Sunday, August 14, 2011
"Black and White Photography
I like that eyes. that people has many big eyes. He has black eyes. And many fur of eyes. He is a black color.He is looking outside. he has curly hair. He is a yong people. he has round face. We are looking outside only one eyes. Heis very strong people.
Saturday, August 13, 2011
Thursday, August 11, 2011
Vocational & Technical Education
The basic task for vocational and technical education is to cultivate talents of various levels, who are in urgent demand for the national economic development. To cater to the need of economic construction, early in the 1950s, China established and developed over 1,000 secondary vocational and technical schools. By 1965, students in secondary vocational schools, vocational high schools, and technical schools totaled 1.422 million, which laid the foundation for modern vocational technical education. After 1980, secondary vocational education developed rapidly, and the irrational structure of secondary education was gradually being adjusted. For three consecutive years since 1996, students in secondary schools reached over 10 million annually. According to statistics, in 1998, the advanced secondary vocational schools of various types in the country amounted to 17,106, with the students totaling 11.26 million.
Start with Your Imagination – Grow the Skills You Need
You are entering a highly competitive workforce based on a global knowledge and information economy. To be career and college ready, you need to be able to integrate and apply 21st century skills, technical knowledge and skills, and core academic knowledge. With an emphasis on real world, real life skills, Career and Technical Education – Washington connects you to academics and training that will help you be successful in the future. Our goal is that every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21st century. No matter what your dream, you can pursue it through CTE.
Check out the hundreds of career options available to you on our Career Clusters pages.
Check out Apprenticeship Options and learn about how you can prepare for apprenticeships that let you learn while you earn in an academically rich, rigorous work environment.
Each year, thousands of CTE students graduate from high school with career goals, job skills and leadership skills knowing exactly where they will go next to further their academic and hands-on education and training. Find your passion and become one of those students! Learn more at Preparing for Your Future.
CTE is at the front of innovation in education in Washington. There is nothing more exciting than seeing students engaged in studies that push them to their limits and spark their imaginations. It is our state’s responsibility to prepare all students for success in career, college and life. CTE programs in Washington are aligned with rigorous industry and academic standards. Teachers participate in meaningful professional development on curricula and instruction, standards and assessment, and academic integration. Program partnerships and advisories communicate this vision with business and industry partners. Such programs meet the demands of the new economy.
Check out the hundreds of career options available to you on our Career Clusters pages.
Check out Apprenticeship Options and learn about how you can prepare for apprenticeships that let you learn while you earn in an academically rich, rigorous work environment.
Each year, thousands of CTE students graduate from high school with career goals, job skills and leadership skills knowing exactly where they will go next to further their academic and hands-on education and training. Find your passion and become one of those students! Learn more at Preparing for Your Future.
CTE is at the front of innovation in education in Washington. There is nothing more exciting than seeing students engaged in studies that push them to their limits and spark their imaginations. It is our state’s responsibility to prepare all students for success in career, college and life. CTE programs in Washington are aligned with rigorous industry and academic standards. Teachers participate in meaningful professional development on curricula and instruction, standards and assessment, and academic integration. Program partnerships and advisories communicate this vision with business and industry partners. Such programs meet the demands of the new economy.
*The CTE brand logo, brand positioning theme and brand extensions are the property of NASDCTEc. www.careertech.org.
Vocational & Technical Education
The basic task for vocational and technical education is to cultivate talents of various levels, who are in urgent demand for the national economic development. To cater to the need of economic construction, early in the 1950s, China established and developed over 1,000 secondary vocational and technical schools. By 1965, students in secondary vocational schools, vocational high schools, and technical schools totaled 1.422 million, which laid the foundation for modern vocational technical education. After 1980, secondary vocational education developed rapidly, and the irrational structure of secondary education was gradually being adjusted. For three consecutive years since 1996, students in secondary schools reached over 10 million annually. According to statistics, in 1998, the advanced secondary vocational schools of various types in the country amounted to 17,106, with the students totaling 11.26 million.
1. Contribution to Improvement of the Structure of Secondary Education
For a long period of time, the structure of secondary education in China remained irrational, and vocational and technical education was weak. The situation began to change to a certain extent after 1980, but still could not meet the needs of social development. In the 1980s, about 6 million primary students, 6 million junior middle school students and over 1.8 million senior middle school students graduated each year. The students graduating from senior middle school went to work without any professional training, which led to the low quality of China's workforce, an impediment to the economic development and the effort to improve efficiency. To solve the problem, since the mid-1980s, the Chinese Government has introduced many measures to develop vocational education. Potential was tapped in the existing secondary vocational and technical schools by enrolling more students, while a group of senior middle schools were changed to be vocational high schools or opened vocational training courses. By and by, running vocational and technical schools by the whole of society has gradually taken shape.About CTEVT
The Council for Technical Education and Vocational Training (CTEVT) constituted in 1989 (2045 BS) is a national autonomous apex body of Technical and Vocational Education and Training (TVET) sector committed for the production of technical and skillful human resources required to the nation. It mainly involves in policy formulation, quality control, preparation of competency based curriculum, developing skill standards of various occupations and testing the skills of the people, conduct various research studies and training needs assessment etc. It has an assembly consisting...
History
The Technical Education and Skills Development Authority was established through the enactment of Republic Act No. 7796 authored by Senator Francisco Tatad otherwise known as the "Technical Education and Skills Development Act of 1994", which was signed into law by President Fidel V. Ramos on August 25, 1994. This Act aims to encourage the full participation of and mobilize the industry, labor, local government units and technical-vocational institutions in the skills development of the country's human resources.
The merging of the National Manpower and Youth Council (NMYC) of the Department of Labor and Employment (DOLE). The Bureau of Technical and Vocational Education (BTVE) of the Department of Education, Culture and Sports (DECS), and The Apprenticeship Program of the Bureau of Local Employment (BLE) of the DOLE gave birth to TESDA.
The fusion of the above offices was one of the key recommendations of the 1991 Report of the Congressional Commission on Education, which undertook a national review of the state of Philippine education and manpower development. It was meant to reduce overlapping in skills development activities initiated by various public and private sector agencies, and to provide national directions for the country's technical-vocational education and training (TVET) system. Hence, a major thrust of TESDA is the formulation of a comprehensive development plan for middle-level manpower based on the National Technical Education and Skills Development Plan. This plan shall provide for a reformed industry-based training program that includes apprenticeship, dual training system and other similar schemes.
The merging of the National Manpower and Youth Council (NMYC) of the Department of Labor and Employment (DOLE). The Bureau of Technical and Vocational Education (BTVE) of the Department of Education, Culture and Sports (DECS), and The Apprenticeship Program of the Bureau of Local Employment (BLE) of the DOLE gave birth to TESDA.
The fusion of the above offices was one of the key recommendations of the 1991 Report of the Congressional Commission on Education, which undertook a national review of the state of Philippine education and manpower development. It was meant to reduce overlapping in skills development activities initiated by various public and private sector agencies, and to provide national directions for the country's technical-vocational education and training (TVET) system. Hence, a major thrust of TESDA is the formulation of a comprehensive development plan for middle-level manpower based on the National Technical Education and Skills Development Plan. This plan shall provide for a reformed industry-based training program that includes apprenticeship, dual training system and other similar schemes.
Technical Education and Skills Development Authority (Philippines)
The Philippines' Technical Education and Skills Development Authority (Filipino: Pangasiwaan sa Edukasyong Teknikal at Pagpapaunlad ng Kasanayan), abbreviated as TESDA, is an agency of the Philippine government under the Department of Labor and Employment responsible for managing and supervising technical education and skills development in the Philippines.
Concept
The idea of vocation is central to the Christian belief that God has created each person with gifts and talents oriented toward specific purposes and a way of life. In the broadest sense, as stated in the Catechism of the Catholic Church, "Love is the fundamental and innate vocation of every human being" (CCC 2392). More specifically, in the Orthodox and Catholic Churches, this idea of vocation is especially associated with a divine call to service to the Church and humanity through particular vocational life commitments such as marriage to a particular person, consecration as a religious, ordination to priestly ministry in the Church and even a holy life as a single person. In the broader sense, Christian vocation includes the use of one's gifts in their profession, family life, church and civic commitments for the sake of the greater common good.
Vocational education Senses
The word "vocation" comes from the Latin vocare (verb to call);[1] Its usage before the sixteenth century, referred firstly to the "call" by God to the individual, or calling of all humankind to salvation, particularly in the Vulgate, and more specifically to the "vocation to the priesthood", which is still the usual sense in Roman Catholicism.[2] Roman Catholicism also recognizes the single, married, and religious life as vocations. Martin Luther,[3] followed by John Calvin, placed a particular emphasis on vocations, or divine callings, as potentially including most secular occupations, though this idea was by no means new.[4]
Calvinism developed complex ideas about different types of vocations of the first type, connected with the concepts of Predestination, Irresistible grace, and the elect. There are the vocatio universalis, the vocatio specialis, only extended to some. There were also complex distinctions between internal and external, and the "vocatio efficax" and "inefficax" types of callings.[5] Hyper-Calvinism, unusually, rejects the idea of a "universal call" to repent and believe, held by virtually all other Christian groups.
In Protestantism the call from God to devote one's life to him by joining the clergy is often covered by the English equivalent term "call", whereas in Roman Catholicism "vocation" is still used.
Calvinism developed complex ideas about different types of vocations of the first type, connected with the concepts of Predestination, Irresistible grace, and the elect. There are the vocatio universalis, the vocatio specialis, only extended to some. There were also complex distinctions between internal and external, and the "vocatio efficax" and "inefficax" types of callings.[5] Hyper-Calvinism, unusually, rejects the idea of a "universal call" to repent and believe, held by virtually all other Christian groups.
In Protestantism the call from God to devote one's life to him by joining the clergy is often covered by the English equivalent term "call", whereas in Roman Catholicism "vocation" is still used.
technical education
Technical Education plays a vital role in human resource development of the country by creating skilled manpower, enhancing industrial productivity and improving the quality of life. Technical Education covers courses and programmes in engineering, technology, management, architecture, town planning, pharmacy and applied arts & crafts, hotel management and catering technology.
Adult Education
Lincoln College of New England takes a unique approach to education. The college prides itself on helping students achieve more than just a degree... We provide an education that focuses on big results - results that help build a successful and fulfilling future while emphasizing the importance of lifelong learning. Our goal is to help each Lincoln College of New England student Be Amazing in all that they do.
Lincoln College of New England graduates have an excellent reputation among employers and are poised for success. On-campus housing is available at our three distinct small, campuses in Hartford, Southington and Suffield, CT.
Lincoln College of New England offers more than 30 undergraduate degree programs within the fields of Health Sciences, Business, Communications, Hospitality, and more. Bachelor Degrees, Associate Degrees, and Certificates are available depending on program area.
Lincoln College of New England graduates have an excellent reputation among employers and are poised for success. On-campus housing is available at our three distinct small, campuses in Hartford, Southington and Suffield, CT.
Lincoln College of New England offers more than 30 undergraduate degree programs within the fields of Health Sciences, Business, Communications, Hospitality, and more. Bachelor Degrees, Associate Degrees, and Certificates are available depending on program area.
technical education
Career and technical education has been recognized throughout the world as one of the fastest growing trend in the learning industry. Thousands of schools and institutions are now offering knowing that more and more people have got interest in studying everything that is related to the field. With this growing preference, the career and technical education, which is also known as vocational education, is now handled considerably by certain organizations, other than the Department of Education. The largest, so far, of these organizations is the Association for Career and Technical Education.
The Association for Career and Technical Education is known throughout the United States as the largest national education association that is dedicated to the advancement of education that will prepare the youth and adults in obtaining a career that will help make them responsible and highly productive citizens. The association was founded in 1926 and since that year, they hold and maintained their aim of providing leadership that will help the competitive workforce make a difference in the world.
The Association for Career and Technical Education is known throughout the United States as the largest national education association that is dedicated to the advancement of education that will prepare the youth and adults in obtaining a career that will help make them responsible and highly productive citizens. The association was founded in 1926 and since that year, they hold and maintained their aim of providing leadership that will help the competitive workforce make a difference in the world.
Tuesday, August 9, 2011
CyberHunt
- A simple task, in which the teacher develops a series of questions and gives the students a hypertext link to the URL that will give them the answer.
- A more complex task, intended for increasing and improving student internet search skills. Teachers ask questions for students to answer using a search engine
Student Response SystemsStudent response systems consist of handheld remote control units, or response pads, which are operated by individual students. An infrared or radio frequency receiver attached to the teacher's computer collects the data submitted by students. The CPS (Classroom Performance System)[7], once set, allows the teacher to pose a question to students in several formats. Students then use the response pad to send their answer to the infrared sensor. Data collected from these systems is available to the teacher in real time and can be presented to the students in a graph form on an LCD projector. The teacher can also access a variety of reports to collect and analyze student data. These systems have been used in higher education science courses since the 1970s and have become popular in K-12 classrooms beginning in the early 21st century. Among other tools that have been noted as being effective as a way of technology integration are podcasts, digital cameras digital media, and blogs
Student response systems consist of handheld remote control units, or response pads, which are operated by individual students. An infrared or radio frequency receiver attached to the teacher's computer collects the data submitted by students. The CPS (Classroom Performance System)[7], once set, allows the teacher to pose a question to students in several formats. Students then use the response pad to send their answer to the infrared sensor. Data collected from these systems is available to the teacher in real time and can be presented to the students in a graph form on an LCD projector. The teacher can also access a variety of reports to collect and analyze student data. These systems have been used in higher education science courses since the 1970s and have become popular in K-12 classrooms beginning in the early 21st century.
Among other tools that have been noted as being effective as a way of technology integration are podcasts, digital cameras digital media, and blogs
Among other tools that have been noted as being effective as a way of technology integration are podcasts, digital cameras digital media, and blogs
Constructivism in Technology IntegrationConstructivism is a crucial component of technology integration. It is a learning theory that describes the process of students constructing their own knowledge through collaboration and inquiry-based learning. According to this theory, students learn more deeply and retain information longer when they have a say in what and how they will learn. Inquiry-based learning, thus, is researching a question that is personally relevant and purposeful because of its direct correlation to the one investigating the knowledge. As stated by Jean Piaget[4], constructivist learning is based on four stages of cognitive development. In these stages, children must take an active role in their own learning and produce meaningful works in order to develop a clear understanding. These works are a reflection of the knowledge that has been achieved through active self-guided learning. Students are active leaders in their learning and the learning is student-led rather than teacher–directed.[5] Many teachers use a constructivist approach in their classrooms assuming one or more of the following roles: facilitator, collaborator, curriculum developer, team member, community builder, educational leader, or information produce
Constructivism is a crucial component of technology integration. It is a learning theory that describes the process of students constructing their own knowledge through collaboration and inquiry-based learning. According to this theory, students learn more deeply and retain information longer when they have a say in what and how they will learn. Inquiry-based learning, thus, is researching a question that is personally relevant and purposeful because of its direct correlation to the one investigating the knowledge. As stated by Jean Piaget[4], constructivist learning is based on four stages of cognitive development. In these stages, children must take an active role in their own learning and produce meaningful works in order to develop a clear understanding. These works are a reflection of the knowledge that has been achieved through active self-guided learning. Students are active leaders in their learning and the learning is student-led rather than teacher–directed.[5]
Many teachers use a constructivist approach in their classrooms assuming one or more of the following roles: facilitator, collaborator, curriculum developer, team member, community builder, educational leader, or information produce
Many teachers use a constructivist approach in their classrooms assuming one or more of the following roles: facilitator, collaborator, curriculum developer, team member, community builder, educational leader, or information produce
ParadigmsMost research in technology integration has been criticized for being atheoretical and ad hoc, driven more by the affordances of the technology rather than the demands of pedagogy and subject matter. One approach that attempts to address this concern is a framework aimed at describing the nature of teacher knowledge for successful technology integration. The Technological Pedagogical Content Knowledge or TPACK framework has recently received some positive attention[citation
Most research in technology integration has been criticized for being atheoretical and ad hoc, driven more by the affordances of the technology rather than the demands of pedagogy and subject matter. One approach that attempts to address this concern is a framework aimed at describing the nature of teacher knowledge for successful technology integration. The Technological Pedagogical Content Knowledge or TPACK framework has recently received some positive attention[citation
Technology Education Standards
Technology Integration
Technology Integration is the use of technology tools[citation needed] in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa.
The International Society for Technology in Education (ISTE) has established technology standards for students, teachers and administrators in K-12 classrooms. The ISTE, a leader in helping teachers become more effective users of technology, offers this definition of technology integration:
"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions — as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology.Monday, August 8, 2011
About CTEVT
The Council for Technical Education and Vocational Training (CTEVT) constituted in 1989 (2045 BS) is a national autonomous apex body of Technical and Vocational Education and Training (TVET) sector committed for the production of technical and skillful human resources required to the nation. It mainly involves in policy formulation, quality control, preparation of competency based curriculum, developing skill standards of various occupations and testing the skills of the people, conduct various research studies and training needs assessment etc. It has an assembly consisting...
Advantage Technical Resourcing
Every day, businesses around the world rely on us to deliver highly skilled individuals and teams for their most critical technical projects. With divisions dedicated to every major field - including science, engineering and information technology - plus a global infrastructure that enables seamless communication across divisions and oceans, we can efficiently staff even the most complex project.
We work with highly qualified on-demand technical professionals, including:
We work with highly qualified on-demand technical professionals, including:
- Project managers
- Software developers
- IT operations specialists
- Mechanical engineers
- Construction engineers
- Environmental engineers
- System engineers
- Licensed aerospace engineers
- R&D scientists
- Inorganic and organic chemists
- Ctec - specializing in advanced design and development services in the areas of mechanical, electrical and electronic, information and chemical engineering
- TechnoPro Engineering - offering reliability and technical expertise in general engineering services
- CSI - covering a wide range software services
- N&C - specializing in construction engineering
- Advantage Science - providing research professionals with chemistry and biochemistry technical expertise
Technical Analysis: Introduction
Despite all the fancy and exotic tools it employs, technical analysis really just studies supply and demand in a market in an attempt to determine what direction, or trend, will continue in the future. In other words, technical analysis attempts to understand the emotions in the market by studying the market itself, as opposed to its components. If you understand the benefits and limitations of technical analysis, it can give you a new set of tools or skills that will enable you to be a better trader or investor.
In this tutorial, we'll introduce you to the subject of technical analysis. It's a broad topic, so we'll just cover the basics, providing you with the foundation you'll need to understand more advanced concepts down the road.
The Unicode Standard is the universal character encoding standard used for representation of text for computer processing. Versions of the Unicode Standard are fully compatible and synchronized with the corresponding versions of International Standard ISO/IEC 10646. For example, Unicode 6.0 contains all the same characters and encoding points as ISO/IEC 10646:2003 plus amendments. The Unicode Standard provides additional information about the characters and their use. Any implementation that is conformant to Unicode is also conformant to ISO/IEC 10646.
Unicode provides a consistent way of encoding multilingual plain text and brings order to a chaotic state of affairs that has made it difficult to exchange text files internationally. Computer users who deal with multilingual text—business people, linguists, researchers, scientists, and others—will find that the Unicode Standard greatly simplifies their work. Mathematicians and technicians, who regularly use mathematical symbols and other technical characters, will also find the Unicode Standard valuable.
The design of Unicode is based on the simplicity and consistency of ASCII, but goes far beyond ASCII's limited ability to encode only the Latin alphabet. The Unicode Standard provides the capacity to encode all of the characters used for the written languages of the world. To keep character coding simple and efficient, the Unicode Standard assigns each character a unique numeric value and name.
The Unicode Standard and ISO/IEC 10646 support three encoding forms (UTF-8, UTF-16, UTF-32) that use a common repertoire of characters. These encoding forms allow for encoding as many as a million characters. This is sufficient for all known character encoding requirements, including full coverage of all historic scripts of the world, as well as common notational systems.
The Unicode Standard further includes punctuation marks, diacritics, mathematical symbols, technical symbols, arrows, dingbats, emoji, etc. It provides codes for diacritics, which are modifying character marks such as the tilde (~), that are used in conjunction with base characters to represent accented letters (ñ, for example). In all, the Unicode Standard, Version 6.0 provides codes for 109,449 characters from the world's alphabets, ideograph sets, and symbol collections.
The majority of common-use characters fit into the first 64K code points, an area of the codespace that is called the basic multilingual plane, or BMP for short. There are sixteen other supplementary planes available for encoding other characters, with currently over 860,000 unused code points. More characters are under consideration for addition to future versions of the standard.
The Unicode Standard also reserves code points for private use. Vendors or end users can assign these internally for their own characters and symbols, or use them with specialized fonts. There are 6,400 private use code points on the BMP and another 131,068 supplementary private use code points, should 6,400 be insufficient for particular applications.
In this tutorial, we'll introduce you to the subject of technical analysis. It's a broad topic, so we'll just cover the basics, providing you with the foundation you'll need to understand more advanced concepts down the road.
The Unicode Standard is the universal character encoding standard used for representation of text for computer processing. Versions of the Unicode Standard are fully compatible and synchronized with the corresponding versions of International Standard ISO/IEC 10646. For example, Unicode 6.0 contains all the same characters and encoding points as ISO/IEC 10646:2003 plus amendments. The Unicode Standard provides additional information about the characters and their use. Any implementation that is conformant to Unicode is also conformant to ISO/IEC 10646.
Unicode provides a consistent way of encoding multilingual plain text and brings order to a chaotic state of affairs that has made it difficult to exchange text files internationally. Computer users who deal with multilingual text—business people, linguists, researchers, scientists, and others—will find that the Unicode Standard greatly simplifies their work. Mathematicians and technicians, who regularly use mathematical symbols and other technical characters, will also find the Unicode Standard valuable.
The design of Unicode is based on the simplicity and consistency of ASCII, but goes far beyond ASCII's limited ability to encode only the Latin alphabet. The Unicode Standard provides the capacity to encode all of the characters used for the written languages of the world. To keep character coding simple and efficient, the Unicode Standard assigns each character a unique numeric value and name.
The Unicode Standard and ISO/IEC 10646 support three encoding forms (UTF-8, UTF-16, UTF-32) that use a common repertoire of characters. These encoding forms allow for encoding as many as a million characters. This is sufficient for all known character encoding requirements, including full coverage of all historic scripts of the world, as well as common notational systems.
What Characters Does the Unicode Standard Include?
The Unicode Standard defines codes for characters used in all the major languages written today. Scripts include the European alphabetic scripts, Middle Eastern right-to-left scripts, and many scripts of Asia.The Unicode Standard further includes punctuation marks, diacritics, mathematical symbols, technical symbols, arrows, dingbats, emoji, etc. It provides codes for diacritics, which are modifying character marks such as the tilde (~), that are used in conjunction with base characters to represent accented letters (ñ, for example). In all, the Unicode Standard, Version 6.0 provides codes for 109,449 characters from the world's alphabets, ideograph sets, and symbol collections.
The majority of common-use characters fit into the first 64K code points, an area of the codespace that is called the basic multilingual plane, or BMP for short. There are sixteen other supplementary planes available for encoding other characters, with currently over 860,000 unused code points. More characters are under consideration for addition to future versions of the standard.
The Unicode Standard also reserves code points for private use. Vendors or end users can assign these internally for their own characters and symbols, or use them with specialized fonts. There are 6,400 private use code points on the BMP and another 131,068 supplementary private use code points, should 6,400 be insufficient for particular applications.
Subscribe to:
Posts (Atom)