PLO

The recent innovative technologies have dramatically changed the future of humanity. There are many pros & cons of this excessive impact of technology on our lives. The main goal behind the advancement of these technologies was to increase our day to day efficiency. At a larger scale, it aimed on more productivity from the industrial zones, alleviation of poverty and improve life index of people. This era of smart society, which is a result of investing huge amount of resources on IT Infrastructure of Smart Cities to automate life of its citizens with a quest for perfection has raised the bars for competence level required in all walks of life. The students of Smart Societies of the future will be seeking state of the art knowledge platforms and teaching aids that would be interactive and effective for attaining knowledge. On the other hand, the teachers of this smart era would have to enhance their knowledge, teaching skills and expertise as per the demands and needs of these stude...

Tillæg No. 4 til 12-11-2017 Henvendelse - Trygfondens - set-up via Vidensråd for Forebyggelse & TrygFondens Forebyggelsescenter Syddansk Universitet - kommunikationsveje

I fortsættelse af og som tillæg til henvendelse til minister Ellen Trane Nørby og Sundhedsstyrelsen af 12-11-2017

The study aimed to find out the degree of observance Investigation Palestinian curricula to the refugee's issue. This study sought to determine the degree of refugee's issue that included in social studies curriculum in the basic stage in Palestine. In order to achieve this aim, the researcher has followed the descriptive approach using content analysis method; through analyze the content of Social studies curriculum in Palestine. The population of the study and its sample consisted of social studies curricula (history, geography, national education, and civic education) assessed on grades (first to tenth) and applied to the students in Palestine during the academic year 2015/2016 m, thirty-two Study semester and numbered, and the study concluded that:
1. History curricula in all grades have not been in any of them the refugees issue, as the percentage of (5-10) grade books contain is (00%) times.
2. in geography curriculum, refugee's issue received in all ranks of the main stage as a whole (4) times, as can be seen that the geography for grades sixth and seventh contained the refugee issue, which in these books (2)at a rate of (50%).
3. in National Education curriculum, the concept of refugees was reported in all the ranks of the main stage as a whole (10) times, as can be seen that more subjects to contain the refugee issue is the book of the second row, where he received the refugees in this book issue (4) times as per (40 %) of the total availability of this issue in all the subjects as a whole, while the curricula of 3,5,6,7th grade lacked any reference to the refugee issue.
4. in Civic Education curriculum, refugee's issue received in all ranks of the main stage as a whole (2) times, as can be seen that the civics curriculum to the third grades and fourth contained the refugee issue, which in these books (1) at a rate of (50 %).
Finally, according to these results, the study recommended that: it is necessity to enrich the content of the refugees' issue in the new Palestinian curriculum , and the sequence in putting forward the issue in proportion to the age of students, as well as put the refugee issue systematically in line with the aspirations of the people and the values of society and get away from the random within the framework of comprehensive emphasizes the Palestinian constants.