scholarly journals The determination of public tuition fees in a mixed education system: A majority voting model

2018 ◽  
Vol 21 (6) ◽  
pp. 1056-1073 ◽  
Author(s):  
Hejer Lasram ◽  
Didier Laussel
Keyword(s):  
Education System ◽  
Majority Voting ◽  
Tuition Fees ◽  
System A ◽  
Voting Model

scholarly journals Issues in Implementation of Coeducation in Turkish Education System: A Historical Research on 1869 Statute on General Education

2017 ◽  
Vol 10 (4) ◽  
pp. 1
Author(s):  
Selman Tunay Kamer
Keyword(s):  
General Education ◽  
Ottoman Empire ◽  
Education System ◽  
Educational Administration ◽  
Testing System ◽  
System A ◽  
Comprehensive Text ◽  
State Archives ◽  
French Education System

Though the Imperial Edict of Gülhane, which is regarded as the real beginning of modernization in the Ottoman Empire, does not contain any direct article on education, Tanzimat (Reorganization of the Ottoman Empire) and the process following it directly affected the education system in the country. The boards formed and the regulations issued in that period were of great importance. Maarif-i Umumiye Nizamnamesi (Statute on General Education) prepared by 7-person committee led by the Minister of Education Saffet Pasha under the influence of the French education system and published on the 1st of September 1869 is a comprehensive text regulating education. This statute, which consists of 198 articles, involves teacher training and placement, determination of school stages, principles about inspection and assessment, educational administration, right to education, training allowances, provincial organization, testing system, and so on. Coeducation was not a problem in the Ottoman Empire because girls were allowed to receive only primary education. With the 15th article of the Statute on General Education, coeducation was prohibited. However, some documents in the state archives prove that some schools and practices disobeyed this ban. That indicates that not every law introduced was enforced across the country. This may have been because decisions were implemented differently in different cities or regions due to the non-equality of conditions.

Rethinking the notion of the high-performing education system: A Daoist response

2021 ◽  
pp. 174549992098369
Author(s):  
Charlene Tan
Keyword(s):  
Education System ◽  
Large Scale ◽  
Alternative Interpretation ◽  
Educational Systems ◽  
Education Systems ◽  
High Performing ◽  
Mutual Learning ◽  
System A ◽  
High Performers ◽  
Major Implication

This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation.

scholarly journals Implementation and application of E-technologies in enterprise environment

2007 ◽  
Vol 55 (3) ◽  
pp. 67-74
Author(s):  
Roman Malo
Keyword(s):  
Short Time Period ◽  
Logical Model ◽  
System A ◽  
Theoretical System ◽  
Time Period ◽  
Business Area ◽  
Basic Concepts ◽  
Short Time ◽  
Base Platform

Nowadays, a problem of an e- technologies’ implementation represents one of the most important questions that are being solved within various subjects from business area. With respect of massive implementation of activities as e- commerce, e- payments and others the e- technologies’ implementation is the progressive way of these subjects’ expansion. However, due to relatively short time period in which enterprise subjects have solved there is a set of vague aspects going together with this problem. The paper analyses the area of e- technologies and defines relations between basic concepts. Following this theoretical system a few hypothesis are constructed and used as a base platform for a determination of the logical model for implementation of e- technologies in enterprise environment.

scholarly journals INTELLIGENT VOICE-BASED E-EDUCATION SYSTEM: A FRAMEWORK AND EVALUATION

2010 ◽  
pp. 327-334
Author(s):  
Ambrose Azeta ◽  
Charles K. Ayo ◽  
Aderemi Aaron Anthony Atayero ◽  
Nicholas Ikhu-Omoregbe
Keyword(s):  
Education System ◽  
User Satisfaction ◽  
Visually Impaired ◽  
Learning Objects ◽  
Usability Study ◽  
Web Based ◽  
System A ◽  
Autonomous Decision ◽  
E Learning ◽  
Phone Access

Voice-based web e-Education is a technology-supported learning paradigm that allows phone-access of learners to e-Learning web-based applications. These applications are designed mainly for the visually impaired. They are however lacking in attributes of adaptive and reusable learning objects, which are emerging requirements for applications in these domain. This paper presents a framework for developing intelligent voice-based applications in the context of e-Education. The framework presented supports intelligent components such as adaptation and recommendation services. A prototype Intelligent Voice-based E-Education System (iVEES) was developed and subjected to test by visually impaired users. A usability study was carried out using the International Standard Organization’s (ISO) 9241-11 specification to determine the level of effectiveness, efficiency and user satisfaction. Report of our findings shows that the application is of immense benefit, based on the system’s inherent capacity for taking autonomous decision that are capable of adapting to users’ requests.

Determination of 36Cl Production Rates Derived from the Well-Dated Deglaciation Surfaces of Whidbey and Fidalgo Islands, Washington

2001 ◽  
Vol 56 (3) ◽  
pp. 366-382 ◽  
Author(s):  
Terry W. Swanson ◽  
Marc L. Caffee
Keyword(s):  
Water Content ◽  
Ground Level ◽  
Total Production ◽  
Neutron Absorption ◽  
Production Rates ◽  
System A ◽  
History Of ◽  
Dating Method ◽  
Exposure Ages

AbstractThe 36Cl dating method is increasingly being used to determine the surface-exposure history of Quaternary landforms. Production rates for the 36Cl isotopic system, a critical component of the dating method, have now been refined using the well-constrained radiocarbon-based deglaciation history of Whidbey and Fidalgo Islands, Washington. The calculated total production rates due to calcium and potassium are 91±5 atoms 36Cl (g Ca)−1 yr−1 and are 228±18 atoms 36Cl (g K)−1 yr−1, respectively. The calculated ground-level secondary neutron production rate in air, Pf(0), inferred from thermal neutron absorption by 35Cl is 762±28 neutrons (g air)−1 yr−1 for samples with low water content (1–2 wt.%). Neutron absorption by serpentinized harzburgite samples of the same exposure age, having higher water content (8–12 wt.%), is ∼40% greater relative to that for dry samples. These data suggest that existing models do not adequately describe thermalization and capture of neutrons for hydrous rock samples. Calculated 36Cl ages of samples collected from the surfaces of a well-dated dacite flow (10,600–12,800 cal yr B.P.) and three disparate deglaciated localities are consistent with close limiting calibrated 14C ages, thereby supporting the validity of our 36Cl production rates integrated over the last ∼15,500 cal yr between latitudes of 46.5° and 51°N. Although our production rates are internally consistent and yield reasonable exposure ages for other localities, there nevertheless are significant differences between these production rates and those of other investigators.

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