Post Archive

Region: The Region That Has No Big Banks

History

Are Civil Rights Lovefests well aligned with this region's ideas?

Vlaskal, Lemona, Xerimerc

South Lormany wrote:Are Civil Rights Lovefests well aligned with this region's ideas?

I think

Vlaskal, Lemona

South Lormany wrote:Are Civil Rights Lovefests well aligned with this region's ideas?

Yes and no

Doesn’t really matter

Vlaskal, Xerimerc

Lemona gimme pats

Vlaskal, Lemona

Xerimerc wrote:Lemona gimme pats

ask nicely

Vlaskal, Xerimerc

Lemona wrote:ask nicely

Lemony wemony uwu pwease gwant me pats

Vlaskal, Lemona

This is why I don't talk on the RMB anymore

New United Common-Lands, Vlaskal, Lemona, Xerimerc

Xerimerc wrote:Lemony wemony uwu pwease gwant me pats

less uwu

Ardeyn wrote:This is why I don't talk on the RMB anymore

understandable

New United Common-Lands, Vlaskal, Xerimerc

Lemona wrote:less uwu

understandable

Mmfine):<

Please can I has pats lemon man

Vlaskal, Lemona

Xerimerc wrote:Mmfine):<

Please can I has pats lemon man

patpat

Vlaskal, Xerimerc

Lemona wrote:

patpat

Yaesssssssssssthankylemonyuwu

Vlaskal, Lemona

Mm sry sleepyxeri is feeling vewy uwu toda- tonight

Vlaskal, Lemona

Xerimerc wrote:Mm sry sleepyxeri is feeling vewy uwu toda- tonight

Vlaskal need make another Story

or I can

Vlaskal, Xerimerc

Lemona wrote:Vlaskal need make another Story

or I can

mM pineapple is acting as a result of Lawid

Vlaskal, Lemona

Xerimerc wrote:mM pineapple is acting as a result of Lawid

ahat

Vlaskal, Xerimerc

Lemona wrote:ahat

vwU

Vlaskal, Lemona

lemonadoyoulikecuddles

Vlaskal, Lemona

Carlos gonna make a short story

As the sunset, Anthony looked out the window. Across the street was his friend xeri house.

Xeri was anthony friend since 3rd grade

They became best friends. They do many things together, like arson, murder, theft, tax evasion, and oh so much more!

They good friends

Xeri had one friend name Pinevilla

Pinevilla was fncking b!tch that deserved to die!

Anthony went on a solo mission and go to Pinevilla room

But he see xeri with Pinevilla

They doing something

When he look in, he sees them making tacos

He is shocked

He thought all xeri ate was fish and chips!

Anthony angry.

Anthony burn down Pinevilla house killing everyone inside.

Carlos witness all of this

Carlos call 9-11.

Anthony arrested and has many bad things done to him in prison.

Carlos saved the day!

Vlaskal, Xerimerc

Xerimerc wrote:lemonadoyoulikecuddles

Carlos doesnt

Horni lemon does a lot

Normal lemon doesn’t

Slightly horni but not lemona does

Vlaskal, Xerimerc

Lemona wrote:Carlos gonna make a short story

As the sunset, Anthony looked out the window. Across the street was his friend xeri house.

Xeri was anthony friend since 3rd grade

They became best friends. They do many things together, like arson, murder, theft, tax evasion, and oh so much more!

They good friends

Xeri had one friend name Pinevilla

Pinevilla was fncking b!tch that deserved to die!

Anthony went on a solo mission and go to Pinevilla room

But he see xeri with Pinevilla

They doing something

When he look in, he sees them making tacos

He is shocked

He thought all xeri ate was fish and chips!

Anthony angry.

Anthony burn down Pinevilla house killing everyone inside.

Carlos witness all of this

Carlos call 9-11.

Anthony arrested and has many bad things done to him in prison.

Carlos saved the day!

Socialistic Britain

Vlaskal, Xerimerc

Lemona wrote:Carlos doesnt

Horni lemon does a lot

Normal lemon doesn’t

Slightly horni but not lemona does

mmnoted

Vlaskal, Lemona

Lemona wrote:carlos lost kahoot ;-;

I got first place in my history of the America’s class kahoot of 25 people :p

Vlaskal, Lemona, Xerimerc

[sub]im secretly a huge nerd[/sub]

New United Common-Lands, Vlaskal, Lemona, Xerimerc

Sicario Mercenary Corps wrote:I got first place in my history of the America’s class kahoot of 25 people :p

Carlos usually destroy everyone in Spanish major

Carlos for 12th because of hand getting stuck

Vlaskal, Sicario Mercenary Corps, Xerimerc

Sicario Mercenary Corps wrote:[sub]im secretly a huge nerd[/sub]

[sub]Is this a good or bad thing[/sub]

Vlaskal, Lemona, Sicario Mercenary Corps

Mkay xerigosleepytimeniwuwu

Vlaskal, Lemona

Iwillgetcuddlesonewayoranother

Vlaskal, Lemona

Xerimerc wrote:Iwillgetcuddlesonewayoranother

no

Xerimerc

Xerimerc wrote:[sub]Is this a good or bad thing[/sub]

People like to make fun of nerds

Greater Drussi, Lemona, Xerimerc

EEEEEEEEEEEEEEEEEEEEEEEE

E

E

E

E

E

E

EEEEEEEEEEEEEEEEEEEEEEEE

E

E

E

E

E

E

EEEEEEEEEEEEEEEEEEEEEEEE

Lemona, Xerimerc

Pinevilla wrote:EEEEEEEEEEEEEEEEEEEEEEEE

E

E

E

E

E

E

EEEEEEEEEEEEEEEEEEEEEEEE

E

E

E

E

E

E

EEEEEEEEEEEEEEEEEEEEEEEE

FFFFFFFFFFFFFFFFFFFFF

FF

FF

FF

FFFFFFFFFFFFFFFFF

FF

FF

FF

FF

FF

FF

Xerimerc

Mmmmmmmmmm I need to download bo3 again and mod it to hell AGAIN

Lemona, Xerimerc

Civil Anthem

Yodle, Xerimerc

Lemona wrote:Civil Anthem

I made a Civil Anthem

Yodle, Xerimerc

Lemona wrote:I made a Civil Anthem

Give us the deets

Greater Drussi, Lemona, Xerimerc

Ardeyn will you participate in this Z Day? ;)

Yodle, Lemona, Xerimerc

Yodle wrote:Give us the deets

kermit the frog

Xerimerc

Greater Drussi wrote:Ardeyn will you participate in this Z Day? ;)

I think he is forced to be on the humans

Greater Drussi, Xerimerc

Lemona wrote:I think he is forced to be on the humans

😔

Lemona, Xerimerc

Lemona wrote:kermit the frog

literally

rainbow connection

Xerimerc

Greater Drussi wrote:😔

I might help zombies

I would try to avoid the side full of furries but saying both seem to have them I don’t really care

Xerimerc

Lemona wrote:I might help zombies

I would try to avoid the side full of furries but saying both seem to have them I don’t really care

I did Survive n-day with 0 radiation

somehow

Literally during the whole Pinevilla thing he could’ve killed me

New United Common-Lands, Greater Drussi

Night

New United Common-Lands, Greater Drussi, Xerimerc

Lemona wrote:I might help zombies

I would try to avoid the side full of furries but saying both seem to have them I don’t really care

New United Common-Lands

United we shall never be defeated!!!!

New United Common-Lands, Lemona, Xerimerc

Lemona wrote:I might help zombies

I would try to avoid the side full of furries but saying both seem to have them I don’t really care

We can’t really do Z day if we as a region don’t work to do the same thing.

United Lovervyche, Lemona, Xerimerc

last year Aryden destroyed our region.

New United Common-Lands, Greater Drussi, Lemona, Xerimerc

Yeah the zombies like automatically take over we don’t really need people to help them it’s hard enough without people trying to support them

Lemona, Xerimerc

https://www.youtube.com/watch?v=wjGQjU9xdfQ

Lemona

Lemona wrote:no

https://www.youtube.com/watch?v=AFVi8EO4s_o

Lemona

*goes offline for 4 days*

*misses N-Day and 1,755 new messages*

Socialistic Britain, New United Common-Lands, Lemona, Xerimerc

Astravica wrote:*goes offline for 4 days*

*misses N-Day and 1,755 new messages*

lol hewo astravica

New United Common-Lands, Lemona, Sicario Mercenary Corps

*someone posts on the rmb*

*new issue notification*

Yodle, Lemona, Sicario Mercenary Corps

im in school rn (not a school nation)

Lemona, Xerimerc

Mmmm picture day today

Lemona, Xerimerc

ugh, i got remedial classes because i haven't exploited a loophole on one of the quizzes given to us

p a i n

Yodle, Lemona, Sicario Mercenary Corps, Xerimerc

United Lovervyche wrote:last year Aryden destroyed our region.

Heheheh

Lemona, Xerimerc

Chemireland wrote:im in school rn (not a school nation)

Yeah

I go to school too

And I’m not one

Xerimerc

Mm people words are dumb

they give me a headache and dumb people use them to say dumb things

[sub]nomorewordsonlypats[/sub]

Yodle, Lemona, Sicario Mercenary Corps

https://www.youtube.com/shorts/vYbRMnZiSL4

Lemona

https://www.youtube.com/shorts/lbh__x9jExs

Lemona

I'm tired and I'm not afraid to use it!

Wait that's not how it goes..

Lemona, Xerimerc

https://www.youtube.com/watch?v=Ip9VGZeqMfo

Huzzah

we are blessed with a new internet historian videowo

Lemona

FUN THING

In music today all we did was sing material girl

it was amazing

Socialistic Britain, Lemona, Sicario Mercenary Corps

https://www.youtube.com/watch?v=lVv14ufITIM

Lemona

HAISICARIO

Lemona, Sicario Mercenary Corps

Xerimerc wrote:HAISICARIO

Mmmm lunch time

Lemona, Xerimerc

Sicario Mercenary Corps wrote:Mmmm lunch time

monchmmtasti

Lemona, Sicario Mercenary Corps

HURRICANE IAN

Yodle, Lemona, Sicario Mercenary Corps, Xerimerc

Ayo Mr. White

Biatch

Lemona, Xerimerc

Today's matches are done

[sub](Against their Round 3 opponents, Dashing Does FC and Vlaskanese FF have been swept by them this season)[/sub]

Lemona, Xerimerc

Post self-deleted by Socialistic Britain.

Vicky Germany wrote:HURRICANE IAN

That hurricane is looking pretty disaster out my god

Socialistic Britain, New United Common-Lands, Lemona, Xerimerc, Vicky Germany

I need to get a funny nuke

Yodle, New United Common-Lands, Lemona, Xerimerc

Socialistic Britain Owo what was that deleted message

[sub]I'mtoosickywickyforbsrngimmeknnowledge[/sub]

Socialistic Britain, Lemona, Sicario Mercenary Corps

I'm new [croatia][/croatia]

Socialistic Britain, Sicario Mercenary Corps, Xerimerc

Tried submitting a gif as a flag yet it doesn't seem to be working

Huh

New United Common-Lands, Lemona, Sicario Mercenary Corps, Xerimerc

Ian is such an unintimidating name for a massive hurricane that's killed hundreds of people

Socialistic Britain, Lemona, Sicario Mercenary Corps, Xerimerc

https://preview.redd.it/mmizpmuvdhl51.png?auto=webp&s=01c4322d27c3afb1649a8af413e0ed08a15ffcbb

Lemona

Socialistic Britain wrote:Tried submitting a gif as a flag yet it doesn't seem to be working

Huh

YOUCANNOTHIDEFROMME

SICKXERI IS EVEN MORE DELIRIOUS THAN SLEEPIXERI

CMERE

Socialistic Britain, Lemona, Sicario Mercenary Corps

mnyeh

aa

pain

my eyeballs are prickly

my nose is stufy

my throat is scratchy

my head is achey

mi speech is ngeiamsufnowy

Socialistic Britain, Lemona

Mmmm I have no school tomorrow becuz hurricane

Lemona, Xerimerc

Sicario Mercenary Corps wrote:Mmmm I have no school tomorrow becuz hurricane

:0

Ian go brr

Lemona, Sicario Mercenary Corps

Sicario Mercenary Corps wrote:Mmmm I have no school tomorrow becuz hurricane

If there is tornado we still go to school

Sicario Mercenary Corps, Xerimerc

HAI LEMONA OWO

Lemona, Sicario Mercenary Corps

Mmmmnyegh pain

My brain is too soupy to sleepy

Lemona

WOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

ANOTHER FNCKING STEAM UPDATE

Lemona, Xerimerc

Socialistic Britain wrote:Tried submitting a gif as a flag yet it doesn't seem to be working

Huh

“Animated GIFs are only possible if file size is under 150kB and the image fits within 321x213 pixels; otherwise it will be converted to a static image. Animation is only supported on nation pages, not in small thumbnail images that appear elsewhere on the site.”

Pinevilla, Xerimerc

Ardeyn wrote:Ian is such an unintimidating name for a massive hurricane that's killed hundreds of people

So was Maria

Well unless u have strict parents and ur moms name is Maria

Pinevilla, Xerimerc

Wobwobwob

Lemona, Pinevilla

Xerimerc wrote:Wobwobwob

Ojibwe

From Wikipedia, the free encyclopedia

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"Chippewa" redirects here. For other uses, see Chippewa (disambiguation) and Ojibway (disambiguation).The Ojibwe, Ojibwa, Chippewa, or Saulteaux are an Anishinaabe people in what is currently southern Canada, the northern Midwestern United States, and Northern Plains.

According to the U.S. census, in the United States Ojibwe people are one of the largest tribal populations among Native American peoples. In Canada, they are the second-largest First Nations population, surpassed only by the Cree. They are one of the most numerous Indigenous Peoples north of the Rio Grande.[3][better source needed] The Ojibwe population is approximately 320,000 people, with 170,742 living in the United States as of 2010,[1] and approximately 160,000 living in Canada.[2] In the United States, there are 77,940 mainline Ojibwe; 76,760 Saulteaux; and 8,770 Mississauga, organized in 125 bands. In Canada, they live from western Quebec to eastern British Columbia.

The Ojibwe language is Anishinaabemowin, a branch of the Algonquian language family.

They are part of the Council of Three Fires (which also include the Odawa and Potawatomi) and of the larger Anishinaabeg, which also include Algonquin, Nipissing, and Oji-Cree people. Historically, through the Saulteaux branch, they were a part of the Iron Confederacy with the Cree, Assiniboine, and Metis.[4]

The Ojibwe are known for their birchbark canoes, birchbark scrolls, mining and trade in copper, as well as their cultivation of wild rice and maple syrup.[5][failed verification] Their Midewiwin Society is well respected as the keeper of detailed and complex scrolls of events, oral history, songs, maps, memories, stories, geometry, and mathematics.[6][failed verification]

European powers, Canada, and the United States have colonized Ojibwe lands. The Ojibwe signed treaties with settler leaders to surrender land for settlement in exchange for compensation, land reserves and guarantees of traditional rights. Many European settlers moved into the Ojibwe ancestral lands.[

Lemona, Xerimerc

Pinevilla wrote:Ojibwe

From Wikipedia, the free encyclopedia

Jump to navigation

Jump to search

"Chippewa" redirects here. For other uses, see Chippewa (disambiguation) and Ojibway (disambiguation).The Ojibwe, Ojibwa, Chippewa, or Saulteaux are an Anishinaabe people in what is currently southern Canada, the northern Midwestern United States, and Northern Plains.

According to the U.S. census, in the United States Ojibwe people are one of the largest tribal populations among Native American peoples. In Canada, they are the second-largest First Nations population, surpassed only by the Cree. They are one of the most numerous Indigenous Peoples north of the Rio Grande.[3][better source needed] The Ojibwe population is approximately 320,000 people, with 170,742 living in the United States as of 2010,[1] and approximately 160,000 living in Canada.[2] In the United States, there are 77,940 mainline Ojibwe; 76,760 Saulteaux; and 8,770 Mississauga, organized in 125 bands. In Canada, they live from western Quebec to eastern British Columbia.

The Ojibwe language is Anishinaabemowin, a branch of the Algonquian language family.

They are part of the Council of Three Fires (which also include the Odawa and Potawatomi) and of the larger Anishinaabeg, which also include Algonquin, Nipissing, and Oji-Cree people. Historically, through the Saulteaux branch, they were a part of the Iron Confederacy with the Cree, Assiniboine, and Metis.[4]

The Ojibwe are known for their birchbark canoes, birchbark scrolls, mining and trade in copper, as well as their cultivation of wild rice and maple syrup.[5][failed verification] Their Midewiwin Society is well respected as the keeper of detailed and complex scrolls of events, oral history, songs, maps, memories, stories, geometry, and mathematics.[6][failed verification]

European powers, Canada, and the United States have colonized Ojibwe lands. The Ojibwe signed treaties with settler leaders to surrender land for settlement in exchange for compensation, land reserves and guarantees of traditional rights. Many European settlers moved into the Ojibwe ancestral lands.[

Mmthankyfordataoinyvilauwu

Lemona, Pinevilla

Xerimerc wrote:Mmthankyfordataoinyvilauwu

[spoiler=important info]Curriculum for Wales (2022–present)

From Wikipedia, the free encyclopedia

Jump to navigation

Jump to search

The Curriculum for Wales is the curriculum which will be taught at all levels of state-funded education in Wales to pupils aged three to sixteen years old by 2026. From September 2022 it is statutorily required in primary and nursery education. The curriculum has been developed based on a report commissioned in 2014. Amongst other changes, it gives schools greater autonomy over what they teach children. Views on the curriculum have been varied.

Contents

1 History

2 Instruction

3 Assessment and progression

3.1 GCSEs

4 Response

5 See also

5.1 Other UK curriculums

5.2 External links

6 References

History

Opening page of the Curriculum and Assessment (Wales) Act 2021

Further information: National Curriculum for Wales (2008–2026)

In 2014, the Welsh Government commissioned Graham Donaldson, a Professor at the University of Glasgow who had worked on reforms to Education in Scotland, to conduct a report on reforming the curriculum in Wales.[1] The following year he recommended a variety of changes including greater emphasis on computer skills, giving schools more control over what they taught and creating more of a sense of natural progression through school.[2] A few months later the Welsh Education Minister promised that the report would be implemented in full within eight years.[3] Although the curriculum was initially planned to begin being taught in 2021, it was later delayed until 2022.[4][5]

The new system was planned to be introduced first for children in primary school and their first year of secondary school before being rolled out further as that age cohort progressed towards the end of their schooling, meaning that some students would still be using the old system until 2026.[5] Due to the COVID-19 pandemic schools were allowed to delay teaching the new curriculum in the first and second years of secondary school until 2023.[6] The legal basis for the new curriculum was established with the Curriculum and Assessment (Wales) Act 2021.[7]

Instruction

The curriculum applies to all learners aged 3 to 16 in maintained or funded non-maintained nursery education.[7] The new curriculum is designed to include more emphasise on skills and experiences as well as knowledge. The curriculum groups education into six "Areas of Learning and Experience" with the intention of helping teachers draw links between subjects and teach topics in a broad way though traditional subjects will still be taught.[8] Within a basic framework of goals and learning areas, it give schools freedom to develop their own curriculum to suit the needs of their pupils.[9] Instruction is grouped into six different areas;

Languages, Literacy and Communication

Mathematics and Numeracy

Science and Technology

Health and Well-being

Humanities

Expressive Arts[10]

The only specific subjects which all schools are obliged to teach are the English and Welsh languages along with;

Literacy, numeracy, and digital competence

Religion, values and ethics

Relationships and sexuality education[11]

Other changes include a greater emphasis on the history of Wales and ethnic minority groups, which reports by Estyn in previous years suggested had often been poor, and the removal of parents' right to opt out their children from sex education classes.[12][13][14][15]

Assessment and progression

One of Donaldson's initial recommendations for the new curriculum was that school should be made into more of a single "journey" for a child rather than the way he argued pupils and teachers had previously seen the process as a series of shorter chunks. This could include, for instance, more cooperation between primary and secondary schools.[16] The key stages which a child's time at school were previously broken into are replaced with "progression steps" with guidance of what level pupils are expected to reach at different ages. These take place at age five, eight, eleven, fourteen and sixteen years old.[17] The standardised literary and numeracy tests which seven- to fourteen-year-old children had taken annually since 2013 were replaced in 2021 with personalised online assessments.[18]

GCSEs

GCSE-aged students will be enrolled on the new curriculum in 2025 and 2026.[5] The intention is that school-leaving exams will be reformed to reflect the new structure.[19] Multiple qualifications in English, maths and science will be merged into one for each subject. New GCSEs will be created in subjects such as "engineering and manufacturing" and "film and digital media".[20]

Response

Surveys of teachers suggested that they broadly supported the changes being introduced. Journalists from the news website Wales Online spoke in 2022 to teachers and students at Crickhowell High School which had been using the new curriculum for several years. The children felt that the way the curriculum linked subjects together made their studies feel more relevant to them and improved their understanding. The staff also praised the new structure. The headteacher said that in her view;[21]

Everything we do now we try to pull subjects together. I think it makes learners more confident and more aware of individual skills ... We went from a knowledge-based curriculum to a more interactive new curriculum. It's a structure that changes school ethos and culture ... Students now feel they have better relationships with their teachers and are more interactive with their learning. That's not to say they just want to do easy things. It's raised aspirations and expectations. What we need in 2022 is vastly different from what we needed 10 years ago.

Terry Mackie, an expert in Welsh education, criticised the draft of the curriculum published in 2019 as being overly vague, excessively focused on cultural issues and based on little research. He also noted the negative effect a similar curriculum introduced in Scotland had on results.[22] There were also concerns that grouping subjects into faculties could lead to a "dumbing down" of instruction and suggestions that the requirement for schools to develop their own curriculum was an unhelpful distraction.[21][23] Many teachers and schools believed that they were inadequately prepared to implement the new curriculum, especially after the COVID-19 pandemic.[21]

The parents' group Public Child Protection Wales took legal action against the Welsh government over plans to make sex education compulsory at schools arguing that parents were being "denied their time-honoured right" to choose whether their children were taught the subject.[24] Their attempt to have the introduction of the new relationships and sex (RSE) curriculum temporarily stopped until the completion of a judicial review into the subject was declined by High Court Justice Tipples on the grounds that "There is nothing in the claimants' evidence that any of the three children to whom RSE will be taught in the 2022/23 academic year will suffer any harm, yet alone any irreparable harm."[25] [/spoiler]

Lemona, Xerimerc

Pinevilla wrote:[spoiler=important info]Curriculum for Wales (2022–present)

From Wikipedia, the free encyclopedia

Jump to navigation

Jump to search

The Curriculum for Wales is the curriculum which will be taught at all levels of state-funded education in Wales to pupils aged three to sixteen years old by 2026. From September 2022 it is statutorily required in primary and nursery education. The curriculum has been developed based on a report commissioned in 2014. Amongst other changes, it gives schools greater autonomy over what they teach children. Views on the curriculum have been varied.

Contents

1 History

2 Instruction

3 Assessment and progression

3.1 GCSEs

4 Response

5 See also

5.1 Other UK curriculums

5.2 External links

6 References

History

Opening page of the Curriculum and Assessment (Wales) Act 2021

Further information: National Curriculum for Wales (2008–2026)

In 2014, the Welsh Government commissioned Graham Donaldson, a Professor at the University of Glasgow who had worked on reforms to Education in Scotland, to conduct a report on reforming the curriculum in Wales.[1] The following year he recommended a variety of changes including greater emphasis on computer skills, giving schools more control over what they taught and creating more of a sense of natural progression through school.[2] A few months later the Welsh Education Minister promised that the report would be implemented in full within eight years.[3] Although the curriculum was initially planned to begin being taught in 2021, it was later delayed until 2022.[4][5]

The new system was planned to be introduced first for children in primary school and their first year of secondary school before being rolled out further as that age cohort progressed towards the end of their schooling, meaning that some students would still be using the old system until 2026.[5] Due to the COVID-19 pandemic schools were allowed to delay teaching the new curriculum in the first and second years of secondary school until 2023.[6] The legal basis for the new curriculum was established with the Curriculum and Assessment (Wales) Act 2021.[7]

Instruction

The curriculum applies to all learners aged 3 to 16 in maintained or funded non-maintained nursery education.[7] The new curriculum is designed to include more emphasise on skills and experiences as well as knowledge. The curriculum groups education into six "Areas of Learning and Experience" with the intention of helping teachers draw links between subjects and teach topics in a broad way though traditional subjects will still be taught.[8] Within a basic framework of goals and learning areas, it give schools freedom to develop their own curriculum to suit the needs of their pupils.[9] Instruction is grouped into six different areas;

Languages, Literacy and Communication

Mathematics and Numeracy

Science and Technology

Health and Well-being

Humanities

Expressive Arts[10]

The only specific subjects which all schools are obliged to teach are the English and Welsh languages along with;

Literacy, numeracy, and digital competence

Religion, values and ethics

Relationships and sexuality education[11]

Other changes include a greater emphasis on the history of Wales and ethnic minority groups, which reports by Estyn in previous years suggested had often been poor, and the removal of parents' right to opt out their children from sex education classes.[12][13][14][15]

Assessment and progression

One of Donaldson's initial recommendations for the new curriculum was that school should be made into more of a single "journey" for a child rather than the way he argued pupils and teachers had previously seen the process as a series of shorter chunks. This could include, for instance, more cooperation between primary and secondary schools.[16] The key stages which a child's time at school were previously broken into are replaced with "progression steps" with guidance of what level pupils are expected to reach at different ages. These take place at age five, eight, eleven, fourteen and sixteen years old.[17] The standardised literary and numeracy tests which seven- to fourteen-year-old children had taken annually since 2013 were replaced in 2021 with personalised online assessments.[18]

GCSEs

GCSE-aged students will be enrolled on the new curriculum in 2025 and 2026.[5] The intention is that school-leaving exams will be reformed to reflect the new structure.[19] Multiple qualifications in English, maths and science will be merged into one for each subject. New GCSEs will be created in subjects such as "engineering and manufacturing" and "film and digital media".[20]

Response

Surveys of teachers suggested that they broadly supported the changes being introduced. Journalists from the news website Wales Online spoke in 2022 to teachers and students at Crickhowell High School which had been using the new curriculum for several years. The children felt that the way the curriculum linked subjects together made their studies feel more relevant to them and improved their understanding. The staff also praised the new structure. The headteacher said that in her view;[21]

Everything we do now we try to pull subjects together. I think it makes learners more confident and more aware of individual skills ... We went from a knowledge-based curriculum to a more interactive new curriculum. It's a structure that changes school ethos and culture ... Students now feel they have better relationships with their teachers and are more interactive with their learning. That's not to say they just want to do easy things. It's raised aspirations and expectations. What we need in 2022 is vastly different from what we needed 10 years ago.

Terry Mackie, an expert in Welsh education, criticised the draft of the curriculum published in 2019 as being overly vague, excessively focused on cultural issues and based on little research. He also noted the negative effect a similar curriculum introduced in Scotland had on results.[22] There were also concerns that grouping subjects into faculties could lead to a "dumbing down" of instruction and suggestions that the requirement for schools to develop their own curriculum was an unhelpful distraction.[21][23] Many teachers and schools believed that they were inadequately prepared to implement the new curriculum, especially after the COVID-19 pandemic.[21]

The parents' group Public Child Protection Wales took legal action against the Welsh government over plans to make sex education compulsory at schools arguing that parents were being "denied their time-honoured right" to choose whether their children were taught the subject.[24] Their attempt to have the introduction of the new relationships and sex (RSE) curriculum temporarily stopped until the completion of a judicial review into the subject was declined by High Court Justice Tipples on the grounds that "There is nothing in the claimants' evidence that any of the three children to whom RSE will be taught in the 2022/23 academic year will suffer any harm, yet alone any irreparable harm."[25] [/spoiler]

Mmm the Welsh how are youPinevilla xeri is tuofrx

Lemona, Pinevilla

Xerimerc wrote:Mmm the Welsh how are youPinevilla xeri is tuofrx

[spoiler=im good]Good

From Wikipedia, the free encyclopedia

Jump to navigation

Jump to search

For other uses, see Good (disambiguation).

This article may be expanded with text translated from the corresponding article in German. (May 2022) Click [show] for important translation instructions.

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In many Western religions, angels are considered to be good beings and are contrasted with demons, who are considered as their evil contemporaries.

In most contexts, the concept of good denotes the conduct that should be preferred when posed with a choice between possible actions. Good is generally considered to be the opposite of evil and is of interest in the study of ethics, morality, philosophy, and religion. The specific meaning and etymology of the term and its associated translations among ancient and contemporary languages show substantial variation in its inflection and meaning, depending on circumstances of place and history, or of philosophical or religious context.

Contents

1 History of Western ideas

1.1 Plato and Aristotle

1.2 Ancient western religions

1.3 Medieval period in western cultures

1.4 Modern concepts

1.4.1 Kant

1.4.2 Rawls

2 Opposition to evil

3 In Buddhism

4 In the field of biology

5 See also

6 References

7 Further reading

8 External links

History of Western ideas

Further information: Form of the good, Origins of morality, and Morality

Every language has a word expressing good in the sense of "having the right or desirable quality" (ἀρετή) and bad in the sense "undesirable". A sense of moral judgment and a distinction "right and wrong, good and bad" are cultural universals.[1]

Plato and Aristotle

Bust of Socrates in the Vatican Museum

Although the history of the origin of the use of the concept and meaning of "good" are diverse, the notable discussions of Plato and Aristotle on this subject have been of significant historical effect. The first references that are seen in Plato's The Republic to the Form of the Good are within the conversation between Glaucon and Socrates (454c–d). When trying to answer such difficult questions pertaining to the definition of justice, Plato identifies that we should not "introduce every form of difference and sameness in nature" instead we must focus on "the one form of sameness and difference that was relevant to the particular ways of life themselves”, which is the form of the Good. This form is the basis for understanding all other forms, it is what allows us to understand everything else. Through the conversation between Socrates and Glaucon (508a–c) Plato analogizes the form of the Good with the sun as it is what allows us to see things. Here, Plato describes how the sun allows for sight. But he makes a very important distinction, "sun is not sight", but it is "the cause of sight itself". As the sun is in the visible realm, the form of Good is in the intelligible realm. It is "what gives truth to the things known and the power to know to the knower". It is not only the "cause of knowledge and truth, it is also an object of knowledge".

Plato identifies how the form of the Good allows for the cognizance to understand such difficult concepts as justice. He identifies knowledge and truth as important, but through Socrates (508d–e) says, "good is yet more prized". He then proceeds to explain that "although the good is not being" it is "superior to it in rank and power", it is what "provides for knowledge and truth" (508e).[2]

In contrast to Plato, Aristotle discusses the Forms of Good in critical terms several times in both of his major surviving ethical works, the Eudemian and Nicomachean Ethics. Aristotle argues that Plato's Form of the Good does not apply to the physical world, for Plato does not assign "goodness" to anything in the existing world. Because Plato's Form of the Good does not explain events in the physical world, humans have no reason to believe that the Form of the Good exists and the Form of the Good thereby, is irrelevant to human ethics.[3]

Plato and Aristotle were not the first contributors in ancient Greece to the study of the "good" and discussion preceding them can be found among the pre-Socratic philosophers. In Western civilisation, the basic meanings of κακός and ἀγαθός are "bad, cowardly" and "good, brave, capable", and their absolute sense emerges only around 400 BC, with Pre-Socratic philosophy, in particular Democritus.[4] Morality in this absolute sense solidifies in the dialogues of Plato, together with the emergence of monotheistic thought (notably in Euthyphro, which ponders the concept of piety (τὸ ὅσιον) as a moral absolute). The idea is further developed in Late Antiquity by Neoplatonists, Gnostics, and Church Fathers.

Ancient western religions

Faravahar (or Ferohar), one of the primary symbols of Zoroastrianism, believed to be the depiction of a Fravashi (a guardian spirit)

Further information: Zoroastrianism and Gnosticism

Aside from ancient Greek studies of the "good", almost five thousand years ago in the eastern part of ancient Persia a religious philosopher called Zoroaster simplified the pantheon of early Iranian deities [5] into two opposing forces: Ahura Mazda (Illuminating Wisdom) and Angra Mainyu (Destructive Spirit) that were in conflict.

For the western world, this idea developed into a religion that spawned many sects, some of which embraced an extreme dualistic belief that the material world should be shunned and the spiritual world should be embraced. Gnostic ideas influenced many ancient religions,[6] which teach that gnosis (variously interpreted as enlightenment, salvation, emancipation, or "oneness with God") may be reached by practising philanthropy to the point of personal poverty, sexual abstinence (as far as possible for hearers and totally for initiates), and diligently searching for wisdom by helping others.[7]

This development from the relative or habitual to the absolute is evident in the terms ethics and morality as well, both being derived from terms for "regional custom", Greek ἦθος and Latin mores, respectively (see also siðr).

Medieval period in western cultures

Further information: Christian philosophy

A stained glass window of Thomas Aquinas in St. Joseph's Catholic Church (Central City, Kentucky)

Medieval Christian philosophy was founded on the work of Bishop Augustine of Hippo and theologian Thomas Aquinas, who understood evil in terms of Biblical infallibility and Biblical inerrancy, as well as the influences of Plato and Aristotle, in their appreciation of the concept of the Summum bonum. Silent contemplation was the route to appreciation of the Idea of the Good.[8]

Many medieval Christian theologians both broadened and narrowed the basic concept of Good and Evil until it came to have several, sometimes complex definitions such as:[9]

a personal preference or subjective judgment regarding any issue that might earn praise or punishment from the religious authorities

religious obligation arising from Divine law leading to sainthood or damnation

a generally accepted cultural standard of behaviour that might enhance group survival or wealth

natural law or behaviour that induces strong emotional reaction

statute law imposing a legal duty

Modern concepts

Kant

Main articles: Kant and Critique of Practical Reason

A significant enlightenment context for studying the "good" has been its significance in the study of "the good, the true, and the beautiful" as found in Immanuel Kant and other Enlightenment philosophers and religious thinkers. These discussions were undertaken by Kant, particularly in the context of his Critique of Practical Reason.

Rawls

John Rawls's book A Theory of Justice prioritized social arrangements and goods, based on their contribution to justice. Rawls defined justice as fairness, especially in distributing social goods, defined fairness in terms of procedures, and attempted to prove that just institutions and lives are good, if every rational individual's goods are considered fairly. Rawls's crucial invention was the original position, a procedure in which one tries to make objective moral decisions by refusing to let personal facts about oneself enter one's moral calculations.

Opposition to evil

Main article: Good and evil

In religion, ethics, and philosophy, "good and evil" is a very common dichotomy. In cultures with Manichaean and Abrahamic religious influence, evil is usually perceived as the antagonistic opposite of good. Good is that which should prevail and evil should be defeated.[10]

As a religious concept, basic ideas of a dichotomy between good and evil has developed in western cultures so that today:

Good is a broad concept, but it typically deals with an association with life, charity, continuity, happiness, love, and justice

Evil typically is associated with conscious and deliberate wrongdoing, discrimination designed to harm others, humiliation of people designed to diminish their psychological needs and dignity, destructiveness, and acts of unnecessary and/or indiscriminate violence [11]

the dilemma of the human condition and their capacity to perform both good and evil activities [12]

One of the five paintings of Extermination of Evil portrays one of the eight guardians of Buddhist law, Sendan Kendatsuba, banishing evil

In Buddhism

In cultures with Buddhist spiritual influence, this antagonistic duality itself must be overcome through achieving Śūnyatā, or emptiness. This is the recognition of good and evil not being unrelated, but two parts of a greater whole; unity, oneness, a Monism.[10]

In the field of biology

Morality is regarded by some biologists (notably Edward O. Wilson, Jeremy Griffith, David Sloan Wilson, and Frans de Waal) as an important question to be addressed by the field of biology.[13][14][15][16] [/spoiler]

Lemona, Xerimerc

Pinevilla wrote:[spoiler=im good]Good

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For other uses, see Good (disambiguation).

This article may be expanded with text translated from the corresponding article in German. (May 2022) Click [show] for important translation instructions.

Globe icon.

The examples and perspective in this article may not represent a worldwide view of the subject. You may improve this article, discuss the issue on the talk page, or create a new article, as appropriate. (May 2019) (Learn how and when to remove this template message)

In many Western religions, angels are considered to be good beings and are contrasted with demons, who are considered as their evil contemporaries.

In most contexts, the concept of good denotes the conduct that should be preferred when posed with a choice between possible actions. Good is generally considered to be the opposite of evil and is of interest in the study of ethics, morality, philosophy, and religion. The specific meaning and etymology of the term and its associated translations among ancient and contemporary languages show substantial variation in its inflection and meaning, depending on circumstances of place and history, or of philosophical or religious context.

Contents

1 History of Western ideas

1.1 Plato and Aristotle

1.2 Ancient western religions

1.3 Medieval period in western cultures

1.4 Modern concepts

1.4.1 Kant

1.4.2 Rawls

2 Opposition to evil

3 In Buddhism

4 In the field of biology

5 See also

6 References

7 Further reading

8 External links

History of Western ideas

Further information: Form of the good, Origins of morality, and Morality

Every language has a word expressing good in the sense of "having the right or desirable quality" (ἀρετή) and bad in the sense "undesirable". A sense of moral judgment and a distinction "right and wrong, good and bad" are cultural universals.[1]

Plato and Aristotle

Bust of Socrates in the Vatican Museum

Although the history of the origin of the use of the concept and meaning of "good" are diverse, the notable discussions of Plato and Aristotle on this subject have been of significant historical effect. The first references that are seen in Plato's The Republic to the Form of the Good are within the conversation between Glaucon and Socrates (454c–d). When trying to answer such difficult questions pertaining to the definition of justice, Plato identifies that we should not "introduce every form of difference and sameness in nature" instead we must focus on "the one form of sameness and difference that was relevant to the particular ways of life themselves”, which is the form of the Good. This form is the basis for understanding all other forms, it is what allows us to understand everything else. Through the conversation between Socrates and Glaucon (508a–c) Plato analogizes the form of the Good with the sun as it is what allows us to see things. Here, Plato describes how the sun allows for sight. But he makes a very important distinction, "sun is not sight", but it is "the cause of sight itself". As the sun is in the visible realm, the form of Good is in the intelligible realm. It is "what gives truth to the things known and the power to know to the knower". It is not only the "cause of knowledge and truth, it is also an object of knowledge".

Plato identifies how the form of the Good allows for the cognizance to understand such difficult concepts as justice. He identifies knowledge and truth as important, but through Socrates (508d–e) says, "good is yet more prized". He then proceeds to explain that "although the good is not being" it is "superior to it in rank and power", it is what "provides for knowledge and truth" (508e).[2]

In contrast to Plato, Aristotle discusses the Forms of Good in critical terms several times in both of his major surviving ethical works, the Eudemian and Nicomachean Ethics. Aristotle argues that Plato's Form of the Good does not apply to the physical world, for Plato does not assign "goodness" to anything in the existing world. Because Plato's Form of the Good does not explain events in the physical world, humans have no reason to believe that the Form of the Good exists and the Form of the Good thereby, is irrelevant to human ethics.[3]

Plato and Aristotle were not the first contributors in ancient Greece to the study of the "good" and discussion preceding them can be found among the pre-Socratic philosophers. In Western civilisation, the basic meanings of κακός and ἀγαθός are "bad, cowardly" and "good, brave, capable", and their absolute sense emerges only around 400 BC, with Pre-Socratic philosophy, in particular Democritus.[4] Morality in this absolute sense solidifies in the dialogues of Plato, together with the emergence of monotheistic thought (notably in Euthyphro, which ponders the concept of piety (τὸ ὅσιον) as a moral absolute). The idea is further developed in Late Antiquity by Neoplatonists, Gnostics, and Church Fathers.

Ancient western religions

Faravahar (or Ferohar), one of the primary symbols of Zoroastrianism, believed to be the depiction of a Fravashi (a guardian spirit)

Further information: Zoroastrianism and Gnosticism

Aside from ancient Greek studies of the "good", almost five thousand years ago in the eastern part of ancient Persia a religious philosopher called Zoroaster simplified the pantheon of early Iranian deities [5] into two opposing forces: Ahura Mazda (Illuminating Wisdom) and Angra Mainyu (Destructive Spirit) that were in conflict.

For the western world, this idea developed into a religion that spawned many sects, some of which embraced an extreme dualistic belief that the material world should be shunned and the spiritual world should be embraced. Gnostic ideas influenced many ancient religions,[6] which teach that gnosis (variously interpreted as enlightenment, salvation, emancipation, or "oneness with God") may be reached by practising philanthropy to the point of personal poverty, sexual abstinence (as far as possible for hearers and totally for initiates), and diligently searching for wisdom by helping others.[7]

This development from the relative or habitual to the absolute is evident in the terms ethics and morality as well, both being derived from terms for "regional custom", Greek ἦθος and Latin mores, respectively (see also siðr).

Medieval period in western cultures

Further information: Christian philosophy

A stained glass window of Thomas Aquinas in St. Joseph's Catholic Church (Central City, Kentucky)

Medieval Christian philosophy was founded on the work of Bishop Augustine of Hippo and theologian Thomas Aquinas, who understood evil in terms of Biblical infallibility and Biblical inerrancy, as well as the influences of Plato and Aristotle, in their appreciation of the concept of the Summum bonum. Silent contemplation was the route to appreciation of the Idea of the Good.[8]

Many medieval Christian theologians both broadened and narrowed the basic concept of Good and Evil until it came to have several, sometimes complex definitions such as:[9]

a personal preference or subjective judgment regarding any issue that might earn praise or punishment from the religious authorities

religious obligation arising from Divine law leading to sainthood or damnation

a generally accepted cultural standard of behaviour that might enhance group survival or wealth

natural law or behaviour that induces strong emotional reaction

statute law imposing a legal duty

Modern concepts

Kant

Main articles: Kant and Critique of Practical Reason

A significant enlightenment context for studying the "good" has been its significance in the study of "the good, the true, and the beautiful" as found in Immanuel Kant and other Enlightenment philosophers and religious thinkers. These discussions were undertaken by Kant, particularly in the context of his Critique of Practical Reason.

Rawls

John Rawls's book A Theory of Justice prioritized social arrangements and goods, based on their contribution to justice. Rawls defined justice as fairness, especially in distributing social goods, defined fairness in terms of procedures, and attempted to prove that just institutions and lives are good, if every rational individual's goods are considered fairly. Rawls's crucial invention was the original position, a procedure in which one tries to make objective moral decisions by refusing to let personal facts about oneself enter one's moral calculations.

Opposition to evil

Main article: Good and evil

In religion, ethics, and philosophy, "good and evil" is a very common dichotomy. In cultures with Manichaean and Abrahamic religious influence, evil is usually perceived as the antagonistic opposite of good. Good is that which should prevail and evil should be defeated.[10]

As a religious concept, basic ideas of a dichotomy between good and evil has developed in western cultures so that today:

Good is a broad concept, but it typically deals with an association with life, charity, continuity, happiness, love, and justice

Evil typically is associated with conscious and deliberate wrongdoing, discrimination designed to harm others, humiliation of people designed to diminish their psychological needs and dignity, destructiveness, and acts of unnecessary and/or indiscriminate violence [11]

the dilemma of the human condition and their capacity to perform both good and evil activities [12]

One of the five paintings of Extermination of Evil portrays one of the eight guardians of Buddhist law, Sendan Kendatsuba, banishing evil

In Buddhism

In cultures with Buddhist spiritual influence, this antagonistic duality itself must be overcome through achieving Śūnyatā, or emptiness. This is the recognition of good and evil not being unrelated, but two parts of a greater whole; unity, oneness, a Monism.[10]

In the field of biology

Morality is regarded by some biologists (notably Edward O. Wilson, Jeremy Griffith, David Sloan Wilson, and Frans de Waal) as an important question to be addressed by the field of biology.[13][14][15][16] [/spoiler]

Mm thanky fir data on the meating of 9ood

Lemona

UH oh SwiTzerLands Goigng CrAxzy

i do fascist switzerland in hoi4

switzerland go crazy

Lemona, Xerimerc

JESSE https://youtu.be/ilfYnhXD-bE

Lemona, Xerimerc

Socialistic Britain wrote:Tried submitting a gif as a flag yet it doesn't seem to be working

Huh

mine is supposed to be a gif of loona but it doesnt work

Lemona, Xerimerc

Sicario Mercenary Corps wrote:mine is supposed to be a gif of loona but it doesnt work

Animated GIFs are only possible if file size is under 150kB and the image fits within 321x213 pixels; otherwise it will be converted to a static image. Animation is only supported on nation pages, not in small thumbnail images that appear elsewhere on the site.

Sicario Mercenary Corps, Xerimerc

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