to discuss your application and to seek additional information and examples of your writing.Visa requirements
For information on studying in Australia, please see these Australian Government sites: "Australian student visas" and "Study in Australia: the official Australian Government website for international students". You can also download a student visa application form. Note that some of the visa requirements vary, depending upon the "assessment level" in which your country has been classified.The visa sub-class for which you should apply for admission to Jschool is 572 (Vocational Education & Training).
Living in Australia
For information on current costs of living in Australia, please see the "Study in Australia" site's sections on living costs and accommodation options. Please note that school-aged dependent children who accompany international students to Australia will be required to attend school for which they may be required to pay full fees. For further information, please see Education Queensland International and the "Study in Australia" background on the Australian school system.Further inquiries
If you are an international student interested in applying for a place in the Diploma of Journalism, you are invited to send an email to: mailto:international@jschool.com.au with a copy to mailto:director@jschool.com.auWe will be happy to answer your questions about the course, admission requirements and accommodation options, and to offer any advice we can about coming to Australia to study journalism.
Short course in basic taekwondo at Birkirkara
A short course in basic Taekwondo that was held in conjunction between Birkirkara Local Council and Taekwondo Dragon Club came to an end recently. The classes were conducted by Sabomnim Stephen Formosa (4th Dan) and assisted by his wife Josianne (2nd Dan). Sessions were held at the community hall at the Birkirkara Local Council building. Sixteen children and youths whose age varied from 7 to 15 years of age, attended the course.
During the six-session course, the students were introduced to basic Taekwondo techniques such as stances, blocks and kicks. Moreover, Sabomnim Formosa continually emphasised that the usage of such techniques learned are confined to be used only in extreme situations and that respect and peace must prevail.
On the last day Sabomnim Formosa conducted a short test to see who managed to grasp most of what was taught during the classes.
The course was concluded with the presentation of certificates of participation. These were presented by the president of the Malta Taekwondo Federation, Joseph Azzopardi.
Darlann Cassar, Justine Mifsud, Loughan Formosa and Nathan Attard were all awarded with a T-shirt for being the most promising. Both Sabomnim Formosa and Azzopardi concluded with a brief speech, thanking all for their commitment and encouraging them to take Taekwondo as their sport.
Later on next year the club will be offering similar courses. The general public will be informed when such agreement is reached with a respective local council. Moreover as from the coming scholastic year, Sabomnim Formosa will be engaged in teaching Taekwondo in several schools as part of the KMS after school hours project.
The club has also conducted its third Senior Promotion test. All seven students managed to pass their new respective rank are the following:
Yellow Tab (9th Kup): Donio Vella and Keith Spagnol
Yellow Belt ( 8th Kup): Henry Aquilina
Green Tab: (7th Kup): Diane Fenech and Kyle Vassallo
Green Belt: (6th Kup): Nicola Borg Cardona
Blue Belt: (5th Kup): Mauro Busuttil
As usual all students were closely scrutinised all all aspects of their grading syllabus which slightly differs from one another respectively.
Currently Sabomnim Formosa is preparing a number of his students to participate in the first Malta Taekwondo Spirit Open that is going to be held later on this year and for the participation in the Park Pokal Open Championship that is taking place in Sindilfingen, Germany in the beginning of December.
Malta creates visa problems for students, other countries can’t get enough of them
by Noel Grima
One of the main problems facing the internationalisation of the local private education sector is the issuance of visas. Maltese embassies are often receiving a refusal recommendation from the competent local authorities when prospective students from various countries apply to study in Malta for further and higher education.
Computer Domain has embarked on an aggressive campaign in certain countries to attract long-stay students to Malta and it applies very stringent selection criteria to filter the applications received by its students’ recruitment offices overseas. Just to mention one example: Computer Domain receives around 500 applications every week from India, which are filtered down to less than 10 due to the very strict quality criteria it adopts. Thus, it would be a disincentive to companies like Computer Domain, which does not find the expected cooperation from the local authorities. However, it insists that it finds great cooperation from certain Maltese embassies abroad.
But on the other hand, Computer Domain’s subsidiary institute in Cyprus finds complete government support in its bid to attract students from non-EU countries. Between 20,000 and 30,000 students from India study in Cyprus.
What Malta is losing, another country is taking up.
Nick Callus, Computer Domain Group chairman, said in an interview that he just cannot understand why he and others in the same sector encounter so many difficulties in obtaining visas for people who want to come and study in Malta just because of the fear that they could leave Malta and go to some other country.
At one point, a group of 12 Indian students were detained upon arrival at Malta airport and the official processing their cases asked why they had come here to study ICT, how much they had paid for the course and other similar questions. These students feel unwanted in Malta once they set foot in our airport and spread such unfortunate experiences to other prospective students in India. It must be borne in mind that all these checks will have been done already by the Maltese embassies.
Mr Callus remarked that it is responses like this that sometimes make people decide to go elsewhere, at a time when our economy needs every input it can get.
Even the UK is much more open to such students. In any event, the Maltese government could also enter into a
government-to-government agreement with, for instance, Saudi Arabia, as the UK government has done, guaranteeing – in the case of the UK – some 30,000 Saudi Arabian students a year.
One of the main problems facing the internationalisation of the local private education sector is the issuance of visas. Maltese embassies are often receiving a refusal recommendation from the competent local authorities when prospective students from various countries apply to study in Malta for further and higher education.
Computer Domain has embarked on an aggressive campaign in certain countries to attract long-stay students to Malta and it applies very stringent selection criteria to filter the applications received by its students’ recruitment offices overseas. Just to mention one example: Computer Domain receives around 500 applications every week from India, which are filtered down to less than 10 due to the very strict quality criteria it adopts. Thus, it would be a disincentive to companies like Computer Domain, which does not find the expected cooperation from the local authorities. However, it insists that it finds great cooperation from certain Maltese embassies abroad.
But on the other hand, Computer Domain’s subsidiary institute in Cyprus finds complete government support in its bid to attract students from non-EU countries. Between 20,000 and 30,000 students from India study in Cyprus.
What Malta is losing, another country is taking up.
Nick Callus, Computer Domain Group chairman, said in an interview that he just cannot understand why he and others in the same sector encounter so many difficulties in obtaining visas for people who want to come and study in Malta just because of the fear that they could leave Malta and go to some other country.
At one point, a group of 12 Indian students were detained upon arrival at Malta airport and the official processing their cases asked why they had come here to study ICT, how much they had paid for the course and other similar questions. These students feel unwanted in Malta once they set foot in our airport and spread such unfortunate experiences to other prospective students in India. It must be borne in mind that all these checks will have been done already by the Maltese embassies.
Mr Callus remarked that it is responses like this that sometimes make people decide to go elsewhere, at a time when our economy needs every input it can get.
Even the UK is much more open to such students. In any event, the Maltese government could also enter into a
government-to-government agreement with, for instance, Saudi Arabia, as the UK government has done, guaranteeing – in the case of the UK – some 30,000 Saudi Arabian students a year.
The School System
The Slovenian school system has seen a number of changes in recent years which are intended to ensure that as many people as possible realise their right to education, thus achieving a higher educational level. The framework has been established (9-year basic education, higher vocational education), and the basic premises are known; however, the programme of reform continues in terms of implementation at the levels of secondary and higher vocational education (the introduction of the credit system, connecting subjects, integration of theory and practice, open curriculum).
The education system in Slovenia is almost fully financed from the state budget; a small share of the finance is also contributed by local authorities. Public expenditure on education includes expenditure on basic compulsory, secondary and tertiary institutions, as well as the running costs of pre-school education, post-graduate studies and expenditures related to boarding at some secondary schools and in university students' accommodation. Included are both state schools and accredited private schools and, to the extent determined by law, also other private schools.
| School year 2006/2007 | |
| Number of elementary schools | 447 |
| Number of pupils in elementary schools | 165,241 |
| Number of pupils per teacher | 10.8 |
| Number of secondary schools | 141 |
| Number of pupils at secondary schools | 96,310 |
| Number of tertiary education establishments | 89 | <>
| Number of all students in tertiary education | 90,403 | <>
| Number of graduates in tertiary education (2004) | 14,888 |
| Number of students enrolled for postgraduate study | 8,378 |
Science
Slovenian scientists have added many inventions to the global body of knowledge. The country has a tradition of science, with many Slovenian scientists and other talented individuals having won international acclaim. Equally important are scientific institutions, the driving force of Slovenian science.
Slovenian scientists of today are known to continue Slovenia’s strong scientific tradition. They stand on the shoulders of giants who worked in a time with no internet connections, studying by candlelight and travelling to bigger centres such as Vienna and Ljubljana on foot or horseback. Just a few to mention: Baron Jurij Vega, the author of logarithms, Jožef Stefan with his new law of physics; Edvard Rusjan, the pioneer of flying; and Herman Potočnik Noordung, a rocket engineer, and author of the book The Problem of Space Travel – The Rocket Motor, a work that was key to the later development of astronautics, geostationary satellites and space stations.
Slovenia has a clear development vision in the field of R&D and as stated in the National Development Plan 2001-2006: a society based on knowledge with an internationally competitive economy and sustainable, regionally balanced development. To accomplish this vision Slovenia currently dedicates around 1.5% of its GDP to science, research and technological development.
Over the next decade, Slovenia needs to develop a research and development system that will exceed in relative terms the level of efficiency characteristic of the current mid-ranking EU member states, according to the key European Union R&D indicators (Barcelona declaration on 3% investment in R&D, human resources, productivity, economic efficiency). Slovenia intends to develop the basic scientific disciplines necessary for high quality graduate and postgraduate education and the creation of new knowledge.
Over the next decade, Slovenia needs to develop a research and development system that will exceed in relative terms the level of efficiency characteristic of the current mid-ranking EU member states, according to the key European Union R&D indicators (Barcelona declaration on 3% investment in R&D, human resources, productivity, economic efficiency). Slovenia intends to develop the basic scientific disciplines necessary for high quality graduate and postgraduate education and the creation of new knowledge.
Politics
From peaceful protests to riots and vandalism.
(Photo: BOBO)
Student Labour
04.06.2010
Several thousand Slovenian students took the streets of Ljubljana and voiced their opposition to the “little labour” act. After several rounds of talks, the heads of the student organization ŠOU and Prime Minister Borut Pahor did not come to any acceptable solution regarding a legislative proposal that both limits students’ ability to work during their studies and places a maximum wage on their earnings. Approximately 8,000 university and high school students from all over the country gathered on the morning of Wednesday, 19th May in the centre of Ljubljana to protest a new bill that would limit students’ work and thus their income during their studies.
While students are ones most loudly protesting the bill, the proposed change in the law applies not only to them, but also to pensioners, the unemployed and other “inactive” people. The measure is a part of a wider campaign, implemented by the government, in order to make the country more competitive.
What worries the students most is the fact that the so-called little labour act foresees the limitation of student work to 720 hours and EUR 6,000 per year. Students are naturally upset, explaining that many hold down jobs during their studies to pay their living costs in the face of dwindling scholarships. According to their leader, Katja Šoba, they have every right to earn their money, as it is often the only way to pay their studies and any kind of limitation would further worsen their financial situation. As she described, the politicians, while young, “... had sex, drugs and rock ‘n’ roll. We’ll have ‘little labour’ and loans to pay.”
Loss of Control
The student protest, peaceful at first, later turned into a riot, when some of the students, who had gathered initially at Prešeren Square, then marched to the Slovenian Parliament. Despite the presence of hundreds of police officers in riot gear, some protestors began to throw eggs, granite blocks, signposts, even a molotov cocktail at the building, breaking some windows and forcing the parliament to suspend its session. The assembly suffered severe damage, estimated at EUR 27,000. To restrain the angry crowd, the police used pepper spray and arrested 31 rioters, 15 of whom were minors, many under the influence of alcohol.
Minister of Labour, Family and Social Affairs, Ivan Svetlik labelled the violent protest a sad and regrettable event and added that the student organisation would have to accept full responsibility for what happened. In contrast, the organizers distanced themselves from any association with the violence by condemning it. As Šoba explained, she called on the group in front of the parliament to leave when the protest was over, but they were very angry and “difficult to control.”
“A Hotbed” of Irregularities
Why is student labour such a contentious issue? Perhaps the answer lies within the following facts: student jobs in Slovenia are the least taxed of all types of labour, students do not have to contribute to the public pension fund, nor do the employers have to pay for students’ social and health services. Since student workers are much cheaper than fulltime employees, many employers prefer hiring students or even demand to pay to somebody else’s student referrals. At the same time, there is very little paper work to do: everything that a student needs is a so-called student referral (i.e. a proof of student’s status) and he or she can start working immediately.
Since is almost impossible for young graduates to find a job directly after the completion of their studies, many decide to prolong their study and thus continue working via referrals. No wonder that Slovenia is facing a clear trend of prolongation of education: on average, studies last seven years – the second longest in Europe, after Poland. Since student labour is so appealing, many young people enrol in university not to study but to get proof of their student status and therefore be able to enter the student labour market.
The mediators between students and employers are the student employment services.
There are approximately 80 such agencies across the country, which are financed from student labour. However, many believe that these agencies are totally unnecessary and that they live off the sweat of the students. According to the most recent data available, more than one million student referrals were issued in 2008 and the students performed 84 million hours of labour.
The average annual income per student amounted to EUR 2,700, while gross disbursements came to EUR 340m. From this amount, some EUR 15m went to student organisations while another EUR 15m was divided between student employment services. Despite part of the student job taxation being channelled directly to student organisations (which do in fact support students with many benefits) some individuals have found a way to take advantage of the situation to become incredibly wealthy, the so-called “student barons”.
Every Third Must Work
Although students agree that the student labour market should be better regulated, at the same they time warn the government that every third student must work in order to live. In Slovenia only a quarter of all students receive some kind of scholarship in the average monthly amount of EUR 180, but according to their calculations an average student needs at least EUR 400 monthly for his/her needs. Some students receive state-issued scholarships, allocated on the basis of their financial situation and social status. Organisations and employers also give out scholarships, mostly to sponsor prospective students in their field of work.
Since most Slovenian students do not receive any scholarship, they must finance their years at university with part-time work. Therefore, apart from their everyday student obligations, many work in restaurants, bars and shops. The students do not work for a little extra spending money, the student organization explains, but because they are forced to and they would not do so if they had scholarships. In their eyes, student work is a form of a social corrective for under-privileged students and before the state implements the changes of student work, it will have to change its inadequate and insufficient scholarship policy first.
Minister of Labour Svetlik is convinced that the new Act regulates a number of students’ rights. An individual, for example, who would perform student work would be included in pension and health insurance programs. Moreover, working part time would be included in the working period. He also promised that the government would increase the number of scholarships, while part of the money from student work would be earmarked for the construction of student hostels and different student projects. Students should focus on studies, pointed out Svetlik, while the state should provide education to everyone, he added.
As the protests were organized and advertised using a large budget, one question remains: is it really the students who fear changes, or would the new act only cut the profits of those who take advantage of student jobs – the employers and the student services?
Student Profiles
Špela Falatov
Undergraduate: University of Central Arkansas
Finance, Marketing Major
Why did you choose to study in the United States?
It seemed interesting. You get to go away and experience something completely different to what you were used to here. Also, study abroad programs during high school were very popular at that time and the new “matura” made it difficult to be away for the 3rd of 4th years of high school; hence a university degree study seemed like a better option.
It seemed interesting. You get to go away and experience something completely different to what you were used to here. Also, study abroad programs during high school were very popular at that time and the new “matura” made it difficult to be away for the 3rd of 4th years of high school; hence a university degree study seemed like a better option.
What was different about studying in the U.S. versus studying in Slovenia?
Given, that I have experiences studying in both Slovenia and the U.S., I can tell that it is completely different. Large American universities offer loads of different classes. Also, at U.S. universities, you can change your major focus of the study once you realize you would prefer to study something else. Hence, changing your mind on what you want to study does not cause any major setbacks.
Also, professors at the University of Central Arkansas tried to establish friendly relationships with their students and encouraged class discussion. Professors at my school also shared their contact info and welcomed students in their offices in case we needed extra help.
Another difference I noticed was class size. The classes at my school generally had 20-25 students. Classes that involved heavy in-class debates only had 8-10 students.
The overall experience of living on campus also adds to the whole student life experience. It is very lively, dynamic, fun, and interesting environment.
Given, that I have experiences studying in both Slovenia and the U.S., I can tell that it is completely different. Large American universities offer loads of different classes. Also, at U.S. universities, you can change your major focus of the study once you realize you would prefer to study something else. Hence, changing your mind on what you want to study does not cause any major setbacks.
Also, professors at the University of Central Arkansas tried to establish friendly relationships with their students and encouraged class discussion. Professors at my school also shared their contact info and welcomed students in their offices in case we needed extra help.
Another difference I noticed was class size. The classes at my school generally had 20-25 students. Classes that involved heavy in-class debates only had 8-10 students.
The overall experience of living on campus also adds to the whole student life experience. It is very lively, dynamic, fun, and interesting environment.
Was there anything you found surprising about the U.S. in your time there?
I was definitely amazed at the friendliness of the professors and their openness to student thinking.
What was your most memorable experience, either socially or academically?
I would say the attitude of professors and how they involve you with the studying. As soon as you show them interest in something, they will find a way to get you involved in it. They really go out of their way to offer their students the best education and knowledge that they can. You feel like they really like what they are doing and teaching is not just a job for them. That was a great surprise.
What advice would you give students who are interested in pursuing some form of higher education in the U.S.?
It will probably be the best decision you’ve made thus far. Don’t be held back because of the higher cost of education. There are several kinds of scholarship available for international students – especially academic scholarships (for good academic performance). Go to an advising center or do some research online. Also, don’t worry about the language, your American classmates will probably have just as many spelling problems, plus there will be many other international students as well.
How did your experience studying in the U.S. contribute to your career path?
Besides improving my English, it gave me significant advantage in knowledge within the
major (economics) as well as broadened my horizons in other areas. The concept of study in U.S. universities is a lot broader – it goes outside your major and offers you insight into other fields, you may not even know before. That can trigger a new interest in you and bring you closer to what you really want to do in your life.
The National Anthem
During the War of 1812, on September 13, 1814, Francis Scott Key visited the British fleet in Chesapeake Bay to secure the release of Dr. William Beanes, who had been captured after the burning of Washington DC. The release was secured, but Key was detained on ship overnight during the shelling of Fort McHenry, one of the forts defending Baltimore. In the morning, he was so delighted to see the American flag still flying over the fort that he began a poem to commemorate the occasion. Entitled "The Star Spangled Banner", the poem soon attained wide popularity as sung to the tune "To Anacreon in Heaven". The origin of this tune is obscure, but it may have been written by John Stafford Smith, a British composer born in 1750. "The Star Spangled Banner" was officially made the National Anthem by Congress in 1931, although already adopted as such by the Army and Navy.
The Star Spangled Banner
Oh, say, can you see, by the dawn's early light,
What so proudly we hail'd at the twilight's last gleaming?
Whose broad stripes and bright stars, thro' the perilous fight,
O'er the ramparts we watch'd, were so gallantly streaming?
And the rockets' red glare, the bombs bursting in air,
Gave proof thro' the night that our flag was still there.
O say, does that star-spangled banner yet wave
O'er the land of the free and the home of the brave?
On the shore dimly seen thro' the mists of the deep,
Where the foe's haughty host in dread silence repoes,
What is that which the breeze, o'er the towering steep,
As it fitfully blows, half conceals, half discloses?
Now it catches the gleam of the morning's first beam,
In full glory reflected, now shines on the stream:
'T is the star-spangled banner:
O, long may it wave O'er the land of the free and the home of the brave!
And where is that band who so vauntingly swore
That the havoc of war and the battle's confusion
A home and a country should leave us no more?
Their blood has wash'd out their foul footsteps' pollution.
No refuge could save the hireling and slave
From the terror of flight or the gloom of the grave:
And the star-spangled banner in triumph doth wave
O'er the land of the free and the home of the brave.
O, thus be it ever when freemen shall stand,
Between their lov'd homes and the war's desolation;
Blest with vict'ry and peace, may the heav'n-rescued land
Praise the Pow'r that hath made and preserv'd us as a nation!
Then conquer we must, when our cause is just,
And this be our motto: "In God is our trust"
And the star-spangled banner in triumph shall wave
O'er the land of the free and the home of the brave!
Holidays
American Federal Holidays
People in every culture celebrate holidays. Although the word "holiday" literally means "holy day," most American holidays are not religious, but commemorative in nature and origin. Because the nation is blessed with a rich ethnic heritage it is possible to trace some of the American holidays to diverse cultural sources and traditions, but all holidays have taken on a distinctively American flavor. In the United States, the word "holiday" is synonymous with "celebration!"In the strict sense, there are no national holidays in the United States. Each of the 50 states has jurisdiction over its holidays. In practice, however, most states observe the federal ("legal") public holidays, even though the President and Congress can legally designate holidays only for federal government employees.The federal government proclaims ten holidays per year. They are as follows:
Christmas Day: December 25th
Columbus Day: 2nd Monday in October
Independence Day: July 4th
Labor Day: 1st Monday in September
Martin Luther King's Birthday: 3rd Monday in January
Memorial Day: Last Monday in May
New Year's Day: January 1st
Thanksgiving: 4th Thursday in November
Veterans' Day: November 11th
Washington's Birthday: 3rd Monday in February
In 1971, the dates of many federal holidays were officially moved to the nearest Monday by then-President Richard Nixon.There are four holidays, which are not necessarily celebrated on Mondays: Thanksgiving, New Year's Day, Independence Day, Christmas.
When New Year's Day, Independence Day, or Christmas falls on a Sunday, the next day is also a holiday.When one of these holidays falls on a Saturday, the previous day is also a holiday.Federal government offices, including the post office, are always closed on all federal legal holidays. Schools and businesses close on major holidays like Independence Day and Christmas but may not always be closed, for example, on George Washington's birthday or Veterans' Day.
Friday, September 17, 2010
Hungary : Postgraduate study
How does the higher education system work?
Hungary’s higher education system comprises 69 higher education institutions. These include state universities and colleges, church universities and colleges, as well as private institutions accredited by the Hungarian Accreditation Committee (HEC).Higher education is concentrated in Budapest. Universities offer both
Bachelors and Masters (as well as PHD/DLA) degrees, while colleges offer Bachelors degrees. Study programmes offered in English include medicine, pharmacy, dentistry, engineering, economics, natural sciences, humanities, arts and music.
Hungary now adopts the Bologna principles. From the academic year 2005/06, there has been a two-cycle system for all students entering higher education in Hungary. The first leads to a Bachelors degree and the second, to a Masters degree. The additional third cycle is a three-year Doctoral study programme.
In the 2006/07 academic years, over 15,000 students arrived in Hungary from 118 countries. The vast majority, 79%, of all foreign students choosing to study in Hungary come from Europe, more than half come from neighbouring countries. (National Higher Education Information Centre (Felvi), 2008)
International Relations and European Studies , M.A.
Programme Description
The Institute for Social and European Studies (ISES) in collaboration with Budapest Corvinus University provides students with the opportunity to obtain theoretical and practical knowledge in the fields of international relations, the problems of small states in Europe, the Balkans, international economics, regional integration and development, political science, European culture and sociology.ISES provides a variety of programs and services during the academic year which will make your stay in Hungary a rewarding and enriching experience. You will be part of an international student body of approximately 30 students and have the opportunity to meet outstanding professors from around the world. Credits are transferable to most universities.
Why you should study International Relations and European Studies at the EUIK:
To gain knowledge about the EU and its new neighborhoods in order to affect decision-making, policies and programs at the national and EU level.
* To become aware of the various EU development programs where there is a need for decisionmakers with integrative development skills.
* To learn about and impact regional and global development and cooperation through policies and their impact.
* To be able to begin to give answers to the major global challenges.
* To become knowledgable in International Relations and European Studies in order to pursue an increased range of career opportunities.
Future Career opportunites include:
research positions;
* policy positions: preparing and coordinating policy, advising and planning in local and international development cooperation;
* project management, state administration;
* PR positions related to cultural and economic development or business.
This program targets:
* social science graduates, especially those who wish to specialize in theroy and practise of European Studies.
* people who have the potential to make a significant contribution to the non-governmental sector in the developing world as analysts, policy-makers, researchers or practitioners.
* those with work experience in the developing world, wishing to expand their knowledge of the role of the EU in the international environment.
* government officials and non-governmental practitioners interested in working in or with the EU on regional and cultural development cooperation issues.
Failing the grade
Top business executives are calling on the government to recognise the importance of international education for attracting and retaining foreign employees.
At the recent International Talent Symposium organised by the Danish Chamber of Commerce, among others, a new study showed just how important the availability of international schools are to large companies.
An analysis carried out by Heidrick & Struggles questioned a number of HR managers in some of the country’s biggest companies about their biggest challenges. The problem of securing a place in an international school for the children of foreign employees came surprisingly high in fifth place.
Jørgen Buhl Rasmussen, chief executive of Carlsberg, said that securing international schooling was a vital step in recruiting foreign employees.
‘If people can’t get a place for their child in an international school, then they are not ready to accept a job,’ said Rasmussen.
Economy and Business Affairs Minister Lene Espersen was also in attendance at the symposium and told Berlingske Business newspaper that she was shocked to hear about major companies losing potential employees because of a lack of international schools.
‘It’s made a very big impression on me that there continues to be such large problems with international schools when it’s clear that we have a lot of talented people who want to move here with their families,’ Espersen said, adding that she will discuss the issue with education minister Bertel Haarder.
An earlier study carried out by Copenhagen Council found that waiting lists for international schools in the capital were excessive, with 2,400 children on waiting lists for international primary and secondary schools.
Peter Wellby, director of the largest international school in the country, Copenhagen International School, said the waiting lists were a clear problem.
‘We have waiting lists every year for each grade and it's doing a lot of damage to companies, embassies and the like. There is a huge lack of international education available,’ said Wellby, highlighting that students have to travel from as far as Helsingør and Malmø to attend his school.
And the problem is not just restricted to younger students. Prior to a recent bill being passed which allows more schools to apply to offer the International Baccalaureate course, only nine high schools nationwide offered the two year IB education.
International students wanting to stay in Denmark face many obstacles
International students are not assimilating into the Danish workforce because there are too many obstacles in their way, a Forum for Business Education (FBE) report states.
The report, compiled for the Employment Ministry, shows that 73 percent of foreign students leave Denmark within two years of completing their education, despite expressing a desire to stay.
More than a third of those who do remain are unable to find work.
The report follows the news that the 14,470 international students here last year, is more than three times as many as 10 years ago.
Students cited the lack of employment, the high costs for non-EU students and the difficulty in adapting to the Danish language and culture as the primary reasons for leaving the country after their studies.
FBE chief executive Stina Vrang Elias said a national strategy was needed to help international students learn Danish and find jobs.
Employment Minister Inger Støjberg recognised the importance of foreigners to the domestic labour market and said that the state’s Work in Denmark centres were already cooperating with a number of educational institutes to retain international students in Denmark.
Study Tours
Study Tours: Europe as Your Classroom
As a unique feature, DIS includes study tours for all students as part of the academic experience. There are two types of study tours – the obligatory program-integrated study tours and then the optional, but credit-bearing, study tours. Study tours allow you to approach your area of study in a hands-on and experiential manner, combining theory with real-life experience and cultural perspective. They also give you the chance to see Europe in a meaningful way and to visit people and places you would never otherwise have access to.
The program study tours form an intense combination of academic and cultural exploration and experiences, socializing, and fun. You will visit course-relevant sites such as (depending on the program of your choice) famous art collections, European Union institutions, multinational companies, schools and kindergartens, architecture and design projects, university hospitals, media headquarters, NGOs, minority groups, and many more. Plus you will meet important actors in your field of study. Work performed during the tours forms the basis of course assignments.
While the program-integrated study tours mentioned above are included in the DIS tuition, the optional study tours come at an additional fee. However, they are subsidized by DIS by an average 25 percent of the cost.
As a unique feature, DIS includes study tours for all students as part of the academic experience. There are two types of study tours – the obligatory program-integrated study tours and then the optional, but credit-bearing, study tours. Study tours allow you to approach your area of study in a hands-on and experiential manner, combining theory with real-life experience and cultural perspective. They also give you the chance to see Europe in a meaningful way and to visit people and places you would never otherwise have access to.
Program Study Tours
DIS places significant emphasis on study tours as a fully integrated component of the academic study abroad programs. Study tours are faculty-led, academic tours where student attendance is required. A core course at DIS includes two course-integrated study tours: a short tour in Denmark and a longer tour to a European destination relevant to the core course content. In this way, we invite you to enhance your studies by adding a strong European hands-on dimension, and to increase their travels in Europe.The program study tours form an intense combination of academic and cultural exploration and experiences, socializing, and fun. You will visit course-relevant sites such as (depending on the program of your choice) famous art collections, European Union institutions, multinational companies, schools and kindergartens, architecture and design projects, university hospitals, media headquarters, NGOs, minority groups, and many more. Plus you will meet important actors in your field of study. Work performed during the tours forms the basis of course assignments.
Optional Study Tours
The optional study tours at DIS are also academic and embedded in a 1-credit companion course, which you must take should they want to participate in the optional study tour. This is to ensure quality and depth of the tour. Optional study tours include trips to Turkey to study the meeting of western and eastern culture, Greenland to examine climate change, Rome to study Classical civilization, as well as many more destinations and topics of exploration.While the program-integrated study tours mentioned above are included in the DIS tuition, the optional study tours come at an additional fee. However, they are subsidized by DIS by an average 25 percent of the cost.
Students Currently Abroad
UCSB EAP quarterly newsletter for students abroad
Keep In Touch
Taken some good photos during your time abroad? Want to help promote EAP to future students? Email them to us for future EAP materials, such as this website!
When you see an amazingly beautiful or totally weird postcard, think of us! Let us know how you’re doing and we will put your postcard up in the office! We love to get mail!
Keep In Touch
Taken some good photos during your time abroad? Want to help promote EAP to future students? Email them to us for future EAP materials, such as this website!
Graduating Seniors
If you will finish your undergraduate coursework while abroad, and do not intend to return to UCSB please take the following into consideration: Your grades may take up to 90 days to be posted to your transcript. You cannot declare candidacy on GOLD until that time. This means that your diploma will actually be dated 1-2 quarters after you return, depending on the program. Example: students who complete their requirements during spring term abroad cannot declare candidacy until summer or often fall quarter.
You may be assigned pass times for the following quarter and receive a bill from BARC. This is done just in case students find they need to return to complete their degree. Do not pay this bill or register for courses if you do not intend to return to UCSB. If you do need to return to UCSB, even for just 1 course, you must take a minimum of 12 units to fulfill the residency requirement:
If you will finish your undergraduate coursework while abroad, and do not intend to return to UCSB please take the following into consideration: Your grades may take up to 90 days to be posted to your transcript. You cannot declare candidacy on GOLD until that time. This means that your diploma will actually be dated 1-2 quarters after you return, depending on the program. Example: students who complete their requirements during spring term abroad cannot declare candidacy until summer or often fall quarter.
You may be assigned pass times for the following quarter and receive a bill from BARC. This is done just in case students find they need to return to complete their degree. Do not pay this bill or register for courses if you do not intend to return to UCSB. If you do need to return to UCSB, even for just 1 course, you must take a minimum of 12 units to fulfill the residency requirement:
Study Abroad for English Majors
The English department encourages its students to complete some portion of their undergraduate study through the University’s Education Abroad Program. English majors can deepen their understanding of British, American, and post-colonial English literature by study in a foreign university and at the same time add an international dimension to their undergraduate education. Because all courses taken through EAP are accepted as UC courses, with careful planning students may spend as much as a year of study in a foreign university with no loss of time in completing their degrees.
The opportunities for enhancing one’s understanding of literature written in English through foreign study are almost boundless:seeing Shakespeare performed in the rebuilt London Globe, visiting the Lake District where Wordsworth and Coleridge wrote their finest poetry, reading Joyce’s Ulysses
in Dublin, discussing American literary texts with British, Australian, or Indian students, or experiencing Coetzee’s South Africa.
English majors who study abroad come to understand that cultural context is crucial for interpreting literary texts, that knowledge is constructed differently in other political and social milieux. Or through immersion in a foreign-language university, they may gain fluency in another language and acquire a sense of its literature while at the same time studying English literature.
English majors find that a term, or better, a year in a foreign university not only enhances their critical and writing skills, but that the experience of adapting to another academic and cultural world expands their self-understanding and gives them a keen sense of the political and social differences in today’s world. The personal and intellectual growth of study abroad provides further advantages when it comes to the challenges of graduate and professional study.
in Dublin, discussing American literary texts with British, Australian, or Indian students, or experiencing Coetzee’s South Africa.
English majors who study abroad come to understand that cultural context is crucial for interpreting literary texts, that knowledge is constructed differently in other political and social milieux. Or through immersion in a foreign-language university, they may gain fluency in another language and acquire a sense of its literature while at the same time studying English literature.
English majors find that a term, or better, a year in a foreign university not only enhances their critical and writing skills, but that the experience of adapting to another academic and cultural world expands their self-understanding and gives them a keen sense of the political and social differences in today’s world. The personal and intellectual growth of study abroad provides further advantages when it comes to the challenges of graduate and professional study.
When should I study abroad?
There are a variety of ways in which English majors can incorporate study abroad into their studies.
Freshmen
It’s best to begin planning as early as possible for study abroad. If you want to begin or continue the study of a foreign language through the short-term language and culture programs, you can apply in your freshman year to go abroad as a sophomore.
Sophomores & Juniors
You can also apply in sophomore year to do a language and culture program in your junior year. But if you want to complete a significant portion of your major studies abroad, you should apply in fall of sophomore year to do your junior year abroad. (See below, “Where should I study abroad?”) Also, students who have completed their lower-division language studies may elect to expand their knowledge of that language through literature classes in a foreign-language
university. Again, such study would typically take place during junior or senior
year. Students doing immersion (full-year) programs in their junior year are advised to complete some portion of their upper-division electives prior to going abroad.
Seniors
If you want to go abroad in your senior year, you should complete all your major
requirements or plan to take courses meeting your remaining requirements while abroad. It is possible to graduate while abroad, but close consultation with an advisor is essential.
Transfer & Graduate students
Both transfer and graduate students are eligible to participate on EAP. For more information, visit the web site.
There are a variety of ways in which English majors can incorporate study abroad into their studies.
Freshmen
It’s best to begin planning as early as possible for study abroad. If you want to begin or continue the study of a foreign language through the short-term language and culture programs, you can apply in your freshman year to go abroad as a sophomore.
Sophomores & Juniors
You can also apply in sophomore year to do a language and culture program in your junior year. But if you want to complete a significant portion of your major studies abroad, you should apply in fall of sophomore year to do your junior year abroad. (See below, “Where should I study abroad?”) Also, students who have completed their lower-division language studies may elect to expand their knowledge of that language through literature classes in a foreign-language
university. Again, such study would typically take place during junior or senior
year. Students doing immersion (full-year) programs in their junior year are advised to complete some portion of their upper-division electives prior to going abroad.
Seniors
If you want to go abroad in your senior year, you should complete all your major
requirements or plan to take courses meeting your remaining requirements while abroad. It is possible to graduate while abroad, but close consultation with an advisor is essential.
Transfer & Graduate students
Both transfer and graduate students are eligible to participate on EAP. For more information, visit the web site.
Study in China
One World, One Dream
China is vast and hugely populated, with over 20% of the world's people calling this lively country home. Some areas of China will astound you with colorful rural beauty and traditional lifestyles, while the major metropolitan areas are likely to make your head spin with their bright lights and true world-city excitement.
With an abundance of renowned colleges and universities, China's educational system has produced some of the world's most brilliant minds of nearly every discipline. World leaders in Business, Mathematics, Astronomy, Martial Arts, Philosophy and more have studied in China, and make this a coveted location to study abroad.
Go to school here and learn about China's influential artistic and political culture, and its mixture of dense urban areas and rural farming villages. You can also be a part of the country's vivid transformation from third- to first-world. There's no better time to take part in the boundless educational opportunities that China provides.
Weather for Everyone
Wondering where in China to study? For many, the weather is key component to their study abroad experience. With this country it's a little like asking, "How's the weather in the US?" Since the country is large, the biggest one in Asia, in fact, its climates vary greatly.
There are areas of heavy rainfall and monsoons, chilly mountainous regions, and tropical neighboring islands. These areas are divided up into five temperature zones and what's called a "plateau-climate zone," which can help plan where and when to visit, although you may need a map to really sort these out!
Cold-temperate Zone: Northern part of Heilongjiang Province and Inner Mongolia. Some cities within these provinces are Harbin, Jiamusi, and Qiqihar.
Temperate Zone: Jilin, Northern Xinjiang; and most of Heilongjiang and Liaoning. Cities within these provinces are Shenyang, Urumqi, Hohhot, and Dunhuang.
Warm-temperate Zone: The middle and lower ends of the Yellow River, Shandong, Shanxi, Shaanxi, and Hebei Provinces. Cities within these provinces are Taiyuan, Luoyang, and Zhengzhou.
Subtropical Zone: South of Qinling Mountain-Huaihe River, and east of Qinghai-Tibet Plateau. Cities within these provinces are Zhenjiang, Guangzhou, Jiujiang and Yichang
Tropical Zone: Hainan province, southern Taiwan, Guangdong, and Yunnan Provinces. Some cities within this region are Haikou and Sanya.
Plateau-Climate Zone: The Qinghai-Tibet Plateau. Cities within these areas are Lhasa, Shigatse and Shannan.
An Outdoor Adventurer's Fantasyland
With the varied temperatures of China comes a multitude of all-weather activity. Have you ever dreamed of visiting the mysterious lands of Tibet, perhaps catching a glimpse of the Dalai Lama or giving Mt. Everest a go? Catch a ride on the Qinghai - Tibet Railway and travel the highest and longest plateau railroad in the world. Be sure to pack warm, though, and allow plenty of time to acclimate to the super-high elevation.
If the mountains aren't your thing, how about taking a break from your studies at one of China's beautiful beaches? Visit Hainan Island and you'll be soaking in the sun in relative peace and quiet. Toss in the spectacular views of the exotic South China Sea and a margarita and you're set!
A Storied Past
Some students come to China strictly to learn its history, which in itself can take years! Whether you're a history student, or a learner of another discipline, the elaborate history of China is sure to impact your studies in some form sooner or later. Here's a very quick rundown of some highlights in China's history:
The Prehistoric Era
Did you know that China is home to the first recorded use of fire by Homo erectus? It's also believed that stone tools were created and used for the first time during this era in Chinese history.
Ancient Era
During this time period, agriculture, political systems and religions were rapidly developing and expanding in China. This era was also characterized by the development of a system of writing - a pretty important invention!
Imperial Era
This is when the famous Great Wall of China was constructed, along with the inventions of paper and porcelain. The Silk Road trade route was also established, providing a method of trade with the Western world.
Modern Era
As the production of silk and porcelain increased, the Western market for a "new" drink also expanded greatly: Tea! It was also during this era that China abolished slavery
A Fascinating Study Abroad Locale
China is often considered a top location for taking your studies abroad. Whether you're interested in studying the rich traditions steeped in Chinese culture, the archaeological sites of the very beginning of human time, or the complex languages of China, this country is sure to provide you with countless opportunities for learning and enrichment that simply aren't to be found in your home country.
China is vast and hugely populated, with over 20% of the world's people calling this lively country home. Some areas of China will astound you with colorful rural beauty and traditional lifestyles, while the major metropolitan areas are likely to make your head spin with their bright lights and true world-city excitement.
Go to school here and learn about China's influential artistic and political culture, and its mixture of dense urban areas and rural farming villages. You can also be a part of the country's vivid transformation from third- to first-world. There's no better time to take part in the boundless educational opportunities that China provides.
Weather for Everyone
Wondering where in China to study? For many, the weather is key component to their study abroad experience. With this country it's a little like asking, "How's the weather in the US?" Since the country is large, the biggest one in Asia, in fact, its climates vary greatly.
There are areas of heavy rainfall and monsoons, chilly mountainous regions, and tropical neighboring islands. These areas are divided up into five temperature zones and what's called a "plateau-climate zone," which can help plan where and when to visit, although you may need a map to really sort these out!
An Outdoor Adventurer's Fantasyland
With the varied temperatures of China comes a multitude of all-weather activity. Have you ever dreamed of visiting the mysterious lands of Tibet, perhaps catching a glimpse of the Dalai Lama or giving Mt. Everest a go? Catch a ride on the Qinghai - Tibet Railway and travel the highest and longest plateau railroad in the world. Be sure to pack warm, though, and allow plenty of time to acclimate to the super-high elevation.
If the mountains aren't your thing, how about taking a break from your studies at one of China's beautiful beaches? Visit Hainan Island and you'll be soaking in the sun in relative peace and quiet. Toss in the spectacular views of the exotic South China Sea and a margarita and you're set!
A Storied Past
Some students come to China strictly to learn its history, which in itself can take years! Whether you're a history student, or a learner of another discipline, the elaborate history of China is sure to impact your studies in some form sooner or later. Here's a very quick rundown of some highlights in China's history:
Did you know that China is home to the first recorded use of fire by Homo erectus? It's also believed that stone tools were created and used for the first time during this era in Chinese history.
During this time period, agriculture, political systems and religions were rapidly developing and expanding in China. This era was also characterized by the development of a system of writing - a pretty important invention!
This is when the famous Great Wall of China was constructed, along with the inventions of paper and porcelain. The Silk Road trade route was also established, providing a method of trade with the Western world.
As the production of silk and porcelain increased, the Western market for a "new" drink also expanded greatly: Tea! It was also during this era that China abolished slavery
A Fascinating Study Abroad Locale
China is often considered a top location for taking your studies abroad. Whether you're interested in studying the rich traditions steeped in Chinese culture, the archaeological sites of the very beginning of human time, or the complex languages of China, this country is sure to provide you with countless opportunities for learning and enrichment that simply aren't to be found in your home country.
Subscribe to:
Posts (Atom)