Plan zemelʻnogo uchastka poselka N 35-34 Belozerskogo fonda

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Plan zemelʻnogo uchastka 1-go Kakhovskogo meliorativnogo tovarishchestva

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Plan Ekadovskogo Kooperatvnogo Meliorativnogo tovarishchestva PUCH

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Plan zemelʻnogo uchastka Cholvaskogo kooperativnogo meliorativnogo tovarishchestva "Intensivn. N 2 Khersonskogo okruga Skadovskogo raĭona urochishch. "Kara-Bulat"

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Plan Aleshkovskogo meliorativnogo tovarishchestva

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Plan Golo-pristanskogo meliorativnogo tovarishchestva

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Plan Mikolaivskoiï okrugi Poltavskogo raĭonu , v chastke kolfondu chº 351 pid nazvoi︠u︡ Abkinsʻkiĭ

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Plan Mikolaivskoiï okrugi Poltavskogo raĭonu , v chastke kolfondu chº 351 pid nazvoi︠u︡ Abkinsʻkiĭ

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Theories of moral education and implementation in Indonesia: Re-energizing cultural identity and addressing future challenges

School is regarded as a site of moral training for the younger generation to encounter nation’s future challenges as well as to re-energize nation’s cultural identity. The more competitive global society led by free market trade in terms of ASEAN Economic Community (AEC), requires the school to adapt and change its curriculum more frequently. Like many other countries, Indonesian Ministry of Education and Culture has introduced and nurtured universal values and traditional values respectively through school curriculum reforms to develop students’ ability to participating in global society. This paper will describe classical and contemporary theories related to moral education that have been implemented in Indonesia’s school curriculum and school activities. The theories developed by Durkheim, Alastair MacIntyre, and Basil Bernstein will be discussed. This includes explaining how far the theories have been adopted in Indonesia and how the approaches are currently being used in Indonesian schooling. This paper suggests despite the implementation of those theories in Indonesian schools, the government needs to optimise the operation of those theories to gain significant outcomes.

Skhematicheskiĭ plan 2-ogo agronomicheskogo uchastka, Khersonskiĭ okrug

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Plan zemelʻnogo otvoda "Poltavt︠s︡y

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Implementation of e-learning: A case study of three schools

As Western Australian schools move to implement technology into the classroom, there appears to be prevalence in combining e-learning with face to face traditional classroom practice. This has been accompanied by a shift toward a digital curriculum that incorporates re-usable learning objects. Essential to any teacher contemplating the use of a digital curriculum resource is not only the knowledge of learning theories but models of best practice to create online curriculum for students to use in every day classrooms. This paper explores the e-learning practices in three case study schools (n=3) in Western Australia. Data were collected by observation and interviews (n=11) conducted with the teachers and the ICT co-ordinators, to ascertain their perceptions and experiences with regard to the e-learning environment. There were challenges associated with the implementation of e-learning by teachers into their classroom such as skill development, changes in their role and the pedagogies they employ. The case study schools were pilot schools breaking new ground in order to test a new portal technology. Findings indicated that successful implementation of the e-learning environment was dependent on the four key factors of ICT infrastructure, ICT leadership, support and training initiatives and the teachers’ ICT capacity.

NORDEK : A Plan for Increased Nordic Economic Co-operation and Integration 1968-1970

For the first time the attempt of Denmark, Finland, Norway and Sweden to increase Nordic economic co-operation and integration (NORDEK 1968-1970) is analysed by using records from the four governments archives and interviews with central actors participating. A dominating argument has until now been that dynamics in Nordic economic integration is different from dynamics in European integration. This archive based study disproves the myth however of ideological Nordism and of short term political developments outside Norden as most important for the NORDEK initiative. The NORDEK initiative was actually more a consequence of a long term socioeconomic and socio-political path dependant process. The study also disproves the myth that the NORDEK plan was a political and ideological symbol without socioeconomic substance. The purpose with NORDEK was to create a better basis for generating economic growth and social welfare. The proposed NORDEK institutions were therefore developed to promote economic progress. The study finally shows that the NORDEK failure in 1970 was not a result of lacking economic rationale or incompatible economic interests. The failure was a result of a power struggle in Finnish domestic policy and lacking political will in the other Nordic countries to continue without Finland.