Вопрос № 1088058 - Английский язык

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The Bologna Process
1. The Bologna Process is a series of ministerial meetings and agreements between European countries designed to ensure comparability in the standards and quality of higher education qualifications. Through the Bologna Accords, the process has created the European Higher Education Area, in particular under the Lisbon Recognition Convention.
2. The Bologna Process is named after the place it was proposed, the University of Bologna, with the signing of the Bologna declaration by Education Ministers from 29 European countries in 1999, in the spirit of European integration which was en vogue at the time (and which also resulted in the introduction of the Euro at about the same time).
3. The Bologna Process currently has 47 participating countries. While the European Commission is an important contributor to the Bologna Process, the Lisbon Recognition Convention was prepared by the Council of Europe and members of the Europe Region of UNESCO.
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The Bologna Process was created …

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The Bologna Process
1. The Bologna Process is a series of ministerial meetings and agreements between European countries designed to ensure comparability in the standards and quality of higher education qualifications. Through the Bologna Accords, the process has created the European Higher Education Area, in particular under the Lisbon Recognition Convention.
2. The Bologna Process is named after the place it was proposed, the University of Bologna, with the signing of the Bologna declaration by Education Ministers from 29 European countries in 1999, in the spirit of European integration which was en vogue at the time (and which also resulted in the introduction of the Euro at about the same time).
3. The Bologna Process currently has 47 participating countries. While the European Commission is an important contributor to the Bologna Process, the Lisbon Recognition Convention was prepared by the Council of Europe and members of the Europe Region of UNESCO.
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Charter schools of the USA
1. Charter schools are public schools that are independent of any local school district. National surveys of charter school have found high levels of satisfaction among parents, pupils and teachers associated with then. Charter schools were especially well received by poor and minority families.
2. Charter school is a movement toward school reform that focuses on improving education, pupil autonomy and choice. A charter school may be a separate school with separate funding, or it can be a school within a school. Typically, most new charter schools around the country are small.
3. The quality is measured by test scores. If the quality is good, the schools enjoy success. If it is not good, they'll fail and lose their financing – this is a powerful motive to offer a high-quality program. Charter schools are usually formed by a group of teachers, parents, and/or community leaders who want to make contributions to education reform.
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Training in Britain
1. Not all British students study full time at university or college. Many people combine their studies with work. Some companies release their staff for training one or two days a week or two month a year. Large companies often have their own in-house training schemes.
2. The British government is very enthusiastic about such training schemes, in particular because so few people go to university. Only 25 per cent of the student population goes on to higher education.
3. If you unemployed, there are two forms of training schemes: employment training for people who have been out of work for a long time and Youth Training Schemes for school-leavers who cannot find a job.
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A knowledge café
1. A knowledge café is a type of organizational workshop which aims to provide an open and creative conversation on a topic of mutual interest to surface their collective knowledge, share ideas and insights, and gain a deeper understanding of the subject and the issues involved. The knowledge café begins with the participants seated in a circle of chairs. It is led by a facilitator who introduces the café topic and poses one or two key open-ended questions.
2. When the introduction session is complete, the group breaks into small groups, with about five people in each group. Each small group discusses the questions for about 45 minutes. The small group discussions are not led by a facilitator, and no summary of the discussion is captured for subsequent feedback to the large group. Participants then return to the circle and the facilitator leads the group through the final 45 minute session, in which people reflect on the small group discussions and share any thoughts, insights and ideas on the topic that may have emerged.
3. A knowledge café is most effective with between 15 and 50 participants. Thirty is an ideal number of people. If there are more than 50 participants it is usually necessary to employ microphones for the large group conversation, and this tends to inhibit the flow of the conversation. One to two hours is required for a worthwhile knowledge café. The only hard and fast rule is that the meeting is conducted in such a way that most of the time is spent in conversation.
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Intellectual giftedness
1. Intellectual giftedness is an intellectual ability significantly higher than average. It is different from a skill, in that skills are learned or acquired behaviors. Like a talent, intellectual giftedness is usually believed to be an innate, personal aptitude for intellectual activities that cannot be acquired through personal effort. Various ideas about the definition, development, and best ways of identifying intellectual giftedness have been put forward.
2. Intellectual giftedness may be general or specific. For example, an intellectually gifted person may have a striking talent for mathematics, but not have equally strong language skills. When combined with an adequately challenging curriculum and the diligence necessary to acquire and execute many learned skills, intellectual giftedness often produces academic success.
3. Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific cognitive and emotional functions are often developed differently (or to differing extents) at different stages of development. One frequently cited example of asynchronicity in early cognitive development is Albert Einstein, who did not speak until the age of four, but whose later fluency and accomplishments belied this initial delay.
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