On the rectifying multiple deferred state plan in the presence of uncertain parameter

2020 ◽  
Vol 39 (1) ◽  
pp. 1197-1211
Author(s):  
Robab Afshari ◽  
Bahram Sadeghpour Gildeh
2020 ◽  
Vol 12 (12) ◽  
pp. 4-9
Author(s):  
Pavel A. BUTYRIN ◽  

The historical context in which the State Plan for Electrification of Russia (GOELRO) was developed, establishment of the GOELRO Commission, the GOELRO Plan content, the specific features of its implementation, and the role of the plan in the soviet period of Russia’s history are considered. Attention is paid to the electrification plants of other countries and territories of all inhabited continents, and to the participation of states in the electrification of countries and regions with small-scale and agricultural production in the 1920 s. The specific features pertinent to the electrification of the Russian Socialist Federative Soviet Republic are pointed out, namely, low starting conditions (in 1923, the energy consumption per capita in Russia was 100 times lower than that in Norway), its being state-owned in nature and revolutionary in its purpose: to get done with the main upheavals in the country and to shift the national economy for fore efficient production. The role of V.I. Lenin and G.M. Krzhizhanovsky, who were the initiators of the electrification of Russia, is analyzed in detail. A conclusion is drawn about the need to study both the GOELRO Plan itself and the specific features and circumstances of its implementation within the framework of training modern specialists in electrical engineering.


2018 ◽  
Vol 41 (3) ◽  
pp. 159-167 ◽  
Author(s):  
Corina R. Kaul ◽  
Brenda K. Davis

In 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) that included provisions to support gifted and talented learners. The U.S. Department of Education’s Consolidated State Plan template only required states to directly address the inclusion of gifted education under Title II, Part A: Supporting Effective Instruction (Section 2101(d)(2)(J)). We examined the inclusion of gifted education in the Title II section of all 52 submitted ESSA plans. Of the approved plans, 16 states explicitly addressed how educators would be supported in identifying and providing gifted learners with effective instruction, and 15 states generally described educator support to meet the needs of multiple groups of students (including gifted). Three of the approved state plans did not mention support for gifted education in their Title II responses. Gifted education stakeholders must be familiar with their state’s plan and understand how Title II can fund professional development for gifted education.


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