Research Site. Unless Licensor and Licensee otherwise agree in writing, Licensee shall maintain a facility in reasonable geographic proximity to Licensor or Long Island, New York (i.e., approximately 10-15 miles from Licensor) until [ * ]. Licensee further agrees that [ * ].
Research Site. The site selected for this study is the province of West Java, and more in particular the Bandung region. West Java has probably more than any other province in Indonesia been confronted with social-environmental problems caused by land acquisition and land use in the name of development.41 As the national capital's hinterland, West Java must buttress Jakarta’s expansion and growth as a megapolitan city.42 In return, West Java is supposed to enjoy the trickle-down benefit of Jakarta’s growth, but at the same time it is extremely vulnerable to the negative effects of governmental mismanagement of land use. Pressure on land in West Java is extremely high if we consider its rate of urbanization and population density. Data compiled by the National Bureau of Statistics (Biro/Badan Pusat Statistik) reveal that West Java, covering an area of 34, 736 km² and providing homes to 39,960,869 41 Surono, head of the Subdit Mitigasi Bencana Geologi Direktorat Vulkanologi xxx Mitigasi Bencana Geologi (DVMBG) has been quoted as saying that in 2005 West Java province suffered most natural and man made disasters from all provinces in Indonesia. He added that policy and land use conversion aggravates the probability of man made disaster. Jabar, Kawasan Paling Rawan Bencana Longsor: Musibah Terbesar Terjadi di TPA Leuwigajah, (Pikiran Rakyat, 30 December 2005). But this is not to belittle the fact that other areas have also borne the social and environmental cost of land acquisition and utilization justified in the name of development. 42 Sri Hartati Samhadi, “Dilema Megapolitan”, (Kompas, 17 February 2007): 33. people, with an average of 1,074 people/km² is the most densely populated province in the country after Jakarta.43 Bandung, the capital city of West Java, like Jakarta, expands into the surrounding areas, putting similar pressure on the existing patterns of land use. The first case study looks specifically at West Java Province and Bandung municipality and how these different levels of government have dealt with spatial planning in an unstable and quickly evolving legal and political context. This reveals much about the difficulties in formulating a working and dependable spatial plan. The choice for looking at both levels of government allows me to demonstrate what working relationship exists between them and how this influences legal and policy formulation of spatial management. The second case study is situated in Punclut, North Bandung. Control of this area, offic...
Research Site. The three schools that were selected for the study are different in terms of their internal governance. The first school (S1) is a public mainstream school, running the national curriculum as it is. The second school (S2), is a private school that runs its own curriculum, but the curriculum is based on the national standard curriculum. School S3 is a school that is funded by the government, but is allowed autonomy in terms of curriculum and some flexibility in relation to standards. The system of S3 is similar to grammar schools in the UK or charter schools in the US. Since my research is about teacher autonomy, I found it reasonable to have teachers participate from different types of schools, so that I could compare how teachers with different institutional autonomy perceive their individual service autonomy.
Research Site. The selected school is one of the Nazarbayev Intellectual Schools and is located in north Kazakhstan. The school is specialized in physics and mathematics and was established in December 2014. Currently, there are 170 teachers who work at the school. There are 614 students from 7th to 12th grades in this school. This school implements the Integrated Educational Program which is based on criteria-based assessment. Despite the fact that the main subjects in the school are physics and mathematics, much attention is paid to the development of chemistry, biology, and the study of humanities. Students study subjects in Kazakh, Russian and English. Thus, students are provided with all conditions for comprehensive and harmonious development. The educational process takes eight hours from 8.00 to 17.00 o’clock five days a week. It is aimed at the maximum assimilation of academic disciplines and educational work with students. Having been worked in this school for more than three years I noticed that every year newly hired teacher experience difficulties in implementing the new assessment system in their assessment practices because NIS schools are pioneers in implementation of changes on educational reforms in Kazakhstan. XXX hires strong well qualified teachers from mainstream schools or graduates of pedagogical institutes both through a rigorous selection, i.e. a special exam. Both groups of teachers shared the opinion on experiencing challenges with the new approaches to assessment implemented in NIS what justified my interest to investigate this issue.
Research Site. The data was collected at one school for gifted and talented students in Kazakhstan. While there is plenty of research on bullying, there is very little that focuses specifically on the academically talented. The present study focuses on how prevalent PVRC bullying is among academically gifted students in Kazakhstan. Due to ethical permissions, this research only collected data from Year 12 students who have already reached the age of 18 years. The selected research site is a private school for academically talented youth with a focus on teaching science subjects. The school is well-equipped technically, and has laboratories and a library with a wide range of materials. There are approximately 200 teachers and 750-800 students.
Research Site. All six semi-structured interviews were conducted in Petropavlovsk and took place at the scheduled time and location suggested by participants for their convenience. Two interviews took place at the same location, to be precise, in the foundation 'Sunny Children'. A detailed description of the foundation is provided later. The next two interviews were held at the respondents' houses, and a further two interviews were conducted via telephone. Although the last two respondents initially agreed to participate in face-to-face interviews, difficulties meeting in person due to the spread of COVID-19 resulted in a decision to provide interviews via telephone. The foundation 'Sunny Children' was established in Petropavlovsk over five years ago and was initiated by two mothers who have children with DS. Respondent 1 said that via the Internet, they had known about foundations run in Russia and they were inspired by their successful experience in the area of inclusive education. Thus, two mothers of children with DS came up with the idea to create their own organisation 'Sunny Children' that aimed to support mothers who have children with DS and their children in Petropavlovsk. Once a week, children and their parents gather and their children communicate with each other, draw, dance, play, and engage in other leisure activities. In the first four years, parents were required to raise funds to ensure the functioning of the foundation. During that period, children learned to sew toys from felt which were sold at different exhibitions. Currently, the foundation has official sponsors. According to Respondent 1, the children who attend this foundation are the only children with DS who have gone on stage and danced in Kazakhstan. The mother believes that it is thanks to the hard work of their dance teacher, who teaches children with DS to dance despite their problems with balance and spatial orientation. Also, children have been engaged in drawing classes from 2017. One self-educated student comes and teaches boys and girls to draw pictures. Some children have won prizes in different competitions. Additionally, they perform doll performances accompanied by music. In her interview respondent 1 said that mothers initiated various classes and craft projects to help their children with DS to develop and interact with their peers.
Research Site. The chosen school is a private school in central Kazakhstan that runs a flexible curriculum relying upon the national standard curriculum. Since my research is about teacher professionalism, I found it reasonable to have teachers from a school that has been providing value-based education for over 30 years. A distinctive feature of this school is that it has two sectors: an elementary school that serves grades 1-6, the language of instruction is Kazakh. There is also an in-depth study of the English language. Grades 7 to 11 is served by the high school sector. All science subjects are taught in English. As I have worked at this school, I knew that it places huge emphasis on teachers' professionalism and promotion of values such as autonomy, integrity, justice, fairness, ethical and moral disposition, excellence, and high standards for professional pursuits. Therefore I decided to select this school as my research site (see Appendix 2 for permission letter).
Research Site. The research took place at Kyzylorda NIS school for gifted and talented children since I work in this school as an English teacher and am familiar with the issue of gifted underachievers in this site. Furthermore, I was interested in the school's peculiarities in working with gifted students, since I passed the training of the gifted program developed by the NIS system myself. Moreover, it is more likely that the teachers of this particular school have relevant experience working with gifted students and deal in everyday practice with gifted underachievers. Finally, even though the school has selected a community of gifted students, there were still students who struggled academically and performed below expectations, and school administration and teachers paid special interest in finding effective ways to reverse underachievement patterns.
Research Site. This research study was conducted in one of the specialized schools of Astana. According to the IB organization (n.d.) there are only three schools in Kazakhstan which follow the IB Diploma Programme. The selected school is one of the three schools following the International Baccalaureate Diploma Programme curriculum, which include World History subject.
Research Site. As secondary analysis was applied to the 2018 PISA data, therefore there is no specific study site. In fact, a multi-stage cluster sampling design was used for sampling schools in Kazakhstan. Schools, and, subsequently students, therefore, were drawn from urban and rural areas across the country (Xxxxxxxxxx, 2018). Thus, this study takes into account the vast majority of schools in the territory of Kazakhstan and reflects a representative sample of 15-year-old students.
