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Sylheti/Proverbs

A Window into Sylheti Culture and Wisdom.

Introduction
Proverbs are the distilled wisdom of generations, offering insights into the values, beliefs, and culture of a community. Sylheti proverbs, hailing from the picturesque Sylhet region of Bangladesh, are no exception. These succinct expressions convey not only practical advice but also the essence of Sylheti culture, its connection to nature, and its people's resilience. In this wiki article, we will delve into the world of Sylheti proverbs, exploring their origins, meanings, and the cultural significance they hold.

Origins of Sylheti Proverbs
Sylheti proverbs have their roots in the region's rich history, which includes various influences such as Manipuri, Assamese, and even British colonialism. These proverbs have been passed down through generations as oral traditions, reflecting the collective wisdom of the people. Over time, some proverbs have been adapted from Sanskrit, Urdu, Arabic and Persian for religious significance, while others are unique to Sylhet, shaped by its distinct geography and culture.

This proverb highlights the significance of a good start and the consequences of making errors or mistakes at the beginning of a task or endeavor. "ꠛꠤꠍꠝꠤꠟ꠆ꠟꠣ" (from Arabic Bismillah) is originally an Arabic phrase meaning "In the name of Allah" and is often used at the start of various activities by Muslims as an invocation of blessings and guidance. In this context, it symbolizes the beginning or initiation of any action. The essence of the proverb lies in the idea that a mistake made at the outset of a task can have far-reaching and often negative consequences. Just as a small crack in the foundation of a building can lead to structural problems over time, an error made in the initial stages of a project, relationship, or any endeavor can escalate into larger issues down the road. This proverb serves as a cautionary reminder to be diligent, careful, and thorough when starting something new. It encourages individuals to pay close attention to the details, make well-informed decisions, and take the necessary steps to ensure a strong and stable foundation. By doing so, one can minimize the likelihood of facing problems, regrets, or complications later on.While the exact origin of the proverb may be uncertain, its message is universal and timeless. It underscores the importance of a strong start and the potential consequences of overlooking or neglecting the beginning stages of any undertaking. It is a valuable piece of wisdom that transcends cultural boundaries, offering guidance and insight to individuals striving for success and avoiding mistakes in their endeavors. Another interpretation emphasizes the idea that someone has undertaken a significant task but made a mistake at the beginning, ultimately leading to the ruin of the entire endeavor. This aspect of the proverb underscores the critical role that a proper start plays in the success or failure of a larger project. It serves as a warning about the potential consequences of initial errors that can have cascading effects, resulting in the failure of a substantial undertaking.

The Role of Nature in Sylheti Proverbs
Sylhet's breathtaking landscape of rolling hills, lush tea gardens, and rivers has deeply influenced its proverbs. Nature serves as a metaphor and backdrop for many of these sayings. For instance, the proverb "Sylhet's soil, Sylhet's water" reflects the region's fertile land and abundant water sources, symbolizing prosperity and self-sufficiency.

This proverb reflects the deep-rooted connection between nature, human behavior, and the values of this community. In the context of Sylheti proverbs, this saying underscores the importance of vocalizing one's needs and emotions. It suggests that just as a crying baby is more likely to receive nourishment and care, individuals who express their desires, grievances, or concerns are more likely to have their needs met within the community. This proverb not only highlights the cultural emphasis on open communication and the value placed on expressing one's feelings but also draws attention to the nurturing aspect of the Sylheti society. The Sylhet region is known for its lush green landscapes, tea gardens, and agricultural activities. Nature plays a pivotal role in the daily lives of its people. The connection between nature and nurturing, exemplified by the provision of milk to a crying baby, reflects how the Sylheti culture values compassion, empathy, and responsiveness to human needs, mirroring the way they tend to their fertile land. Furthermore, the proverb also signifies the idea of reciprocity within the community. Just as a baby's cries are met with care, so too should one be willing to respond to the needs of others. This concept of reciprocity and communal support is deeply ingrained in Sylheti culture and is often mirrored in their proverbs. Sylheti proverbs reflects the cultural importance of open communication, empathy, and reciprocity within the community. It also demonstrates the profound connection between nature and human behavior, showcasing how the Sylheti people draw inspiration from their natural surroundings to convey essential values and social norms.

Family and Social Values
Sylheti proverbs often highlight the significance of family and community. The saying "Ghor fitaite mati aise, khalna fitaite bashi aise" underscores the idea that a loving and caring family environment is what truly makes a house a home.

Shopping
When one realizes the shortcomings of their cheap purchase, they often find themselves complaining or lamenting their decision, a sentiment shared universally among consumers. This proverb's relevance extends far beyond the Sylheti community, resonating with people worldwide who have experienced the consequences of prioritizing price over value. It highlights several valuable life lessons:

In a world where consumers are bombarded with choices and enticed by discounts and sales, the Sylheti proverb serves as a timeless reminder of the importance of making thoughtful, informed decisions. It encourages us to reflect on our choices and recognize that, in many cases, we get what we pay for. Ultimately, it reinforces the idea that true value transcends the allure of a low price tag, and regret is the price one pays for neglecting this fundamental truth.
 * 1) Quality Matters: The proverb underscores the importance of quality in any purchase. Opting for cheap alternatives without considering durability and performance can lead to disappointment.
 * 2) Long-Term Perspective: It encourages individuals to take a long-term perspective when making decisions, especially financial ones. What may seem like savings in the short term can turn into financial burdens down the road.
 * 3) Informed Choices: The proverb promotes informed decision-making. Rather than rushing into a purchase, it advises consumers to research, compare options, and choose wisely.
 * 4) Value over Price: It emphasizes the value of a product or service over its price. Sometimes, investing a little more upfront can result in significant savings over time.
 * 5) Responsible Consumerism: This saying advocates responsible consumer behavior, which includes considering the environmental and social impacts of a purchase.

Resilience and Adaptability
The Sylhet region has faced its share of challenges, including landslides, floods, and economic hardships. Sylheti proverbs often carry messages of resilience and adaptability. The saying "Haat doiya, forir ufre bhua" encourages persistence in the face of obstacles.

Cultural heartbeats
Sylheti proverbs are more than linguistic expressions; they are the cultural heartbeats of the Sylhet region. These concise, insightful sayings offer guidance, wisdom, and glimpses into the values and way of life of the Sylheti people. Their reliance on nature, focus on family and community, and emphasis on resilience make them a unique and invaluable part of the region's cultural heritage.As Sylheti faces modernization and globalization, preserving these proverbs becomes crucial for maintaining the region's cultural identity and language. Initiatives to document, teach, and promote Sylheti proverbs are vital steps toward ensuring that this rich tradition continues to enrich the lives of future generations, both within and beyond the Sylhet region. In the world of proverbs, Sylheti wisdom shines brightly, offering lessons and insights that transcend time and place.

Challenges and Preservation Efforts
Despite their cultural and linguistic significance, Sylheti proverbs face challenges in the modern era. As society becomes more globalized, younger generations are often more familiar with Bengali or English than their native Sylheti language. This shift has led to a gradual decline in the use and understanding of Sylheti proverbs. Efforts are underway to document and preserve Sylheti proverbs for future generations. Organizations, scholars, and local communities are working together to compile collections, create resources, and promote the teaching of these proverbs in schools and communities. Such initiatives are essential to ensure that the wisdom and cultural heritage encapsulated in Sylheti proverbs continue to thrive.

title: Sylheti/Proverbs


text:
User:Malika Alimova/sandbox

= Education system of China =

Introduction
China’s education system is quite old and the term “school” was first introduced by the Shang and Zhou dynasties. The main emphasis is put on memorization and test preparation which were noted by other countries. Numerous highly regarded universities in China provide an array of degree programs unique to Asia. Their institutions are becoming more well-known around the world as a result, and their international university rankings are improving. China has made significant investments in its educational system recently.

Classification of the Chinese education system
Pre-school or kindergarten, age 3-5 Primary education until 1st grade, ages- 6-10

Elementary education until 6th grade to 8th grade, ages- 11-14

Secondary education 9th and 10th grades, ages 15-16

Higher secondary 11th and 12th grades, ages 17-18

Higher education, ages 18-22

Pros and cons of the Chinese education system
Affordable cost for education. China’s education is considered to be less expensive in comparison with other countries such as the USA, Europe, and Canada. This advantage provides international students with the opportunity to pursue higher education with affordable living costs. Culture of respecting teachers. Another great perk of the Chinese education system is the high respect towards teachers and professors. Usually, we find students listening to their teachers very attentively and intently which creates respect not only in classrooms but also out in public.

The opportunity to have short breaks during the day. In schools, students are provided with a 15-minute break to relax and reduce stress. Moreover, it is possible to go home and have lunch with family members and rest up before coming back to school.

Lack of collaborations. Chinese lessons and exams are quite strict and you are expected to be evaluated through individual work. Conversely, current methodologies offer more group work and encourage exchanging opinions during classes.

A small number of teachers. In many schools, students reach 30 or 50 in every class and only one teacher. This is because teachers do not have time to teach individually. Moreover, students are expected to do self-study more than guided explanations by teachers. Consequently, students have to address their peers if some questions appear about tasks. Another disadvantage of this system is one teacher is supposed to stay in one classroom for years which can lead to monotonous lessons.

Creativity is not a top requirement. Unfortunately, China puts more emphasis on logic and memorization rather than creativity. That is why Chinese students are advanced in the fields like mathematics and science. Students are overloaded with tons of assignments to complete that they have no time to focus on other learnings. Additionally, they are encouraged to work hard because this is how they are used to learn.

Interesting facts about the Chinese education
China’s literacy rate is 95.1% Male literacy rate is 97.5%

Female literacy rate is 92.7%

Young generation's literacy rate is 99.4%

9 years of education is free and compulsory in China

An individual at the age of 15 should read and write

Calculators are not allowed to be used by students, so Chinese children are good at math

Curriculum in China is considered to be one of the hardest

Exams in China
There are several examinations in China but the toughest and the most essential one is Gaokao which defines the future of students. Because a score gained during this exam determines what university or college these students will be admitted. According to William Goldstick (n.d), 3 out of 5 students who attend Gaokao exams pass the examination and according to the territory, this exam is of unequal strength. The survey showed that students who live in rural areas have less access and poor-quality preparation than students who live in urban areas. Because they have easier and faster access to the internet, books, and computers whereas those who live far away do not get the same opportunities. The Gaokao test is very significant for graduating seniors all around China, whether in rural or metropolitan locations. Author Boy De Mente describes the significance and pressure of the Gaokao examination in his book, "The Chinese have a Word for it: The Complete Guide to Chinese thought and Culture," and how it "separates the young people of China into two profoundly distinct categories": those who fail the test become blue-collar workers, and those who pass the test become white-collar workers. We might infer from De Mente's comment on the Gaokao examination how significant and under pressure it is for students all around China. There are only two ways for students from rural areas of China to move to the city: enlist in the military or successfully complete the Gaokao exam to enroll in a college or university there. Yang Dongping of the Beijing Institute of Technology explains the issues with the disparity in access to education from region to region in an article from the South China Post titled "13,000 petition to change national exam system." The authorities have promised to address the disparity in access to tertiary education from region to region. Teachers, parents, and students all recognize the significance of the Gaokao exam.

Features and elements that could be implemented in Uzbekistan's education system
Societal and family pressure. Chinese parents are stricter to their children when it comes to education. This has influenced educational reform on many different levels throughout history. The entire nation has improved its educational system, but Shanghai is in the vanguard because it has been given unique permission to test out reforms before the rest of the nation. Everyone will be interested in how these reforms were implemented given its recent ranks at the top of the PISA 2009 assessment. Constant reform of the curriculum. Another aspect of China's education system that deserves consideration is its continuing transformation. Since the early 1980s, China has implemented a number of reforms; in fact, education reform is a persistent idea.

Student engagement. Unlike Uzbek students Chinese students are very intent listeners of their teachers. It is always observed that they do not miss their classes and are eager to learn from their professors and peers.

Respect towards teachers. This happens due to the culture of China they consider a teacher for a day mean a father for a life. Teachers are wisdom guardians. Moreover, Chinese professors do not have much time and capacity to assist all students and that is why they are obliged to use the chance of teacher guidance very attentively and intently.

Conclusion.
To sum up, the Chinese education system is one of the best because it has plenty of advantages such as motivating students to work hard, calculator-free lessons, and good memorization of information that leads its youngsters to get advanced at math and science. However, it lacks creativity development and collaboration. In general, studying in China might appear to be an affordable option for foreign students.

References:
The Chinese Education System. (n.d.). Www.slideshare.net. Retrieved September 13, 2023 Goldstick, W. (n.d.). The Gaokao Examination: A shadow behind China’s educational system. Goldstick, 9.

Mcmullen, D. (n.d.). THE CHINESE EXAMINATION SYSTEM IN DYNASTIC CHINA: DID IT SELECT THE BRIGHTEST AND BEST? Sunway Academic Journal, 8, 11.

Shanghai and Hong Kong: Two Distinct Examples of Education Reform in China. (2010).

Strong PerformerS and SucceSSful ReformerS in Education: LeSSonS from PiSa for the United StateS, 33.

China Education Facts (the best school in China facts). (2022, May 6).

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User:Malika Alimova/sandbox


text:
Study in Norway

Objective Overview of the chapter
 After reading this chapter, the learner will
 * Know that Norway is the best place to study
 * be able to identify that the Norwegian educational system is unique
 * understand the advantages of Higher Education

Reasons to Study in Norway (Concept map)
https://upload.wikimedia.org/wikipedia/commons/thumb/f/fb/Concept_map_of_some_reasons_to_study_in_Norway.png/1200px-Concept_map_of_some_reasons_to_study_in_Norway.png?20230925192241

What makes Norway the best country to study in?
Norway's unique education system has garnered global attention for its focus on student development, equality, and inclusivity. We can dive into the country's tuition-free education, innovative teaching methods, and collaborative approach to addressing challenges. Norway's education system is regarded as world-class.

Standard of Living
The Prevelage of Norway is one of the greatest living standards in the world.There is a low crime rate, low unemployment, a good welfare system,and a work-life balance in the country.After meeting Norwegians, you will definitely understand how nice people are.

The scenic attractions of the place
Norway belongs to the Scandinavian countries in Northern Europe.It is considered to be one of the most spectacular countries and has the best standards of living across the globe.Norway is one of the top destinations on the wishlist of every visitor because of its unique blend of nature One can experience the diverse range of natural wonders, beginning with magnificent fjords, dramatic landscapes, impressive cities, rich history, and unique culture. One of the most impressive attractions in Norway is its fjords. They create beautiful landscapes.

Free tuition

 * In terms of tuition fees, Norway is the perfect study destination. Public universities don't charge any tuition fees to international students, regardless of their nationality. Students only need to cover the student union fee, which is around 30–60 EUR per semester. Things are different at private universities, where tuition ranges between 7,000 and 19,000 EUR per academic year.

High Quality Education
The Norwegian educational system is well known for its high quality, which highlights the overall development of students and provides free education to all.Norway's education system is unique and globally recognized due to its focus on overall student development and free education. Teacher quality is crucial to maintaining high standards in education. The reason is that the system emphasizes the qualification and ongoing professional development of teachers. The teaching methods in Norway encourage innovation and student-centered approaches.The structure of the educational system is divided into primary, middle, and high schools,with all public schools following all standards and syllabuses.The implementation of Norwegian reforms in 1997 and 2006 significantly changed the educational system,which played a part in strengthening the quality of education in public schools.Under this reform, the local municipalities were made responsible for running public schools until the middle school level, and up until 2005, private schools were practically illegal in the country.This resulted in strengthening the quality of education provided by public schools, as all children, regardless of status, went to the same class of public schools.In 2006, private schools were made more legal in Norway, and today there are several international and specialized schools that teach English. With the realization of a new curriculum and the provision of a choice between vocational and general studies in high school, the Norwegian system could provide students with qualified materials that other countries do not have.For example, grades or standardized tests are not prioritized, and this is the most remarkable feature.

Top Universities in Norway

 * Norwegian University of life Science
 * Norwegian University of Science and Technology
 * Norwegian School of Sports Science
 * Nord University
 * BI Norwegian Business School
 * NHH Norwedian School of Economics
 * Oslo Metropolitan University
 * University of Oslo
 * University of Bergen

The Advantages of Higher Education
For those who desire to be educated for free abroad, Norway is the right place to study; it is a paradise for your future career. Public universities have not received any tuition fees.This policy applies to any international student, despite their ethnic identity.The academic standard is very high, and teachers are easy to approach and are always willing to make an effort for students.Moreover, classes are organized in small groups to improve cooperation.Choosing any English-taught program is not a problem because there is no worry about language barriers outside the class. Most Norwegians speak English as a second language.It is easy to adapt to Norway's society for internationals,which is based on equality and fair opportunity.

Conclusion
In conclusion, it was mentioned that the educational system focuses on overall student development.The system does not prioritize grades but instead emphasizes socialization, sports, and fun.The contribution to the success of Norway seems simple due to the fact that they use inclusive policies and place emphasis on quality.The Norwegian educational system itself is able to produce well-rounded and capable graduates who are prepared for success in a progressively globalized world.

title: Study in Norway


text: User talk:SofQuick search

title: User talk:SofQuick search


text:
Public-Private Partnership Policy Casebook/New Karolinska Solna University Hospital

This case study reviews the New Karolinska Solna University Hospital project as a collaborative work of Katherine Wilson and Muhammet Mustafa Sever. The casebook is a product of the George Mason University graduate program, as an assignment for the Public-Private Partnership Policy course under the leadership of Dr. Jonathan Gifford. It explores case elements such as key actors, event timeline, risks, financial and institutional structures, policy issues, and takeaways.

Summary
The New Karolinska Hospital Project was a complex undertaking involving the construction of a state-of-the-art healthcare facility in Sweden. The scope included the creation of a high-standard architectural marvel with 12 floors, covering an extensive area and boasting approximately 8000 rooms for various healthcare functions. The project also adhered to sustainable construction practices and aimed for LEED Gold certification. While it was marked by controversies, such as tax evasion allegations and a lack of competition in the procurement stage, it successfully reached completion, setting a benchmark for modern healthcare infrastructure.

The project's key actors comprised a blend of public and private entities, each playing a crucial role in its realization. The collaboration between Region Stockholm, Karolinska Institutet, and private stakeholders like Swedish Hospital Partners AB, Skanska, and Innisfree was instrumental in delivering this significant healthcare infrastructure. Despite financial and operational challenges, the project was handed over on schedule, underscoring the ability to navigate complex transformations in healthcare infrastructure and construction within a public-private partnership framework. With an overall investment of $3.0 billion and a contract extending until 2040, it is considered the world's largest hospital public-private partnership (P3), showcasing a remarkable commitment to advancing healthcare infrastructure and services.

Project Scope
Project scope included the construction of buildings with 12 floors, covering a total area of 320,000 square meters, including a 2-level underground parking facility. These buildings had approximately 8000 rooms, comprising patient rooms, 36 operating theaters, 8 radiation units, 168 doctor's surgeries, laboratories, and lecture halls.The scope of the New Karolinska Hospital Project also encompassed several key objectives, including:

 * Creation of a building of high architectural standards, both internally and externally, in the immediate vicinity of the structure.
 * Implementing construction solutions that support effective and efficient resource utilization.
 * Incorporating sustainable construction practices and the principles of the smart building concept.
 * Achieving LEED Gold certification, which involves adhering to strict environmental guidelines, using environmentally friendly materials and technology solutions throughout the construction process.

The construction of New Karolinska Solna represented Skanska's largest project to date, evident in various aspects such as the workforce, material consumption, construction facilities, and contract value. Here are some statistics that illustrated the project's scale:
 * A total of 7,174,500 meters of iron reinforcing bars were utilized in constructing New Karolinska Solna, which roughly equated to the distance between Stockholm and Chicago.
 * Approximately 444,000 square meters of earth and rock were excavated, akin to 1,480,000 bathtubs.
 * The installation of 8,000 doors was a part of the new hospital's construction.
 * The on-site construction trailers had a capacity for 1,800 people, setting a record for Sweden.
 * The underpass system featured a combined length of 1,300 meters.
 * Throughout the project, around 1,400 individuals were involved in the New Karolinska Solna construction.
 * About 300 computers were employed for the project's various aspects.
 * The construction trailers accommodated 200 microwave ovens.
 * The geothermal heating facility included drilling holes with a combined length of 30 kilometers.
 * Employees from 32 different nationalities collaborated on the project.
 * The project's contract value stood at SEK 14.5 billion (~$1.3 bn).
 * The volume of construction cement used could fill approximately 8.5 Olympic-sized swimming pools.

Public

 * Region Stockholm: Formerly known as Stockholm County Council, Region Stockholm is responsible for all publicly financed healthcare and public transport in Stockholm County and act as the owner of the New Karolinska Solna University Hospital.
 * Karolinska Institutet: As one of the world’s foremost medical universities, The Karolinska Institutet's role in the New Karolinska Hospital Project primarily involves providing expertise in medical research, education, and clinical collaboration to enhance patient care and drive medical advancements.NKS Project Stakeholders.png

Private
Project Company/Special Purpose Vehicle:

 * Swedish Hospital Partners AB (SHP) : Company was formed in April 2010. 50% of SHP is owned by Skanska, the remaining 50% by Innisfree Ltd. SHP is responsible for financing the project, which includes life cycle costs throughout the contract period.
 * Skanska NKS Invest AB (50% Equity Partner)
 * Innisfree Ltd (50% Equity Partner)
 * Skanska Healthcare AB (Builder)
 * White Tengbom Team (Architect & Design)
 * Skanska Teknik & Ramböll (Structural Engineering)
 * Sweco & AFRY AB (Mechanical, Electrical & Plumbing)
 * Coor Service Management AB (Operation and Maintenance)
 * Lenders
 * EIB
 * NIB,
 * BBVA,
 * Crédit Agricole,
 * DnB NOR,
 * KfW IPEX,
 * Lloyds TSB,
 * Mizuho,
 * Natixis,
 * Nordea,
 * Skandinaviska Enskilda Banken
 * Svenska Handelsbanken

Technical and Financial Advisors:

 * PricewaterhouseCoopers (PwC) (Legal & Financial Advisors of the Region Stockholm)
 * Ernst & Young (Pre-procurement Legal Advisors to the Region Stockholm)
 * Gullers Grupp AB (Pre-procurement Legal Advisors to the Region Stockholm)
 * JKL AB (Pre-procurement Legal Advisors to the Region Stockholm)
 * Operis (Financial Model Auditor of the Swedish Hospital Partners and the Lenders)
 * RBC (Financial Advisors of the Swedish Hospital Partners)

Community Stakeholders:

Key community stakeholders for the New Karolinska Hospital Project include local residents, doctors, nurses, patient and family groups, local businesses and environmental organizations.

== Risk Matrix ==

2000-2002
In the early 2000s, Region Stockholm, formerly known as Stockholm County Council, conducted a series of comprehensive investigations to assess how the county council could address the future healthcare demands.

Towards the end of 2001, the SNUS investigation (Stockholm’s New University Hospital) was initiated to explore the necessity and opportunities for establishing a new university hospital. The report, published in November 2002, emphasized the role of a university hospital in providing specialized care and conducting high-quality research and education. In the context of the 3S (Stockholm Health Care Structure) investigation, Locum AB, the county estate agency, was tasked with conducting various preliminary studies related to the construction of the new hospital.

2008-2010
These investigations also involved cost comparisons between renovating existing structures and constructing new ones, with the conclusion favoring the construction of a completely new hospital on April 2008.

The procurement of New Karolinska Solna was pursued as a P3 solution following a decision by Region Stockholm, the former Stockholm County Council, on June 10, 2008. This procurement approach aimed to minimize the risks of delays and cost overruns by transferring them to the P3 contractor responsible for the project.

A comittee under the Region Stockholm started the tendering process with publishing the Request for Pre-Qualifications (RFPQ) and then Request for Tender (RFT) in 2009.

The P3 contract was awarded on May 4, 2010 (majority decision), and later, on June 8 (all parties), following a new political agreement within Region Stockholm, the former Stockholm County Council. The project was ultimately awarded to a consortium consisting of Swedish Skanska and British Innisfree, tasked with constructing the NKS.

The P3 Agreement reached financial close on June 30, 2010 and construction works started in the same year on September 3 with Crown Princess Victoria breaking ground at a ceremony on the construction site.

2011
Construction was in full swing, and the foundation for the new hospital buildings had been established. Sweden's largest construction trailer site was officially opened.

2012
In January, a public exhibition was inaugurated at the Karolinska Hospital, presenting the future university hospital. The parking garage became the first completed building in the area.

2014
The technological building's construction was finished.

2016
The hospital building, hotel, and research building were completed, and the first patients arrived at New Karolinska Solna.

2017-2040
The completion date for the NKS project, which was agreed in June 2010, between Swedish Hospital Partners (SHP) and Stockholm County Council (SCC), was March 2018. All seven phases have been handed over on schedule, and the final building was handed over in December 2017, three months ahead of the planned handover date. The Operations and Maintenance stage commenced upon the completion of Hospital Part 1's construction and is slated to persist until the conclusion of the concession period in 2040. As per the contractual agreement, Region Stockholm will be making annual availability payments to SHP throughout the entire concession period.

Contract Type
The New Karolinska Hospital Project was procured through a P3 arrangement. Procured as a Design-Build-Finance-Operate-Maintain (DBFOM) contract, the project involved not only the construction of the hospital but also its long-term financing and maintenance. Region Stockholm, as the procuring authority, entered into this P3 contract with Swedish Hospital Partners (SHP), a consortium jointly owned by Swedish construction giant Skanska and British investment company Innisfree. The P3 model was chosen to ensure private sector expertise and funding were leveraged to deliver and maintain a state-of-the-art medical facility. Under this contract, a fixed price was agreed upon for the construction, operation, and maintenance of the hospital, with an indexation adjustment. This innovative contract structure aimed to combine the efficiency of private sector involvement with long-term public ownership and oversight, allowing the hospital to benefit from the latest advancements in medical care while maintaining cost predictability.

P3s are characterized by the allocation of a significant portion of project execution risk to the contractor, as stipulated by the Region Stockholm. Under this model, the customer, in this case, the Region Stockholm, does not make upfront payments for the project. Instead, they make annual payments and milestone-based payments as each project phase is completed and becomes operational, a feature unique to the P3 framework. Notably, for the New Karolinska Solna project, the Region Stockholm has opted to co-finance the construction. They do so through ongoing monthly payments and milestone-based payments, aiming to reduce financing costs. Approximately half of the construction expenses are covered by the Region Stockholm, while private sector financing, comprising equity capital and bank loans, covers the rest. Following the final phase's completion, the Region Stockholm will continue making predetermined monthly payments until 2040 when they will assume direct operations although, there is an option to extend the agreement up to 2055. This extended contract duration offers substantial predictability, a unique aspect in the Swedish context.

The Region Stockholm has established extensive functional and environmental criteria and delegated SHP with the responsibilities of designing, constructing, co-financing, and managing the hospital in accordance with these requirements. This encompasses all aspects, from technical operations to various services such as reception, caretaking, cleaning, and laundry. Consequently, SHP acts as the project manager, with Skanska handling project planning and construction, and Coor Service Management taking charge of property operations and services. This framework offers a unique opportunity for all stakeholders to actively contribute to the design and planning phase, facilitating the optimization of logistical processes and the early development of innovative solutions.

In the P3 model, the Stockholm County Council maintains ownership of the property but entrusts the operation and maintenance to SHP for the duration of the contract. This arrangement grants the County Council full cost control until 2040, ensuring that the property remains in pristine condition with no need for repairs or extensive maintenance. The long-term operating agreement places a strong emphasis on top-tier quality, with a focus on selecting systems and materials that prioritize long-term sustainability and cost-effectiveness throughout the project's entire lifecycle. Importantly, any unexpected expenses resulting from construction delays are the responsibility of SHP, relieving the County Council of such financial burdens.

Cost & Financial Structure
The project carries a construction cost of SEK 14.5 billion (~$1.3 bn). Stockholm County Council, the procuring authority, will directly cover 50% of these costs, while the remaining 50% will be financed through a combination of debt and equity. Specifically, a total of SEK 1.18 billion (~$108.4 mn) in equity will be invested, split equally between project sponsors Skanska and Innisfree. The project will also receive SEK 8.76 billion (~$804.4 mn) in debt financing, with a 28.5-year tenor. Crucially, the cost of constructing, operating, and maintaining the NKS project until 2040 remains fixed with an indexation adjustment. The original construction contract, signed at SEK 14.5 billion (~$1.3 bn) in 2010, remained unchanged.However, evolving healthcare service plans after the 2010 agreement have led to several additional orders initiated by the SCC. These include expanding the treatment building with eighty more hospital beds and introducing a production kitchen, incurring a total cost of SEK 1.7 billion (~$156.2 mn).

Furthermore, SCC had additional expenses totaling SEK 4.3 billion (~$395.1 mn) for items such as medical equipment, furniture, and IT, which were accounted for in the budget from the project's inception. Additionally, SCC is renovated existing hospital buildings at a cost of SEK 2.3 billion (~$211.3 mn), which were separate from the SHP agreement.

Total cost of building, equipping, operating and maintaining the hospital until 2040 is estimated to reach SEK 61 billion (approx. $5.6 billion).

Refinancing
Swedish Hospital Partners successfully refinanced the debt associated with the New Karolinska Solna Hospital project in 2018. Originally project-financed in 2010, marking Sweden's first hospital P3, the remaining amount, SEK 5.1 billion (~$468.6 mn) of the original SEK 8.76 billion (~$804.4 mn) debt has been reduced to SEK 3 billion (~$275.6 mn), accompanied by a margin reduction from 215 basis points to 140 basis points. The lenders involved in the refinancing include the European Investment Bank (EIB), Nordic Investment Bank, SEB, Nordea, Svenska Handelsbanken, and KfW.

As part of the project agreement, Region Stockholm, the concession grantor, committed to a one-time payment of SEK 3 billion (~$275.6 mn) to SHP, which was applied to prepayments and clearing swaps on the debt. This refinancing initiative is expected to decrease the project's financing costs by SEK 2.1 billion (~$193 mn).

The advisory team overseeing the refinancing consisted of Newbridge Advisers representing the sponsor, with legal guidance from Hamilton; Mannheimer Swartling acting on behalf of Stockholm County Council, and Vinge providing counsel for the lenders.

Tax Evasion
The New Karolinska Solna (NKS) project has been marred by allegations of tax evasion, as revealed by an investigation conducted by the Swedish TV program "Uppdrag granskning" (Mission: Investigation). A significant point of contention revolves around the tax structure that SHP established using Luxembourg subsidiaries. This arrangement ultimately led to substantially reduced tax liabilities in Sweden. Multinational auditing and consulting firm PwC was hired by Innisfree to create this tax structure in Luxembourg a few months after SHP was awarded the 52 billion Swedish Crown NKS contract. The confidential agreement between Innisfree and the Luxembourg government has been revealed as part of a cache of more than 500 leaked tax rulings and financial documents published by the International Consortium of Investigative Journalists (ICIJ).

In response to these allegations, it's worth noting that SHP has defended its position, asserting that no tax evasion or aggressive tax planning occurred concerning the NKS project. According to SHP, no hybrid loans were involved in the project, and no tax revenues have disappeared from Sweden due to the presence of its partner being registered in Luxembourg. Skanska, being a Swedish investor in the NKS project, pays taxes in Sweden. Innisfree, on the other hand, serves as a coordinator for foreign investment funds, and these funds pay taxes in the countries where they are registered for tax purposes. While these claims offer a counter-narrative, the tax structure and the overall tax implications of the NKS project remain subjects of investigation and debate.

Lack of Competition
A noteworthy and contentious aspect of the NKS P3 project is that ultimately, there was only a single proposal submitted, specifically by the SHP. The initial plan by Stockholm County, based on assessments by PwC and Ernst & Young, called for a minimum of three bidders. Both PwC and Ernst & Young emphasized the importance of competition in achieving reduced investment and maintenance costs and fostering innovation. They recommended that this be ensured through the participation of three to five bidders.

When it became evident that there was only a single proposal, the responsible officials in Region Stockholm sought advice from another consulting firm, Gullers, based in Stockholm. Gullers responded that if Skanska/Innisfree were aware they were the sole bidders, the competitive dynamics would not be effective and recommended a new, traditional procurement process. Subsequently, the officials turned to yet another Swedish-based consulting firm, JKL, which argued that the competitive dynamics of the private sector could still function even with only one bid. Another legal consulting firm also confirmed that the decision to proceed with the Skanska/Innisfree bid was in compliance with public procurement regulations. However, the fact that there was just one bid sparked a heated debate among the Stockholm County officials. Left-wing parties in Stockholm County contended that, in order for competitive forces to function, there should have been three bids and called for abandoning the P3 project when it failed to attract more than one bid. On the other hand, the right-wing parties, which held the majority in the county, asserted that even with just one bid, the entities behind it were still subject to the competitive dynamics of the private sector. In the vote on May 4, 2010, the decision to proceed with the Skanska/Innisfree bid was made. The failure to achieve the goal of securing three bids also became a central point of criticism in the media, particularly as concerns regarding escalating operational costs swirled around the NKS P3 project.

Increased Costs
According to some sources The New Karolinska Hospital project was initially estimated at 5.3 billion SEK (approximately US$ 600 million) and then saw a significant cost increase to 14.1 billion SEK (approximately US$ 1.6 billion) at the time of the agreement signing. Moreover, same sources report shortly thereafter, the project manager admitted that the actual cost would soar to 22 billion SEK (approximately US$ 2.5 billion). This amount did not encompass maintenance costs or interest on loans. While the ruling political party in the Region Stockholm claimed the construction and maintenance cost until 2040 would be 52 billion SEK (approximately US$ 6 billion), a former member projected it could reach 69 billion SEK (approximately US$ 8 billion) due to high interest rates and undisclosed expenses.

However, SHP claims despite these financial and operational challenges, all seven phases were handed over as scheduled, with the final building being delivered in December 2017, three months ahead of the planned handover date. The project was procured at a fixed price, with the construction contract of SEK 14.5 billion signed in 2010 remaining unchanged, arguing that Skanska successfully delivered one of the world's most modern and sustainable hospitals within the agreed budget and schedule.

Key Takeaways
This case study shows that public organisations undertook a complex endeavor that involved two simultaneous, intricate changes, as highlighted by Jonas Wohlin, the founder of Ivbar, a Swedish health technology advisory and product company. This endeavor encompassed the construction of a new hospital through the P3 model and a transformation in the structure of healthcare delivery. The aim of the latter was to shift from the traditional care model to one organized around themes and patient groups which is called "Value-based healthcare". One could argue that implementing both changes concurrently allowed hospital managers to tailor the hospital's design to their operational vision. However, this dual transformation has proven to be quite challenging. The reorganization compelled clinicians who had previously worked in different clinics to seek new positions, generating more resistance from doctors than nurses, and leading major newspapers to join the opposition against the reformers.

The privatization of the healthcare services emerged as the central term in the debate, with all the changes at Karolinska, including challenges with reorganization, value-based patient care, and discussions about tax avoidance practices, being grouped into the P3 discussion. We believe that private stakeholders made efforts to address these issues, but the public side failed to engage in proactive and frequent communication. This overall situation contributed to a negative perception of the P3 model among Swedish citizens, especially when influenced by anti-privitization politicians.

Another key lesson underscores the significance of competition during the procurement stage. While it is challenging to assert that the project would have been more cost-effective with increased competition at the procurement stage, it's clear that Region Stockholm could have leveraged its public construction and facility management organization, Locum. Locum possessed extensive experience in engaging with construction suppliers, healthcare professionals, and medical technology equipment providers. This experience could have been utilized to facilitate a bid for the project with a traditional delivery model, providing a basis for comparison with SPH's bid. Such a comparative approach would have rendered the decision to opt for the P3 model more justifiable, especially in the face of public criticism.

Questions for Discussion

 * Given that no evidence of a Value for Money (VfM) study conducted by the project owners was found, what implications might this absence have on the project's evaluation and outcomes?
 * Could project owners have prevented the extra costs resulting from Scope Creep in this project? If so, how?
 * Would the additional costs have arisen in a traditional procurement model?
 * What actions should Region Stockholm (the project owners) have taken when faced with only one bid in the tender process?


text: User talk:192.5.215.213

title: User talk:192.5.215.213


text:
How to program a TI-84 Plus CE

Here is a table of contents for this book! You can suggest edits to existing pages, but don't vandalize and don't create new pages from red links.  Part 1: Intro   1.1: Intro to TI-BASIC 1.2: Inputs 1.3: Outputs 1.4: Your first program   Part 2: Variables   2.1: Basic variables 2.2: The VARS menu 2.3: More with strings

2.4: Lists

2.5: Matrices

2.6: TI-Pong

 More will be added soon!

title: How to program a TI-84 Plus CE


text:
How to program a TI-84 Plus CE/Intro to TI-BASIC

The TI-84 Plus CE is an interesting specimen. It's probably one of the most common calculators for high school and college students, yet many don't know of all of its features. One of these features is the ability to write programs in BASIC. This feature is heavily under-utilised by the vast majority of users, yet the dialect of BASIC used on these calculators is very versatile, and is able to make complex programs run on one of the most unassuming computers. This wikibook is about programming the TI-84 Plus CE specifically, although if you have another Texas Instruments graphing calculator, you may still be able to learn some things you could use. Let's begin at the very bottom, shall we?


text:
User:Munisa Sultan/sandbox

= Education system of Italy = Italy is famous not only for its beauty, but also for its universities. It is known that the first university in Europe was established in Italy, and it is the University of Bologna. This university has been operating since the 11th century.

Education in Italy is under state control. The Ministry of Education provides financial support to schools of all levels and strictly controls tuition in private schools. The Ministry prepares educational programs for public schools. Almost all higher education institutions in Italy are state-owned, but they decide on their own organization, curriculum and other matters. In order to improve the quality of education, mandatory state exams have been introduced for many fields. Thus, there are the following types of education in Italy: 1.      Pre-school education

2.      Secondary education

3.      Higher education

4.      Fashion and design schools

= Pre-school education = From the age of 3, young children are sent to kindergartens (scuola materna), where they prepare for school for 3 years. There are 15-30 children in the kindergarten, and they study according to the method of the famous pedagogue Maria Montessori. After that, the children are sent to primary schools.

= Secondary education = Foreign students can receive secondary education only in international schools or private boarding schools (private (dormitory) private or state educational institution). The modern public education system in Italy began to form in the second half of the 19th century. In 1859, the law on compulsory education of children aged 6-9 years was adopted, and compulsory 8-year education was introduced for children aged 6-14 years. In addition to state schools, religious educational institutions and private schools also operate in the country today. In Italy, schools are divided into two types:

Scuole paritarie schools - since 2000, as a state educational institution, has been issuing certificates to graduates.

Scuole private autorizzate schools ― These schools are run by uneducated and unincorporated high school graduates. Such schools are not authorized to issue certificates to graduates.

One of the unique aspects of the education system of this country compared to the education system of other countries is that there are multi-classes in Italian schools. Students of this class are children of different ages. Their number will be from 6 to 12 people. Students of multiple classes are assigned to the supervision of one teacher. But these types of classes are not available in schools in all regions of the country. They are organized only in mountainous areas, in schools in densely populated areas. This class is attended by children of families whose parents are unable to take care of their children or are busy for other reasons. The organization of the educational process in the school is carried out taking into account the territorial location of the school. Recently, the assessment process has also been different in Italy. At first, the rating system was evaluated using numbers from 0 to 10. Later, the point system is marked with the letters: A, V, S, D, E, and today it is evaluated through 4 levels. That is: excellent, good, satisfactory, unsatisfactory

= The secondary education system in Italy is divided into 3 levels: = Primary school (scuola elementare) - for children from 6 to 11 years old, duration of study - 5 years. Primary schools themselves consist of 2 levels:

Elementary 1 (scuola elementare 1)

Elementary 2 (scuola elementare 2)

= In Italy, public and private schools operate equally. = Educational programs do not differ much from each other. In accordance with the law adopted in 1985, primary schools operate based on the rights of individuals and citizens to education established in the constitution. In the management of the education system, the freedom of citizens is considered as a value and meets the requirements of the "Universal Declaration of Human Rights". Another of the main tasks of primary education is the formation of cultural literacy in children.

Lower secondary school (scuola media) - from 11 to 15 years old, study period - 3 years. At this stage, students study Italian, history, geography, mathematics, natural sciences, foreign languages, art and music. This corresponds to grades 6-8 of our general secondary education. After each academic year, an exam is given based on the "passed-failed" criterion. At the end of this stage, state exams are passed: written in Italian, mathematics and a foreign language, and oral in other subjects.

Upper secondary school (scuola secondaria superiore) - from 15 to 18-19 years old, study period - 5 years. Compared to us, this is 9-10 grades of secondary special education or school. At this stage, students decide on their future activities: to study through a regular program or to prepare to enter the universities, or to combine their studies with professional training.

They have 2 choices:

The student can continue with the regular program. In this case, he will continue his studies at the lyceum. Lyceums prepare students for universities. There are basically 3 types of lyceums:

Classical lyceums (liceo classic)

Technical lyceums (liceo tecnico)

Lyceums of natural sciences (liceo scientifico)

Linguistic lyceums (liceo linguistico)

Humanitarian lyceums

Higher education system

Higher education begins at the age of 18-19. The Italian higher education system is classified by universities, technical universities, university colleges and academies. The higher education system consists of the following levels:

First degree - C.L. (Corsi di Laurea) is an alternative to a bachelor's degree. To get a diploma, you need to "sweat" from 4 to 6 years, depending on the specialty. A slightly different system has been established: linguists receive a diploma in 4 years, chemists and architects in 5 years, and doctors in 6 years.

Second degree - C.D.U. (Corsi di Diploma Universitario) is an alternative to a master's degree. Duration of study - 3 years. Studying is compulsory, it consists of mastering additional subjects and practice. There are also 2-year specialist courses called Scuole directte a fini speciali, which also lead to a C.D.U. (master's) degree.

Third level ― Corsi di Dottorato di Ricerca, DR i Corsi di Perfezionamento ― doctoral research programs. This degree can be studied at universities or special educational institutions - Scuole di Specializzazione (specialization schools). At the end, a specialist diploma or doctorate is awarded.

= Fashion and design schools = Italy is the number one country in the world for fashion and design diplomas. Domus Academy, Istituto Marangoni and others are internationally recognized schools. Italian fashion and design schools offer graduate degrees, second majors, short courses, and summer programs to those who want to study. You can take lessons in various fields.

Studying in such schools lasts from 1 to 4 years. Grading system - European. Language of instruction: Italian or English. Anyone with a high school diploma can enter these schools, but admission is selective, as these types of schools are very prestigious.

= Conclusion = - What we like about the Italian education system is that in vocational schools, that is, in lyceum colleges, the child is given excellent education in the direction he is interested in.

- At the same time, passing the exit exams and getting a diploma and admission to higher education institutions without exams.

- Because the period of development of the child's brain includes 13-14 years of age, and the student does not forget the knowledge gained during this period.

= Reference = World_uz learn & enjoy Many students around the world seek educational opportunities in countries that offer high-quality teaching, advanced programs, and an intellectually stimulating environment.

Alinks education system of Italy

E- library about Italian Universities

Xmind (online tool for create mind map)

Eurydice Network.The Italian education and training system

Arletti Partners “Italian education way”how it works?

title: User:Munisa Sultan/sandbox


text:
User:NafosatArabova

= Why most students choose Canadda for study abroad ? = Canada welcomes hundreds of thousands of international students from all over the world every year. You study in Canada, it means you are investing in your future. Find out the main reasons for choosing Canada as an international study destination!

= Objectives: = By this report, we can observe that there are several diverse educational stages. And they try to fully prepare them for their  successful career path.

= Education system in Canada = The Canadian education system is divided into four stages: Kindergarten, Primary (Elementary) Education, Secondary education, and Post-secondary education.

 * 1) Kindergarten not mandatory
 * 2) Primary education starts at 6years
 * 3) Secondary education starts at age .Secondary education consists of two distinct levels: intermediate education - grades 7-8  high school education - grades 9-12
 * 4) Canadian high schools are divided into two tracks: academic and applied
 * 5) Post secondary programs: college or technical school to prepare for career  OR University  Advantages of Canadian education system to enhance Uzbekistan’s education system

= Statistics =

= Enjoy our acclaimed quality of life = You will find a high standard of living in Canada. International students enjoy the same rights and freedoms that protect all Canadians: respect for human rights, fairness, diverseness and a stable, peaceful society

= Find cozy and high-quality education options = Canada is known for offering high-quality education and research opportunities from primary to secondary education. You will also be able to move between types and levels of education without the barriers that are common in other parts of the world.

= A diverse and inclusive environment = Canada is safe and an open, culturally diverse society. You will feel at home in their community and in classrooms.

= Find a convenient option = In Canada, you can use scholarships and job opportunities to help pay for your education. Many programs also offer co-ops or internships to help you gain hands-on experience while you study.

title: User:NafosatArabova


text: Category:Book:How to program a TI-84 Plus CE


text:
User talk:NafosatArabova

Welcome
Welcome, NafosatArabova!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. —Atcovi (Talk - Contribs) 17:34, 15 September 2023 (UTC)

title: User talk:NafosatArabova


text:
User:Mukhlisa Okhunova/sandbox

= Contemporary education in Greenland =

Education levels
The primary, secondary, and higher education levels make up the three main stages of the Greenlandic educational system.

Primary school
Early childhood years are covered by primary education. "It comprises a 10-year program where kids in Greenland between the ages of 6 and 16 acquire elementary education" claims Nordic Co-operation. The fact that basic education is completely free is its key selling point. There are three levels of primary school, each lasting three or four years. Children study in the first stage from first to third grade, which translates to three years of schooling in the first stage. During these years, adolescents learn the most fundamental concepts, moral standards, and social norms, as well as how to interact with adults.

The second stage covers a four-year curriculum, and children study in this stage from 4th to 7th grade. At this stage, with more perfected and deepened knowledge, more complex subjects are taught. The third stage begins with the child's 8th grade and includes the 9th and 10th grades. After children complete the first and second stages, they have to take mock tests and exams to change their subjects and move on to the next level. Children who pass the exam are allowed to go to the next stage, i.e., the third stage. After completing the 10th grade, children are given final and advanced tests in all subjects, and upon successful completion of the test, they are given a certificate of completion of primary education.

Secondary education
After completing their elementary education, pupils might enroll in gymnasium or vocational programs. Both of these educational facilities get students ready for colleges. This educational level is comparable to high schools.

Higher education
According to the information provided by the Nordic-cooperation website, after completing primary school in Greenland, students can enroll right away in secondary and higher education courses. It's crucial that education is divided into these two basic categories. For example, the first track deals with Academic Preparatory Programs (GUX), whereas the second track is focused on vocationally Oriented Programs (EUD). Depending on their interests and abilities, students can go in any route. Academic lyceums and technical colleges in Uzbekistan are comparable to educational institutions in Greenland in this regard.

Village schools
Many remote schools experience diverse circumstances. They only have the first two levels, or 7 years, of primary school. Children from rural areas must travel to urban areas to finish their elementary education after finishing the 7-year program. They will be assigned to student housing, where a guardian will be in charge of keeping an eye on the kids while they are there. It's vital to remember that renting an apartment for students is completely free.

Distance Education
Greenland has a population of 56,000 people, over 10,000 students, and a teacher deficit. The use of distance learning is thought to be a solution to this issue. Online education programs are also available to students who live in rural areas of the nation and have trouble getting to urban hubs. Additionally, students take online classes from competent instructors to acquire the language. An organization called Granny Cloud, for instance, has taken on the challenge of establishing online lessons and linking trained English language teachers in cities with rural youngsters in the community of Napasoq, Greenland. Even children from the farthest reaches of the city can learn from teachers.

Languages of Education
Danish and English are two languages that must be learned in order to complete elementary school in Greenland. As a result, bilingualism is widespread among the inhabitants of the nation. In the realm of education, French and German are also extensively used and studied languages.

The issue of creating textbooks in Greenland is somewhat complicated. The textbooks created for elementary grades are mainly in Greenlandic, and among them there are many high-quality textbooks. Olsen K. states that, however, most textbooks for upper grades are written in Danish. This may be due to the fact that Greenlandic speakers are a very small minority among the country's population.

Greenland has a center called Pilersuiffic, which distributes educational materials, publishes and develops textbooks. Teachers can also get information through this center if they need any information or literature.

Teachers’ salaries in Greenland
According to the data provided by Salary Expert, In Nuuk, Greenland, a high school teacher's average gross annual pay is 439.944 kr, which translates to 212 kr per hour. In Denmark, the average high school teacher earns a salary that is 2% less (-10.651 kr.) than this. A bonus of 10.867 kr is also typically earned by them. Salary projections are based on data from anonymous employee surveys that were conducted in Nuuk, Greenland, with input from businesses and employees. The typical annual wage for a high school teacher at the entry level (1-3 years of experience) is 317.493 kr. A senior-level high school teacher (8+ years of experience) has an average income of 540.633 kr.

Challenges in Education
It is true that the primary issues with education in Greenland have their origins in the nation's past. Between 1721 and 1953, Denmark colonized Greenland. Olsen K. asserts that Danish is the primary language used in the nation. This causes a variety of issues across all educational levels. In other words, Greenland is attempting to align education with the national program in accordance with the self-governance statute approved in 2009. With only 56,000 people, it does, however, have a number of difficulties in maintaining community and togetherness and in delivering education. In Greenland, the standard of education is not very high. It is asserted that assessment standards—rather than instructional strategies—are the main focus. In spite of governmental focus and priority, education quality is still poor, as evidenced by the fact that 62% of the workforce has only completed elementary and lower secondary school (Statistics Greenland, 2018).

The positive sides of Greenland education that our country should take
It is important to note that the Joint Office of Student Accommodation (KAF), a different entity, oversees Greenland. Our nation should look to Greenland's educational system as a model in this regard. Student housing providers accept reservations both online and offline 24 hours a day and also provide specialized transportation services for student housing tours. Usually, students can find affordable housing to rent. The organization assists the student in locating convenient housing by taking into account factors like the student's school, place of employment, and other complex community concerns. I think that there are several things that we can all learn about education from Greenland.

The existence of parent councils in Greenlandic schools, which actively participate in significant decisions and events in school life, is another significant feature. In education, it is common practice to view pupils as individuals rather than as members of a team, and to take into account their needs. "The teaching must be varied to match the needs and prerequisites of each student," the Education Act's Section 18 states. Every two years, instructors and students collaborate to create an action plan that outlines how the national education program's plans will be carried out.

Here, the student must create new personal goals based on the learning goals in partnership with his teachers.

References:
Nordic co-operation. Upper secondary and vocational education in Greenland. https://www.norden.org/en/info-norden/upper-secondary-and-vocational-education-greenland

Olsen K.K. Education in Greenland. http://www.ankn.uaf.edu/iew/edgreen.html

Salary Expert. https://www.salaryexpert.com/salary/job/high-school-teacher/denmark/nuuk

Lennert M. (2023). The Role of Evaluative Thinking in Generating, Evaluating, and Scaling Innovations in Learning: A Case Study of the Greenland Education System. Springer.

OAK Foundation Denmark/Partner (2020). Learning by distance in Greenland

title: User:Mukhlisa Okhunova/sandbox


text:
Patterns Of Screen Writing/Theme

Applicability

 * Emotions

 * Exposition

 * Scenes

 * Conflict

title: Patterns Of Screen Writing/Theme


text:
User:Crtn32002/sandbox

Hello everyone my name is Greg I'm trying to start my 1st talk page for my projects I plan todo I want to plan on teaching others as I go along anyone is free to help talk or give feedback. Look forward to seeing who's out there to meet.crtn32002

title: User:Crtn32002/sandbox


text:
User:Zulayho Matjanova/sandbox

= Switzerland's education system = One of the most traveled to nations worldwide is Switzerland. However, this nation draws visitors not only for its exceptional natural beauty and clean mountans, but also for its world-class educational system. It is nan ot overstatement to argue that the country's advanced educational system serves as its key selling point for attracting visitors from abroad.

Observations show that the majority of well-known politicians, statesmen, and wealthy individuals received their education in Switzerland. Children from wealthy households still frequently attend Swiss educational institutes to further their studies. What aspects of this nation's educational system make it the best in the world? Iroda TOSHMATOVA (2019)

Beginning of the education
Children in Switzerland start their educational journey in preschool at age four and continue through primary school at age twelve, secondary school at age sixteen, and further education at age eighteen and two. In this nation, pre-school education is essential for all children. As a result, all parents immediately enroll their kids in public or private kindergartens. Even in public kindergartens, preschool education is paid for, and the government only covers a portion of the necessary charge. ISOBEL LEYBOLD-JOHNSON (2023)

Swiss features of education
Children are not taught reading, writing, and math at pre-school educational facilities in the traditional sense. Because of this, the Swiss government believes that overburdening a youngster will result in signs of scoliosis and nearsightedness. As a result, in kindergartens, emphasis is placed on kids playing outside while they repeat words, sentences, poetry, and songs. The youngster benefits from this experience in terms of their mental health, physical growth, and language development.

Some institutions accept gifted children as early as age 4, even though the first stage of education in the nation begins at the age of six. The development of the child's knowledge and the teaching of foreign languages are the main objectives of the primary school curriculum. According to the government, a child will find it simpler to adapt if they begin learning a foreign language at a young age. Each foreign language is taught separately in schools, and students who complete them are awarded a unique diploma.

Possibilities of the education
The possibility to study in any of the Anglo-American, French, German, Swiss, and Italian educational systems is one way that Swiss schools stand out from the competition. The International Baccalaureate universal international program, which is highly regarded in higher educational institutions, serves as the foundation for classes in schools. Children are taught at least two foreign languages during their academic careers in addition to the native tongue. Every school in Switzerland, which has one of the best educational systems in the world, has the ability to prepare pupils for entrance to any university anywhere in the world. In these educational institutions, both boys and girls have every opportunity to succeed in their studies. In the schools, you'll find the most cutting-edge equipment and sporting goods. Outside of class, students enjoy mountain hikes, sailing, and horseback riding in the summer and hockey, snowboarding, and snowboarding in the winter.

Private school in Switzerland
The majority of expats in Switzerland send their kids to private schools. However, in terms of educational quality, government-funded public schools are not less effective than those run by for-profit institutions. Simply put, there aren't any dormitories for kids to live in while they attend public schools. As a result, children of members of international organizations and foreigners who have lived in the country for a long period as ambassadors study there.

Switzerland's 260 private schools are a distinctive "product" of the nation. These institutions are renowned for their high standards of ease, safety, and popularity—as well as, of course, their exorbitant tuition costs.

Since the majority of the private schools are situated on mountain slopes, they initially resemble a sanatorium. In actuality, the personalized care provided to every child and the five meals offered to the students are comparable to those of any sanatorium. The Swiss landscape is always used well by the school administration. Most of the lessons are taught in the middle of nature here. This is particularly true for students who pass practical sciences.

Zurich university
Depending on the faculty and specialty they choose, students spend between four and six years at the institution. It should be noted that unlike other European nations and the United States, Switzerland does not have a large university system. Zurich is home to the biggest university in the nation, with 20,000 students enrolled there. There are many times fewer students at other universities. Several worldwide private universities have branches in this area as well. Upon completion, graduates receive a licentiate degree. It has the status of being equal to a master's degree. You must also complete an additional three years of study to earn a doctorate.

Differences with Uzbekistan
If we write about the differences between Uzbekistan and Switzerland, in Uzbekistan, children go to kindergarten at the age of 3 and start school at the age of 7. Those who have studied in the 11-year school system take an entrance exam for universities. 11 years of schooling are compulsory and free. There is a fee to go to the kindergarten. They start writing, counting, and reading in the 1st grade. Zarif Ibragimov (27.09.2022)

Private schools in Uzbekistan are located near the city center not in the mountains, because it should be convenient for children to participate every day.

Similarity with Uzbekistan
-Similarities with Uzbekistan are that two additional languages are taught in these schools. Children were taught Russian and English from the 1st grade. In addition, sports are also very developed in us, for example, swimming, football, boxing, and tennis.

-In Uzbekistan, foreigners send their children to private schools. Our private schools do not have dormitories.

-Five meals are provided in private schools.

-Another similarity is the 4-6 years spent at university. In our country, after 4 years of bachelor's study, 2 more years of master's degree are studied.

Reference:

 * 1) Iroda TOSHMATOVA (2019) “Shveytsariya ta’limidagi asosiy mezonlar” http://marifat.uz/

2. ISOBEL LEYBOLD-JOHNSON (January 11, 2023) “The Swiss education system explained” https://www.swissinfo.ch/

3. Zarif Ibragimov (27.09.2022) "Differences between schools of Uzbekistan and developed countries: Uzbek man in Switzerland provides a comparison of public education" https://kun.uz/

title: User:Zulayho Matjanova/sandbox


text:
User:Dilafruz Radjabova/sandbox

Education System in Japan

(Image)

Objectives:

This chapter:

 * Provides an Overview: offers a comprehensive and    concise overview of the Japanese education system, covering its structure,     key characteristics, and core principles.
 * Explains Compulsory Education: Details the mandatory    education period in Japan, including the structure of elementary and lower     secondary schooling, and others.
 * Explores Academic Standards: Discusses the rigorous    academic standards upheld in Japanese education, emphasizing key subjects,     learning outcomes, and assessment methods.
 * Discusses Extracurricular Activities: Explore the    significance of extracurricular activities and clubs in the Japanese     education system.
 * Examines Education Facilities and Resources: Discusses    the investment in education infrastructure and technology integration,     highlighting Japan's commitment to providing high-quality learning     environments.
 * Explores Moral and Citizenship Education: Explores the    incorporation of moral and citizenship education in the Japanese     curriculum, emphasizing values and character development and preparing     students for active participation in society.

Overview of Education System.

(Concept map)

Children in Japan normally receive 12 years of official education, which includes elementary, lower secondary, and upper secondary education. Before starting elementary school at the age of six, children can attend kindergarten between the ages of three and five.

Compulsory education lasts 9 years, beginning with 6 years of elementary school and ending with 3 years of lower secondary school. Students subsequently progress to upper secondary school, which is a three-year program for children who have finished their obligatory schooling. After elementary school, there is also the option of attending a secondary school that combines lower and upper secondary education. Localities with smaller populations have recently been granted the option of establishing compulsory education schools, which are schools that mix elementary and lower secondary education.

Special needs schools are for students with moderate to severe disabilities and attempt to provide an education suited to their specific educational needs. Kindergarten, elementary, lower secondary, and upper secondary are the four levels of these schools. Students with lesser disabilities who attend standard elementary and lower secondary schools can also receive special needs education by enrolling in smaller-sized special courses or visiting resource rooms a few times each week for extra training.

In Japan, higher education is separated into technology colleges, junior colleges, and universities. Colleges of technology offer practical education to students who have finished their obligatory schooling and award associate degrees after five years of study. Junior colleges provide 2- to 3-year associate degree programs to students who have finished their upper secondary school, with a majority of courses focusing on the humanities, social sciences, and teacher education. Universities offer 4-year bachelor's degrees, 2-year master's degrees, and 3-year doctoral degrees to students who have finished their upper secondary school.

Lastly, there are specialized training colleges and miscellaneous schools, which are mostly privately controlled institutions that offer practical vocational and technical education programs. Specialized training colleges provide upper secondary programs for those who have completed their compulsory education, post-secondary programs, and general courses. Students who complete the upper secondary program receive a technical associate degree. Miscellaneous schools, available to students who have completed their compulsory education, offer courses in dressmaking, cooking, and automobile repair among many other vocational trades, and generally last for 1 year.

Finally, there are specialized training colleges and other schools, which are generally privately run organizations that provide practical vocational and technical education. Upper secondary programs, post-secondary programs, and general courses are available in specialized training colleges for students who have completed their compulsory education. Students who successfully finish the upper secondary program are awarded a technical associate degree. Miscellaneous schools, which are open to students who have finished their compulsory schooling, provide courses in dressmaking, cooking, and vehicle maintenance, among many other vocational crafts, and typically last a year.

Facts in Numbers.

Here are some interesting facts about education in Japan presented in numbers:

1. Literacy Rate: Japan boasts an impressive literacy rate of 99%, indicating that the majority of its population can read and write proficiently.

2. Schooling Duration: Compulsory education in Japan spans nine years, starting from elementary school (grades 1-6) and continuing through lower secondary school (grades 7-9).

3. School Attendance Rate: Japan also has an incredibly high school attendance rate, with almost 100% of children attending primary and secondary schools.

4. Education Budget: Japan invests a substantial amount of its national budget in education. In 2021, the country allocated approximately 3.87 trillion yen (around $35 billion USD) to education, reinforcing their commitment to providing quality schooling.

5. Student-Teacher Ratio: The student-teacher ratio in Japanese schools tends to be low, fostering a more personalized approach to education. As of 2020, the average student-teacher ratio in Japanese primary schools was 16.5 students per teacher.

6. Longer School Days: Japanese students have longer school days compared to many other countries. They typically spend around 6 hours per day in the classroom, with additional time devoted to extracurricular activities and club participation.

7. Homework Hours: Japanese students are known for their dedication to studying and completing homework. On average, students in Japan spend approximately 3 hours per day on homework and self-study.

8. High School Entrance Exam Rates: Entrance exams play a crucial role in determining admission to prestigious high schools in Japan. For example, some competitive schools may accept as little as 3% of applicants based on exam performance.

9. Gender Equality in Education: Japan has made great strides in achieving gender equality in education. Girls' enrollment rates are nearly equal to that of boys, and efforts have been made to provide equal opportunities and support for both genders.

10. University Enrollment: Approximately 60% of Japanese high school graduates choose to pursue higher education at universities, colleges, or vocational schools. This indicates the high value placed on tertiary education in Japan.

The positive sides to bring to Uzbekistan's education system.

Bringing positive aspects of Japanese education to Uzbekistan's educational system can contribute to enhancing educational practices and outcomes. Here are some positive aspects of Japanese education that could be beneficial:

1. Emphasis on Academic Excellence: The strong focus on academic achievement in Japanese education could be valuable in Uzbekistan. Emphasizing the importance of rigorous academic standards can help raise educational standards and performance levels.

2. Holistic Development: Japanese education places importance on holistic development, including character education, values, and discipline. Incorporating character development programs and promoting well-rounded education in Uzbekistan can help cultivate students' moral, ethical, and social skills alongside their academic abilities.

3. Teacher Training and Professional Development: The rigorous training and professional development opportunities for teachers in Japan contribute to high-quality instruction. Adopting similar practices in Uzbekistan, such as providing ongoing training and career development opportunities for teachers, can enhance teaching quality and student outcomes.

4. Efficient Use of Resources: Japan's investment in high-quality facilities, technology, and educational resources can serve as a model for Uzbekistan. Allocating resources effectively to provide modern infrastructure, educational materials, and advanced technology can create an optimal learning environment.

5. Extracurricular Activities and Clubs: Encouraging extracurricular activities and clubs can promote teamwork, leadership, and social skills among students. This aspect of Japanese education can be beneficial in Uzbekistan to foster a well-rounded education and provide opportunities for students to explore their talents and interests.

6. Internationalization and Global Perspective: Promoting an international perspective within the educational system can help Uzbekistan's students become global citizens. Encouraging foreign language learning, cross-cultural understanding, and international exchange programs can broaden students' horizons and prepare them for a globalized world.

7. Integration of Technology: Japan's focus on integrating technology into education can inspire Uzbekistan to explore innovative teaching methods and enhance digital literacy skills among students. Utilizing technology effectively can provide engaging learning experiences and prepare students for the digital era.

8. Safe and Respectful School Environment: Japanese education prioritizes safety and respect within schools. Incorporating measures to ensure a safe and inclusive learning environment in Uzbekistan, such as anti-bullying programs and fostering a culture of respect, can contribute to a positive educational experience for students.

It's important to adapt these positive aspects to suit the specific cultural, social, and educational context of Uzbekistan. A thoughtful and collaborative approach, involving stakeholders from government, educators, parents, and students, can help in implementing these positive changes effectively.

Taking inspiration from successful educational systems like Japan's, while still considering the unique needs and characteristics of Uzbekistan, can contribute to the ongoing improvement of the educational system in the country.

References:

Overview. MEXT. (n.d.). https://www.mext.go.jp/en/policy/education/overview/index.htm

Education system in Japan. Ministry of Foreign Affairs of Japan. (n.d.). https://www.us.emb-japan.go.jp/itpr_en/education-system-in-japan.html

Overview of Japanese education system. The Japanese Education System. (n.d.). https://www.nicjp.niad.ac.jp/en/japanese-system/about.html

Japanese education. FSI. (n.d.). https://spice.fsi.stanford.edu/docs/japanese_education

Kids web Japan. Schools - Explore Japan - Kids Web Japan - Web Japan. (n.d.). https://web-japan.org/kidsweb/explore/schools/

Uis. (n.d.). Uis statistics. UIS Statistics. http://data.uis.unesco.org/

Structure of Education System in Japan. www.japaneducation.info. (n.d.). https://www.japaneducation.info/education-system/structure-of-education.html

title: User:Dilafruz Radjabova/sandbox


text:
User:Qurbonova kamola/sandbox

Objective Overview of the Chapter
After reading this chapter, the learner will

·      Know the history of primary education system of turkey and how it evolved throughout the years ·      Be able to identify economic, social and political influences that shaped the current primary education of Turkey

·      Understand how centralization/decentralization has influenced primary education of Turkey

·      Understand different political agendas, reforms and views on primary education in Turkey

= Historical factors that shaped the Primary Education system of Turkey = The current educational systems in the Republic of Turkey were founded by Kemal Atatürk, the original son of the Turkish people. Turkish education systems are comprehensively expressed in the country's Constitution and Laws No. 179, 208, 385 "On the Structure and Duties of the Ministry of National Education", as well as in government programs.

Article 42 of the Constitution of the Republic states that "All people have the right to education" and citizens' rights to education are guaranteed. In the Republic of Turkey, all types of education are under full state control, and it is not possible to open educational institutions that do not fall under such control. Private schools are also obliged to comply with the requirements of state educational standards and fully implement state programs.

Primary education is compulsory for all, free of charge in public schools. After compulsory education, children from low-income families who express their desire to continue their education at its next stages are provided with scholarships by the state, and other relevant benefits are also provided to them.

In educational institutions, they perform only tasks related to educational work and its improvement. Other activities are not allowed.

People of Turkish nationality cannot be taught any other foreign language as their mother tongue. The general structure of Turkish national education systems is as follows: the education system in this country is divided into two main parts. The first part of them is school education, which includes pre-school education, primary education, secondary and higher education. Its composition is as follows:

Admission of children under school age to preschool education is voluntary. The purpose of pre-school education is to ensure the physical, mental and moral development of children, prepare them thoroughly for the school stage, create conditions for low-income students, and teach them to speak Turkish correctly and beautifully. consists of

In primary school, children are educated from 6 to 14 years old. The school at this stage serves to realize the following goals and tasks;

for every Turkish child to grow up to be a good person, to be educated, him

educating and teaching thinking in the spirit of national pride;

education for every Turkish child according to his interests, abilities and talents

to give, to thoroughly prepare them for life, for the next stages of study.

After the pre-school stage, primary educational institutions are divided into two parts: 5-year primary and 3-year secondary schools. Students are given a certificate of completion of both levels of school.

These two levels can be organized in one school base or in two separate schools, depending on school conditions.

In sparsely populated and scattered villages, the school is opened in one of the central villages, and in districts where grouping is not possible, this stage of education is carried out in the form of educational institutions of the boarding school type.

Secondary education is based on primary education and includes general, professional and technical educational institutions that provide at least three years of education.

Its main goal is to teach general secondary education and, accordingly, general culture, human and social problems to all students, to prepare them for higher education, life, and professional fields.

These goals are implemented in lyceums of secondary general education, vocational training, technical construction, agriculture in various programs.

There are separate programs for each stage of education. These programs are:

the program of preparation for the Higher stage of education;

vocational and higher education training program;

life, production preparation program, etc.

Lyceums are specialized according to their types and the needs of the republic as follows:

general lyceums - prepare students for higher education, study for 3 years;

subject leaders - improve the knowledge and skills of talented and creative students in certain subjects, study for 5 years;

small lyceums - for those who do not have the opportunity to study in full-time lyceums, study for 4 years;

Vocational lyceums - teach students various professions according to their interests, duration of study is 3 years;

fine art lyceum - has departments such as native language and literature, painting, music; - teachers' lyceums - prepare teachers for primary education. The duration of study is 4 years, taking into account the preparatory course of 1 year;

lyceums of commercial and tourism education - prepare specialists for household service, trade, catering and other fields;

schools of religious education - train imam-khatib and religious teachers;

special education schools - they are correctional schools designed for children with physical and mental disabilities;

technical lyceums - students with general subjects

= Reference List = 1.     ''Grove, Jack (2 May 2013). "Global Gender Index, 2013". Times Higher Education. Retrieved 2 June 2017.''

2.     ^ ''Özelli, M. Tunç (January 1974). "The Evolution of the Formal Educational System and Its Relation to Economic Growth Policies in the First Turkish Republic". International Journal of Middle East Studies. London: Cambridge University Press. 5 (1): 77–92. doi:10.1017/s0020743800032803. ISSN 0020-7438. JSTOR 162345. S2CID 154739517.''

3.     ^ ''"Destination Guides Study in Turkey". www.topuniversities.com/. Retrieved 15 March 2022.''

4.     ^ Guide For Foreign Students Who Wants To Education In Turkey Archived 15 October 2015 at the Wayback Machine

5.     ^ ''"Turkey: Primary school enrollment". www.theglobaleconomy.com. Retrieved 15 March 2022.''

= Review Questions = 1.     How would you categorize the historical periods of Primary Education development in Turkey?

2.     What are the main factors that influenced Primary Education in Turkey?

3.     Please explain, how centralization and decentralization of Primary Education occurred.

4.     What were the main educational reforms that shaped the Primary Education of Turkey throughout history?

title: User:Qurbonova kamola/sandbox