Educational Institutions

n modern classrooms, lecturers are faced with numerous issues as they compete for students’ attention among a diversity of communication  stimuli.  This  review  aimed  to  reviewvarious  social  media  benefits  to  educational  institutions,  faculties  and students. In  the  review  various  social  media  benefits  were  discussed  range  from  its  benefits  to  educational  institutions,  to faculties and to students and also the various means and types of social media via social networking sites were listed, such as Facebook,  YouTube,  Bloggs,  MySpace,  Twitter  etc.    To  conclude,the  social  networking  sites  have  gained  huge  momentum and  popularity  among  college  and  school-going  students  in  this  ever growing  internet  era. It’s evolving as a real-time,  two-way communication platform and marketing, promotional vehicle for institutions to raise its online brand, share experiences, knowledge and information within its major key players.No uncertainty, in the upcoming age, social media will definitely act as a major role in higher education establishments in diverse configurations.

The aim of the paper is to analyze current trends in marketing schools and other educational institutions to achieve the required quality of education under turbulent conditions of different funding of these organizations by their founders in Slovakia. Marketing research can objectively evaluate the internal environment of educational institutions, the effectiveness of their marketing communications, and the suitability of set marketing objectives. One of the instruments of evaluating effective marketing in educational institutions is a reflexive SWOT analysis that provides a realistic response to school management and complements other evaluation indicators of the conditions for the implementation of the educational process.
Key words: Marketing, educational institutions, reflective SWOT analysis

Cieľom príspevku je analýza aktuálnych trendov v marketingu škôl a ostatných vzdelávacích
inštitúcií pre dosiahnutie požadovanej kvality vzdelávania v turbulentných podmienkach rozdielneho financovania týchto organizácií ich zriaďovateľmi na Slovensku. Marketingovým výskumom možno objektívne hodnotiť vnútorné prostredie vzdelávacích inštitúcií, efektivitu ich marketingovej komunikácie a vhodnosť nastavených marketingových cieľov. Jedným z nástrojov hodnotenia efektívneho marketingu vo vzdelávacích inštitúcií je reflexná SWOT analýza, ktorá poskytne reálnu odozvu pre manažment škôl  a doplní ostatné hodnotiace ukazovatele podmienok realizácie edukačného procesu.
Kľúčové slová: Marketing, vzdelávacie inštitúcie, reflexná SWOT analýza

2017
This essay extends an open philosophy with a philosophy of music education on soil. An open philosophy emerges from analysis of Kafka's parable " Before the Law. " I explore what " the law " might be, what it could mean for how people relate to " the law, " and how critiquing " the law " allows music teachers and learners to challenge the institutionalization of musical values. Extended with a metaphor of soil, music educators recognize " the law " is unsustainable and deserving skepticism. Institutions require continual skepticism. Through skepticism, ways of being and musicking together emerge.

In every educational institution, in every country and generation, there is a struggle between corrupt practices and the continuing quest for high ethical standards.  An educational institution is poorer if its members engage in corrupt practices.  Such misfeasance wastes limited resources, demoralizes participants, and adversely affects productivity.  The nature of this corruption is multi-faceted, and observes no geographic boundaries.  It exists in every culture.

In some of these cases, educational corruption can be quite subtle.  This is true where conduct that is neither criminal, fraudulent, nor a breach of fiduciary duty nevertheless undercuts the moral foundations of the educational enterprise.  For example, if academic honors are conferred based not on merit, but on political loyalty, the process is arguably corrupt.  When incidents such as this happen, the educational enterprise is diminished in a very real sense.

In order to combat these pernicious practices, there are certain basic principles that should shape efforts to deter, expose, and penalize corruption in academic institutions.  Once thoroughly considered and understood, these principles can be translated into “best practices” that can be followed by educational enterprises aspiring to high ethical standards, and used to evaluate and condemn ethically unacceptable practices of recurring importance.

Cash Waqfs (CWs) is referred for the waqfs that have cash as capital. These waqfs were also established like other waqfs for specific purposes. The cash that is capital of waqf is operated by Islamic methods. The revenue derived from these methods are spent for the establishment purposes of waqf. The most important feature of CWs is that they are standing up with operations of the cash as capital not with rental income as real estate waqfs. Madrasas that were one of the main institutions of the Ottoman educational system were obtaining their needs from waqfs. Apart from this, the madrasas that were accepting aid from the state and the philanthropists –even the Sultan-if there was need had become institutions that contribute the development of human capital of the Ottoman State. Moreover, schools, libraries and other education institutions were also supported by waqfs. In this study, the financial support of CWs to education system, especially founded in Rumelia, that contributed the growth of scholars and state officials will be investigated.

The fact that satisfied and happy workers are likely to be more productive is not an exemption of teachers. This paper, thus, examined, compared and tests, if there is any statistical significant difference between male and female teachers, married and unmarried teachers and College and Higher Secondary School teachers in Senapati, Manipur with respect to job satisfaction. A sample size of 140 including 70 College teachers and 70 Higher Secondary School teachers was collected using stratified sampling method. IBM SPSS Statistics version 23 was used for analyzing the collected data through which factor analysis, reliability test, descriptive statistics and independent sample t-test are applied. The study found that male teachers have higher level of job satisfaction than female teachers and married teachers are more satisfied with their job as compared to unmarried teachers while there is no significant difference between colleges and higher secondary schools teachers. The study also found that 86.43 percent of the teachers are moderately satisfied with their job.

Report by the Sussex Centre for Migration Research, University of Sussex, and the Centre for Applied Population Research, University of Dundee.

Commissioned by HEFCE, SHEFC, HEFCW, DEL, DfES, UK Socrates Erasmus Council, HEURO, BUTEX and the British Council.

This report describes research to establish the range and types of international student mobility available to UK students and to ascertain current trends. The report analyses published statistics for scheme-led mobility programmes, the arrangements at UK higher education institutions for both scheme-led and other international mobility programmes, and attitudes to mobility among students and staff.

This report was commissioned following discussions among a wide group of stakeholders (see Annex L) with an interest in international student mobility. It was recognised that there was a lack of systematic information about the overall picture of UK student mobility, particularly individual mobility activity. Concern had been expressed about a decline in UK outward Erasmus mobility in comparison with other EU countries and the imbalance of incoming and outgoing Erasmus students to and from the UK. It became apparent during the discussions that while there was much anecdotal evidence of the underlying reasons for the imbalance, there were few available data and there were gaps in the collective knowledge. There was also considerable interest in learning more about student mobility outside Europe and outside the major schemes. The stakeholders agreed to sponsor a study which would examine the types and range of UK student international mobility, the reasons for student choice and how higher education institutions (HEIs) manage mobility. An invitation to tender was issued and the Sussex Centre for Migration Research at the University of Sussex (SCMR) was selected to undertake the study (SCMR subcontracted the Centre for Applied Population Research at the University of Dundee, and the report was prepared by the groups working together). A steering group comprising representatives of the main stakeholders oversaw the progress of the study and advised the consultants.

The results presented here draw together a range of previously uncollated data, which are relevant to the overall picture of UK students’ patterns of mobility, along with findings from specially commissioned surveys and new analysis of student data sources. Although these data can only give a partial picture of the multi-faceted context of student mobility, this report marks an important step in understanding how a variety of complex issues with a bearing on student mobility interact. The report makes it possible to answer at least some of the initial questions with which the stakeholders were concerned, and to pose others.

The sponsors of the report are the UK higher education funding bodies, the Department for Education and Skills (DfES), UK Socrates Erasmus Council, HEURO, BUTEX and the British Council. The research and conclusions drawn are the authors’ own and do not necessarily reflect the views of the sponsors.

Abstract
This study titled "Roaring lioness: Stir the Sailors on the archipelago, Mastering Ocean around the World" (Case Study of femle's Leadership Mrs. Sri Tutie Rahayu or MST) on Politeknik Maritim Negeri Indonesia "Polimarin" Semarang-PMNIPS). The purpose of this study was 1) To know the process MST in being a leader, 2) To find the MST motivation why choose the maritime world, 3) To know how MST leadership, 4) to know how to develop PMNIPS, and 5) To know the obstacles and challenges in becoming afemal leader e. This study is a qualitative research approach, a case study. This collection data methods used interviews, observation, and documentation. The person that be chosen in this research is MST the leader or director PMNIPS. To determine the data validity was used the data credibility test for data confidential. Methode test data used triangulation and member check. Data analysis methods of using data reduction, the data display, and conclusion drawing. This study found that MST become a leader based on the process of upbringing and education of his parents while in Maritime College. In principle leadership, MST always adhered to the principle of honest, responsible, and faithful. The motivation choose the maritime world comes from seeing the world cruise Indonesia which at the time is not good. Leadership MST tend to close to Behavior Theory. MST entered into a collaboration with other universities to develop PMNIPS. MST biggest challenge is in getting human resources. The double burden is also found in the leadership of MST.

Keywords: Female Leadership, motivation, maritime, and gender equity

This article presents a theoretical review based in one of the emerging new leadership models: emotional leadership; likewise, the impact of exercising this style of leadership in Spanish educational institutions. These effects are in the areas of education, the physical and mental health of members of the educational community, improved interpersonal relationships, avoidance of stress and job anxiety. Finally, it will conclude with the importance of including Emotional Intelligence in training programs for headmasters through coaching, to emphasize the importance of exercising an emotional leadership style as a means of improving the organization and quality of Spanish schools.

El trabajo de investigación comprendido en las páginas que siguen tiene por objeto trazar la historia de las Escuelas Oficiales de Idiomas, institución pública de ámbito nacional dedicada al aprendizaje de idiomas para adultos fuera de las etapas ordinarias del sistema educativo. La narración se inicia en 1911, año en el que se fundó la Escuela Central de Madrid, antecesora y germen de la actual red nacional de Escuelas Oficiales de Idiomas, y se prolonga hasta la actualidad, circunscribiendo el último periodo al ámbito de la Comunidad de Madrid. La construcción del relato tiene como puntal y andamio la legislación, es decir, las sucesivas regulaciones publicadas en el BOE (en sus inicios, Gaceta)  así como en los boletines de las comunidades autónomas. Los reales decretos, las órdenes y las normas emitidas, con lo que éstas dicen y no dicen y con las intenciones que les subyacen, van marcando la  evolución de la institución. La principal tarea ha recaído, por lo tanto, en la búsqueda, recopilación e interpretación de esa legislación, a la que después se le ha dado forma entrelazándola con el contexto histórico y político pertinente en cada momento, porque las instituciones, al igual que las personas, conforman su identidad influidas por las circunstancias y el entorno que las rodea. El producto de esta investigación es, por lo tanto, una historia de las Escuelas Oficiales de Idiomas entrelazada con la historia del propio país.

The researcher in this consultancy report has assessed the digital footprint and suggested a social media marketing plan for Educational Institutions. The researcher has also presented an extensive literature review based on previous studies where colleges were successful with the help of social media and digital marketing. The researcher through various research methods such as observational, case study has analysed and collected responses through a questionnaire. The 150 responses were examined through a detailed analysis and interpretation. The researcher has also given various recommendations to Educational Institutions based on the findings.

The purpose of this research is to know and understand and learn more on the effect of the application of personnel administration consisting of promotion, rank, salary system and training programs implemented in SyamsulUlum educational institutions of Sukabumi. The method used in this research is survey method is a study that takes a sample and the population using questionnaires as a means of population and using questionnaires as the main data collection tool (MasriSingarimbunSofian Effendi, 1989: 3). The survey method in this research is data collected from a sample drawn from the population which became an educative power of employees within the SyamsulUlum education agency of Sukabumi. Using statistical analysis in the form of measurement correlation coefficient and t-test. Respondents were used as resource persons work as head of the family on the object of research, the sampling technique used was stratified random sampling, number of respondents was set at 130 peoples. The object of this research used a place of research are SyamsulUlum educational institutions of Sukabumi. This study intends to obtain a description of the phenomenon of the various aspects related to the implementation of personnel administration related to promotion, rank, salary and training in realizing the performance of employees in SyamsulUlum educational institutions of Sukabumi. The purpose of this research is to know and understand about the effect of the application of personnel administration related to promotion, rank, salary and training in realizing the performance of employees in SyamsulUlum educational institutions of Sukabumi. The research proves that the implementation of the employment take effect on the performance of employees in SyamsulUlum educational institutions of Sukabumi.

Abstrak Pondok pesantren sebagai lembaga pendidikan tertua di Indonesia telah memberi kontribusi besar terhadap umat Islam di Indonesia, bahkan sampai kepada bangsa dan negara. Sejak awal masuknya Islam sampai era reformasi pesantren tetap eksis dan dapat mengikuti perkembangan kemajuan ilmu pengetahuan dan teknologi, sehingga pondok pesantren menjadi harapan besar bagi bangsa ini untuk mencetak kader-kader terbaik untuk berpartisipasi dalam pembangunan dan kemajuan bangsa dalam berbagai era.

Rationale
Global human rights legislation protects all people against discrimination and violence in education, irrespective of sex, sexual orientation or gender identity and expression. Homophobic and transphobic violence in schools has been framed by officials as the basis of an international public health crises. UNESCO has particularly targeted homophobic and transphobic bullying in schools in recent years, supporting global and Asia-Pacific research, advocacy and programming. Viet Nam has committed to global and Asia-Pacific efforts to lessen gender-based violence. This includes sexual orientation, gender identity and expression (SOGIE)-related violence in schools.

Conceptual Framework
SOGIE diversity has been strongly established in the histories of many nations. Recognition of diverse gender expressions has been perhaps more prevalent in the Asia-Pacific region with Samoa’s ‘fa’afafines’ and Thailand’s ‘kathoey’ afforded particular cultural and social roles. Many Asian nations only became less tolerant of diverse SOGIE in their populations after Western influences in the 1800s. SOGIE-related school violence, also called homophobic and transphobic violence, is based on gender stereotypes, roles and norms. It can include verbal, psychosocial, physical and sexual violence.

Literature Review
While diverse legal and cultural contexts around SOGIE have likely impacted data collection on SOGIE-related school violence in Asia-Pacific, research suggests it is highly prevalent. Research shows SOGIE-related school violence – more frequent in schools without policy protection for lesbian, gay, bisexual and transgender (abbreviated to LGBT in this report as in the broader literature) students – has negative impacts on students’ education and wellbeing. The literature review highlighted some noteworthy work in countries including Australia, China, Japan, New Zealand, Republic of Korea and Thailand, among others. The literature review also underscored a gap in the research and emphasised a strong need for national research on the extent, nature, impacts and supports around SOGIE-related school violence in Viet Nam.

Methodology
Research was conducted on the nature and extent of SOGIE-related school violence in schools in North, Central and South Viet Nam as part of a wider study on school-related gender-based violence. Issues of consent and privacy for participants were carefully considered. Stakeholders were enabled to freely discuss the sensitive topic of SOGIE-related school violence due to the support of Ministry of Education and Training (MOET). The research was aided by a range of lesbian, gay, bisexual and transgender (abbreviated to LGBT in this report as in the broader literature) community organizations, departmental and school contacts, and local and international research experts. The study applied an emancipatory methodology aiming to achieve social justice goals. Mixed methods of in-person and online surveys, focus group discussions and in-depth interviews were used to collect data from four distinct groups of participants. These included a general sampling of school students, LGBT students, school staff (including administrators and teachers) and parents.

Findings
Evidence from the 3,698 survey participants, 280 Focus-Group Discussion (FGD) participants and 85 In-Depth Interviews (IDIs) with students (including LGBT students), school staff and parents showed many school stakeholders were influenced by constructions of LGBT people as diseased or problematic. LGBT students presented stronger awareness of SOGIE-related school violence than other groups, most particularly verbal violence and its negative long-term effects. SOGIE-related school violence was high in Viet Nam; 71% of LGBT students reported having been physically abused and 72.2% reported having been verbally abused. Some LGBT students revealed that they had experienced situations in which schools staff were perpetrators of violence. LGBT youth experienced clear negative academic and wellbeing outcomes, ranging from lowered grades and school drop-out, to depression and suicidal ideation. Almost a quarter of LGBT students who had experienced violence had also experienced suicidal ideation and 14.9% attempted to engage in self-harm or suicide. Gay, bisexual and gender non-conforming male and male-to-female transgender (GBT) students faced highly significant increases in risk for all kinds of violence compared to lesbian, bisexual and gender non-conforming female and female-to-male transgender (LBT) students. This appeared to be influenced by factors including perpetrator motivations of punishing ‘feminine’ expressions on male bodies, and increased respect for ‘masculine’ expressions on female bodies – within the context of a Confucian culture that broadly privileges masculinity. LGBT students were notably less confident in their schools’ efforts to prevent violence than other students in the FGDs and IDIs. The surveyed LGBT students who had experienced violence were more likely to report that they sought assistance from friends and less likely to seek help from staff than other students who had experienced violence. Research findings suggest an imperative need to raise awareness and capacity of school administrators and teachers with regard to SOGIE-related school violence to empower them to act as agent of change in making schools safer places for LGBT students.

Discussion & Recommendations
Curriculum developers and policy-makers need to actively redress the gaps in the knowledge of all education stakeholder groups on SOGIE and LGBT through clear education resources revision and distinct guidelines. Schools need to roll-out both educational interventions and practical support features (uniform flexibility and unisex toilets) in holistic efforts to create safe and supportive environments for LGBT students. Further studies could trial various SOGIE-related school violence interventions in schools.

La educación de las mujeres fue uno de los aspectos puestos en cuestión desde finales del siglo XIX en España. En esta comunicación nos aproximamos a los intercambios entre mujeres españolas, estudiantes de grado medio y superior, en el país vecino, Francia. Estos se realizaron gracias a la Junta para Ampliación de Estudios y su política de pensiones (becas) desde 1907-1936. Se combinan en este texto datos cuantitativos con los cualitativos, con el fin de aportar correctas conclusiones.

Comunicación presentada en el congreso La Segona República. Cultures i projectes polítics. Congrés Internacional d'Història. Bellaterra, : 2016.

También accesible en : http://ddd.uab.cat/record/148297?ln=es

The paper presents reasons why students from the Franciscan Province of Bosna Srebrena often discontinued their education in the first half of the 19 th century. During this period, they received scholarships from a fund that had been established by Emperor Joseph II in 1785, and attended various educational institutions across the Hungarian part of Habsburg Monarchy, mainly in present-day Croatia, Hungary and Slovakia. Considering that almost every third one of them at some point ceased his studies without completing them, this paper presents the reasons for this and offers case studies. Furthermore, it questions the consequences of these suspensions on Bosna Srebrena by establishing whether or not students later became involved in pastoral activities.

Resumen
El panorama de la proyección innovadora de la universidad, en función del desarrollo del emprendimiento, demanda una comprensión de todas las perspectivas teórico-metodológicas que versan sobre su conceptualización y praxis. Este artículo analiza la problemática del emprendimiento y sus implicaciones educativas, con el propósito de sentar las bases teórico-conceptuales para la orientación formativa de su contenido y su implementación en las instituciones de educación superior.

Abstract
The panorama of the innovative projection of the university, in function of the development of entrepreneurship, demands an understanding of all the theoretical - methodological perspectives that turn on their conceptualization and praxis. This article analyzes the problems of entrepreneurship and its educational implications, with the purpose of laying the theoretical-conceptual foundations for the formative orientation of its content and its implementation in higher education institutions.

The rapidly expanding use of technology in teaching and learning, and the transformed economic basis upon which universities are instituted, have caused universities to transform the ways in which knowledge is produced, stored, disseminated, and authorized. Knowledge is at the heart of much of today’s global economy and managing knowledge has become vital to companies success. In the paper we focus on bringing some arguments that proper knowledge management is not only uplift the standards of universities in Pakistan but also essential for the better performance of industries, which definitely improve the economy of a country.

The main purpose of this study is to become acquainted with the educational institutions in Ottoman Empire during and after the 18th century. In this respect, special attention is given to which initiatives were taken in terms of education and which educational institutions were established during the aforementioned period. The need to comply with the West in terms of science, culture, reasoning, and technological advancements has led to the questioning of the current madrasah system. Upon revising the educational system of the madrasah, which had difficulties in being productive and attaining to the necessities of the time, there have been initiatives primarily to establish and structure military schools. These attempts to reform education was intensively seen as from the early 18th century. The above-mentioned changes and progress have gained momentum with the Tanzimat era. It was observed that during this period, many schools were established beyond military; education levels were clarified and; females were given right to study. Similar to Tanzimat era during the first Constitutional Monarchy and Autocracy eras, positive contributions toward educational reforms were made. However, beginning from the middle of the second Constitutional Monarchy era, the economic and social complications that the state was going through had a negative impact on the educational system and the practicality of the educational institutions.

Summary: Education has been the most important factor in determining the social, economic, and cultural level of a society. The level of development, which is the determinant of the superiority of the nations to each other over the world, varies according to the importance given to education. To be a pioneer in the scientific sense, to be able to have technological opportunities, to make people live more comfortable and peaceful, to have more power in the economic field and to ensure the continuity of the nation that depending on all these, it will be possible with the understanding of education that can read the time and future well. The fact that world states are superior to each other in different periods of history is directly related to their understanding of education. It can be said that in the centuries following the beginning of the new age, especially the Western nations have taken a more positive step at this subject. The changes in both mental and action spheres such as XVI. century Renaissance movements, XVIII. century enlightenment movement and finally the industrial revolution triggered the development in the scientific and technological field. In these periods the importance given to thinking and the freedom of thought has been the main factor of the progress in the scientific field. The European nations, which went beyond their religion-based bigotry and prioritized the free and secular understanding, have become superior to other nations of the world. However, it is not quite possible to say that in the same periods the Ottoman Empire was able to adapt with the same speed to such accelerations of change and development that placed in Europe. One of the main reasons for this situation and perhaps most importantly is that the educational concept in the Ottoman Empire remained within a static structure in the last centuries. In particular, the matters such as the madrasa being away from productivity, the limitation of the understanding of the science only with religious sciences, has led to the problem of inability to adapt to the rapid transformation that in Europe. The first steps towards eliminating this weakness noticed by the state executives over time has been taken through the improvement and transformation of the Ottoman educational institutions. It is possible to say that the first attempts as to these restructures of education, which is also called as Westernization or modernization by the educational historians, has begun in the period of Sultan III. Selim. In the context of the Nizam-ı Cedid movement, a number of positive initiatives in education, such as the improvement of madrasas, the opening of military schools and translation activities, constitute the core of the changes that will take place in later periods. Immediately afterwards, in the period of II. Mahmut, making the reading and writing education compulsory, opening of Western-style junior high school, establishing medical and vocational schools that provide education at higher education level are considered as positive innovations of the period. The time interval from the proclamation of the Tanzimat edict until the First Constitutional monarchy is the period in which the institutionalization and structuring towards education in the Ottoman Empire is at the highest level. Besides many educational institutions in this process where the ministry responsible for education and training is established and the regulation containing the arrangements regarding this field is put into force, one of the most important initiatives made is laying the foundations of the Dâr al-Fünûn (Ottoman University) which is considered as the first university in this land. The fact that many educational institutions established in this period that are the roots of today's educational institutions is important in terms of demonstrating the accuracy of the initiatives within the mentioned period. In Meşrutiyet (the First Constitutional Monarchy) and the subsequent period of Mutlakiyet (Autocracy), contributions were provided on previous positive structuring. However, the social and economic problems experienced in the country since the second half of II. Meşrutiyet (the 2nd Constitutional Monarchy) have been effective in the inability of continuing innovations towards education.


In this study, the educational institutions established in the Ottoman Empire before and after the Tanzimat period were discussed. The aim is not just to reveal what these schools are. It was also aimed to emphasize which areas in which schools are required to be based on which needs, which obstacles are encountered during the change of mentality in education, regulatory activities foreseen to overcome obstacles and to what extent they have been successful. In this regard, the signals of change as to the structure of educational institutions, which could be the source of most of the republic period, started from the beginning of 1700s and continued until World War II period. During this period of more than a hundred years, the political periods related to the structure and functioning of the state have also been influential in the structuring of educational institutions. In fact, the Reorganization (Tanzimat) period, which is known as ‘reform’ in the mentioned process, is considered as the stage where the change and transformation concerning education is the most. It is seen that the process of westernization still continues even though it is not with the same acceleration in the Constitutional Monarchy and Autocracy periods after the Reorganization period. When looking at the facility of educational institutions in chronological order, it is determined that there is a dominated understanding that prioritizes to train military staff in the military field and to have a competent army with the technological possibilities of the time, in other words, to create a strong defence system against the foreign powers of the country. Indeed, for the first time in order to give technical information about modern military, Hendesehane opened and started to operate in İstanbul in 1734 by Mahmut I; Mühendishâne-i Bahrî-i Hümâyûn, the school of the first military maritime was opened in 1775 in order to provide modern education; Mühendishâne-i Berrî-i Hümâyun was founded in 1795 in Istanbul, in order to train artillery and military officer (military engineer); Mekteb-i Harbiye, which was opened in 1835 to train officers, and Menşe-i Küttab-ı Askeri, which was established to train military scribes, contributed to the contemporary construction of the army. In the mentioned period, the most important change outside the military area was in the health area. In this sense, in order to meet the medical doctor needs of the army, Tıbhâne-i Amire was established in 1827. In 1867, the first civilian medical school, Mekteb-i Tıbbiye-i Mülkiye, started education and training. Another important innovation movement for education was in the field of law. In this context, the School Law was established in 1880. In order to train competent staff in administrative staff, the schools of the Mekteb-i Mülkiye, the schools of teacher, the schools that enable women to do education, the improvement of schools that train the clergy and the regulations based on this take attention as educational activities carried out in the mentioned period.

Web-portals serve specific academic research communities. Libraries in general and digital libraries in particular are important memory organizations that form a keystone for the development of the semantic web. Among all the library portals University library portals have a special place as they provide a gateway to an institutions resource by listing them for users and creating a direct link to the native interface of each resource. Most University library portals help the users to employ a library portal's search interface to search simultaneously or sequentially in heterogeneous resources that do not share metadata schemes or search and retrieval techniques. In such a context, the present paper attempts to make an assessment of the importance and various features available in most of the University library portals today.

The paper analyzes the financial policy of the state in the field of higher education. Attention is paid to the funding structure of the various levels of education and the allocations for higher education in the country budget in relation to GDP. The statistical data of the country and the legislative acts are studied, the problems of promoting the development of higher education and access to higher education in the country are identified and the mechanisms for overcoming it are proposed.

يعد تطبيق معايير ضمان الجودة الشاملة من اهم اعمدة تطبيق التطوير المستمر اذ ان التأكد من تطبيق هذه المعايير يعتبر من الاسس الرئيسية في نجاحها .
هذا البحث يقدم انموذجا مضببا متعدد المعايير لتقييم اثر تطبيق معايير ضمان الجودة في المؤسسات التعليمية وتحديد مدى تأثير كل معيار على برنامج ضمان الجودة ككل مما يسهل صيانة برامج ضمان الجودة , حيث ان معايير ضمان الجودة ستخضع لعملية فرز رياضية بطريقة متوازنة وبذلك يمكن قياس وزنها وتأثيرها على تحسين وتطوير المؤسسات التعليمية , ان هذه المعايير تحتوي على عناصر ومقاييس ومؤشرات ذات متغيرات لغوية او وصفية غامضة وغير دقيقة خاصة من ناحية الاعداد او العرض بسبب عدم التيقن والنقص في المعلومات المطلوبة او التحيز في بعض الاحيان , ولذلك لابد من الوصول الى اسلوب للتقييم يعتمد على دقة البيانات المتاحة .
يعتمد اسلوب التقييم في هذا البحث على المنطق المضبب باستخدام المتوسط المرجح المضبب للبيانات المجمعة من الموسسة التعليمية قيد الدراسة , وذلك لمعرفة قيمة تأثير كل معيار من معايير ضمان الجودة .
تم اقتراح منهجية لتقييم اداء الموسسات التعليمية في العراق باستخدام المنطق المضبب بالاعتماد على بيانات مالية ولغوية ومتغيرات ناقصة وغير دقيقة .
بشكل عام فان هذه المنهجية يمكن ان تقدم تقيما دقيقا لدرجة تأثير كل معيار سواءً معيار ذو بيانات رقمية او متغيرات لغوية , كما انه اسلوب سهل التطبيق في المؤسسات التعليمية ويقدم صورة اوضح لمتخذ القرار من خلال ازالة الغموض عن المعلومات المطلوبة .

It is interesting to share the initial results of a research directed at the study of professional writing from the perspective of practic-ing psychopedagogues and the university instructors that train these professionals.We present the results derived from interviews with psychoped-agogues that are working in formal educational institutions. The qualitative analysis of the data allows us to closely view writing practices from the perspective of those who participate in them: what texts they write, to whom they are addressed, what the pur-poses are for writing them, what the required knowledge is and how it is attained, what difficulties they face, and what institutional conditions affect professional writing. It is possible to affirm that institutional conditions and personal style are combined in the format of these writing practices. Particularly,the recipient and the institutional authority contribute to shape prac-tices in which autonomy, identity and the exercise of authority come into play./ nteresa compartir los resultados iniciales de una investigación orientada al estudio de la escritura profesional desde la perspectiva de los psicopedagogos en ejercicio y de los docentes universitarios que forman a estos profesionales. Presentamos los resultados derivados de entrevistas a psicope-dagogos que se desempeñan en instituciones educativas formales. El análisis cualitativo de los datos posibilita un acercamiento a las prácticas de escritura desde las voces de quienes participan en ellas: qué textos escriben, quiénes son sus destinatarios, con qué propó-sitos se escriben, cuáles son y cómo se adquieren los saberes reque-ridos, cuáles son las dificultades que enfrentan y qué condiciones institucionales atraviesa la escritura profesional.Es posible afirmar que en la configuración de estas prácticas de escritura se conjugan condiciones institucionales y el estilo perso-nal. Particularmente, el destinatario y la autoridad institucional con-tribuyen a configurar prácticas en las que se juegan la autonomía, la identidad y el ejercicio de la autoridad.

La presentación resume las características y dinámicas fundamentales del Sistema Preventivo en las diversas estructuras educativas: oratorio, internado, colegio, escuela, servicios sociales para jóvenes en riesgo. Cada uno de las instituciones crea una atmósfera y genera un estilo propio de relaciones dentro de la Comunidad Educativo-Pastoral. Una obra salesiana puede comprender diversos ambientes que se complementan mutuamente para expresar mejor la misión salesiana. Lecturas de referencia: Pietro Braido, Prevenir no reprimir; Dicasterio para la Pastoral Juvenil Salesiana, Cuadro de Referencia.
La presentación en prezi: https://prezi.com/pvqm3-lxrtaf/?token=8c24f45387e474687f7a8733d04082eb7bdafb162049959d9425ca38dc445509&utm_campaign=share&utm_medium=copy

आर्य समाज वेफ प्रवर्तक स्वामी दयानन्द सरस्वती का देहावसान होने वेफ अनन्तर उनवेफ समर्थकों ने उनकी याद में भव्य स्मारक बनाने का निर्णय किया, जिससे स्वामी दयानन्द सरस्वती वेफ अध्ूरे कार्य पूर्ण किये जा सवेंफ। अन्ततः निर्णय हुआ देश वेफ अज्ञान को दूर करने वेफ लिए शिक्षण संस्थाओं का गठन किया जाये। इस उद्देश्य की पूत्र्ति वेफ लिए सर्वप्रथम लाहौर में 1 जून, 1886 को डी.ए.वी. शिक्षण संस्था खोली गई।

The article describes the influence of the educational environment of the educational institution on the formation of professional strategies of youth, considers
its content and its organizational components. On the basis of the conducted research the authors have come to the conclusion that educational environment in the educational institutions should be developed as the most important condition for building the adaptive strategies of students.

En los últimos años se ha producido un fenómeno que se ha denominado globalización o internacionalización, o mundialización, interpretado como un sistema extraordinariamente complejo de macro procesos de incremento y profundización de todo tipo de interconexiones e interdependencias a nivel planetario. La Educación Superior ha sido uno de los factores que más impacto ha tenido en el surgimiento de la economía global del conocimiento, resultando primordial establecer un acercamiento de los procesos educativos hacia modelos de Cohesión Social.
El libro que se reseña se centra en esta temática, la Educación Superior en la Internacionalización. El texto se estructura en cuatro partes diferenciadas, la primera centrada en el análisis de perspectivas sobre la política y las culturas instituciones, y se divide en dos capítulos. En el primero se habla sobre la ética y la postura de la Leeds Metropolitan University (LMU), que ha adoptado la postura de ética global de HansKüng y que la promociona mediante actividades en las que participa el alumnado, a la vez que se relatan los orígenes de la LMU. En el segundo capítulo se habla de la forma en que la LMU ha puesto en marcha iniciativas centradas en valores para fomentar la internacionalización como el establecimiento de una facultad internacional en la que se impartían materias y se fomentaba la internacionalización en laUniversidad o el desarrollo de iniciativas como las “International Reflections”, breves reflexiones diarias en una página web sobre el proceso en la que participan tanto profesores como estudiantes y sus familiares o personal de apoyo, mediante las que han obtenido muchas valiosas aportaciones.

Campus is a robust cloud-based university and college ERP system that can take care of all the academic and administrative functionality. From finance to funding management and hostel accommodation to student management, Campus acts as a great advantage for universities & colleges. Know more detail at: http://www.fatbit.com/web-based-university-management-system.html

This article aims to highlight some elements for the understanding of the contemporary processes of indigenous educational inclusion through the analysis of the meeting between institutional perspectives and perspectives of Guarani university students. This reflection is the result of an ethnographic work with official documents, particularly those mobilized in the realization of the Vestibular of the Indigenous Peoples in Paraná, and guarani experiences in the Universidade Estadual de Maringá, between the years 2014 and 2016. The central argument explores the contrast between forms of recognition and identification that relate, without erasing their specificities. While the comparison between state reification logics and the Guarani multiplicity is pursued, the text reveals points of contact through which partial alliances are pursued, sought by both parties, which present themselves as perspectives that dialogue, conflict and operate modes to know irreducibly different.

Monitoring and evaluation (M&E) has a prominent and crucial role in attaining targeted goals, especially in the education sector. M&E mechanisms can be put in place to check how lecturers or teachers in higher educational institutions deliver quality work. At primary and secondary levels of education, time to time inspections are conducted to supervise the teaching and learning processes going on in schools. The reason for the participation of the stakeholders in this study is that the research methodology was simple and time-saving, also the participation of low-level stakeholders, e.g., HODs, lecturers, teachers and other experienced staff was limited and they often do not have the opportunity to participate in policy-making activities at the higher level. This article focuses on how the M&E systems are persuaded and the importance of M&E of teaching processes in the institutions, providing methodological framework for M&E, and concluding that internal M&E teams should be established, sufficient funding and financial allocations measures should be taken to support the developmental process of M&E systems. Furthermore, quality training sessions and appropriate education should be provided to local stakeholders and other staff for the development of educational institutions to execute effectiveness, efficiency, impact and sustainability.