Teach Yourself Latvian Complete Course
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Through authentic conversations, vocabulary building, grammar explanations and extensive practice and review, Complete Latvian will equip you with the skills you need to use Latvian in a variety of settings and situations, developing your cultural awareness along the way. The course is structured in thematic units and the emphasis is placed on communication, so that you effortlessly progress from introducing yourself and dealing with everyday situations, to using the phone and talking about work.
Do you want to develop a solid understanding of Latvian and communicate confidently with othersThrough authentic conversations, vocabulary building, grammar explanations and extensive practice and review, Complete Latvian will equip you with the skills you need to use Latvian in a variety of settings and situations, developing your cultural awareness along the way. The course is structured in thematic units and the emphasis is placed on communication, so that you effortlessly progress from introducing yourself and dealing with everyday situations, to using the phone and talking about work.
Get Talking and Get Started Series: The first two strands, Get Talking (audio course) and Get Started, are aimed at absolute beginners and those who have not learnt a language since school. Get Talking is an all-audio course designed to teach basic speaking in a short period. Get Started In is a more comprehensive course tackling all four skills (reading, writing, listening and speaking).
Past research has found that teachers in Estonia tend to be dissatisfied with their job [Eisenschmidt, 2011]. This is partially attributed to the poor working environment and lack of collegial support [Veisson, Ruus, 2007]. The status of teachers in society appears to be mixed with Ruus and Reiska [2015] claiming that the general public feel \"solidarity with the teachers in their dissatisfaction with poor salaries\" [P. 248] but the ministry's 2010 strategic document, The Five Challenges of Estonian Education, identifies the relative status of teachers as one of the five strategic pillars to be addressed by 2020. Increasing the status of teachers has been one of the rationales behind the implementation of mandatory induction and in-service training for teachers. Induction, first introduced in 2004, is a one year program with an assigned mentor while teachers are also required to complete 160 hours of in-service training every five years [Eisenschmidt, 2011].
Teachers in Latvia, in general, feel satisfied with their job and believe they are making a positive constitution to society [Geske, Ozo-la, 2015; Persevica, 2011]. The public perceptions of teachers in the country, conversely, are low with parents at times considering \"teachers as service personnel whom they can teach or scold\" [ESF, 2007. P. 4]. Contributing to the low status of teachers is the low wage and flat pay scale [OECD, 2014; Zogla, Andersone, Cernova, 2015] as well as the lack of induction or teacher practicum requirements once initial pre-service training is completed [OECD, 2014].
At the school level included predictor variables identify the principal's experience and whether teachers are provided autonomy. The principal's experience is divided into their experience at the school and their experience as a teacher. Autonomy provided is a composite variable taken from the OECD thematic report on teacher professionalism (OECD, 2015). The composite has a range from 0 (no autonomy provided) to 5 (full autonomy) and consists of five areas of autonomy: curriculum choices, learning materials, course content, assessment policies, and discipline policies.
the primary method of analysis used in this study. HGLM acknowledges the nested, or hierarchical, nature of data [Raudenbush, Bryk, 2002], adjusting the standard error as necessary and making it the appropriate method for this study where teachers are nested in schools. Prior to model specification, cases with missing data in the outcome variables were deleted and missing data in predictor and control variables was replaced using school mean substitution. The xtmelogit command in Stata version 12 was used for the analysis. The complete two-level random intercept model it illustrated below.
The complete model substitutes Model 2 into Model 1. Note that in the analysis a single teacher level predictor or school level predictor was included, in addition to teacher level controls. The complete model below demonstrates the model used with a teacher predictor variable. In the complete model we see that teacher dissatisfaction is predicted by the primary variable of interest (Teacher Predictor Variable) while controlling for female, years of education, and whether the teacher has completed teacher training. To explore the differential effects of all teacher and school level predictor variables, results compare the corresponding coefficient (P4y).
The constitution and other laws and policies generally protect religious freedom. There is no state religion, but the law gives eight religious groups some rights and privileges not given to other religious groups. Lutherans, Catholics, Orthodox Christians, Old Believers, Baptists, Methodists, Seventh-day Adventists, and Jews are the only religious groups represented on the government's Ecclesiastical Council. Other distinctions relate to the teaching of religion courses in public schools and the right to officiate at marriages without obtaining a civil marriage license from the Ministry of Justice. Religion-specific laws define relations between the state and each of these eight groups. Other religious groups are covered by a general law dealing with religious organizations.
The law stipulates that representatives of certain Christian churches (Catholic, Evangelical Lutheran, Orthodox Christian, Old Believer, Baptist, Methodist, and Adventist) and Jewish groups may teach religion in public schools to students, in first to third grades, who elect to take such classes. The government provides funding for these classes. Students at state-supported national minority schools may attend classes on a voluntary basis on the religion \"characteristic of the national minority.\" Other religious groups without their own state-supported minority schools may provide religious education only in private schools. Depending on the grade level, courses in public schools range from doctrinal instruction by church-approved instructors, to non-denominational Christian teachings, to overviews of major world religions. Parents can also register their children for voluntary, non-religious ethics classes. 59ce067264