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Luxury Car



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Luxury Car in World

Hello friends.  I will tell you about somethings else about luxury cars. You know these cars very expensive in the world usually. İ m asking now to you? Do you have enough money for a luxury car? This article about these expensive cars.

İf your answer is “no”, listen to me. Maybe you can have it in the future, but how many years later? Actually, The answer depends entirely on you. That’s right. You have to select a destination for this. Most people think they can never have a luxury car in their own lives.

Actually, there’s a reason they think so. Because, any person, even if he worked for the rest of his life maybe can not have a luxury car. There may not be a legal way to do this. But even so you can’t give up. You can buy a car in the future maybe. İ wanna this for you dude. Now, we looking for these cars in the page below, my first car is Audi A7 . . .

Luxury Car Audi A7

audi a7

luxury car Audi a7

audi a7 sports car

luxury car Audi a7 sports black

Specification – luxury car Audi A7

The A7 Sportback has a characteristic design and is easily distinguished. The new Audi A7 Sportback, which has a more striking design thanks to its single-frame frontage, is the ambassador of the brand’s revolutionary design concept, thanks to its coupe design silhouette and sculptural rear design. This design also carries historical Quattro genes. Like a person who rediscovered himself.

Experience a sense of space with new features.
It has an optional panoramic glass roof that offers 60% more field of view.
allows the sky to accompany you.
it provides a bright interior filled with light.
Provides 100% light protection when the sunscreen is closed.
prevents overheating of the interior.
it can be adjusted easily and electrically according to the light intensity.

The optional HD Matrix LED headlamps to offer you a new and unique A7 lighting design and bring digitalization to the forefront. 12 light segments arranged side by side address the digital world and the 0 – 1 language. That’s is a luxury car, right?

Interior design

Interior design When we open the doors of the A7 and enter, it is surprising. We start with the cockpit, which is perhaps the most prominent part of Audi’s competitors. It resembles a space shuttle.

The vehicle has a multimedia controllable sound and a 10.1-inch driver display screen. İf you want to buy , The 12.3-inch Audi Virtual Cockpit technology is available as an option for you.

Just below the display in the lower section is an air conditioner that is 8.6 inches in size, I think the biggest part of the A7’s current technologies is the driver assistant with artificial intelligence. really this is a revolution.

For the first time, we saw in the A8 I self-parking feature is inspired by the vehicle a8. Our luxury car a7 can be parked with remote control from outside. Not finished yet! Continue

The A7 is equipped with twelve ultrasonic sensors, five radars, five cameras, and a laser scanner.

Really , a total of 39 electronic support assistants will provide an autonomous driving experience in heavy traffic.

Engine – Infrastructure

it was supported by Audi’s newly developed electronic chassis program.

With its Quattro infrastructure, it is now more ideal for long journeys.

The new Audi Sportback meets Audi fans in the first step with a 3.0-liter six-cylinder turbo engine.

It has an engine that produces 340 horsepower and 500 Nm of torque.

The engine can reach the A7 from 0 to 100 in 5.3 seconds while accelerating to a maximum speed of 250 km / h.

The seven-speed S-Tronic transmission combined with the average consumption value of the vehicle is 6.8 liters. This is not bad at all levels.

And New Hybrid System for all new Audi cars in the future.


The system, which will be offered as standard in all engine options, includes a 48V electrical system and a lithium-ion battery.

The system works actively in the 55-160 km / h speed range and minimizes performance losses. The Audi A7 55 TFSI Quattro S Tronic version with the 2018 model year will be available in Germany starting at 67,800 euros.

You can look at this video for the Audi A7 luxury car

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Behavioral Disorders in Children



Behavioral Disorders in Children

Behavioral disorders arise as a result of the child’s internal conflicts due to various psychological and physical causes. Violence, irritability, aggression, stubbornness, lies, stealing, blasphemy, such as behavior enters into behavioral disorders. Behavioral Disorders in Children can sometimes be annoying.

Behavioral Disorders in Children
Behavioral Disorders in Children

Some criteria are necessary for a child’s behavior to be considered disorder. These criteria are:

1-Age fitness: Each developmental period has its own unique behavior. Therefore, it is necessary to know the characteristics of the child’s developmental period. Ex; The 2-year-old is negativist, mobile and does not do the desired thing. Freud’s anal learns that Erikson is an autonomous individual.

The 3-5 year old child wants to draw attention. Because his imagination is so wide, he can tell amazing stories. Therefore, while the stories of children at this age are not accepted as lies, the lies seen in children aged 11-14 are considered as deviant behavior.

2-Density: The second criterion in accepting a behavior as disorder is density. When anger and moodiness occur in a 5-year-old child, if this behavior becomes a form of physical harm to someone else, it falls into the category of behavior disorder.

3-Continuity: The persistent and long-term continuation of a particular type of behavior.

4-Expectations of sexual role: While boys are expected to be more aggressive than girls, the behaviors of girls behaving similar to boys with aggressive behavior fall into the category of deviating behavior from normal.

Causes of behavior disorders in general

– Attention: When the child is not shown the necessary love and care or when there is not enough time, he / she turns to behavioral disorders to attract attention.

– A desire to gain strength against parents:

The desire to take revenge: Especially the beaten-in, unloved child wants to take revenge on his parents.

-Incompetence: The child’s self-insecurity causes behavioral disorders. Parental over-protective, tolerant attitude, over-care means more control. As a result, the child becomes over-dependent, insecure, and emotionally broken. The situation does not allow the child to become self-sufficient and causes behavioral disorders.

How should positive relationships be established with children with behavioral disorders?

1-Mutual respect: Scolding, shouting, hitting, silencing, acting inconsistently is an indication of disrespect to the child. Every parent should learn to respect their children. Each child should be treated as a separate individual, asked for his / her opinion and respected.

2-Taking time for the child: It is necessary to take care of the child and to take the time. The time to spend together is important in terms of quality, not quantity. Together, the child can enjoy activities.

3-Encouragement: If the child wants to trust himself, the parents should trust the child first. It should praise and encourage the child’s effort. Encouragement is very important for the child to perceive himself / herself as valuable.

4-To express love: To feel safe, the child must at least know that he / she is loved and love.


Aggression is a normal form of response in young children. The child’s safety, happiness, or other need arises when he changes his shape in a different way. verbal attacks in the form of threats aimed at spitting and harm.

The child, who is constantly and extremely aggressive, is angry, incomprehensible, ready to act, and overcompatible. Their relationship must be tense and friction. It immediately shines and is ready for a fight. He breaks the rules and gets punished. These children are not affected by punishment or appear to have been affected for a short time. They try to solve even ordinary disputes with the power of the wrist. Their response is disproportionate and disproportionate to the situation. He can’t beat his anger and always tries to justify himself. These children create constant problems at home and school and are in constant conflict with adults. Usually boys are more aggressive.

Causes of Aggression in Children

1-Rewarding of aggressive behavior by parents. Traditional culture confirms the aggression of the boy (eg two children beat each other in the park.

2-Strict punishment, lack of understanding and insufficient love from adults

3-The long-term absence of the father, the mother is constantly around the child’s feministic environment

4-TV. And the negative impact of the mass media (the example of the Valley of the Wolves).

5-Negative attitudes of parents, poor communication between children

6-Beating from the parents of the child

7-Physiological problems such as cerebral inflammation and brain injury

How can we prevent aggressive behavior in children?

1-First of all, the parent should not be a model of aggression against the child.

2-Too much aggressive behavior should not be tolerated. Aggressive behavior should not be rewarded and it should be shown immediately that this behavior is undesirable.

3-Aggressive behaviors should not be punished with beatings. When aggressive behavior emerges, adults should behave calmly and use I’s language instead of abnormal emotional reactions.

4-When the child is nervous and angry, he should not argue with him, wait for him to calm down and then talk about his behavior.

5-The child should be given various responsibilities in accordance with social maturity, and start and end many things as far as he can achieve. The child should experience a sense of accomplishment.

6-The disadvantages of this behavior should be shown to the child.

7-Reinforcing positive behavior: Parents and other adults should see the child’s positive behavior and ignore the negative behavior. Ex: 10min. This verbal reward when you play without fighting and shouting.

8-Letting the child play outside, it reduces the tension of the child and provides the opportunity to release energy.

9- Unless aggressive behavior seriously threatens the safety of other children, it should not be overlooked.

10-Speaking to himself: If the child is behaving impulsively and has difficulty in controlling this aspect, the child can be taught to say self-blocking sentences when he will hit others.

11-The child should not be confronted with aggressive models.

12-There are alternatives to get rid of anger. Punchable clay, nail nails, drawing, painting can control the child’s feelings of anger. In addition, sports such as football, basketball are accepted ways of exit.

13-The basic needs of the child should be fulfilled in time at all ages and periods.

14-It should be ensured that these children are especially with the father.

15-Parents should use the language when communicating with these children.

Playing Behavior in Children

The stealing is the fact that he takes an unauthorized object unauthorized and possesses it. We need to know the characteristics of the child well.

Sample; Since the concept of ownership does not develop in a 2-year-old child, he thinks that everything is himself. You, I, can not distinguish between his concepts.Children begin to distinguish what is not with him over time, but his selfish attitude continues for a long time. In the classrooms, the children had to learn each other’s colored pencils, erasers and so on. We don’t accept the behavior of others in this age to steal their belongings.

It is important to emphasize the frequent repetitive plays during school ages. If the child persists after 10 years of age, this is an indication of a serious emotional disorder and requires professional help.

Reasons for Playing in Children

1-Inadequate allowance for the child: Failure to meet the basic needs of the child

2-An important deprivation in the child’s life: Thus the play symbolically replaces the lack of love and attention of parents. A child who thinks he is unpopular can play to attract attention. Sometimes it may occur after the loss of parents. It was found that children who usually steal behavior were raised and neglected by alcoholic or guilty parents.

3-The idea of ​​ownership in children is not developed:

4-Taking revenge: Eg; A child who is compared to a successful child can take his things to get revenge on him. The child can also steal revenge from the authoritarian parent or teacher.

5-Parents’ subconscious pleasure of the child’s behavior: The child feels it and continues to play.

6-The child may have chosen a bad example to identify himself: the child can do it to get the approval of a group. The aim is not to steal, but to exploit others.

7-To increase self-confidence: Some children do their own strength, to prove their masculinity.

8-There may be a way for the child to settle with the parents:

9-Depression, jealousy or anger to the newborn sibling may be an indicator of the stress caused by the child. a mother yelling at her husband yelling at the child

How to Prevent Playback Behavior in Children?

1-Learning Values: Children should be taught to give honesty and importance to the property of others. Parents should be an example.

2-Sample creation: Parents should be the example of the child first. Other belongings should not be taken, found goods should be taken back, other people should not be fooled. Give me a sample of Daddy who bought a towel.

3-Strengthening communication: If the child lacks close relationships at home, if sufficient time is not allocated, the relationship between family members should be strengthened.

4-The child should be given a certain amount of pocket money. A certain pocket money must be given to meet the needs of the child.

5-Property rights: The child should be taught how to borrow and return an item that does not belong to him when he needs it.

6-Attractive items such as coins should not be left around.

7-The child must have his / her own belongings. The child must have at least a few belongings.

Parent Attitudes

Among the behavioral disorders seen in children, it is the steal that concerns the parents the most. Because they see this behavior as typical criminal behavior and they feel fear. Parents usually show these reactions.

– Punishing the child, beating


-Don’t do anything about a solution.

So how do we treat the kid who plays?

How to behave?

1-It should not be overreacted. The parents must show that they did not approve of the incident without shouting and calling,

2-Children should not be stigmatized as bad. Only the behavior of the child at that time should be criticized.

3-The child should be given back to the goods received. If the item is broken or broken, a new one should be taken and the child’s allowance paid.

4-By talking to the child, the problem-solving method can be tried. The child is asked to define this situation clearly. N What was on your mind when you took the item? Siniz you might ask.

5-Make your child pay the wrong behavior by doing business. ”I am very sorry that you took the pen of your friend Ali. You know the rule. You can only have your things. Now you give your friend your pen back. You want to do some work for breaking the rule. You’ll wash the balcony.

6-In case of suspicion, it is necessary to talk to the child. It’s more important that I’m proud of you than you’re proud of yourself. Bir A conversation in the form can get him to return the item.

Lie in Children

In our daily lives, almost all of us resort to lies. Ex; instead of arkadaş I don’t want to be with you today ”, we say var I have a job”. Because we’re afraid we’il hurt her if we tell the truth. Lying is a behavior condemned by everyone. We often see our own lies as necessary, the lie that other people say is a big lie.

The lies that are deliberately deceived to deceive others are true lies. In fact, the lies of children remain innocent of the lies of adults. Because; their lies are not intended to deceive. Since the child cannot evaluate the truth well, he distorts what he sees and makes up. Some parents lie to the child as telling the things that have not happened. He blames the child instead of listening and accepting it as it is. Because the imagination of a 3-5 year old child is very wide, they tell incredible stories and cannot distinguish between lying and non-lying.

1- Imaginary Lies: Young children make up the truth because they do not evaluate well. Adults see them as lies.

2-False Lies: Children take the example of parents. The child who witnesses the lie of the parents learns to lie. Ex; he goes to the doctor to go to visit the parents to prepare the ground for the child to lie.

3-Social Lies: These are the most common lies. When we go somewhere, if we don’t want to go, we say ım I’m sick..

4-Defense Lies: The child lies to protect himself.

5-exalted Lies: lies to win admiration of others.

Sometimes children lie to express a longing. Ex; like a fatherless child saying var I have a father.. A child who says em My mother is dead tedir says this because she is indifferent with the birth of a brother.

How to Prevent Lies in Children?

1-adults should be an example.If the parents lie to others, it will be very difficult for the child to understand the importance of honesty.

2-should not overreact. Should be soft and tolerant, and avoid punishment. Overreacting causes the child to continue to lie to avoid your anger.

3-Things that children can not achieve should not expect.

4-We should avoid excessive pressure and should not limit the child’s life with the rules we have established.

5- Adults should not use the child as a vehicle. parental Your mother says, “Don’t let your father hear what we’re doing.”

6-Secret police should not question the child as: Eg; Ik I will not punish you if you tell the truth, sonra he said, when the child told the truth “I knew” to react by saying or beating, the child reinforces the lie.

7- The child should not be compared with other children.

8-Parent-child communication should be positive. The child should be able to talk to us about their wishes, distress, concerns and concerns. It is necessary to listen to the child and help him / her to find solutions.

9. A child who has a ”liar” label affixed to the child will fulfill the requirements of this label because he believes his work reflects himself. Even if we do not approve of this behavior, it is necessary to keep our child’s personality separate from this behavior. Help your child understand that you love him because he is the child himself.

10-Check directly to make sure. Instead of asking the child imi I am done, “say“ I want to see your homework .B.

Swearing in Children

Blasphemy is divided into three basic groups.

– A way of speaking that reflects the wish to curse or harm someone.

– Sexual content curses, obscene speeches

– curses for personality. Maniac, idiot…

Causes of profanity in children

1-Attention: If some children do not get enough attention from their parents, they curs for attention.

2-Shaking: For some children, shocking and disturbing adults can be fun.

3-Mouth avoidance: When people feel frustration or anger, or when there is a physical tension is very natural to swear out of the mouth. Very blocked, living space is very narrowed children, anger can curses.

4-Defense: For some, bad words are a defensive behavior.

5-maturation: Sometimes children also say bad words, as a symbol of being adults.

6. Approval by peers:

7-Childish pleasure: Bathing and talking about young children reveals a kind of childish sexual pleasure in children.

What should be done against swearing children?

1-Sample creation: If you can prevent yourself from being rude and abusive, you will learn this control by mimicking you.

2-Expression of impulses: If the child can express his anger at you easily, if he has this freedom, he will use less blasphemous words to express his negative emotions.

3-Discussion: These words are defined by writing on a piece of paper and then discussed.

4-Ignoring: When children use bad words, children may not have a reason to say these words unless parents are very upset or surprised.

5- “Mute Game”: Parents can direct the child by playing silence rather than being shocked. Çocuk What is the meaning of the word you use? ”, Orum I do not understand”, the child is asked to answer.

6-Encourage to be creative: creative activities, literary activities, sports and so on. Increases creativity and prevents abuse of words.

7-Wearing bad words: When the child uses this word, ask him to say it for 5 minutes. He probably won’t use it again. When he doesn’t want to say it, but only after he’s punished for using the bad word, tell him he can do what he wants.

8-Serious non-punishment: If you punish your child by beating, shouting, threatening; your child learns to use these words secretly to avoid being caught and punished.

It is necessary to inform the child to use appropriate acceptable words instead of these inappropriate words.

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Independent Educational Programs



Independent Educational Programs

Not: “gifted” kelimesi “üstün yetenekli” olarak; “gifted education” ise “üstün yeteneklilerin eğitimi” olarak ifade edilecektir.


Independent Educational Programs

Summer camps have long been a fixed element of out-of-school provision for youngsters in the USA. Whether designated for the gifted or not, rich opportunities are there for individual advancement. The cornucopia of subjects and styles to choose from overflows.


gifted education


The Renaissance Quest Camps of Boulder, Colorado, for example, provide a popular Family Quest designed for the whole family (discounts for adults), as well as a Heartfire Camp offering “angel guides, energy healing and telepathy”, at $590 for a weekend. There is the Constitutional Rights Foundation’s Summer Law Institute which takes youngsters round law courts and offices, and has them attend a trial and take lunch with a judge.


The Secret Agent Camp at Lake Arrowhead in California offers three weeks intensive training in espionage techniques. There is a circus camp, at $800 a week, or E.A.R.T.H. (Earth Awareness – Rediscovering Traditions and Heritage) to learn native Indian ways. Among others dedicated to the same aim, Camp Shane in Ferndale, NY, takes 800 children a year to lose weight.

Although not specifically dedicated to the gifted and talented, it would be difficult to take part in Advanced Space Academy courses without both high-level ability and enthusiasm. The Academy (started in 1982) in effect offers high-level out-of-school activities by self-selection.

Operated by the US Space and Rocket Center, the Academy is a non-profit organisation which claims to be the largest camp operation in the USA, having hosted 300,000 campers. It provides astronaut training from five days to two weeks for young people, notably the mental, physical and emotional demands astronauts encounter.

Participants must have computer and engineering skills, and leadership is encouraged. Youngsters must state their interest as potential pilot, mission specialist or payload specialist. It starts with camps for younger children of at least at 4th grade level and nine years-old, to advanced courses for students of 15-18 years. Camps are at Alabama, California and Florida. Details are provided on the web-site ( It also offers scuba diving.


Competitions provide the single outstanding international universal in out-of-school activities for the gifted, though they are not always labelled as such. They are relatively easy to administer and organise, and can be made accessible to large numbers and at the same time differentiated to suit any level of ability.


Although at first glance competitions appear to be passive in only tapping what is already there, in fact they are active in eliciting, stimulating and challenging talents in many different fields. Because they can activate and strengthen the feeling for the subject matter, they improve knowledge and skills. Struggling with the tasks of the competition enhances the abilities to work autonomously, while researching, experimenting, problem solving, persevering.

The debits of competitions are that they appeal more to boys than girls, and to confident ambitious youngsters rather than more thoughtful introverted ones. This has been seen clearly in the USA, especially in maths and the sciences, at which American girls do much less well than boys in comparison with the rest of the developed world (Freeman, due 2002).

Children are not necessarily pre-selected to enter competitions, though teachers can have a strong influence, both positive and negative. In my own long-term research in Britain, several youngsters had entered competitions – and won – in spite of their teachers’ discouragement (Freeman, 2001). One girl became the BBC Young Musician of the Year, and another girl secured a top Biology prize, both of them against strong school advice not to enter. Now as adults, both are following those chosen careers with success.

Some competitions are international. For example, to promote the idea of European integration the European Competition has been held since 1954. Each year, students at all age-levels in 19 European countries receive identical assignments to produce a pictorial or written treatment of European perspectives in social, economic, political or cultural affairs. In Germany alone over 100,000 students participate.

gifted education

The National Science Olympiad (The International Education Center, Ltd., PO Box 2196, St. James, NY 11780-0605, phone: 516-584-2016), presents a science test for 4th graders, bringing together Long Island, New York with Russia. It enrols gifted and talented high-school students into biology science research programs. Almost half the past students won a Westinghouse Science Talent Search award.

Most European countries run competitions for young researchers in the sciences. In 1990 the most famous German speakers’ science competition, Jugend Forscht, was sponsored by the Deutsche Bank to initiate a European competition for environmental studies. Up to three entrants from 39 nations may participate in the Young Europeans’ Environmental Research (YEER).

Romania initiated in 1993 the Central European Olympiad in Informatics (CEOI) with (in 1998) Croatia, Poland, Slovak Republic, Czech Republic, Slovenia, and Hungary as participating countries. Other countries are expected to join.

            German competitions

            The Federal Republic of Germany probably has the most elaborate system of competitions for school-children at all levels (Campbell, Wagner, & Walberg, 2000). There, they are considered to be important and valuable additional instruments in the educational process, and for that are heavily subsidised by the government (Wagner, 1995). The youngsters are prepared for these in their schools.

gifted education

Follow-ups are currently being conducted on the effects of these competitions on prize-winners, particularly how they have fared at university.

By taking the challenge of a competition, the participants gain insight into their abilities and their position in comparison with peers beyond the confinement of their classroom and school. Coming together with other participants, they have the opportunity to meet similarly interested and able peers who are usually not so easily found. Attractive prizes act as incentives though usually of an educational nature, such as payment for a course of the students choice in any country or subject.

In Germany, there are more than twenty federal (nationwide) competitions and dozens of smaller competitions at the state or regional level. On the federal level well over 100,000 students participate annually either individually or in groups in disciplines such as mathematics, science (biology, chemistry, physics, technology, computer science, environmental studies), foreign languages, social studies, history, creative writing, music, composing, drama, film and video production.


Most of these competitions are subsidised by the Federal Government, with a total allocation of 4 million Euro in 1999. In addition, a considerable part of the cost is covered by sponsoring foundations and industry. While most of the academic competitions are aimed at upper secondary school students (16+ years of age), in most cases there is no lower limit for the age of participation, thus granting admission to all kinds of accelerated talents.

The most remarkable competition is the “Bundeswettbewerb Fremdsprachen” (Federal Languages Contest), as it is a unique comprehensive approach to support acquisition and application of foreign languages among secondary school students.

The contest was initiated in 1979 by the Stifterverband für die Deutsche Wissenschaft (Donors’ Association for the Promotion of Science in Germany) as a means to encourage students to learn foreign languages and to become interested in other countries and cultures at an early age. It has been developed and administered by independent experts from universities, schools and industry.

gifted education

Since 1985, the Federal Languages Contest has been sponsored mainly by the Federal Ministry of Education and Research. Bildung und Begabung eV, a non-profit-making private association, is responsible for the organisation and coordination of the contest.

The Federal Languages Contest has four levels:

  1. A group-contest for 13-16 year-olds, in their third to sixth year of foreign language learning. The group-contest encourages project work to produce a presentation (audio or video tape and additional written material) on a self-assigned subject.
  2. An individual junior contest for students in their fifth or sixth year of foreign language learning at 15-16 years of age. It consists of an oral section (listening comprehension and oral production) and a written section (a cloze test, i.e., a text in which missing parts of words have to be filled in) and a creative writing task. The best participants in English usually demonstrate a higher proficiency than first year university students in English studies.
  3. An individual senior contest for students of 17-19 years-old in which at least two foreign languages must be presented. This contest consists of four rounds over a period of twelve months. It begins with an oral production in two languages (e.g., explaining the situation depicted in a cartoon, reading a text and answering questions on the text). The second round is a written examination with elements of translating, writing and summarising. The task of the third round is writing a 3000-word essay on a given subject within a six-week period.
  4. The final round consists of a one-hour multilingual debating session in groups of four together with language experts and of individual oral examinations. Placement in all rounds depends upon achievement only. The participants do not compete against each other as in a sports contest.
  5. A group contest for apprentices and for students at vocational schools. Here, again, a presentation on audio or videotape is required which has to relate to their working sphere. Many of the entries are multilingual.

More than 20,000 students participate in these four contests each year, the main languages being English, Latin, French, Spanish, Italian and Russian. Additionally, special contests are offered to pupils who study Japanese or Chinese.

Successful participants can expect a variety of prizes. Winners of a first prize in the final round (“federal winners”) are granted a scholarship for university studies from the most prestigious scholarship foundation in Germany (Studienstiftung des deutschen Volkes).


Second and third prizes consist of cash. Several prizes (e.g., travel grants, books, records) are awarded by foreign embassies for special languages. The Federal Minister of Education and Research annually awards a five-week stay in a summer studies program at a university in the United States to three participants who wrote outstanding essays on U.S. related subjects.

gifted education






gifted education

Yaz kampları uzun zamandan beri Amerika’da gençler için düzenlenen okul dışında  bir hazırlık unsuru olmuştur. Burada üstün yetenekli olsun ya da olmasın bireysel gelişim için zengin fırsatlar var.  Evrenin(Bereket boynuzu) bütün ekipmanlarının  ve yöntemlerinin bolluğunu görürler .

Örneğin; Colorado’daki “Boulde’nin rönesans Arama Kamp’ları.” Ailelerin her bir üyesi  için düzenlenmiş  aile gezisidir (yaşlılar  için indirimimiz vardır.)Ayrıca ”Hearthfire Camp” medyumluk, pozitif enerji ve telepati  sunuyor. sadece haftalığı 590 dolara. Burada ”anayasa hakları kurumu’nun yaz hukuk öğrencileri enstitüsü var bu akademi mahkeme ve ofis öğrencilerini alıyor , onlara  bir staj sağlıyor ve yargıçla öğle yemeği yiyiyorlar.


California ‘da  Arrowhead  gölündeki  gizli ajanlar  kampı 3 hafta içinde yoğun casusluk yöntemleri eğitimi sunuyor.   E.A.R.T.H ( Dünya Farkındalık- gelenekler ve mirası yeniden keşfetmek) için veya haftada 800 dolara Hindistan kültürünü öğrenmek için burada bir kamp meydanı var . Diğer camplarda benzer amaçları güdüyor.Newyork’daki Camp Shane in Ferndale , 800 cocuk kapasiteli bir zayıflama kampıdır.

Gelişmiş Uzay Akademisi üstünzekalı ve yetenekli insanlar için kurulmamış fakat yeteneksiz ve isteksiz(coşkusuz) insanların yer alması oldukça zordur. Akademide (1982 de başlamış) okul dışı , yüksek  düzeyde  kendi  seçtiği aktiviteler sunuluyor. US(Birleşmiş Milletler) uzay  ve Roket merkezi tarafından kâr amacı gütmeden çalıştırılan bir yapıdır ve Amerika’da en büyük kamp olma iddiasındadır.

300 000 öğrenciye ev sahipliği yapar. Bu kamp gençler için 4 gün veya 2 hafta arasında astronotluk eğitimi veriyor, özellikle de astronotların maruz kaldıgı ruhsal, fiziksel ve duygusal ihtiyaçları sunuyor. Katılanların bilgisayardan ve makinadan anlaması şart ve liderlik özelliği bulunması gerekiyor.

Gençler pilotluğa , uçuş uzmanlığı ve yük uzmanlığı bölümlerinden birine ilgi duymalıdır.(yani seçmelidir ). Kamplar 4.sınıf ve en fazla 9 yaş sınır olarak başlıyor. ilerlemiş dersler 15-18 yaş arasını kapsar. Kamplar Alabama California ve Florida’da bulunur. İnternet sitemizde  detaylar bulunmaktadır ( Kampımızda tüple dalış dersi de vardır.

 MÜSABAKALAR  – gifted education

Müsabakalar üstün yetenekli kişiler için dünyadaki olağanüstü yaz kampı aktivitelerini sunuyor. Aslında öğrenciler o kadar da seçkin değildirler. Diğerlerine göre yönetimleri ve organize olmaları çabuktur  ve bu kamp  çok sayıda öğrenciye hizmet veriyor, aynı zamanda her seviyeye göre yer (sınıf,seviye) var.

İlk bakışta müsabakalar halihazırda (oldugu yerde) edilgen görülebilir (yani zorlukla yaptırılmış gibi), ama gerçekte öğrencileri aydınlığa çıkaracak , canlandıracaktır ve yarışma kabiliyetlerini pek çok alanda gösterecektir. öğrenciler anlatığımız konu için duygularını ortaya koyacaklar(müsabakalar için), bilgi ve yetenekleri de artacak. Müsabakada yaptıgı araştırmalar,deneyler,problemlerle başbaşa kalma ve problemlere sebat gösterme ile  özerk(bireysel) çalışma yeteneği gelişecek.

erkekler kamplara kızlardan çok para ayırıyorlar ve (erkekler) kendinden emin ve hırslı gençler içe kapanık düşünceli birisi olmaya tercih ediyorlar kampı .Amerikada bunun görülmesi açık, özellikle matematik ve fen’de. Amerikan kızları  erkeklerden daha az kabiliyetli oluyor  şu  gelişen dünyamızda.(freeman’dan alıntı 2002).

öğrencilerimiz müsabakaya seçilmeden girebilir. zorlu sınıf öğretmenlerimizin hem olumlu hem olumsuz nüfuzları vardır öğrenciler üzerinde. İngiltere’de  uzun araştırmalarım sonucunda, bir çok öğrenci,  okul öğretmenlerinin cesaretlerini kırmalarına rağmen(zorluk vermek) müsabakalara girdi ve kazandı(freeman’dan alıntı 2001) bir kız BBC nin genç müzisyeni seçildi, bir başka kız da biyolojide birincilik ödülünü aldı. okullarının yapmış oldugu Kampa gitmeme propagandalarına rağmen kazandılar.

Bazı müsabakalar uluslararasıdır. Örneğin, Avrupa bu fikrin reklamını yapmakta ve Avrupa müsabakaları 1954’ten beri yapılmaktadır. Avrupanın 19 ülkesi her yıl, her seviyedeki öğrencileri aynı görev için alarak öğrencilerin sosyal,ekonomik,politikal, ve kültürel davranışlarını görsel ve yazısal olarak ortaya koyuyor. Almanya’da tek başına 100.000’den fazla öğrenci katılımı var.

Uluslar Arası Bilim Olimpiyatı(Uluslar Arası Eğitim Merkezi . Ltd., posta kutusu 2196, St. James, NY 11780-0605, telefon: 516-584-2016) 4.sınıflar için bir bilim testi sunuyor. Long Island,New York ve Rusya katılıyor. Üstün yetenekli ve yetenekli lise öğrencilerini biyoloji bilimi araştırmalarına kaydediyoruz. Çoğulukla önceki öğrencilerimizin yarısı “Westinghouse Science Talent Search” bilimsel araştırma yeteneği ödülünü kazandılar.

Bir çok Avrupa ülkesi gençlerin bilim alanındaki araştırmaları  için müsabakalar  düzenliyor.1990 da çok ünlü olan ”Alman spikerleri bilim müsabakası”, ve ”Jugend Forscht” kampı Alman bankası tarafından desteklenerek Avrupa çevresindeki müsabaka derslerine ön ayak oldu. 39 ulusdan 3 üye YEER’e (Genç Avrupalılar  Çevre Araştırmaları ) katılım hakkı kazanıyor.

Romanya 1993’de örnek olmuş ve  Merkezi Avrupa Bilişim Olimpiyatları’na(CEOI) Hırvatistan, Polonya,Slovokya Cumhuriyeti, Çek Cumhuriyeti ,Slovenya ve  Macaristan katılmıştır. Diğer ülkeler katılma hazırlıgındadırlar.

Alman Müsabakaları

Almanya Federal Cumhuriyeti yüksek ihtimalle müsabaka sistemine en çok ilgi ve özen gösteren ülkedir. Her yaşta çocuk için müsabaklar düzenlerler.(Cambell,Wagner & Walberg,2000) orada , eğitim sürecinde ek araçlar önemli kabul edilir ve bunun için  devletten çokça mali destek sağlanıyor. (Wagner,1995) öğrenciler okullarında bu müsabakalar için önceden hazırlık yapmışlardır. Bu tip yarışmaların, ödül kazananlar üzerindeki etkilerine yönelik ,özellikle de okuldaki başarılarıyla,durumlarıyla ilgili gözlemler yapılmakta.

Müsabakanın verdiği çekişme ile okulun ve sınıfın verdiği hapishane ortamından ayrılarak  katılımcılara kabiliyetlerinin içyüzünü öğretiyor ve akranları arasındaki pozisyonu belirleniyor. Diğer katılımcılarla buluşarak, normal hayatta zor bulabileceği aynı fikirde olabilecek akranlarıyla bir tanışma fırsatı yakalıyorlar. Doğa eğitimi olmasına rağmen  Çekici ödüller teşvik ediyor .Örneğin , öğrencinin  herhangi bir ülke veya konuda tercih ettiği kurs ücretini ödemek gibi .

Almanya’da yirmiden fazla federal müsabaka veya yüzlerce küçük ve orta bölgesel düzeyde müsabakalar var. Federal düzeyde yıllık olarak yüz öğrenciden fazla katılım oluyor, bu katılımlar bireysel veya grup içinde oluyor ,sınıflandırılarak katılıyorlar.

gifted education

Örneğin matematik sınıfı , bilim (Biyoloji,Kimya,Fizik,Teknoloji,Bilgisayar bilimi, çevre bilimi),yabancı diller, sosyal bilimler sınıfı , tarih sınıfı ,yazarlık sınıfı, müzik sınıfı, besteleme ,drama film ve video prodüksiyon sınıfları gibi. Bu müsabakların çoğu federal  hükümet tarafından sübvanse ediliyor, 1999’da 4 milyon euro tahsis etmiştir federal devlet. Ek olarak, ödenen paranın önemli bir kısmı sponsor olan vakıf ve sanayi kurumlarından geliyor.

Bazı müsabakalar 16 yaş üstü öğrencileri alırken, burada çoğu şeyde katılımcılar için  böyle bir sınırlama yok, böylece yeteneklerini geliştirmek isteyenlere imkan  veriliyor .

En iyi müsabaka (Almanya’daki) Federal Diller Yarışmasıdır. Bu eşsiz ve kapsamlı bir müsabakadır ve öğrencilere destek olur. Liselerden yabancı dil bilenleri toplamaktadırlar. Yarışma 1979’da “Bağışçıların Bilim ve teşvik derneği” tarafından desteklenmiştir. Böylelikle erkenden çocuklara dil öğretmeye çalışmakta  ve çevre ülkelerin kültürünü ve dilini tanıtmaktadır.


Bu kurum bağımsız okul uzmanları ve iş adamları tarafından geliştirilmekte ve yönetilmektedir. 1985’den beri “Federal ,dil Yarışması” araştırma ve eğitim bakanlığı tarafından sponsor ediliyor. ”bildung und Begabung eV” bir kâr amacı gütmeyen kuruluştur ve kişisel bir dernektir. müsabakaların hazırlanmasını yaparlar.

Federal Diller yarışmasının dört seviyesi vardır.

1- İlk grup 13-16 yaş arasını kapsar. Üçüncü ve altıncı sınıfları kapsar ve yabancı dil öğrenimi vardır. Grup  cesaret verici projeler sunmak için  kendilerinin belirlediği bir ödevde çalışırlar.(sesli veya video kaset ve yazılı olarak)

2- Bağımsız bir şekilde yarışan  çocuk grubudur. Bu çocuklar sonra öğrenecekleri diller için hazırlık yaparlar. Bu grup ödevlerini sesli olarak anlatırlar çokça da dinlerler( yabancı dillerinin gelişebilmesi için) ve yazılı bir bölüm de var( boşluk doldurma testi) ve yazarlık görevi vardır. İngilizcedeki en iyi katılımcılar üniversitedeki ilk yıllarında yeterliliklerini gösteriyorlar .

3- En az iki yabancı dilin sunulmuş olması gerekiyor 17-19 yaşlarındaki öğrencilere üst düzey yarışmalar için.Bu yarışmalar oniki aylık sürede dört turdan oluşur. İki dilde sözel üretimle başlar.( örneğin bir metin okuma ve metin üzerinde soruları yanıtlarken durumu izah eden bir karikatür tasviri ) İkinci tur yazma ,tercüme ve özetleme unsurlarıyla ilgili yazılı sınavdır . üçüncü turda görevi , altı haftalık bir süre içinde belirli bir konu ile ilgili 3000 kelimelik bir kompozisyon hazırlamaktır . Final turu, dil uzmanları ile birlikte  bir saat dört kişilik gruplar halinde çok dilli bir münazara oturumu ve bireysel sözlü sınavlardan oluşur.Sıralama tüm turlarda sadece başarı üzerine bağlıdır. Yarışmacılar bir spor müsabakasındaymış gibi  birbirleriyle rekabet etmezler.

4- Çıraklar ve mesleki okullar için bir grup yarışması . . Burada tekrar kişinin kendi çalışma alanıyla ilişkili sesli ya da videolu kasetle bir sunum yapması gereklidir. Girdilerin pek çoğu çok dillidir.

20.000’den fazla öğrenci her yıl bu dört yarışmaya ana dilleri olan ingilizce ,latince,fransızca ,ispanyoca,italyanca ve rusça katılırlar.

Başarılı katılımcılara çeşitli ödüller bekleyebilirsiniz .Son turda (federal kazananlar) birincilik alanlara Almanya’nın en prestijli burslu vakıf üniversitesinde burs verilir. İkincilik ve üçüncülük ödülleri nakittir

gifted education

diğer makaleler için anasayfamızı ziyaret edebilirsiniz.

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