School Of Education

As you spend time in the Spanish language school in Argentina, you will quickly discover that the dance and the music are both very important to the culture. You can have a great deal about a country to study with particular attention to the kind of art is everywhere. This article focuses on dance in Argentina and the importance of this art form and culture.

Of course, even before you learn Spanish in Buenos Aires to get, you probably know that the tango is the most popular form of dance in the country. This is one of the most famous of Argentina today. There are many clubs in the city where you can see the dance performed and of course learn to dance the tango with a partner. Many students arrange to these classes as an extracurricular activity outside of their classes.

In essence, the two partners are now tango music with each person keeps his feet close to the ground. The partners also need to show each other the feelings of her music. There is a difference between ballroom tango taught in the schools and the Argentine tango. In Argentina, the tango is not only a kind of dance. It includes various styles, which vary on factors such as dance, and that is where the dance takes place. Since some of the improvisation is involved, the people have changed the dance according to their needs. Continue reading →

It is widely acknowledged that teachers play a significant role in helping schools be effective.

They are imperative for both quality schools and quality school improvement. The quality of schools cannot be higher than the quality of teachers in them and central to the vigor of and success of a school is the strength of its teacher workforce. It is on this backdrop that workplace learning in the teaching profession is becoming increasingly critical. The extent of workplace learning occurring in an organization is strongly related to employee job satisfaction which in turn determines effectiveness. The following are some of the factors that influence workplace learning in teaching.

School Culture
Schools may be alike in many ways but each school has an ambience (or culture) of its own. Without a school culture that supports learning from teaching, we cannot take advantage of the educative potential of teaching experience. Successful schools, therefore, are those that have developed a shared ‘technical culture’ including common purpose, expertise and methods for analyzing and solving curriculum and instructional problems. School-wide focus on learning, inquiry, and reflective practices as well as encouragement for taking initiative are some of the aspects of school culture that could influence teacher learning. But a lack of clarity about organizational and professional direction and purpose may affect how teachers learn and what they learn. Continue reading →

The Chinese revolution did not result from an abrupt and untimely uprising of the masses – it was actually a Civil War between Nationalists and Communists. The conflict started in some cities in southern China in 1927 and culminated in a general war in which millions of men participated. The war lasted for a total of twenty-two years. The civil war can be classified into three major periods: first one goes from 1927 to 1930, when the Chinese Communist Party went on to occupy large cities such as Shanghai, Guangzhou (Gengzhou) and Changsha and defeated and expelled the nationalist army. The second civil war period was between the years 1930 and 1937, when the Chinese Communist Party was led by Mao Tse-tung and they tried to create “rural soviets” with support from the peasants living in rural areas. Mao Tse-tung changed the party strategy from “patience and cooperation” to “sheer force” and focused on improvement of guerrilla warfare which was its main instrument of struggle.

After being forced to abandon his first “soviet” in the mountains of Ching-Kangshan, from where the Communists withdrew under pressure, the so-called “5th extermination campaign” ordered by General Chiang Kai-shek started and led to the Long March (1934/35). Walking along a path over almost 10,000 km through inland China, between 1934 and 1935, the Communists were able to shelter survivors in Yenan soviet in the province of Shensi. The third period of Chinese revolution started after the end of World War II, when the Maoist guerrillas, after a short civil war, finally broke up the divisions of General Chiang Kai-shek and established the People’s Republic of China on 1 October 1949. The Chinese communists or Maoists adopted the ideologies of Marxism and adapted to the circumstances of a peasant nation long humiliated by the colonial powers. They focused on developing national infrastructure that could help peasants, rather than developing cities furnished with modern amenities. Continue reading →