Santalolike (lat. Santalales), veliki biljni red koji je dobio ime po rodu korisnog, mirisnog vazdazeleniog drveća, santal (Santalum) iz Indije i Australije. Neke vrste (Santalum album) uvezene su u mnoge države gdje joj pogoduje klima kao što su Tajland, Nepal, Kina, Madagaskar i mnogi otoci.

Jedini je u nadredu Santalanae. Redu pripada sedam porodica s više od 2 300 vrsta. od kojih je 30 vrsta ugroženo.

Porodice

 Familia Erythropalaceae Planch. ex Miq. (39 spp.)
 Erythropalum Blume (1 sp.)
 Maburea Maas (1 sp.)
 Heisteria Jacq. (35 spp.)
 Brachynema Benth. (2 spp.)
 Familia Strombosiaceae Tiegh. (20 spp.)
 Scorodocarpus Becc. (1 sp.)
 Strombosia Blume (11 spp.)
 Diogoa Exell ex Mendonça (2 spp.)
 Engomegoma F.J.Breteler (1 sp.)
 Tetrastylidium Engl. (2 spp.)
 Strombosiopsis Engl. (3 spp.)
 Familia Octoknemaceae Tiegh. (14 spp.)
 Octoknema Pierre (14 spp.)
 Familia Coulaceae Tiegh. (3 spp.)
 Minquartia Aubl. (1 sp.)
 Coula Baill. (1 sp.)
 Ochanostachys Mast. (1 sp.)
 Familia Ximeniaceae Horan. (13 spp.)
 Malania Chun & S. K. Lee (1 sp.)
 Curupira G. A. Black (1 sp.)
 Ximenia L. (10 spp.)
 Douradoa Sleumer (1 sp.)
 Familia Aptandraceae Miers (34 spp.)
 Cathedra Miers (6 spp.)
 Anacolosa (Blume) Blume (15 spp.)
 Phanerodiscus Cavaco (3 spp.)
 Chaunochiton Benth. (3 spp.)
 Hondurodendron C.Ulloa, Nickrent, Whitef. & D.L.Kelly (1 sp.)
 Harmandia Pierre ex Baill. (1 sp.)
 Ongokea Pierre (1 sp.)
 Aptandra Miers (4 spp.)
 Familia Olacaceae Juss. ex R.Br. (55 spp.)
 Ptychopetalum Benth. (4 spp.)
 Olax L. (37 spp.)
 Dulacia Vell. (13 spp.)
 Petalocaryum Pierre ex A. Chev. (1 sp.)
 Familia Balanophoraceae Rich. (56 spp.)
 Subfamilia Balanophoroideae Engl.
 Tribus Balanophoreae Engl.
 Balanophora J. R. Forst. & G. Forst. (25 spp.)
 Tribus Langsdorffieae Schott & Endl.
 Langsdorffia Mart. (4 spp.)
 Thonningia Vahl (1 sp.)
 Subfamilia Sarcophytoideae Engl.
 Sarcophyte Sparrm. (2 spp.)
 Chlamydophytum Mildbr. (1 sp.)
 Subfamilia Lophophytoideae Engl.
 Lophophytum Schott & Endl. (5 spp.)
 Ombrophytum Poepp. (7 spp.)
 Lathrophytum Eichler (1 sp.)
 Subfamilia Helosoideae Tiegh.
 Helosis Rich. (3 spp.)
 Corynaea Hook. fil. (1 sp.)
 Rhopalocnemis Jungh. (1 sp.)
 Ditepalanthus Fagerl. (1 sp.)
 Subfamilia Scybalioideae Engl.
 Scybalium Schott & Endl. (4 spp.)
 Familia Misodendraceae J. Agardh (8 spp.)
 Misodendrum Banks & Sol. ex G. Forst. (8 spp.)
 Familia Schoepfiaceae Blume (52 spp.)
 Schoepfia Schreb. (27 spp.)
 Quinchamalium Molina (20 spp.)
 Arjona Comm. ex Cav. (5 spp.)
 Familia Mystropetalaceae Hook. fil. (3 spp.)
 Mystropetalon Harv. (1 sp.)
 Dactylanthus Hook. fil. (1 sp.)
 Hachettea Baill. (1 sp.)
 Familia Loranthaceae Juss. (1077 spp.)
 Subfamilia Nuytsioideae Tiegh.
 Nuytsia R. Br. (1 sp.)
 Subfamilia Loranthoideae Eaton
 Tribus Gaiadendreae Tiegh.
 Atkinsonia F. Muell. (1 sp.)
 Gaiadendron G. Don (3 spp.)
 Tribus Elytrantheae Danser
 Peraxilla Tiegh. (2 spp.)
 Alepis Tiegh. (1 sp.)
 Lepeostegeres Blume (10 spp.)
 Lysiana Tiegh. (8 spp.)
 Loxanthera (Blume) Blume (1 sp.)
 Elytranthe (Blume) Blume (8 spp.)
 Trilepidea Tiegh. (1 sp.)
 Amylotheca Tiegh. (5 spp.)
 Cyne Danser (7 spp.)
 Decaisnina Tiegh. (28 spp.)
 Macrosolen Blume (37 spp.)
 Septemeranthus L.J.Singh (1 sp.)
 Lepidaria Tiegh. (9 spp.)
 Lampas Danser (1 sp.)
 Thaumasianthes Danser (1 sp.)
 Tribus Psittacantheae Horan.
 Subtribus Tupeinae Nickrent & Vidal-Russ.
 Tupeia Cham. & Schltdl. (1 sp.)
 Subtribus Notantherinae Nickrent & Vidal-Russ.
 Notanthera (DC.) G. Don (1 sp.)
 Desmaria Tiegh. (1 sp.)
 Subtribus Ligarinae Nickrent & Vidal-Russ.
 Ligaria Tiegh. (2 spp.)
 Tristerix Mart. (13 spp.)
 Subtribus Psittacanthinae Engl.
 Tripodanthus (Eichler) Tiegh. (3 spp.)
 Psittacanthus Mart. (133 spp.)
 Aetanthus (Eichler) Engl. (18 spp.)
 Passovia Karst. ex Klotzsch (25 spp.)
 Oryctanthus (Griseb.) Eichler (17 spp.)
 Maracanthus Kuijt (3 spp.)
 Dendropemon (Blume) Rchb. (33 spp.)
 Cladocolea Tiegh. (28 spp.)
 Struthanthus Mart. (102 spp.)
 Pusillanthus Kuijt (2 spp.)
 Panamanthus Kuijt (1 sp.)
 Peristethium Tiegh. (17 spp.)
 Phthirusa Mart. (24 spp.)
 Oryctina Tiegh. (7 spp.)
 Tribus Lorantheae Rchb.
 Subtribus Ileostylinae Nickrent & Vidal-Russ.
 Ileostylus Tiegh. (1 sp.)
 Muellerina Tiegh. (5 spp.)
 Subtribus Loranthinae Engl.
 Cecarria Barlow (1 sp.)
 Loranthus L. (2 spp.)
 Hyphear Danser (4 spp.)
 Subtribus Amyeminae Nickrent & Vidal-Russ.
 Baratranthus (Korth.) Miq. (4 spp.)
 Sogerianthe Danser (5 spp.)
 Benthamina Tiegh. (1 sp.)
 Amyema Tiegh. (95 spp.)
 Dactyliophora Tiegh. (2 spp.)
 Diplatia Tiegh. (3 spp.)
 Distrianthes Danser (2 spp.)
 Helicanthes Danser (1 sp.)
 Papuanthes Danser (1 sp.)
 Subtribus Scurrulinae Nickrent & Vidal-Russ.
 Scurrula L. (27 spp.)
 Taxillus Tiegh. (35 spp.)
 Subtribus Dendrophthoinae Nickrent & Vidal-Russ.
 Helixanthera Lour. (40 spp.)
 Dendrophthoe Mart. (33 spp.)
 Tolypanthus (Blume) Blume (7 spp.)
 Trithecanthera Tiegh. (5 spp.)
 Subtribus neopoisan
 Vanwykia Wiens (2 spp.)
 Socratina Balle (3 spp.)
 Plicosepalus Tiegh. (13 spp.)
 Bakerella Tiegh. (16 spp.)
 Subtribus Emelianthinae Nickrent & Vidal-Russ.
 Phragmanthera Tiegh. (35 spp.)
 Moquiniella Balle (1 sp.)
 Oliverella Tiegh. (3 spp.)
 Erianthemum Tiegh. (16 spp.)
 Globimetula Tiegh. (13 spp.)
 Emelianthe Danser (1 sp.)
 Pedistylis Wiens (1 sp.)
 Spragueanella Balle (2 spp.)
 Subtribus Tapinanthinae Nickrent & Vidal-Russ.
 Oedina Tiegh. (4 spp.)
 Berhautia Balle (1 sp.)
 Tapinanthus Blume (30 spp.)
 Englerina Tiegh. (26 spp.)
 Actinanthella Balle (2 spp.)
 Agelanthus Tiegh. (56 spp.)
 Oncocalyx Tiegh. (11 spp.)
 Oncella Tiegh. (4 spp.)
 Loranthella S.Blanco & C.E.Wetzel (5 spp.)
 Septulina Tiegh. (2 spp.)
 Familia Opiliaceae Valeton (39 spp.)
 Tribus Agonandreae Engl.
 Agonandra Miers ex Benth. (10 spp.)
 Gjellerupia Lauterb. (1 sp.)
 Tribus Anthoboleae Bartl. ex Spach
 Anthobolus R. Br. (4 spp.)
 Champereia Griff. (1 sp.)
 Melientha Pierre (1 sp.)
 Yunnanopilia C.Y.Wu & D.Z.Li (1 sp.)
 Tribus Opilieae Benth.
 Lepionurus Blume (1 sp.)
 Urobotrya Stapf (8 spp.)
 Cansjera Juss. (3 spp.)
 Pentarhopalopilia (Engl.) Hiepko (4 spp.)
 Opilia Roxb. (2 spp.)
 Rhopalopilia Pierre (3 spp.)
 Familia Comandraceae Nickrent & Der (2 spp.)
 Geocaulon Fernald (1 sp.)
 Comandra Nutt. (1 sp.)
 Familia Thesiaceae Vest (358 spp.)
 Buckleya Torr. (4 spp.)
 Osyridicarpos A. DC. (1 sp.)
 Thesium L. (345 spp.)
 Chrysothesium (Jaub. & Spach) Hendrych (4 spp.)
 Lacomucinaea Nickrent & M. A. García (1 sp.)
 Austroamericium Hendrych (3 spp.)
 Familia Cervantesiaceae Nickrent & Der (19 spp.)
 Cervantesia Ruiz & Pav. (2 spp.)
 Jodina Hook. & Arn. (1 sp.)
 Acanthosyris (Eichl.) Griseb. (6 spp.)
 Pyrularia Michx. (2 spp.)
 Pilgerina Z. S. Rogers, Nickrent & Malécot (1 sp.)
 Staufferia Z. S. Rogers, Nickrent & Malécot (1 sp.)
 Okoubaka Pellegr. & Normand (2 spp.)
 Scleropyrum Arn. (4 spp.)
 Familia Santalaceae R. Br. (66 spp.)
 Exocarpos Labill. (25 spp.)
 Omphacomeria (Engl.) A. DC. (1 sp.)
 Myoschilos Ruiz & Pav. (1 sp.)
 Antidaphne Poepp. & Endl. (9 spp.)
 Lepidoceras Hook. fil. (2 spp.)
 Eubrachion Hook. fil. (2 spp.)
 Santalum L. (17 spp.)
 Elaphanthera N. Hallé (1 sp.)
 Osyris L. (6 spp.)
 Nestronia Raf. (1 sp.)
 Rhoiacarpos A. DC. (1 sp.)
 Familia Nanodeaceae Nickrent & Der (2 spp.)
 Mida A. Cunn. ex A. Cunn. (1 sp.)
 Nanodea Banks ex C. F. Gaertn. (1 sp.)
 Familia Amphorogynaceae (Stauffer ex Stearn) Nickrent & Der (87 spp.)
 Daenikera Hürl. & Stauffer (1 sp.)
 Amphorogyne Stauffer & Hürl. (3 spp.)
 Choretrum R. Br. (6 spp.)
 Spirogardnera Stauffer (1 sp.)
 Leptomeria R. Br. (20 spp.)
 Phacellaria Benth. (6 spp.)
 Dufrenoya Chatin (11 spp.)
 Dendrotrophe Miq. (9 spp.)
 Cladomyza Danser (19 spp.)
 Dendromyza Danser (11 spp.)
 Familia Viscaceae Batsch (577 spp.)
 Korthalsella Tiegh. (30 spp.)
 Arceuthobium M. Bieb. (29 spp.)
 Viscum L. (111 spp.)
 Notothixos Oliv. (8 spp.)
 Ginalloa Korth. (9 spp.)
 Phoradendron Nutt. (263 spp.)
 Dendrophthora Eichler (127 spp.)

Sinonimi:

 Amphorogynaceae Nickrent & Der = Santalaceae
 Anthobolaceae Dumort. =  Opiliaceae
 ?Aptandraceae Miers
 Arceuthobiaceae Tiegh. = Santalaceae
 Arjonaceae Tiegh.  = Schoepfiaceae
 Bifariaceae Nakai = Santalaceae
 Canopodaceae C. Presl = Santalaceae
 Cansjeraceae J. Agardh = Opiliaceae
 Cathedraceae Tiegh.  = Aptandraceae
 Cervantesiaceae Nickrent & Der = Santalaceae
 Chaunochitonaceae Tiegh.  = Aptandraceae
 Comandraceae Nickrent & Der = Santalaceae
 Dactylanthaceae Takht. =  Balanophoraceae
 Dendrophthoaceae Tiegh. =  Loranthaceae
 Elytranthaceae Tiegh. = Loranthaceae
 Eremolepidaceae Tiegh. ex Kuijt = Santalaceae
 Exocarpaceae J. Agardh = Opiliaceae
 Gaiadendraceae Tiegh. ex Nakai  = Loranthaceae
 Ginalloaceae Tiegh. = Santalaceae
 Hachetteaceae Doweld  = Balanophoraceae
 Harmandiaceae Tiegh.  = Aptandraceae
 Heisteriaceae Tiegh.  = Erythropalaceae
 Helosaceae Endl. = Balanophoraceae
 Langsdorffiaceae Tiegh. ex Pilg. = Balanophoraceae
 Lepidocerataceae Nakai = Santalaceae
 Lophophytaceae Schott & Endl. = Balanophoraceae
 Mystropetalaceae Hook. f. = Balanophoraceae
 Nanodeaceae Nickrent & Der = Santalaceae
 Nuytsiaceae Tiegh.  = Loranthaceae
 ?Octoknemaceae Soler.
 Osyridaceae Raf. = Santalaceae
 Phoradendraceae H. Karst. = Santalaceae
 Sarcophytaceae A. Kern. = Balanophoraceae
 Scorodocarpaceae Tiegh.  = Strombosiaceae
 Scybaliaceae A. Kern.  = Balanophoraceae
 Tetrastylidiaceae Tiegh.  = Strombosiaceae
 Thesiaceae Vest = Santalaceae
 Viscaceae Batsch  = Santalaceae
 Ximeniaceae Horan. sinonim za →Olacaceae

Vanjske poveznice

Izvori

Redovi dvosupnica
Biljni redovi

Santalolike


البنك العربي الإسلامي الدولي بنك أردني يمارس أعماله المصرفية وفقا لأحكام الشريعة الإسلامية تلبية للطلب المتنامي على الخدمات والمنتجات المصرفية الإسلامية أردنيا وفي الأسواق العربية والإسلامية.

نبذة تاريخية
لقد تأسس البنك العربي الإسلامي الدولي كشركة مساهمة عامة بمقتضى قانون الشركات لسنة 1989 وسجلت في سجل الشركات المساهمة العامة تحت رقم (327) بتاريخ 30-3-1997م.

نبذة عن البنك
بدأ البنك العربي الإسلامي الدولي ممارسة أعماله المصرفية وفقا لأحكام الشريعة الإسلامية الغراء في الثاني عشر من شوال عام 1418 هجرية، الموافق للتاسع من شباط عام 1998 ميلادية، واليوم يعد البنك العربي الإسلامي الدولي واحداً من أبرز المؤسسات المصرفية الإسلامية في الأردن والمنطقة.

وقد تأسس البنك العربي الإسلامي الدولي كشركة مساهمة عامة بمقتضى قانون الشركات لسنة 1989 و سجلت في سجل الشركات المساهمة العامة تحت رقم ( 327) بتاريخ 30 / 3/ 1997.

هيئة الرقابة الشرعية
برز الدور الحيوي لهيئة الرقابة الشرعية للبنك العربي الإسلامي الدولي لتعمل على أساس القاعدة الشرعية القائلة بما يلي«من اجتهد فأصاب كان له أجران ومن اجتهد فأخطأ فله أجر واحد». وتتولى هيئة الرقابة الشرعية مواكبة البنك في مهامه وتعاونه على تحقيق أهدافه بدءا من إصدار الفتاوى التي تقدم للبنك الحلول الشرعية في ممارساته ونشاطاته العملية، بما يضفي عليها صفة الشرعية ويؤمنها من الوقوع في الحرام أو الاقتراب منه وتقوم بإقرار جميع عقود التمويل والاستثمار.

انظر أيضًا

 الدينار الإسلامي الحديث
 البنك العربي

المصادر

بنوك أسست سنة 1998
بنوك الأردن
بنوك إسلامية
ع
تأسيسات سنة 1998 في الأردن
شركات أردنية أسست في 1998

البنك العربي الإسلامي الدولي


Jopala es uno de los 217 municipios que conforman al estado mexicano de Puebla. Cuenta con una superficie aproximada de 165.35 kilómetros cuadrados, poniéndolo en la ubicación 80 de los demás municipios del estado, y teniendo una población menor a 10 000 habitantes

La cabecera municipal es la localidad del mismo nombre, Jopala en la cual predomina la lengua totonaca (Tutunakú) y el español. Se encuentra dividida en 5 colonias: Bugambilias, Centro, Patángo, Sataskahuatl e Ixkimpan.

Este municipio se caracteriza por sus costumbres y tradiciones siendo la más importante  la celebración de la feria patronal en honor a la Virgen de la Asunción festejada el 15 de agosto, con una duración de 11 días (del 12 al 22 de agosto). En esta festividad se presentan danzas autóctonas muy características de la región tales como la danza de Los Negritos, Los Toreadores, Las Malinches, San Miguel, Los Wewes (también conocidos como "tejoneros") y Los Españoles.

Toponimia
El nombre de Jopala provine del náhuatl xopalli que significa "color verde", y la que significa "abundancia". En conjunto significando "Hay mucho verde o lugar verde, o árbol de Xupale".

Historia
La región fue habitada por grupos nahuas y totonacos en el periodo prehispánico, siendo conquistada en 1522. Se estableció como municipio libre en 1895.

Geografía
Jopala colinda al noroeste con el municipio de Zihuateutla, al oeste con Tlaola, al suroeste con Tlapacoya, al sur con Hermenegildo Galeana, San Felipe Tepatlán, al sureste con Olintla y al este con los municipios de Filomeno Mata y Mecatlán pertenecientes al Estado de Veracruz,

Hidrografía
Jopala se encuentra en la región hidrológica de Tuxpan-Nautla, dentro de la cuenca del río Tecolutla. El 56% del municipio pertenece a la subcuenca del río Necaxa y el 44% restante a la subcuenca del río Laxaxalpan.

Política

Cronología de los presidentes municipales

Referencias

Municipios del estado de Puebla
Región Sierra Norte

Jopala


Paul Oakenfold (Londres, 30 de agosto de 1963) é um DJ e produtor britânico especializado na música trance. Começou sua carreira ainda na década de 1980, sendo considerado um dos DJs mais bem pagos do mundo.

Carreira
Paul Oakenfold começou a tocar piano com sete anos de idade, tendo desde cedo hobbies como a fotografia, e a culinária. Aos 18 anos, mudou-se com um amigo para Nova Iorque, onde trabalhou como carteiro no Harlem. Nessa época, frequentou casas noturnas e teve a oportunidade de conhecer alguns ícones da música na época como Bobby Womack, e Bob Marley.

Retornando a Londres, conseguiu trabalho em uma gravadora, atuando como promoter dos grupos Beastie Boys, e Run-D.M.C. Como produtor musical atuou na produção de Pills 'n' Thrills and Bellyaches, terceiro álbum da banda britânica Happy Mondays, lançado em 1990.

Sua proeminência na música eletrônica teve início após uma viagem a Ibiza em 1987, quando apresentou-se em clubes locais junto com outros dois amigos, fato que o fez incorporar o estilo vivenciado em suas futuras produções.

Durante a década de 1990, participou de uma série de remixes de canções lançadas na época por bandas britânicas, a exemplo de "Out of My Mind" de Duran Duran, e "Travelling Without Moving", de Jamiroquai. Ao mesmo tempo, esteve presente nos principais festivais de música eletrônica da época, tendo sido eleito, consecutivamente, em 1998 e 1999, o DJ número 1 do mundo pela revista DJ Mag.

Atualmente é considerado um dos mais influentes produtores na cena da música eletrônica, e conhecido por sua habilidade em criar músicas que misturam elementos de diferentes gêneros musicais, tendo trabalhado em remixes para diversos artistas, incluindo U2, Moby, Madonna, Britney Spears, Massive Attack, The Cure, New Order, Rolling Stones, Stone Roses e Michael Jackson.

Oakenfold também já licenciou várias de suas músicas para trilhas sonoras de filmes, e programas de televisão, como Californication, The Bourne Identity, Swordfish, e Speed Racer. Ao longo de sua carreira, lançou vários álbuns de estúdio, sendo os mais famosos, "Bunkka", de 2002, e "A Lively Mind", de 2006.

Em 2017, Oakenfold tornou-se o primeiro DJ a se apresentar no topo do Monte Everest, a mais de 5.000 metros de altitude. O evento SoundTrek: The Himalayas, foi uma iniciativa para levantar fundos para a reconstrução das áreas afetadas pelo Sismo do Nepal de 2015. A apresentação de Oakenfold foi realizada em um pequeno acampamento base, com cerca de 100 pessoas presentes, além de guias e a equipe do evento.

Em uma entrevista de 2002, afirmou ter sofrido de dislexia quando era criança.

Discografia

Álbuns de estúdio
 Bunkka (2002)
 A Lively Mind (2006)
 Trance Mission (2014)
 Shine On (2022)

Singles
 "Not Over Yet" (1999)
 "Starry Eyed Surprise" (2002)
 "Ready Steady Go" (2002)
 "Southern Sun" (2002)
 "Hypnotised" (2002)
 "The World Is Mine" (2002)
 "The Harder They Come" (2004)
 "Faster Kill Pussycat" (2006)
 "Beautiful Goal" (2006)
 "Switch On" (2006)

Compilações
 Paul Oakenfold: The Sessions Vol 2 (1994)
 Journeys By Stadium DJ (1994)
 A Voyage Into Trance (1995)
 Fluoro (1996)
 Global Underground: Live In Oslo (1997)
 Cream Anthems 97 (1997)
 Global Underground 007: New York (1998)
 Tranceport (1998)
 Resident: Two Years Of Oakenfold At Cream (1999)
 Essential Millenium (1999)
 Another World (2000)
 Travelling (2000)
 Swordfish << The Album >> (2001)
 Paul Oakenfold In Ibiza (2001)
 Bust A Groove (2002)
 Perfecto Presents... Great Wall (2003)
 Creamfields (2004)
 Perfecto Presents... The Club (2005)
 The Ultimate DJ Sample Box (2006)
 Greatest Hits & Remixes (2007)
 Perfecto Vegas (2009)
 Nevermind The Bollocks, Here's Paul Oakenfold (2011)
 Four Seasons (2012)
 Everything's Perfecto 2012 (2013)
 We Are Planet Perfecto, Vol. 3 - Vegas To Ibiza (2013)
 Perfecto Records Pres. Best Of 2013 (2013)
 Everything's Perfecto 2013 (2013)
 We Are Planet Perfecto, Volume 4 (2014)
 25 Years Of Perfecto Records (2015)
 Perfecto Vocals, Volume 1 (2015)
 Mount Everest: The Base Camp Mix (2018)
 Sunset At Stonehenge (2019)

Nascidos em 1963
DJs do Reino Unido
Naturais de Londres
Trance
Indicados ao Grammy Awards

Paul Oakenfold


Henryk Jan Szordykowski (* 3. Juni 1944 in Iłowo-Osada; † 25. Dezember 2022) war ein polnischer Mittelstreckenläufer.

Bei den Leichtathletik-Europameisterschaften 1966 in Budapest wurde er Achter über 1500 m. 1968 schied er bei den Olympischen Spielen in Mexiko-Stadt über 800 m im Vorlauf aus und wurde Siebter über 1500 m.

1969 gewann er bei den Europäischen Hallenspielen in Belgrad Silber über 800 m und Gold in der gemischten Staffel. Bei den EM in Athen folgte Bronze über 1500 m.

Im Jahr darauf siegte er bei den Leichtathletik-Halleneuropameisterschaften 1970 in Wien über 1500 m. 1971 verteidigte er bei den Hallen-EM in Sofia diesen Titel und errang Silber bei den EM in Helsinki.

Bei den Olympischen Spielen 1972 in München erreichte er über 1500 m das Halbfinale. Bei den Hallen-EM gewann er über diese Distanz 1973 in Rotterdam und 1974 in Göteborg zwei weitere Goldmedaillen; bei den Hallen-EM 1975 in Kattowitz wurde er Sechster.

Dreimal wurde er polnischer Meister über 800 m (1966, 1967, 1969) und viermal über 1500 m (1968, 1971, 1972, 1974). In der Halle holte er 1974 den nationalen Titel über 1500 m. Außerdem wurde er 1969 und 1971 US-Meister im Meilenlauf.

Persönliche Bestzeiten
 800 m: 1:46,6 min, 30. Juli 1968, Grosseto
 Halle: 1:47,1 min, 8. März 1969, Belgrad
 1000 m: 2:19,1 min, 18. Juli 1967, Wałcz
 1500 m: 3:38,2 min, 29. August 1969, Warschau
 Halle: 3:41,4 min, 14. März 1971, Sofia
 1 Meile: 3:57,61 min, 26. August 1977, Berlin
 Halle: 3:58,9 min, 12. Februar 1971, Los Angeles
 2000 m: 5:02,4 min, 30. Juni 1976, Warschau
 3000 m: 7:50,2 min, 22. Juni 1976, Bydgoszcz
 5000 m: 13:33,58 min, 20. August 1975, Zürich

Weblinks
 Athletenporträt bei bieganie.pl

Fußnoten

Teilnehmer der Olympischen Sommerspiele 1968
Teilnehmer der Olympischen Sommerspiele 1972
800-Meter-Läufer (Polen)
1500-Meter-Läufer (Polen)
3000-Meter-Läufer (Polen)
5000-Meter-Läufer (Polen)
Olympiateilnehmer (Polen)
Leichtathlet (Wawel Kraków)
Pole
Geboren 1944
Gestorben 2022
Mann

Henryk Szordykowski


Râul Valea Neagră este numele a mai multor râuri din bazine hidrografice diferite.

Râul Valea Neagră

 Râul Valea Neagră, Brătei, curs de apă, afluent de dreapta al râului Brătei, care este al treisprezecilea  afluent de dreapta al râului Ialomița.
 Râul Valea Neagră, Clăbuceasa, curs de apă, al treilea afluent de dreapta al râului Clăbuceasa.
 Râul Valea Neagră, Crasna,
 Râul Valea Neagră, Crișul Negru,
 Râul Valea Neagră, Crișul Repede,
 Râul Valea Neagră, Dobârlău,
 Râul Valea Neagră, Doftana,
 Râul Valea Neagră, Firiza,
 Râul Valea Neagră, Gepiu,
 Râul Valea Neagră, Lotrioara, curs de apă, al nouălea afluent (din cei treisprezece) de dreapta al râului Lotrioara, care este un afluent al Oltului.
 Râul Valea Neagră, Milcov,
 Râul Valea Neagră, Năruja,
 Râul Valea Neagră, Negrișoara,
 Râul Valea Neagră, Olănești,
 Râul Valea Neagră, Olt,
 Râul Valea Neagră, Olt (Prejmer),
 Râul Valea Neagră, Repedea,
 Râul Valea Neagră, Santău,
 Râul Valea Neagră, Siret,
 Râul Valea Neagră, Teleajen,
 Râul Valea Neagră, Valea Boaru,
 Râul Valea Neagră, Vișeu,
 Râul Valea Neagră, Vișeu,
</div>
sau

Râul X, Valea Neagră

 Râul Creanga, Valea Neagră,
 Râul Poiana, Valea Neagră,
 Râul Românești, Valea Neagră,
 Râul Ruginoasa, Valea Neagră,
 Râul Scărișoara, Valea Neagră,
 Râul Trestia, Valea Neagră,
 Râul Valea Crișului, Valea Neagră,
 Râul Valea Lungă, Valea Neagră,
 Râul Valea Morilor, Valea Neagră,
 Râul Valea Peștilor, Valea Neagră,
 Râul Valea Seacă, Valea Neagră,

Alte nume asemănătoare
 Râul Valea Negrii, Lacuri, curs de apă, unul din cei doi afluenți de stânga al râului Galbena (Strei), care la rândul său este ultimul afluent de stânga al Râului Mare.
 Râul Valea Negrii, Neportoc, curs de apă, unicul afluent de stânga al râului Neportoc, care este un  afluent de stânga al râului Crișul Repede.
 Râul Valea Negrului, curs de apă, singurul afluent de stânga al râului Herja, care este un afluent de dreapta, al 59-lea, al râului Mureș.
 Râul Valea Negurii,

Dezambiguizare râuri
Nume proprii
Toponime românești

Râul Valea Neagră (dezambiguizare)


Werner Wilhelm Jaeger (30 July 1888 – 19 October 1961) was a German-American classicist.

Life
Werner Wilhelm Jaeger was born in Lobberich, Rhenish Prussia in the German Empire. He attended school in Lobberich and at the Gymnasium Thomaeum in Kempen. Jaeger studied at the University of Marburg and University of Berlin. He received a Ph.D. from the latter in 1911 for a dissertation on the Metaphysics of Aristotle. His habilitation was on Nemesios of Emesa in 1914. At only 26 years old, Jaeger was called to the professorial chair in Greek at the University of Basel in Switzerland once held by Friedrich Nietzsche. One year later, he moved to a similar position at Kiel, and in 1921 he returned to Berlin, succeeding to Ulrich von Wilamowitz-Moellendorff. Jaeger remained in Berlin until 1936.

That year, he emigrated to the United States because he was unhappy with the rise of Nazism. Jaeger expressed his veiled disapproval in 1937 with Humanistische Reden und Vorträge (Humanist Speeches and Lectures), and his book Demosthenes (1938) based on his Sather lecture from 1934. Jaeger's messages were fully understood in German university circles, with Nazi academics sharply attacking him.

In 1944, he was elected as a member to the American Philosophical Society.

In the United States, Jaeger worked as a full professor at the University of Chicago from 1936 to 1939. He then moved to Harvard University to continue his edition of the Church father Gregory of Nyssa on which he had started before World War I. Jaeger would remain in Cambridge, Massachusetts, until his death.

The American classicist Robert Renehan and Canadian philosophers James Doull and Robert Crouse were among his students at Harvard.

Scholarly work

Interpretation of Plato and Aristotle
Jaeger's position concerning the history of the interpretation of Plato and Aristotle has been summarized by Harold Cherniss of Johns Hopkins University. In general, the history of the interpretation of Plato and Aristotle has largely followed the outline of those who subscribe to the position that (a) Aristotle was sympathetic to the reception of Plato's early dialogues and writings, that (b) Aristotle was sympathetic to the reception of Plato's later dialogues and writings, and (c) various combinations and variations of these two positions. Cherniss' reading of Jaeger states, "Werner Jaeger, in whose eyes Plato's philosophy was the 'matter' out of which the newer and higher form of Aristotle's thought proceeded by a gradual but steady and undeviating development (Aristoteles, p. 11), pronounced the 'old controversy,' [which was] whether or not Aristotle understood Plato, to be 'absolut verständnislos.' (absolutely uncomprehending [of Aristotle]). Yet this did not prevent Dieter Leisegang from reasserting that Aristotle's own pattern of thinking was incompatible with a proper understanding of Plato."

Works
Emendationum Aristotelearum specimen (1911)
Studien zur Enstehungsgeschichte der Metaphysik des Aristoteles (1911)
Nemesios von Emesa. Quellenforschung zum Neuplatonismus und seinen Anfaengen bei Poseidonios (1914)
Gregorii Nysseni Opera, vol. I-X  (since 1921, latest 2009)
Aristoteles: Grundlegung einer Geschichte seiner Entwicklung (1923; English trans. by Richard Robinson (1902-1996) as Aristotle: Fundamentals of the History of His Development, 1934)
Platons Stellung im Aufbau der griechischen Bildung (1928)
Paideia; die Formung des griechischen Menschen, 3 vols. (German, 1933–1947; trans. by Gilbert Highet as Paideia: The Ideals of Greek Culture, 1939–1944)
Humanistische Reden und Vorträge (1937)
Demosthenes (Sather Classical Lecture), 1934, 1938 trans. by Edward Schouten Robinson; German edition 1939)
Humanism and Theology, (Milwaukee: Marquette University Press, 1943)
The Theology of the Early Greek Philosophers (Gifford Lectures) 1936, translated by Edward Schouten Robinson,1947; 1953 German edition
Two rediscovered works of ancient Christian literature: Gregory of Nyssa and Macarius,1954
Aristotelis Metaphysica, 1957
Scripta Minora, 2 vol., 1960
Early Christianity and Greek Paideia 1961
Gregor von Nyssas Lehre vom Heiligen Geist, 1966

References

External links

The Sather Professor - UC Berkeley Classics Department

1888 births
1961 deaths
German classical scholars
German scholars of ancient Greek philosophy
Members of the Prussian Academy of Sciences
People from the Rhine Province
Emigrants from Nazi Germany to the United States
University of Marburg alumni
Humboldt University of Berlin alumni
Academic staff of the University of Basel
Academic staff of the University of Kiel
University of Chicago faculty
Harvard University Department of Philosophy faculty
Harvard University faculty
Recipients of the Pour le Mérite (civil class)
Members of the German Academy of Sciences at Berlin
Corresponding Fellows of the British Academy
Commentators on Plato

Werner Jaeger


Richard Förster (* 15. November 1825 in Lissa, Provinz Posen; † 7. Juli 1902 in Breslau) war ein deutscher Ophthalmologe und Hochschullehrer.

Leben
Als Sohn eines Apothekers studierte Förster ab 1845 Medizin an der Schlesischen Friedrich-Wilhelms-Universität Breslau, der Ruprecht-Karls-Universität Heidelberg und der Friedrich-Wilhelms-Universität Berlin. Während seines Studiums wurde er 1845 Mitglied der Breslauer Burschenschaft und 1847 Konkneipant der Burschenschaft Frankonia Heidelberg. In Berlin promovierte er 1849 mit einer Doktorarbeit über Milzbrandbläschen. Zu seinen Lehrern gehörten Jakob Henle, Ludwig Traube und Rudolf Virchow. Nach Aufenthalten in Paris und Wien arbeitete er ab 1855 am Breslauer Allerheiligenhospital. Dort wandte er sich der Augenheilkunde zu. 1857 habilitierte er sich an der Universität Breslau. Nach sechs Jahren als Privatdozent wurde er 1863 als Extraordinarius und 1873 als Ordinarius berufen. Für die akademischen Jahre 1884/85 und 1897/98 wurde er zum Rektor gewählt.
Als solcher wurde er 1894 zum Mitglied auf Lebenszeit des Preußischen Herrenhauses ernannt. Nach seiner Emeritierung 1896 zog er sich auf ein Landgut im westpreußischen Bronikowo zurück.

Förster prägte die Augenheilkunde vor allem durch seine Erfindung des Perimeters, das er 1867 auf einer internationalen Fachtagung in Paris vorgestellt hatte und dessen Fortentwicklungen bis heute Anwendung finden. Daneben verfasste er zahlreiche weitere ophthalmologische Fachstudien, unter anderem für die Zeitschrift für Augenheilkunde, widmete sich aber weiterhin auch Themen aus anderen Bereichen der Medizin, etwa der Erforschung der Cholera, als deren Ursache er bereits Jahre vor Entdeckung des Erregers verseuchtes Wasser vermutete.

Zu Försters Breslauer Schülern gehören Hermann Wilbrand und Hermann Aubert.

Schriften
 Ophthalmologische Beiträge. Berlin 1862. (Digitalisat)
 mit Hermann Aubert: Beiträge zur Kenntnis des indirecten Sehens. Archiv für Ophthalmologie, Bd. 3. Berlin 1857.
 Die Verbreitung der Cholera durch die Brunnen. Klinische Monatsblätter für Augenheilkunde, Berlin 1873.
 Beziehungen der Allgemeinleiden zu den Erkrankungen des Sehorgans, in: Theodor Saemisch und Alfred Graefe (Hg.): Handbuch der gesamten Augenheilkunde, Bd. 5, 1. Auflage. Leipzig 1877, S. 59–233.

Einzelnachweise

Literatur
 Helge Dvorak: Biographisches Lexikon der Deutschen Burschenschaft. Band I: Politiker. Teilband 8: Supplement L–Z. Winter, Heidelberg 2014, ISBN 978-3-8253-6051-1, S. 403–404.
 Julius Pagel: Biographisches Lexikon hervorragender Ärzte des neunzehnten Jahrhunderts. Berlin/Wien 1901, Sp. 526 (Richard Förster).

Mediziner (19. Jahrhundert)
Augenarzt
Rektor der Universität Breslau
Mitglied des Preußischen Herrenhauses
Burschenschafter (19. Jahrhundert)
Deutscher
Geboren 1825
Gestorben 1902
Mann
Geheimer Regierungsrat
Träger des Roten Adlerordens 2. Klasse

Richard Förster (Mediziner)


An Philodendron brandii in uska species han Liliopsida nga ginhulagway ni Michael Howard Grayum. An Philodendron brandii in nahilalakip ha genus nga Philodendron, ngan familia nga Araceae.

Mabibilngan ini ha Colombia. Waray hini subspecies nga nakalista.

Mga kasarigan

Philodendron

Philodendron brandii


Kazankaya Kalesi, Ceyhan'a 15 km uzaklıkta Kurtkulağı Kasabasının 1 km kuzeyindedir. İlk başlarda Fransız ordularının karargahı olarak bilinen Kazankaya Kalesi harabelerinin bulunduğu yerin ağaçlandırılması ile halka açık mesire yeri haline getirilmiştir.

Ceyhan'daki kaleler
Adana ilindeki arkeolojik sitler

Kazankaya Kalesi


Laviana steht für:

 Laviana, eine Gemeinde in Asturien
 Laviana (Avilés), eine Parroquia in der Gemeinde Avilés in Asturien
 Laviana (Gerichtsbezirk), Gerichtsbezirk in Spanien

Laviana (Begriffsklärung)


Fort Worth Central Station (Amtrak: FTW) is an intermodal transit center in downtown Fort Worth, Texas. It serves two commuter rail lines (TEXRail and Trinity Railway Express), two Amtrak intercity rail lines (Texas Eagle and Heartland Flyer), and Greyhound intercity bus. It also serves as the main transfer center for Trinity Metro, Fort Worth's public bus system.

It is located at the corner of 9th Street and Jones Street on the east side of Downtown Fort Worth. It is the busiest Amtrak station in Texas by ridership, with  passengers in .

Services
The station has twenty bus bays and three rail tracks. TEXRail boards from Track 1 regardless of direction, while TRE boards from either Track 1 or 2. Amtrak trains board from Track 3. Greyhound buses board through a separate terminal on the opposite side of the building.

The station's interior contains restrooms, vending machines, a passenger service kiosk, and a Subway restaurant.

History
Prior to the station's opening, transit services operated without a unified hub in downtown Fort Worth. Local bus lines (then branded as The T) converged at a transit mall along the Houston Street and Throckmorton Street, while Amtrak and Greyhound Lines serviced the Gulf, Colorado and Santa Fe Railroad Passenger Station on Jones Street.

In the 1990s, city leaders planned to create a unified transportation hub with the goal of encouraging train and bus usage, which would reduce pollution and traffic congestion. Both the Santa Fe station and T&P Station were considered for this, but the city ultimately decided to build a new station at the corner of 9th and Jones named Fort Worth Intermodal Transportation Center (abbreviated Fort Worth-ITC). This new location was selected because it was closer to both the central business district and local attractions such as Sundance Square.

On December 3, 2001, the Trinity Railway Express line (TRE) was extended from Richland Hills to T&P Station. TRE service included a stop at Fort Worth-ITC, though the station proper was not completed until January 12, 2002. Later that year, Amtrak service was moved from the Santa Fe station to Fort Worth-ITC.

On January 10, 2019, TEXRail began service to the station.

On March 25, 2019, the Trinity Metro board of directors unanimously voted to rename Fort Worth-ITC to Fort Worth Central Station. The TRE announcement system continues to use the original name.

References

External links

Amtrak - Texas Eagle Stations - Fort Worth, TX
Fort Worth Amtrak Station - Train Web
Trinity Railway Express - Stations
Trinity Metro - Fort Worth Central Station

TEXRail stations
Railway stations in the United States opened in 2001
Trinity Railway Express stations
Economy of Fort Worth, Texas
Amtrak stations in Texas
Transit centers in the United States
Bus stations in Tarrant County, Texas
Transportation in Tarrant County, Texas
2001 establishments in Texas
Railway stations in Tarrant County, Texas
Railway stations in Fort Worth, Texas

Fort Worth Central Station


Education in Thailand is provided mainly by the Thai government through the Ministry of Education from pre-school to senior high school. A free basic education of fifteen years is guaranteed by the Thai constitution.

Education in Thailand mandates nine years of "basic education" (six years of elementary school and three years of lower secondary school). Education at public schools is free until grade 9. The government provides, in addition, three years of free pre-school and three years of free upper-secondary education. Neither is mandatory. Children are enrolled in elementary school from the age of six and attend for six years, Prathom 1 to Prathom 6. Elementary school classes is at least 7 hours per day, with a maximum learning time of 1,000 hours per year. Secondary education starts at age 12. It consists of three years of lower secondary education, Mattayom 1 to Mattayom 3, and three years of upper secondary education, Mattayom 4 to Mattayom 6. Compulsory education ends with Mattayom 3 (grade 9), after which pupils can pursue upper-secondary education in a university-preparatory track, or continue their studies in vocational school programs.

Homeschooling is legal in Thailand. Thailand's constitution and education law explicitly recognize alternative education and considers the family to be an educational institution. A homeschool law passed in 2004, Ministerial Regulation No. 3 on the right to basic education by the family, governs homeschooling. Families must submit an application to homeschool and students are assessed annually.

The Human Rights Measurement Initiative finds that Thailand fulfills 86.7% of what they should be able to fulfill for the right to education, based on their level of income.

School system overview

Basic education in Thailand is free. It is divided into three levels: pre-primary, primary, and secondary. Pre-primary education was introduced in 2004 and made free in 2009. State schools offer two years of kindergarten (; ) (three- and four-year-old) and one year of
pre-school studies (five-year-old). Participation in pre-primary education is "nearly universal". At the age of six, education begins. It lasts for nine years, consisting of primary, prathom () (grades P1-6), and lower secondary, matthayom () (grades M1-3), starting at the age of 12. Upper secondary education, grades M4-6, is also not compulsory. It is divided into general and vocational tracks.

Ninety-nine per cent of students complete primary education. Only 85 per cent complete lower secondary. About 75 per cent move on to upper secondary (ages 16–18). For every 100 students in primary schools, 85.6 students will continue studies in M1, 79.6 students will continue until M3, and only 54.8 will go on to M6 or occupational schools.

There are academic upper secondary schools, vocational upper secondary schools, and comprehensive schools offering academic and vocational tracks. Students who choose the academic stream usually intend to enter a university. Vocational schools offer programs that prepare students for employment or further studies.

Admission to an upper secondary school is through an entrance exam. On the completion of each level, students need to pass the NET (National Educational Test) to graduate. Children are required to attend six years of elementary school and at least the first three years of high school. Those who graduate from the sixth year of high school are candidates for two tests: O-NET (Ordinary National Educational Test) and A-NET (Advanced National Educational Test).

Public schools are administered by the government. The private sector includes schools run for profit and fee-paying non-profit schools which are often run by charitable organisations — especially by Catholic diocesan and religious orders that operate over 143 large elementary/secondary schools throughout the country. Village and sub-district schools usually provide pre-school kindergarten and elementary classes, while in the district towns, schools will serve their areas with comprehensive schools with all the classes from kindergarten to age 15 and separate secondary schools for ages 13 through 18.

Due to budgetary limitations, rural schools are generally less well equipped than the schools in the cities. The standard of instruction, particularly for the English language, is much lower, and many high school students will commute 60–80 kilometres to schools in the nearest city.

The school year is divided into two semesters. The first begins in mid May and ends around mid September and early October; the second begins around late October and early November and ends around late February and early March.

History

Formal education has its early origins in the temple schools, when it was available to boys only. From the mid-sixteenth century Thailand opened up to significant French Catholic influence until the mid-seventeenth century when it was heavily curtailed, and the country returned to a strengthening of its own cultural ideology. Unlike other parts of South and Southeast Asia, particularly the Indian subcontinent, Myanmar (Burma), Laos, Vietnam, Cambodia, the Malay Peninsula, Indonesia and the Philippines, Thailand has never been colonised by a Western power. As a result, structured education on the lines of that in developed countries gained new impetus with the reemergence of diplomacy in the late nineteenth century.

Early education
It is possible that one of the earliest forms of education began when King Ram Khamhaeng the Great invented the Thai alphabet in 1283 basing it on Mon, Khmer, and southern Indian scripts. Stone inscriptions from 1292 in the new script depict moral, intellectual and cultural aspects.  During the Sukhothai period (1238–1378), education was dispensed by the Royal Institution of Instruction (Rajabundit) to members of the royal family and the nobility, while commoners were taught by Buddhist monks.

In the period of the Ayutthaya kingdom from 1350 to 1767 during the reign of King Narai the Great (1656–1688), the Chindamani, generally accepted as the first textbook of the Thai language, collating the grammar. The prosody of Thai language and official forms of correspondence was written by a monk, Pra Horatibodi, in order to stem the foreign educational influence of the French Jesuit schools It remained in use up to King Chulalongkorn's reign (1868–1910). Narai himself was a poet, and his court became the center where poets congregated to compose verses and poems. Although through his influence interest in Thai literature was significantly increased, Catholic missions had been present with education in Ayutthaya as early as 1567 under Portuguese Dominicans and French Jesuits were given permission to settle in Ayutthaya in 1662. His reign therefore saw major developments in diplomatic missions to and from Western powers.

On Narai's death, fearing further foreign interference in Thai education and culture, and conversion to Catholicism, xenophobic sentiments at court increased and diplomatic activities were severely reduced and ties with the West and any forms of Western education were practically severed. They did not recover their former levels until the reign of King Mongkut in the mid-nineteenth century.

Development
Through his reforms of the Buddhist Sangha, King Rama I (1782–1809), accelerated the development of public education and during the reign of King Rama IV (1851–1865) the printing press arrived in Thailand making books available in the Thai language for the first time; English had become the lingua franca of the Far East, and the education provided by the monks was proving inadequate for government officials. Rama IV decreed that measures be taken to modernise education and insisted that English would be included in the curriculum.

King Rama V (1868–1910) continued to influence the development of education and in 1871 the first relatively modern concept of a school with purpose constructed building, lay teachers and a time-table was opened in the palace to teach male members of the royal family and the sons of the nobility. The Command Declaration on Schooling was proclaimed, English was being taught in the palace for royalty and nobles, and schools were set up outside the palace for the education of commoners' children.
With the aid of foreign - mainly English - advisers a Department of Education was established by the king in 1887 by which time 34 schools, with over 80 teachers and almost 2,000 students, were in operation and as part of the king's programme to establish ministries, in 1892 the department became the Ministry of Education. Recognizing that the private sector had come to share the tasks of providing education, the government introduced controls for private schools.

In 1897 on the initiative of Queen Sribajarindra, girls were admitted into the educational system. In 1898, a two-part education plan for Bangkok and for the provinces was launched with programmes for pre-school, elementary, secondary, technical, and higher education. In 1901, the first government school for girls, the Bamrung Wijasatri, was set up in Bangkok, and in 1913, the first teacher training school for women was set up at the Benchama Rajalai School for girls.
Further developments took place when in 1902 the plan was remodeled by National System of Education in Siam into the two categories of general education, and professional/ technical education, imposing at the same time age limits for admission to encourage graduation within predetermined time scales.

The first Thai university, Chulalongkorn, was named after King Chulalongkorn (Rama V). It was established by his son and successor King Vajiravudh (Rama VI) in 1917 by combining the Royal Pages School and the College of Medicine.
In 1921, the Compulsory Elementary Education Act was proclaimed.

Education for Sustainable Development
Thailand has a particular interpretation of education for sustainable development (ESD) as the 'philosophy of sufficiency economy' has played a leading role in shaping policy, including the National Economic and Social Development Plan and the National Education Act. ESD is highly integrated into the curriculum of primary and secondary education in Thailand through the framework of sufficiency economy. The National Curriculum of Thailand, which integrates the country's 'philosophy of sufficiency economy', is an important case in point. Since 2002, the country's education plan has promoted the inclusion of ESD in five distinct ways. First, ESD topics and content are incorporated into the eight main subject areas of the curriculum, with ESD learning standards defined in a scaffolded manner for each subject area. Second, student character development is defined by eight characteristics including active learning, sufficiency lifestyle and public mindedness. Third, the plan aims to provide specific project-based learning activities, such as natural preservation and environmental clubs and camps. Fourth, ESD-specific learning modules are developed and incorporated, such as renewable energy or the philosophy of sufficiency economy. Fifth, following structural reforms in 2008, Thailand now has a 30 per cent inclusion rate across the entire curriculum for decentralized, locally based subjects and teaching. These should address topics pertinent to the local context and often include issues relating to sustainable lifestyles and the sufficiency economy.

Thailand Education Reform 1995
In 1995, the minister of education, Sukavich Rangsitpol, launched a series of education reforms with the goal of achieving educational excellence by 2007.

Since December 1995, activities have been conducted in four main areas:

·        School reform. Efforts have been stepped up to standardize the quality of education in all levels and types of schools and educational institutions. Educational coverage has been expanded.

·        Teacher reform. Training and recruitment of teachers have been reformed urgently and comprehensively both in public and private schools. Educational administrators and personnel have been developed continuously.

Curriculum reform. Curriculum and teaching-learning processes have been reformed on an urgent basis in order to raise educational quality of all types and levels.

·        Administrative reform. Through devolution, educational institutions have been empowered to make administrative decisions and to offer appropriate educational services which are as consistent as possible with the local lifestyle and conditions. Provincial organizations have been strengthened to facilitate devolution while private participation of the family and community have been promoted and supported.

According to UNESCO, Thailand education reform has led to the following results:

 The educational budget increased from 133 billion baht in 1996 to 163 billion baht in 1997 (22.5% increase)
 Since 1996, first grade students have been taught English as a second or foreign language and computer literacy.
 Professional advancement from teacher level 6 to teacher level 7 without having to submit academic work for consideration was approved by the Thai government.
 Free 12 years education for all children provided by the government. This program was added to the 1997 Constitution of Thailand and gave access to all citizens.
School-based management (SBM) in Thailand began in 1997 in the course of a reform aimed at overcoming a profound crisis in the education system.

 Establish effective Provincial Education Councils with strong community membership. The purpose of decentralization is to ensure that local education needs are met, there should be a close relationship between community representatives and officials . Thus, decentralization will require a careful balance between the guidance of community selected representatives and government officials. To representing local needs and priorities.

The  1995 Education Reform results in 20,000 schools under the Education Reform Project were required to improve their school environment and encourage the local community to be involved in school administration and management.

Those schools could later accepted 4.35 students aged between 3-17years old from poor families in remote areas .Thereafter Thailand was successfully established Education For All (EFA).Thus, Thailand received 1997 ACEID awards for excellence in education from UNESCO in 1997

World Bank report that after the 1997 Asian financial crisis Income in the northeast, the poorest part of Thailand, has risen by 46 percent from 1998 to 2001 due to Education For All. Nationwide poverty fell from 21.3 to 11.3 percent.

Twelve values

Prayut Chan-o-cha, Thailand's prime minister and junta leader, said in 2017 that school reform was urgently needed. Following the military takeover of May 2014, Prayut, in a televised broadcast in July, ordered schools to display a list of 12 "Thai" values he composed. They are:

Loyalty to the Nation, a Religion, and the Monarchy
Honesty, sacrifice, endurance, and noble ideology for the greater good
Gratitude for parents, guardians, and teachers
Diligence in acquiring knowledge, via school studies and other methods
Preserving the Thai customs and tradition
Morality and good will toward others
Correct understanding of democracy with the King as Head of State
Discipline, respect for law, and obedience to the older citizens
Constant consciousness to practice good deeds all the time, as taught by His Majesty the King
Practice of Self-Sufficient Economy in accordance with the teaching of His Majesty the King
Physical and mental strength. Refusal to surrender to religious sins.
Uphold the interest of the nation over oneself.

Authorities instructed public schools and state agencies to hang a banner listing Gen Prayut's teachings on their premises. State agencies have also produced a poem, song, and 12-part film based on the teachings. In late-December 2014, the Ministry of Information, Communication, and Telecommunications (MICT) released a set of "stickers" depicting each of the Twelve Values for users of the chat application LINE.

Military training for kindergartners
The military government under Prayut Chan-o-cha instituted a "land defender battalion" program to teach uniformed children aged four and five to do push-ups, crawl under netting, salute, and eat from metal trays on the floor. "Soldiers showed children military operations and taught them patriotic values to love the nation, religions, and the Thai monarchy through the...12 Thai Values," according to the Thai-language news outlet Matichon Online. The news site reported that this is the second time that the Royal Thai Army has run the program, and said that many more schools and kindergartens will join the program in the future.

2015 IQ survey results
A 2015 survey by the Ministry of Public Health found the average IQ of Thai students to be 93, down from 94 in 2011, and below the international standard of 100.

One cause of lower IQs might be nutrition, specifically iodine deficiency.

In July 2015, the Thai Department of Health initiated a program to provide better nutrition and health education at Thai public schools. Its aims are to increase average IQ from 94 to 100 and boost the average height of children. Currently boys measure on average 167 cm and girls 157 cm. Over the 10-year life of the program heights are targeted to increase to 175 cm and 165 cm respectively. Children at schools across the country will receive healthier meals and more instruction on healthy living and exercise.

In 2015, a World Bank study concluded that "...one-third of 15-year-old Thais are 'functionally illiterate'", including almost half of those studying in rural schools. The bank suggested that Thailand reform its education system partly through merging and optimising its more than 20,000 schools nationwide. The alternative is hiring 160,000 more teachers for up-country schools in order to match Bangkok's teacher-student ratios. The Economist notes that, "Thailand's dismal performance is not dramatically out of step with countries of similar incomes. But it is strange given its unusually generous spending on education, which in some years has hoovered up more than a quarter of the budget. Rote learning is common. There is a shortage of maths and science teachers, but a surfeit of physical-education instructors. Many head teachers lack the authority to hire or fire their own staff."

Secondary school admissions protest
In May 2012, parents and students at the prestigious Bodindecha (Sing Singhaseni) School, commonly referred to as "Bodin", in Bangkok staged a hunger strike to protest what they viewed as admissions irregularities. The issue arose when 200 Bodin students were denied the right to continue their studies at the school at the end of the 2011 school year. The students suspected that school executives had taken away their seats to give to children of parents willing to pay huge sums of "tea money" or bribes. Admission to popular schools can cost "tea money" sums up to seven figures. The greater the competition, the higher the amount of donations the parents believe they have to offer in exchange for their children's chances to get a good education at a quality school.

Status of teachers
Thai society holds teachers in high regard as evidenced by naming one day of the year as "Teacher's Day." "Thai teachers, as well as university lecturers, are not as well paid as their colleagues in Malaysia or Singapore, not to mention those in the United States or Europe," according to the Bangkok Post. This has led to the finding that each Thai teacher may be up to three million baht in debt. The government is taking steps to ameliorate the plight of teachers by refinancing loans owed to institutional lenders.

Organisation

Administration
Thailand has had 21 education ministers in the past 18 years (2000–2018). Each lasts an average of nine months.
The complexity of administration of Thai education gives rise to duplication among the many ministries and agencies providing education and establishing of standards. In 1980, at the recommendation of the Minister of Education, Dr. Sippanondha Ketudat, responsibility for basic elementary education was moved from the Ministry of Interior to the Ministry of Education. Both the Ministry of University Affairs and the Ministry of Education have been actively involved in teacher training.

Budget
For FY2019 the budget of the Ministry of Education is 487,646 million baht. The Thai national budget allocates considerable resources to education. In FY2017, educational expenditures represented almost 20 per cent of the national budget, or four per cent of GDP. This is high in comparison with the educational expenditures of other countries, especially developing countries, with China at 13 per cent, Indonesia 8.1 per cent, Malaysia 20 per cent, Mexico, 24.3 per cent, Philippines 17 per cent, the United Kingdom and France, 11 per cent. Although education is mainly financed by the national budget, local funds, particularly in urban areas, are spent on education. In the area governed by the Bangkok Metropolitan Administration (BMA), up to 28.1 per cent of the educational budget has been provided by local financing. Loans and technical assistance for education are also received from Asian Development Bank, and the World Bank.

Elementary and secondary levels
At elementary levels, students study eight core subjects each semester: Thai language, mathematics, science, social science, health and physical education, arts and music, technology, and foreign languages. At age 16 (Matthayom 4), students are allowed to choose one or two elective courses. The science program (Wit-Kanit) and the mathematics-English language program (Sil-Kamnuan) are among the most popular. Foreign language programs (Sil-Phasa) in (Chinese, French, Japanese, Korean, Russian, Spanish, and German) for example, and the social science program (sometimes called the general program) are also offered.
Both elementary and secondary levels have special programs, the English Program and the Gifted Program. In the English Program students learn every subject in English except for Thai and social studies. The Gifted Program is mathematics-science focused.

Grade of enrollment for immigrant students is determined by their birthday. In a study about Thailand's education policy on children of migrants, Thai schools often required migrant students to be proficient in the Thai language and to have gone through a learning center before enrolling into a public school. If a student was younger than 7, they would be placed in kindergarten, and if they were older, they would be placed in a first grade class. Therefore, students that were 15 could still enroll as a first grader. The purpose for these methods was to ensure that migrant students were better prepared to start school, but it did cause some issues for both the student and the teachers. The study found that even though older students placed in first grade classrooms were more obedient, the students had trouble connecting with their classmates and teacher had to address them differently due to their age. Thai public schools attempted to address this issue by some implementing a rule that a student could not be older than 9 to enroll, but this led to learning centers not given recommendations to public school for older students.

Vocational education
The Vocational Education Commission manages 416 vocational institutions of higher learning in Thailand.

Technical and vocational education (TVE) begins at the senior high school level where students begin to follow either general or vocational education tracks. At present, around 60 per cent of students follow the general education programmes. However, the government is endeavouring to achieve an equal balance between general and vocational education.

Three levels of TVE are offered: the Certificate in Vocational Education (Por Wor Chor) which is taken during the upper secondary period; the Technical Diploma (Por Wor Sor), taken after school-leaving age; and the Higher Diploma on which admission to university for a bachelor's degree programme may be granted. Vocational education is also provided by private institutions.

In 2016, Thailand's first technical vocational education and training (TVET) hub started in the northern province of Chiang Mai. TVET is a model that provides knowledge and skills required for workplaces, using formal, non-formal and informal learning.

Dual vocational training (DVT)
Essential to DVT is the active participation of the private sector. In 1995,
the Department of Vocational Education launched an initiative to introduce dual vocational training programmes which involve the students in hand-on training at selected organisations in the private sector.

DVT is a regular element of the DoVE "certificate" and "diploma" program. The training is for a period of three years with more than half of the time devoted to practical training on-the-job, spread over two days a week, or for longer periods depending on the distance, throughout the semesters.

Two levels of DVT are offered: the three-year certificate level for skilled workers where students and trainees are admitted at the age of 15 after completing Matthayom 3 (Grade 9); and the two-year diploma technician level for students who have graduated with the Certificate of Vocational Education after 12 years of formal education.

In the scheme, vocational, unlike regular internships, where students may be assigned to work on unpaid irrelevant jobs, the cooperative education programme enables students of the vocational schools to do field work while benefiting from an allowance to cover living expenses or free accommodation, and compensation for their contributions made to the company's income and profits as temporary employees.

Schools collaborate directly with the private sector in drafting action plans and setting goals for students to meet. Generally, the company will offer permanent employment to the trainees on graduation and successful completion of the programme. Conversely, companies that recruit trainees from among young people who have completed a minimum of nine years at school may enroll their employees with a technical or vocational college where they are taught vocational subjects as the theoretical background to the occupational field in which they are being trained.

Enrollment
 there were 674,113 students enrolled in vocational education courses.

Concerns of multi-national corporations
Shiro Sadoshima, the Japanese ambassador to Thailand, believes that the Thai government must invest more in education to produce a labour force that can meet the demands of Japanese industry. He noted that while Thailand has a policy to improve vocational skills and cultivate skilled labour, the skills exhibited by Thai workers are not up to Japanese standards. The ambassador's remarks echoed those of major Japanese manufacturers such as Toyota, which has been investing in Thailand for decades. Shuichi Ikeda, chief representative of the Japan International Cooperation Agency (JICA), also voiced concerns that even though Thailand has produced a lot of vocational graduates to serve rising demand for factory workers, those graduates lack required skills. Thailand is expected to produce around 67,000 vocational graduates over the next 10 years but only around 3,100 of them can meet labour standards and get a job, he said.

National Educational Tests
The National Educational Tests are tests developed by the National Institute of Educational Testing Service (NIETS) which used to also organise university admission tests such as GAT, PAT, and the General Subject Tests. The National Educational Tests include:

 Ordinary National Educational Test (O-NET)
 Buddhism National Educational Test (B-NET)
 Islamic National Educational Test (I-NET)
 Non-Formal National Educational Test (N-NET)
 Vocational National Educational Test (V-NET)

The O-NET used to be mandatory for Secondary 6 students and used in university admissions but as of 2022, the O-NET is optional and not used in university admissions.

Higher education

Universities

There are 170 institutions of higher education in Thailand, both public and private, offering 4,100 curricula. For the 2015 academic year, the universities could accommodate 156,216 new students, but only 105,046 applied to take entrance exams. Exacerbating the student shortfall, the National Economic and Social Development Board projects that the number of Thais in the school-age group 0–21 years will fall to 20 per cent of the population by 2040, a drop from 62.3 per cent in 1980.

Many public universities receive financial support from the government for research purposes. Over half of the provinces have a government-run Rajabhat University (formerly Rajabhat Institutes) and Rajamangala University of Technology, which were traditionally teacher-training colleges.

Thai universities do not score highly in the Quacquarelli Symonds (QS) World University rankings and they are losing ground when compared with other Asian universities. Thailand's top three universities, Chulalongkorn, Mahidol, and Thammasat, are trending down. When it was first ranked by QS, Chulalongkorn came in at 201. In 2018 it was ranked 271. Several years ago, Mahidol was ranked 255 but now is ranked 380. Thammasat in 2012 was ranked 561 but has consistently been in the 600s since then.

Some of Thailand's leading universities include:
 Burapha University: First higher education institution in eastern Thailand's industrial region. Offering a taught course in arts and humanities, business administration, engineering, education, health sciences, science, social sciences, logistics, and tourism.
 Chiang Mai University: The first institution of higher education in northern Thailand and the first provincial university in the country, offering programs in arts and humanities, health sciences, science and technology, and social sciences.
 Chulalongkorn University: is a comprehensive and research-intensive university, offering programs in arts and humanities, engineering and technology, life sciences and medicine, natural sciences, social sciences, and management.
 Kasetsart University: Initially established as an agricultural college, it later expanded its subject area to cover a wide range of academic disciplines. It currently offers programs in agriculture, agro-industry, architecture, business administration, economics, education, engineering, environmental science, fisheries, forestry, humanities, science, social sciences, veterinary medicine, and veterinary technology.
 Khon Kaen University: First university in northeastern Thailand. Engineering, education, college of local administration.
 King Mongkut's Institute of Technology Ladkrabang: Best known for programs in electrical engineering, automotive engineering,  computer engineering, and architecture.
 King Mongkut's University of Technology North Bangkok: Jointly founded in 1959 by the Thai Government and the Federal Republic of Germany. Offering a specialised course in science, architecture, and engineering.
 King Mongkut's University of Technology Thonburi: Best known for programs in civil engineering, electrical engineering, and school of energy.
 Mahidol University: Medicine (Siriraj Hospital and Ramathibodi Hospital), pharmacy, veterinary science, medical technology, health sciences
 Prince of Songkla University: First university in southern Thailand. Natural resources, tourism and hospitality, management sciences.
 Silpakorn University: Began as a fine arts university and now includes many other faculties as well.
 Srinakharinwirot University: Education, dentistry, social sciences, and humanities.
 Thammasat University: Established as a specialization and open university in Law, Business, Political Sciences, and Economics before expanded fields to become a national university. Nowadays, offers programs which covered all of social science and humanities, science and technology, and health sciences.

Programs

Most bachelor's degree courses are four year, full-time programs. Exceptions are education and architecture that require five years, and the doctor of dental surgery, medicine, pharmacy, and veterinary medicine that require six years of study. Master's degree programs last for either one or two years and the degree is conferred on course credits with either a thesis or a final exam. On completion of a master's degree, students may apply for an admission exam to a two to five year doctoral program. The doctorate is conferred upon completion of coursework, research, and the successful submission of a dissertation. There are at least 1,000 PhD programs offered at 33 Thai universities. The number of PhD students rose to over 25,000 in 2015, up from just 1,380 in 2008.

Admissions

At present, Thai university admissions are done through the "Thai University Central Admission System" or TCAS, a central admissions system developed by the Council of University Presidents of Thailand (CUPT). This system includes four rounds of admissions: portfolio admissions, quota admissions, joint admissions, and direct admissions.

Round 1: Portfolio admissions
Universities accepting students in this round have a lot of freedom in setting admission requirements but generally look at the extracurricular activities and achievements of a student, so a portfolio containing the student's basic information along with their extracurricular activities and achievements is expected by most universities. However, some programmes (especially international programmes) will also accept and use international standardised examinations in consideration such as the SAT, IELTS, BMAT, etc.

Round 2: Quota admissions
This round of admissions is intended to provide more opportunities in education for students in areas outside of Bangkok, the capital. This round is similar to round 1 in that programmes accepting students in this round have freedom in setting their requirements. However, scores such as the TGAT, TPAT, and General Subject Tests are usually required.

Round 3: Joint admissions
In this round, universities accept students with exam scores of TGAT, TPAT, and General subject tests. Round 3 admissions are handled by the CUPT rather than the universities.

Round 4: Direct admissions
In round 4, universities have total freedom in setting their requirements and criteria. Universities can require scores in TGAT, TPAT, General subject tests, or other exams such as the SAT, and IELTS. They can also require the student's portfolio and set requirements of the student's area of origin.

Admissions exams
The standardised exams universities generally accept are as follows:

Thai General Aptitude Test or TGAT (replacing GAT in 2023)
The TGAT is divided into three sections:

 English communication
 Critical and Logical Thinking
 Future workforce competency

Thai Professional Aptitude Tests or TPAT (replacing PAT in 2023)
Presently, there are TPATs for five fields: medicine; liberal arts; science, technology, and engineering; architecture; and education.

 TPAT 1: Medical Aptitude Test (developed by the consortium of Thai medical schools)
 TPAT 2: Liberal arts Aptitude Test
 TPAT 3: Scientific, technological, and engineering Aptitude Test
 TPAT 4: Architecture Aptitude Test
 TPAT 5: Teaching and educational Aptitude Test

General Subject Tests or common subject tests or 9 subject tests
These exams are intended to test a student's knowledge of each subject and his/her ability to apply that knowledge. The General Subject Tests include:

 Thai
 Social studies
 English
 Other foreign languages (replacing PAT 7 in 2023)
 French
 German
 Japanese
 Chinese
 Arabic
 Pali
 Korean
 Applied science
 Applied mathematics which includes two optional sections: basic and advanced
 Biology
 Chemistry
 Physics

International schools

The ministry of education defines international schools as, "...an educational institution providing an international curriculum or international curriculum which its subject's detail has been adjusted or a self-organised curriculum, which is not the Ministry of Education's. A foreign language is used as the medium of teaching and learning and students are enrolled without restriction or limitation on nationality or religion or government regime, and are not against the morality or stability of Thailand."

Prior to 1992, only a very small number of international schools existed in Thailand, and they catered entirely to the children of expatriates, as Thai law prohibited Thai nationals from enrolling. When the first international school, International School Bangkok, relocated to a new campus outside of the city proper, a group of parents worked with United Nations staff to lobby the Ministry of Education to change this law and open the first new international school in decades. This led to the establishment of New International School of Thailand (later changed to NIST International School), and the repeal of the prohibition against the enrollment of Thais. Due to the high demand for private international education, this change also sparked the opening of dozens of other international schools over the subsequent years.

The curriculum is required to be approved by the Ministry of Education and may be an international one, an international curriculum with modifications, or a curriculum established by the school itself. Thai language and culture constitutes a core subject and is mandatory at every level for all Thai students registered as Thai nationals. Non-Thai citizens are not required to study Thai language or culture. International schools must operate within a framework of requirements and conditions established by the Ministry of Education, that stipulates the ownership, location and size of the plot, design and structure of buildings, ratio of students to classroom surface, sanitary installations, administration and educational support facilities such as libraries and resources centres. Within one year from their commencement, elementary and secondary schools must apply accreditation from an international organisation recognised and accepted by the Office of the Private Education Commission and accreditation must be granted within six years. Managers and head teachers must be of Thai nationality though frequently there will also be a foreign head teacher to oversee the international curriculum and implement school policy.

Approximately 90 international schools operate in Thailand, of which about two-thirds are in the Bangkok area.

Distance learning by TV
Established in 1996, DLTV (Distance Learning via TV) broadcasts 15 educational channels from Klai Kangwon Palace School, Hua Hin. It broadcasts via the Ku-band beam on the Thaicom 5 satellite to 17,000 schools and other subscribers across the country. In December 2008, Thaicom Public Company, the operator of the Thaicom satellite, announced it has renewed a 10-year contract with the Distance Learning Education via Satellite Foundation of Thailand (DLF) to broadcast DLTV channels using one Ku-band transponder on the Thaicom 5 satellite.

On 13 May 2020, The National Broadcasting and Telecommunications Commission's (NBTC) board approved the sequencing of 17 new digital TV channels for education run by the Education Ministry, channels 37-53, along with Thai PBS TV station using a frequency band to run an active learning TV programme on channel 4. These were planned to run on a temporary basis starting on 1 July 2020 and lasting for six months.

Teacher development and performance
In recent years, the number of fresh graduates from teacher-training schools has ranged from 50,000 to 60,000 annually, raising concerns about quality and oversupply. The government is trying to reduce the number of graduates from teacher-education programmes to no more than 25,000 a year and direct those graduates to underserved localities. "We need to focus on quality, not quantity," a spokesperson said. In September 2015, the Office of the Higher Education Commission (OHEC) put forward an initiative to provide 58,000 grants to student-teachers over a 15-year period. The bulk of the grants would go to those who would be sent to work in areas with a shortage of teachers.

In 2010 the Office of the Basic Education Commission (OBEC), for the first time, tested secondary schools teachers on the subjects they teach. A grade of less than 59 per cent was considered to exhibit a low standard of knowledge. OBEC said up to 88 per cent of 3,973 computer science teachers failed the test. The same was true in biology (86 per cent of 2,846), math (84 per cent of 5,498), physics (71 per cent of 3,487), chemistry (64 per cent of 3,088) and astronomy and earth sciences (63 per cent of 529). Teachers at the junior high level earned higher marks. OBEC said 58 per cent of 14,816 teachers teaching math had marks of more than 80 per cent, while 54 per cent of 13,385 teachers did well in sciences. School directors did not fare well: about 95 per cent failed tests in information and computer technology and English.

Elementary and secondary school teachers do not enjoy the same long breaks as the students and are required to work through the vacations on administrative duties. They are also burdened with administrative tasks: a study by the Quality Learning Foundation found that Thai teachers spent 84 of the 200-day academic year performing non-teaching tasks such as undergoing unnecessary training, performing administrative duties, and hosting external evaluations.

English language education

Thai university applicants scored an average 28.34 per cent in English in recent university entrance exams. Thailand produces a "workforce with some of the world's weakest English-language skills." In a recent IMD World Competitiveness Yearbook Thailand was ranked 54th out of 56 countries globally for English proficiency. Singapore was third, Malaysia 28th and Korea 46th.

The government has long realised the importance of the English language as a core subject in schools, and it has been a compulsory subject at varying levels for several decades. Since 2005 schools are encouraged to establish bilingual departments where core subjects are taught in English as well as offering intensive English language programmes.

Rural–urban and ethnic divides
Place of birth is a significant marker for predicting academic success in Thailand. Students in ethnic minority areas, predominantly rural, score consistently lower in standardized national and international tests. Students from poor families living in remote areas face limited access to quality education compared to their urban counterparts. Only 50 per cent of Thai students are taught academic subjects in their home language. This is likely due to unequal allocation of educational resources, weak teacher training, socio-economic factors (poverty), and lower ability in the central Thai language, the language of instruction and tests.

Violence
A third of Thai students aged 13 to 15 suffered bullying at school between 2010 and 2015. Twenty-nine per cent were victims of physical violence. School violence instigated by students at technical or vocational schools is an ongoing problem.

Sex education
Thai researcher Wichit Wongwarithip asserts that Thailand does not deliver on sex education. It fails with regard to gender diversity, gender equality, and safe sex. "Society tends to think that 'good morals' are the solutions to all problems and that Thai culture is the best," said Wichit. Thai sex education rests on the bedrock of the traditional values of heterosexuality and patriarchy. Instead of encouraging safe sex, Thai sex education tells schoolgirls to abstain until they are ready to form a family. Some Thai textbooks characterise masturbation as deviant behaviour and recommend meditation to suppress sexual desire. Jiraphon Arunakon, Director of the Gender Variation Clinic, says that sex education as taught in Thailand lags behind or ignores scientific research. The International Classification of Diseases (ICD) removed homosexuality from the "disease" classification in 1990 and Thailand's Ministry of Public Health asserted in 2002 that homosexuality is not a mental disorder. Parit Chiwarak, an education activist from Education for Liberation Network, says that students read their sex ed textbooks in order to pass exams, but do not take them seriously. "We all know that Thai textbooks are...sexist....I don't think that students nowadays perceive LGBT people as deviants. Students these days are not stupid. It's self-destructive to write things that oppose ordinary people's belief [sic] like this....", stated Parit.

Meanwhile, Thai sex education has done little to decrease Thailand's high teenage pregnancy rate. In 2014, about 334 babies were born daily to mothers aged between 15 and 19. Teen births in Thailand have been on the rise. Of every 1,000 live births, 54 are from teen mothers aged 15–19, higher than in the US and 10 times higher than Singapore. The number of live births by Thai teenage mothers aged 15–18 increased 43 per cent between 2000 and 2011. The reasons for this may be societal norms. "Women are told to protect their virginity but Thai men who have multiple sexual encounters are seen as cool," said Visa Benjamano, a commissioner at the National Human Rights Council (NHRC).

Uniforms

Uniforms are compulsory for all students with very few variations from the standard model throughout the public and private school systems, including colleges and universities.

University uniforms are standard throughout the country and consist of a white blouse and plain or pleated skirt for females, and long black trousers, a white long-sleeved shirt with a dark blue or black tie for males. Thammasat University is the first university in Thailand that broke the uniform stereotype by providing choice for students to wear a polite uniform as a result of the democracy movement in 1932. Cracks in the university uniform policy began to appear in 2018 as a result of student agitation. The Faculty of Arts at Chulalongkorn University (CU) abolished the compulsory uniform requirement. CU has long claimed that its student uniform is prestigious as it was bestowed upon CU students by King Rama V, the university's founder.

See also
List of schools in Thailand
List of universities in Thailand
List of libraries in Thailand
Religion in Thailand
Buddhism in Thailand
Thai Chinese
 Thai cultural mandates
Thaification
South Thailand insurgency

Sources

References

Further reading

 Passow, A. Harry et al. The National Case Study: An Empirical Comparative Study of Twenty-One Educational Systems.  (1976) online

External links
History of Thai Education
Ministry of Education
Office of the Higher Education Commission (OHEC)
Global Education Monitoring Report, 2017/8
Thailand School

Society of Thailand

Education in Thailand


Amanita phalloides (Sébastien Vaillant, 1723 ex Elias Magnus Fries, 1821) ex Heinrich Friedrich Link, 1833) din încrengătura Basidiomycota, în familia Amanitaceae și de genul Amanita este împreună cu gemenele ei albe Amanita verna și Amanita virosa precum Cortinarius orellanus și Cortinarius rubellus una din cele mai otrăvitoare ciuperci cunoscute. Această specie este numită în popor buretele viperei. Ea coabitează, fiind un simbiont micoriza (formează micorize pe rădăcinile arborilor) și se poate găsi în România, Basarabia și Bucovina de Nord din (mai) iunie până în octombrie, mai ales în păduri de foioase sub (stejari, fagi, mesteceni), mai rar în cele de conifere, sub molizi, dar de asemenea, prin tufișuri, preferat pe lângă aluni, chiar și câteodată în livezi.

Istoric

Ordinul Agaricales este de diversificare foarte veche (între 178 și 139 milioane de ani), începând din timpul perioadei geologice în Jurasic în diferență de exemplu cu genul Boletus (între 44 și 34 milioane de ani).

În anul 1723, specia a fost descrisă pentru prima oară de botanistul francez Sébastien Vaillant (1669-1722) în lucrarea sa Botanicon Parisiense: Operis majoris prodituri prodromus din 1723, dându-i numele Fungus phalloides, annulatus, sordide virescens et patulus,  fiind apoi redenumită de faimosul om de știință suedez Elias Magnus Fries în volumul 1 al trilogiei sale Systema mycologicum, ca Agaricus phalloides din 1821. În 1833, naturalistul și botanistul german Heinrich Friedrich Link (1767-1851) a transferat soiul corect la genul Amanita sub păstrarea epitetului, de verificat în volumul 3 al operei sale Handbuch zur Erkennung der nutzbarsten und am häufigsten vorkommenden Gewächse, valabil până în prezent (2018). Celelalte denumiri sunt permise, dar nu mai sunt aplicate.

Descriere
Această specie are un velum universale (văl universal), o membrană subțire care o învelește la începutul evoluției ei, extinzându-se de la vârful pălăriei la capătul inferior al piciorului precum un velum partiale (văl parțial) care acoperă numai părțile purtătoare de spori, astfel încât se întinde de la de marginea pălăriei la capătul superior al tijei. Scurt timp mai târziu, membranele se rup, lăsând urme de fulgi pe pălărie, un guler în jurul tijei și o rămășiță în formă de săculeț la bază, numită volva (vagin).

 Pălăria: este de mărime medie pentru ciuperci plin dezvoltate, cu un diametru de aproximativ 4-15 cm (foarte rar chiar 20 cm) și amenajată central peste picior. La început este semisferică, în forma unui ou, apoi din ce insa ce mai aplatizată, fiind în mod general radial-fibroasă, uscată, lucioasă, dar la umezeală și unsuroasă. Marginea ei este niciodată ondulată. Pălăria și piciorul sunt ușor separabili. Ciuperca poartă fulgi albi puțin pronunțați (rest al velum universale), care dispar repede după o ploaie. Culoarea diferă de la verde-albui, spre verde-gălbui, verde și oliv.
 Lamelele: sunt aglomerate, late, libere (fără contact cu picior), de lungime inegală, bulboase, de culoare albă, schimbând adesea oară la bătrânețe spre pal verzui. Trama (micologie) lamelelor este bilaterală.
 Piciorul: cu o lungime de 6-12 cm și o lățime de 0,8-2 cm este alb, sfârșind într-un bulb învelit de un săculeț (o volvă, rest al vălului universal) tot alb, la exemplare tinere nu rar gălbui pe interior. El este subțire, îngustându-se în sus, la început plin, apoi împăiat sau găunos pe dinăuntru. Înapoi rămâne la fructele mature o manșetă în jurul mijlocului tijei care este netedă, câteodată slab dungată și mereu atârnată în jos.
 Carnea: este mereu albă, doar direct sub pălărie ușor colorată verzui, fragedă și minimal fibroasă. În tinerețe este fără miros, primind la bătrânețe unul de miere. Gustul este plăcut, de nuci. Nu faceți niciodată o probă! Buretele este consumat chiar și în doze foarte mici tare otrăvitor, la o cantitate de 30-50 gr. mortal.
 Caracteristici microscopice: Sporii sunt elipsoidali până sferici, netezi, incolori, hialini (translucizi) și amilozi, cu o mărime de 8-11 x 7-9 microni. Pulberea lor este albă.
 Reacții chimice: Carnea și lamele buretelui se colorează cu sulfat de fier imediat violet, existatul (probă uscată și presată) cu  mai întâi violet, apoi brun-roșcat.

Toxicitate
Amanita phalloides menține aproximativ zece toxine diferite, din otrava non-letală muscarina foarte puțin, în schimb cantități foarte mari de toxine mult mai periculoase, fiind cu efect mortal, ca de exemplu falloidine (între ele faloidina, falacidina și falisina), amanitine α, β, γ, δ, ε precum aminopectide, în primul rând virotaxine care sunt compuse din șapte aminoacizi, peptide ciclice, toxice, ce apar de asemenea în "gemenele" ei Amanita verna și Amanita virosa. În acțiunea lor, ele aseamănă faloidinei. Astfel conțin cele trei amanatide numite mai sus în material proaspăt aproximativ 20 până la 60 de miligrame falotoxine la 100 de grame masă fungidă. Doza letală de amanitină la om este de 0,1 miligrame pe kilogram de greutate corporală, pentru o  persoană de 70 kilograme, adică aproximativ 7 miligrame. Această cantitate este conținută în mai puțin de 35 de grame de ciuperci proaspete. Un organism ajuns la maturitate poate cântării 50 de grame sau mai mult, prin urmare, un singur exemplar consumat va produce o otrăvire mortală.

Primele simptome provocate de amanitină sunt de natură gastrointestinală care includ greață severă precum diaree și vărsături violente. Ele apar de obicei numai 8 până 12 ore după consum, rareori abia după 24 sau chiar 36 de ore. În toate cazurile este prea târziu de a mai interveni în mod eficient, de exemplu prin  pomparea stomacului. Simptomele se pierd în timp de două-trei zile, pentru a dezvolta apoi, aproximativ cinci zile după ingerare, o insuficiență hepatică completă (coma hepaticum) dar și o insuficiență renală precum si deteriorarea pancreasului și a inimii. Astăzi se face o transfuzie cu antidotul Antanamid, câștigat chiar din Amanita phalloides care conține această substanță în cantități mici. Din 1977 substanța este produsă artificial. De asemenea se tratează cu preparatul Sibilin, în lipsă de acesta cu penicilina G. Dacă tratamentul ar fi fost zadarnic, speranța unei persoane intoxicate rămâne doar în transplantul de ficat.

Toate trei speciile ale buretelui viperei sunt responsabile pentru aproximativ 90 la sută din decesele cauzate prin intoxicații cu ciuperci. La începutul secolului al XX-lea, aproape fiecare otrăvire cu acest burete a dus la moarte. În zilele de astăzi proporția de intoxicații fatale a fost redusă datorită depistării precoce și a terapiei intensive la aproximativ 10-15 la sută de cazuri letale.

Confuzii
Specia Amanita phalloides poate fi confundată cu Amanita verna, sau cu Amanita virosa, și ele mortal otrăvitoare. Mai departe poate fi confundată cu ciuperci comestibile, ca de exemplu cu Amanita citrina var. alba (restrâns comestibilă), , Amanita eliae, Amanita ovoidea, Amanita strobiliformis, Amanita vaginata  sau Amanita vittadini.

Pentru începători se pot ivi probleme, deoarece aceștia confundă adeseori buretele cu specii comestibile din genul Agaricus, cum sunt Agaricus abruptibulbus, Agaricus aestivalis, Agaricus arvensis, Agaricus campestris, Agaricus radicatus, Agaricus semoticus și Agaricus silvicola.

Culegătorii mai puțin experimentați culeg într-adevăr acest burete otrăvitor în locul celor comestibile din genurile Agaricus și Amanita, dar fac această greșeală și cu alte soiuri savuroase, cum sunt de exemplu Leucoagaricus leucothites sin. Lepiota naucina, Leucoagaricus cretaceus, Volvariella bombycina, Volvariella speciosa sin. Volvariella gloiocephala sau chiar cu Calocybe gambosa sau Tricholoma sejunctum (necomestibil).

Galerie de imagini

Victime renumite
Despre mai multe persoane istorice cu renume se spune că ar fi murit în urma consumului acestei ciuperci mortale, fie prin nenoroc sau neglijență, fie prin crimă cu premeditare. Astfel împăratul roman Claudius a fost otrăvit, probabil de soția sa Agrippina, mai departe Papa Clement al VII-lea, Țarina a Rusiei Natalia Narîșkina sau împăratul Carol al VI-lea al Sfântului Imperiu Roman. Faimosul Voltaire a comentat moartea împăratului astfel: Ce plat de champignons a changé la destinée de l'Europe. ("Acest fel de mâncare de ciuperci a schimbat destinul Europei.")

Note

Bibiliografie
 Marcel Bon: "Pareys Buch der Pilze", Editura Kosmos, Halberstadt 2012, ISBN 978-3-440-13447-4
 Giacomo Bresadola: "Iconographia Mycologica", vol. I, Editura Società Botanica Italiana, Milano 1927, p. și tab. 3
 Bruno Cetto, volumul 1, vezi note
 H. Clémençon: "Pilze im Wandel der Jahreszeiten", vol. 1 și 2, Editura Éditions Piantanida, Lausanne 1981
 Rose Marie și Sabine Maria Dähncke: "700 Pilze in Farbfotos", Editura AT Verlag, Aarau - Stuttgart 1979 și 1980, ISBN 3-85502-0450
 Axel Meixner: "Chemische Farbreaktionen von Pilzen", Editura J. Cramer, Lehre 1975
 Rose Marie și Sabine Maria Dähncke: "Pilze", Editura Silva, Zürich 1986
 Hans E. Laux: "Der große Pilzführer, Editura Kosmos, Halberstadt 2001, ISBN 978-3-440-14530-2
 Gustav Lindau, Eberhard Ulbrich: "Die höheren Pilze, Basidiomycetes, mit Ausschluss der Brand- und Rostpilze", Editura  J. Springer, Berlin 1928
 Csaba Locsmándi, Gizella Vasas: "Ghidul culegătorului de ciuperci", Editura Casa, Cluj-Napoca 2013, ISBN 9786068527147, 192 p.
 Axel Meixner: "Chemische Farbreaktionen von Pilzen", Editura J. Cramer, Lehre 1975
 Meinhard Michael Moser: "Röhrlinge und Blätterpilze - Kleine Kryptogamenflora Mitteleuropas", ediția a 5-ea, vol. 2, Editura Gustav Fischer, Stuttgart 1983
 Antanamid, patentare, decizia Curții Superioare de Justiție RFG

Legături externe

 Amanita phalloides, film ro.

Amanita
Micoriză
Ciuperci otrăvitoare
1723 în știință

Amanita phalloides


Rylskov Sogn (på tysk Kirchspiel Rüllschau) er et sogn i det nordvestlige Angel i Sydslesvig. Sognet lå i Husby Herred (Flensborg Amt), nu Hyrup kommune, Slesvig-Flensborg Kreds i delstaten Slesvig-Holsten.

I Rylskov Sogn findes flg. stednavne:
 Kerum (Kehrum)
 Masbøl (også Maasbøl)
 Maasbølgaard
 Masbølmark
 Nykro (Neukrug)
 Runmark (Ruhnmark)
 Rylskov (på tysk Rüllschau)

Litteratur
 M. Mørk Hansen og C. L. Nielsen: Kirkelig Statistik over Slesvig Stift med historiske og topografiske bemærkninger, 2. bind, Kjøbenhavn 1864, side 235
 Jens Peter Trap: Statistisk-topographisk beskrivelse af hertugdømmet Slesvig, Kjøbenhavn 1864, side 479

Eksterne henvisninger
 Hyrup-Rylskov Menighed / Kirchengemeinde Hürup-Rüllschau

Noter

Sogne i Sydslesvig

Rylskov Sogn


North Stormont is a lower tier township in eastern Ontario, Canada in the United Counties of Stormont, Dundas and Glengarry.

Communities
The township of North Stormont comprises a number of villages and hamlets, including the following communities:

 Finch Township: Berwick, Crysler, Finch; Cahore, Goldfield, Glenpayne
 Roxborough Township: Avonmore, Monkland, Moose Creek, Roxborough Gardens, Bloomington, Dyer, Gravel Hill, Lodi, MacDonalds Grove, McMillans Corners (partially), Sandringham, Strathmore, Tayside, Tolmies Corners, Warina, Valley Corners

The township administrative offices are located in Berwick.

History

Early settlement in the area began in 1785 Finch Township was originally part of the Royal Township of Osnabruck, and Roxborough Township was originally part of the Royal Township of Cornwall. Stormont County was created in 1792, and both Finch and Roxborough were separated from their southerly parents in 1798.

The hamlet of Berwick was first settled by four Cockburn brothers from Scotland in the early 19th century. Berwick became the administrative home of municipal government in the former Finch Township, incorporated January 1, 1850.

The New York and Ottawa Railway was built in 1897 and sent up to four daily passenger trains, as well as up to five daily freight trains through Berwick.  The first church was built in 1883.

The township was established on January 1, 1998, with the amalgamation of the former Townships of Finch and Roxborough, along with the Village of Finch.

Notable people
Leone N. Farrell (1904–1986), biochemist and microbiologist, was born in Monkland.
J. T. Kearns (c.1858-May 26, 1941) co-founder of Chesterville gold mine, was born in Finch township.

Demographics

In the 2021 Census of Population conducted by Statistics Canada, North Stormont had a population of  living in  of its  total private dwellings, a change of  from its 2016 population of . With a land area of , it had a population density of  in 2021.

Railways
Crysler is represented by a signpost on the Canadian National Railway line between Montreal and Toronto.

See also
List of townships in Ontario
List of francophone communities in Ontario

References

External links

Lower-tier municipalities in Ontario
Municipalities in the United Counties of Stormont, Dundas and Glengarry
Township municipalities in Ontario

North Stormont


La Franz-Eduard-Matras-Haus ou plus simplement Matrahaus est un refuge de montagne du Club touriste autrichien dans les Alpes de Berchtesgaden. Il se situe au sommet du Hochkönig, à  d'altitude ; le refuge est l'un des plus hauts refuges des Alpes orientales.

Histoire
Le premier refuge sur le Hochkönig est construit par des mineurs en 1865. En , le club touristique autrichien obtient l'autorisation de construire un abri, qui s'appelle le Kaiser-Jubiläums-Schutzhaus. Le refuge ouvre le . La construction est  florins et a offert un logement pouvant accueillir jusqu'à 25 personnes. Franz Eduard Matras sauve la maison, qui devait être démolie à la demande de l'héritier du trône, François-Ferdinand d'Autriche, après la démission du fonctionnaire Joseph Szombathy. Pour cette raison, le refuge du Hochkönig est nommé en hommage en 1932. Le , le refuge brûle complètement. Une caserne provisoire est érigée temporairement et la construction d'un nouveau bâtiment commence rapidement, qui est inauguré le .

Les moyens techniques de transport n'existent pas ; environ 10 tonnes par an doivent être livrées par hélicoptère, une quantité partielle environ toutes les quatre semaines. L'eau courante est générée sur place, tout comme l'électricité.

Chemins d'accès
 De l'Arthurhaus (, parking, près de Mühlbach am Hochkönig) par les Mitterfeldalm, Ochsenkar, Schweizertafel et Übergossene Alm, itinéraire balisé et partiellement sécurisé, temps de marche : 5 à .
 De la Birgkarhaus sur le Dientner Saddle (, parking, près de Dienten) par le Birgkar, balisé et partiellement sécurisé, temps de marche : 4 à .
 Du Hinterthal (, parking, près de Maria Alm) par le Bertgenhütte, la Teufelslöcher et l'Übergossene Alm, balisé et partiellement sécurisé, temps de marche : 6 à .
 Du Dielalm (, parking, près de Werfen) par l'Ostpreußenhütte, le Steingrube et l'Übergossene Alm, sentier balisé, le plus facile et le plus long, temps de marche : 7 à .

Sites à proximité
Autres refuges
 L'Arthurhaus par l'Ochsenkar, temps de marche : .
 L'Ostpreußenhütte par l'Übergossene Alm, leicht, temps de marche :  et demie.
 Le Bertgenhütte par l'Übergossene Alm et le Teufelslöcher, temps de marche : .
 L'Eckberthütte par les Herzogsteig, Torscharte und Bohlensteig, temps de marche : .
 La Riemannhaus le long de la Nordalpenweg par les Herzogsteig, Torscharte, Brandhorn, Wildalmkirchl-Biwak et Steinernes Meer, temps de marche : .

Sommets
 Hochseiler () par le Teufelslöcher, temps de marche : .
 Lamkopf () par l'Übergossene Alm, temps de marche : .
 Les Bratschenköpfe, Kematstein, Floßkogel, Torsäule sont accessibles en dehors de sentiers balisés.

Voir aussi

Notes et références

Liens externes

Refuge de montagne des Alpes autrichiennes
Équipement sportif en Autriche

Franz-Eduard-Matras-Haus


NGC 5839 est une petite galaxie lenticulaire située dans la constellation de la Vierge. Sa vitesse par rapport au fond diffus cosmologique est de , ce qui correspond à une distance de Hubble de . NGC 5839 a été découverte par l'astronome germano-britannique William Herschel en 1786.

À ce jour, six de mesures non basées sur le décalage vers le rouge (redshift) donnent une distance de , ce qui est à l'intérieur des valeurs de la distance de Hubble.

Groupe d'IC 1066
Selon Abraham Mahtessian, NGC 5839 fait partie d'un groupe de galaxies qui compte 15 membres, le groupe d'IC 1066. IC 1066 n'est ni la plus brillante ni la plus grosse galaxie du groupe, mais c'est la première galaxie de la liste de Mahtessian. Plusieurs des galaxies de cette liste se trouvent dans d'autres groupes décrits par d'autres sources, dont NGC 5839 dans le groupe de NGC 5806. Les membres du groupe selon l'ordre décrit pas Mahtessian sont : IC 1066,IC 1067, NGC 5770, NGC 5774, NGC 5775, NGC 5806, NGC 5813, NGC 5831, NGC 5839, NGC 5838, NGC 5845, NGC 5846, NGC 5854, NGC 5864 et NGC 5869.

Le groupe de d'IC 1066 fait partie de l'amas de la Vierge III.

Groupe de NGC 5806
Selon A. M. Garcia NGC 5839 fait partie du groupe de NGC 5806. Ce groupe de galaxies compte six membres. Les cinq autres galaxies du groupe sont NGC 5806, NGC 5811, NGC 5838, NGC 5845 et UGC 9661. Le groupe de NGC 5806 fait partie de l'amas de la Vierge III.

Notes et références

Notes

Références

Voir aussi

Articles connexes
 Liste des objets du New General Catalogue

Liens externes

 NGC 5839 sur le site du professeur C. Seligman

5839
Constellation de la Vierge
Galaxie lenticulaire
Objet céleste découvert en 1786
Objet céleste découvert par William Herschel

NGC 5839