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A local museum or local history museum is a type of museum that shows the historical development of a place/region (local history) using exhibits. These museums usually maintain a collection of historic three-dimensional objects which are exhibited in displays. Such museums are often small in nature and generally have a low budget for their running costs. As such, many of the collections are compiled, cataloged, and interpreted by amateur historians as well as professionals. | https://en.wikipedia.org/wiki/Local_museum |
These museums can cover a governmental defined unit such as a town, city, county, or parish or they can cover an area defined within the museum's mission. In the United States while some museums may be part of the local government or receive funding from them in some way. However, most local history museums are usually self-funded. | https://en.wikipedia.org/wiki/Local_museum |
These museums can also run as independent organizations or they can managed by an accompanying local historical society which also will maintain an archive of local records in addition to the museum's three-dimensional object collection. Local history museums are frequently housed in a historically significant or thematically typical building; it is often a former public building such as a school building, a former courthouse, or city/town hall since the structure, which was already owned by the municipality and can continue its use as a in the public realm as a museum. Other times museums are located in repurposed commercial buildings that had significance for the area such as a bank or a railroad depot. | https://en.wikipedia.org/wiki/Local_museum |
Many local museums are also open-air museums in which several historical buildings from the area have been collected in some museum villages and rebuilt in a new location. In some cases the character of the local history museum is superimposed with the representation of a famous or well-known person from the area, or focuses on a single branch of the economy that was or is particularly formative for the region. Local history museums offer the interpretation of the everyday lives of ordinary people and the unique histories that locale may offer. These museums also offer a more in-depth look into the details of how national and international events affected the locale represented by the museum. | https://en.wikipedia.org/wiki/Local_museum |
In Germany, a specific type of local museum is a Heimatmuseum, a museum dedicated to the unique German concept of heimat, a form of local cultural identity. | https://en.wikipedia.org/wiki/Local_museum |
Institute for Mongolian, Buddhist and Tibetan Studies of the Siberian Branch of the Russian Academy of Sciences (Russian: Институт монголоведения, буддологии и тибетологии СО РАН) is a public research institution in Ulan-Ude, Russia, and a constituent institution for oriental studies under the Buryat Science Centre of the Russian Academy of Sciences. It was founded on July 1, 1922 as the Buryat Scholarly Committee under the leadership of Bazar Baradin, with the objective of studying history, language, and culture of Buryatia. In 1949, it entered the Siberian Branch of the Academy of Sciences of the USSR under the name of Buryat-Mongolian Scientific and Research Institute of Culture.The Institute consists of six scientific departments: Department for Philosophy, Cultural and Religious Studies, Department of Linguistics; Department of Literature and Folklore Studies, Department of History, Ethnology and Sociology, Department for History and Culture of Central Asia, and the Centre for Oriental Manuscripts and Xylographs.The Institute's Centre for Oriental Manuscripts and Xylographica houses a unique collection of over 40,000 17—early 20 century Buddhist manuscripts and printing blocks in Mongolian and Tibetan languages, as well as Russian Old Believers books and manuscripts. | https://en.wikipedia.org/wiki/Institute_for_Mongolian,_Buddhist_and_Tibetan_Studies |
Most of the collection consists of books and manuscripts confiscated from Buddhist datsans and private libraries during the Soviet anti-religious campaign.The institute has 88 research staff, including one academician of the RAS, one corresponding member of the RAS, 28 D.Sc. and 60 PhD.In 1941, Nicholas Poppe was a member of the institute's scientific council. == References == | https://en.wikipedia.org/wiki/Institute_for_Mongolian,_Buddhist_and_Tibetan_Studies |
Property dualism describes a category of positions in the philosophy of mind which hold that, although the world is composed of just one kind of substance—the physical kind—there exist two distinct kinds of properties: physical properties and mental properties. In other words, it is the view that at least some non-physical, mental properties (such as thoughts, imagination and memories) exist in, or naturally supervene upon, certain physical substances (namely brains). Substance dualism, on the other hand, is the view that there exist in the universe two fundamentally different kinds of substance: physical (matter) and non-physical (mind or consciousness), and subsequently also two kinds of properties which inhere in those respective substances. Substance dualism is thus more susceptible to the mind–body problem. Both substance and property dualism are opposed to reductive physicalism. | https://en.wikipedia.org/wiki/Property_dualism |
Non-reductive physicalism is the predominant contemporary form of property dualism according to which mental properties are mapped to neurobiological properties, but are not reducible to them. Non-reductive physicalism asserts that mind is not ontologically reducible to matter, in that an ontological distinction lies in the differences between the properties of mind and matter. It asserts that while mental states are physical in that they are caused by physical states, they are not ontologically reducible to physical states. No mental state is the same one thing as some physical state, nor is any mental state composed merely from physical states and phenomena. | https://en.wikipedia.org/wiki/Property_dualism |
Emergentism is the idea that increasingly complex structures in the world give rise to the "emergence" of novel properties that are something over and above (i.e. cannot be reduced to) their more basic constituents (see Supervenience). The concept of emergence dates back to the late 19th century. John Stuart Mill notably argued for an emergentist conception of science in his 1843 work A System of Logic. Applied to the mind/body relation, emergent materialism is another way of describing the non-reductive physicalist conception of the mind that asserts that when matter is organized in the appropriate way (i.e., organized in the way that living human bodies are organized), mental properties emerge. | https://en.wikipedia.org/wiki/Property_dualism |
Many contemporary non-reductive physicalists subscribe to a position called anomalous monism (or something very similar to it). Unlike epiphenomenalism, which renders mental properties causally redundant, anomalous monists believe that mental properties make a causal difference to the world. The position was originally put forward by Donald Davidson in his 1970 paper Mental Events, which stakes an identity claim between mental and physical tokens based on the notion of supervenience. | https://en.wikipedia.org/wiki/Property_dualism |
Another argument for non-reductive physicalism has been expressed by John Searle, who is the advocate of a distinctive form of physicalism he calls biological naturalism. His view is that although mental states are not ontologically reducible to physical states, they are causally reducible (see causality). He believes the mental will ultimately be explained through neuroscience. This worldview does not necessarily fall under property dualism, and therefore does not necessarily make him a "property dualist". He has acknowledged that "to many people" his views and those of property dualists look a lot alike. But he thinks the comparison is misleading. | https://en.wikipedia.org/wiki/Property_dualism |
Epiphenomenalism is a doctrine about mental-physical causal relations which holds that one or more mental states and their properties are the by-products (or epiphenomena) of the states of a closed physical system, and are not causally reducible to physical states (do not have any influence on physical states). According to this view mental properties are as such real constituents of the world, but they are causally impotent; while physical causes give rise to mental properties like sensations, volition, ideas, etc., such mental phenomena themselves cause nothing further - they are causal dead ends. The position is credited to English biologist Thomas Huxley (Huxley 1874), who analogised mental properties to the whistle on a steam locomotive. The position found a level of favor amongst scientific behaviorists over the next few decades, which then dove in response to the Cognitive Revolution in the 1960s. | https://en.wikipedia.org/wiki/Property_dualism |
In the paper "Epiphenomenal Qualia" and later "What Mary Didn't Know" Frank Jackson made the so-called knowledge argument against physicalism. The thought experiment was originally proposed by Jackson as follows: Mary is a brilliant scientist who is, for whatever reason, forced to investigate the world from a black and white room via a black and white television monitor. She specializes in the neurophysiology of vision and acquires, let us suppose, all the physical information there is to obtain about what goes on when we see ripe tomatoes, or the sky, and use terms like 'red', 'blue', and so on. She discovers, for example, just which wavelength combinations from the sky stimulate the retina, and exactly how this produces via the central nervous system the contraction of the vocal cords and expulsion of air from the lungs that results in the uttering of the sentence 'The sky is blue'. | https://en.wikipedia.org/wiki/Property_dualism |
What will happen when Mary is released from her black and white room or is given a color television monitor? Will she learn anything or not? Jackson continued: It seems just obvious that she will learn something about the world and our visual experience of it. | https://en.wikipedia.org/wiki/Property_dualism |
But then it is inescapable that her previous knowledge was incomplete. But she had all the physical information. Ergo there is more to have than that, and Physicalism is false. | https://en.wikipedia.org/wiki/Property_dualism |
Panpsychism is the view that all matter has a mental aspect, or, alternatively, all objects have a unified center of experience or point of view. Superficially, it seems to be a form of property dualism, since it regards everything as having both mental and physical properties. However, some panpsychists say that mechanical behaviour is derived from the primitive mentality of atoms and molecules — as are sophisticated mentality and organic behaviour, the difference being attributed to the presence or absence of complex structure in a compound object. So long as the reduction of non-mental properties to mental ones is in place, panpsychism is not strictly a form of property dualism; otherwise it is.David Chalmers has expressed sympathy for panpsychism (or a modified variant, panprotopsychism) as a possible resolution to the hard problem of consciousness, though he regards the combination problem as an important obstacle for the theory. Other philosophers who have taken interest in the view include Thomas Nagel, Galen Strawson, Timothy Sprigge, William Seager, and Philip Goff. | https://en.wikipedia.org/wiki/Property_dualism |
Kripke has a well-known argument for some kind of property dualism. Using the concept of rigid designators, he states that if dualism is logically possible, then it is the case. Let 'Descartes' be a name, or rigid designator, of a certain person, and let 'B' be a rigid designator of his body. Then if Descartes were indeed identical to B, the supposed identity, being an identity between two rigid designators, would be necessary. | https://en.wikipedia.org/wiki/Property_dualism |
Subjective idealism, proposed in the eighteenth century by George Berkeley, is an ontic doctrine that directly opposes materialism or physicalism. It does not admit ontic property dualism, but does admit epistemic property dualism. It is rarely advocated by philosophers nowadays. | https://en.wikipedia.org/wiki/Property_dualism |
Secondary victimisation (or post crime victimisation or double victimisation) refers to further victim-blaming from criminal justice authorities following a report of an original victimisation. | https://en.wikipedia.org/wiki/Secondary_victimisation |
Rates of victimisation are high, with an estimated 5.7 million individuals experiencing at least one victimisation in 2016. Considering these are cases of criminal offenses, the reported rates of violent victimisation are disproportionately low. Less than half (42%) report any violent crime of threatened or real force, such as physical assault, battery, or weapons offenses. Additionally, under a quarter (23%) report rape, childhood, or sexual assault to the police. Further, out of the portion that does report sexual assault or rape, about half describe the experience as upsetting, frustrating, and useless. Despite efforts to increase criminal reports of victimisation, authorities and law enforcement personnel often discount individuals’ violent experiences and fail to attend to both the necessary legal actions and interpersonal actions. | https://en.wikipedia.org/wiki/Secondary_victimisation |
When institutions or criminal justice system personnel fail to support the victimized individual, victims are vulnerable to secondary victimisation. While the appropriate and legal way to respond to primary victimisation is to report the event, authorities often deny, do not believe, or blame the victim (Campbell & Raja, 1999; Campbell & Raja, 2005). In turn, up to 90% of victims report experiencing negative social reaction and attribute the incident as a “second rape” or “second assault”.Research suggests that victim of sexual violence or assault are the least likely to receive support or resources following reporting. This may be due to perceived lack of evidence, social stigma, and overall discomfort when dealing with sexual incidences. | https://en.wikipedia.org/wiki/Secondary_victimisation |
In a study of rape victims undergoing prosecution for their assault, those who felt their detectives responded empathetically and with understanding were likelier to pursue prosecution, felt their experiences were important, and their cases deserved to be heard. Empathetic and supportive responses from authorities could potentially improve mental and physical health in rape survivors and additionally, improve reporting rates and lessen judgmental attitudes from the criminal justice system. Because sexual violence is a sensitive subject for all parties, criminal justice personnel may avoid, ignore, or publicly misconstrue their opinions about the situation as an effort to separate themselves or cope with dangerous and uncomfortable situations. | https://en.wikipedia.org/wiki/Secondary_victimisation |
Studies suggest these misconceptions by the system may further damage individuals’ mental health and a safer world. This could be combatted with accepting, non-accusatory perspectives, aiding in accuracy the sexual violence reports. | https://en.wikipedia.org/wiki/Secondary_victimisation |
Several authors speculate authorities’ supportive approach benefits the victim and promotes a just world. In this way, previous victims might report and seek appropriate resources in the future. Those exposed to traumatic victimisation are vulnerable to experiencing secondary victimisation. | https://en.wikipedia.org/wiki/Secondary_victimisation |
If social needs such as empathy, support, and understanding are not met, individuals are prone to this phenomenon. While anybody who has experienced victimisation is susceptible to secondary victimisation, prevalence rates are significantly elevated for some populations. This includes females, children, racial and sexual minorities, and those sexually assaulted by an acquaintance or stranger. Moreover, those experiencing a certain type of violence are at increased likelihood to experience secondary victimisation. These include physical assault, sexual assault, and domestic violence Notably, rape victims are at highest risk of secondary victimisation from the criminal justice system, with about half who report describing the process as distressing. | https://en.wikipedia.org/wiki/Secondary_victimisation |
As a consequence of social rejections and insensitivities to acknowledging trauma or violence, individuals are increasingly apt to continue not reporting. This can be detrimental to victims’ mental health, as sexual violence often happens more than once and not reporting violence helps to maintain a repeated cycle of abuse. Experiencing violence is associated with negative mental and physical outcomes, including shame, emotion dysregulation, psychological stress, loss of resources, and mental health pathology. In a meta-analysis about sexual assault victimisation and psychopathology, there was a medium-sized effect overall effect size was moderate after accounting for several mental health diagnoses including depression, anxiety, suicidality, disordered eating, and substance abuse. | https://en.wikipedia.org/wiki/Secondary_victimisation |
This indicates that sexual assault victimisation is significantly related to mental health distress even after controlling for other associated symptoms. Additionally, women who experience secondary victimisation are likelier to have both adverse physical health and mental health implications and are also unlikely to seek services and treatment. Given these individuals are likely in a troubled state, pressures of reporting are cognitively taxing. | https://en.wikipedia.org/wiki/Secondary_victimisation |
To report crime, especially sexual crimes, implicates a further level of vulnerability. When victims are met with hostile reactions, they are reinforced to not report. This is not only harmful to the individual, but to society, in that perpetrators are thus permitted to continue committing crimes and abuse. As a consequence of victim-blaming and other negative attitudes towards victims, reported rates of criminal abuse are low and distress in victims is high. | https://en.wikipedia.org/wiki/Secondary_victimisation |
Despite high rates of secondary victimisation, reporting rates are low. It is not unusual for criminal justice personnel to discourage victims from prosecuting their sexual assault cases due to victim-blaming behaviors and discounting victims’ traumatic experiences. One incident that attracts much controversy in the criminal justice system is reporting violent crimes on one's intimate partner. Women who report rape by an intimate partner are seen as less credible by the system and law enforcement are more likely to encourage dropping the case. Societal standards of obeying an intimate partner and thus encompassing rape culture are prevalent in the criminal justice system. Although it is a legal crime that is being reported, victims are often turned away feeling alienated, hopeless, and unworthy and have limited options for resources beyond the system. | https://en.wikipedia.org/wiki/Secondary_victimisation |
A possible explanation of why the criminal justice system is unlikely to believe many victims is due to victims’ fragmented memory. It is not uncommon for victims of sexual abuse to also have a traumatic brain injury or other neurobiological reactions due to assault. In her work, Campbell explains how molecular changes occur in response to trauma, and how this can influence discrepancies in victims’ reports and recollections of the event. After a traumatic incident, chemical alterations in the brain change, impacting encoding and processing the memory Not only do neurobiological changes affect victims’ memories, but emotion dysregulation, repression, suppression, dissociation, and avoidance of the event are also common reactions in victims These cognitive and neurobiological factors are rarely considered when a victim reports an assault. | https://en.wikipedia.org/wiki/Secondary_victimisation |
During the time law enforcement personnel gather information about the event, they could be met with victims explaining their stories inconsistently due to a fragmented memory. Either by a neurobiological change or psychological response to particularly distressing trauma, victims may fall prey to the inability to coherently portray details of the event, thus taking away credibility and facilitating secondary victimisation. == References == | https://en.wikipedia.org/wiki/Secondary_victimisation |
Fearmongering, or scaremongering, is a form of manipulation that causes fear by using exaggerated rumors of impending danger. | https://en.wikipedia.org/wiki/Fearmongering |
According to evolutionary anthropology and evolutionary biology, humans have a strong impulse to pay attention to danger because awareness of dangers has been important for survival throughout their evolutionary history. The effect is amplified by cultural evolution when the news media cater to people's appetite for news about dangers.The attention of citizens is a fiercely contested resource that news media, political campaigners, social reformers, advertisers, civil society organizations, missionaries, and cultural event makers compete over, according to attention economy.Social agents of all kinds are often using fearmongering as a tactic in the competition for attention, as illustrated by the examples below.Fearmongering can have strong psychological effects, which may be intended or unintended. One hypothesized effect is mean world syndrome in which people perceive the world as more dangerous than it really is. Fearmongering can make people fear the wrong things, and use too many resources to avoid rare and unlikely dangers while more probable dangers are ignored. | https://en.wikipedia.org/wiki/Fearmongering |
For example, some parents have kept their children at home to prevent abduction while they paid less attention to more common dangers such as lifestyle diseases or traffic accidents. Fearmongering can produce a rally around the flag effect by increasing support for the incumbent political leaders. For example, official warnings about the risk of terrorist attacks have led to increased support for the proposed policies of US Presidents.Collective fear is likely to produce an authoritarian mentality, desire for a strong leader, strict discipline, punitiveness, intolerance, xenophobia, and less democracy, according to regality theory. Historically, the effect has been exploited by political entrepreneurs in many countries for purposes such as increasing support for an authoritarian government, avoiding democratization, or preparing the population for war. | https://en.wikipedia.org/wiki/Fearmongering |
Daisy is a famous television commercial that aired in 1964 and was run by Lyndon B. Johnson's presidential campaign. It begins with a little girl standing in a meadow, birds chirping in the background; she picks and clumsily counts the petals off of a daisy. When she reaches 'nine', an ominous male voice begins a launch countdown. The girl's gaze turns toward the sky and the camera zooms into her eye until her pupil blackens the screen. | https://en.wikipedia.org/wiki/Fearmongering |
As the countdown reaches zero, a nuclear explosion flashes on and morphs into a mushroom cloud. While the firestorm rages, Johnson's declares, "These are the stakes! | https://en.wikipedia.org/wiki/Fearmongering |
To make a world in which all of God's children can live, or to go into the dark. We must either love each other, or we must die." Another voice then says, "Vote for President Johnson on November 3. The stakes are too high for you to stay home." | https://en.wikipedia.org/wiki/Fearmongering |
Fierce economic competition is driving commercial mass media to rely extensively on scary stories and bad news in a competition that has been characterized as an emotional arms race. Stories about crime, and especially violent crimes and crimes against children, figure prominently among newspaper headlines. An analysis of US newspapers has found that between 10 and 30% of headlines involve crime and fear, with a tendency to a shift of focus from isolated crime events to more thematic articles about fear. In the United Kingdom, the news media have routinely used a focus on gory sex crimes as a parameter of competition. The continued focus on emotionally touching sex crimes has had a strong influence on politics and legislation in the country. | https://en.wikipedia.org/wiki/Fearmongering |
Advertisers have also entered the arena with their discovery that "fear sells". Ad campaigns based on fear, sometimes referred to as shockvertising, have become increasingly popular in recent years. Fear is a strong emotion and it can be manipulated to persuade people into making emotional rather than reasoned choices. From car commercials that imply that having fewer airbags will cause the audience's family harm, to disinfectant commercials that show pathogenic bacteria lurking on every surface, fear-based advertising works. While using fear in ads has generated some negative reactions by the public, there is evidence to show that "shockvertising" is a highly effective persuasion technique, and over the last several years, advertisers have continued to increase their usage of fear in ads in what has been called a "never-ending arms race in the advertising business".Author Ken Ring was accused of scaremongering by New Zealand politician Nick Smith. The Auckland seller of almanacs made predictions about earthquakes and weather patterns based on lunar cycles, and some of his predictions were taken seriously by some members of the public in connection with the 2011 earthquakes in Christchurch, New Zealand. | https://en.wikipedia.org/wiki/Fearmongering |
Fearmongering is routinely used in psychological warfare for the purpose of influencing a target population. The tactics often involves defamation of an enemy by means of smear campaigns. False flag attacks have been used as a pretext for starting a war in many cases, including the Gulf of Tonkin incident, the Shelling of Mainila, and Operation Himmler. Terrorism is also a kind of psychological warfare. | https://en.wikipedia.org/wiki/Fearmongering |
It is creating violence and terror in order to get media attention or to scare an enemy.A remarkable tactic is the so-called strategy of tension, which is based on making violence and chaos in order to create political instability, to defame an opponent, to pave the way for a more authoritarianism or fascist government, or to prevent the decolonization of colonies. The strategy of tension is associated in particular with the widespread political violence in the so-called Years of Lead in the 1960s to 1980s in Italy. There were many terrorist attacks in the country in these years. | https://en.wikipedia.org/wiki/Fearmongering |
Some of these attacks were committed by right-wing and neo-fascist groups, and other attacks were attributed to left-wing groups. Many of the apparent left-wing attacks were suspected or confirmed false flag attacks. The main purpose of the strategy of tension in Italy was to prevent the communists from gaining power and to pave the way for a neofascist government. Historians disagree about who were controlling the strategy of tension, but there is evidence that both national neofascist groups and foreign powers were involved. | https://en.wikipedia.org/wiki/Fearmongering |
The Natal Dunes State Park "Journalist Luiz Maria Alves" (Portuguese: Parque Estadual das Dunas de Natal "Jornalista Luiz Maria Alves"), or simply the Dunes Park (Portuguese: Parque das Dunas) is a state park in the state of Rio Grande do Norte in the Northeast Region of Brazil. It protects an area of dunes and native vegetation along the coastal highway. | https://en.wikipedia.org/wiki/Natal_Dunes_State_Park |
The Natal Dunes State Park is considered the second largest urban park in Brazil. It protects an area of Atlantic Forest and dunes in the heart of the city of Natal, capital of Rio Grande do Norte. The park has an area of 1,172 hectares (2,900 acres) extending along the coastal highway beside the neighborhoods of Mãe Luiza, Capim Macio and Ponta Negra. | https://en.wikipedia.org/wiki/Natal_Dunes_State_Park |
The Dunes Park was created by state decree 7,237 of 22 November 1977. It was the first environmental conservation unit in Rio Grande do Norte. The objective is to preserve the natural ecosystems and sites of historical, archaeological and landscape value, protect genetic resources, support research and support leisure, ecotourism, education and ecological awareness. The park has a Management Plan and an Operation Plan that covers environmental management programs, public use and operations. The park has been recognized by UNESCO as an integral part of the Atlantic Forest Biosphere Reserve. In 2006 the park benefited from an extensive overhaul of the facilities. | https://en.wikipedia.org/wiki/Natal_Dunes_State_Park |
The vegetation is mainly coastal dune herbs, shrubs and trees, mainly Atlantic Forest but with some species of the caatinga and tabuleiro. There are over 270 species of trees in 78 families. Fauna includes over 180 species of mammals, reptiles, birds, and invertebrates such as butterflies, spiders and scorpions. | https://en.wikipedia.org/wiki/Natal_Dunes_State_Park |
On average there are 150,000 visitors annually. The public use area, the Bosque dos Namorados, covers about 7 hectares (17 acres) and has over 1,300 native Atlantic Forest trees. It contains the park headquarters, visitor center, library, research center, seedling nursery for native species, Brazil wood amphitheater, arts area, artificial lake, environmental control station, playground and track for jogging and hiking. The visitor center holds a permanent exhibition on the park.Three interpretive trails totaling 6.5 kilometres (4.0 mi) describe elements of the dune ecosystem. | https://en.wikipedia.org/wiki/Natal_Dunes_State_Park |
The park is managed by IDEMA. The park stages concerts, plays, lectures, exhibitions and workshops. The administration maintains a nursery of native seedlings with a capacity of 16,000 seedlings used for recovery and reforestation. The park managers conduct environmental education programs in the communities that surround the park. | https://en.wikipedia.org/wiki/Natal_Dunes_State_Park |
An education minister (sometimes minister of education) is a position in the governments of some countries responsible for dealing with educational matters. Where known, the government department, ministry, or agency that develops policy and delivers services relating to sports are listed; overseen by and responsible to the education minister. The first such ministry ever is considered to be the Commission of National Education (Polish: Komisja Edukacji Narodowej, Lithuanian: Edukacinė komisija) founded in 1773 in the Polish–Lithuanian Commonwealth. | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education may refer to: | https://en.wikipedia.org/wiki/Education_minister |
Ministry of Education, Sports and Youth (Albanian: Ministria e Arsimit, Sportit dhe Rinisë) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education (Argentina) (Spanish: Ministerio de Educación) | https://en.wikipedia.org/wiki/Education_minister |
Minister for Education (Australia) Develops policy and delivers services via the Department of Education, Employment and Workplace Relations Minister for Education (Victoria) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education (Bengali: বাংলাদেশের শিক্ষামন্ত্রী) Responsible for secondary, vocational and tertiary education in Bangladesh. Ministry of Primary and Mass Education (Bengali: প্রাথমিক ও গণশিক্ষা মন্ত্রণালয়) Responsible for Primary (Class I–VIII) and Mass (literacy) education in Bangladesh. | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education (Brazil) Develops policy and delivers services via the Ministry of Education (Brazil) (Portuguese: Ministério da Educação) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education (Brunei) Develops policy and delivers services via the Ministry of Education (Brunei) (Malay: Kementerian Pendidikan) | https://en.wikipedia.org/wiki/Education_minister |
Ministry of Education (Bhutan) | https://en.wikipedia.org/wiki/Education_minister |
Minister for Alberta Education Develops policy and delivers services via Alberta Education Minister for Education and Child Care (British Columbia) Minister for Education (New Brunswick) Develops policy and delivers services via the Department of Education (New Brunswick) Minister of Advanced Education and Skills (Newfoundland and Labrador) Develops policy and delivers services via the Department of Advanced Education and Skills (Newfoundland and Labrador) Minister of Education (Nova Scotia) Develops policy and delivers services via the Nova Scotia Department of Education Minister of Education (Ontario) Develops policy and delivers services via the Ministry of Education (Ontario) (French: Ministère de l'Éducation) Minister for Education, Recreation and Sports (Quebec) Develops policy and delivers services via the Ministry of Education, Recreation and Sports (Quebec) (French: Ministère de l’Éducation, du Loisir et du SportNote: Canada does not have an Education Minister at the federal government level as education is a provincial responsibility. | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education (Chile) Develops policy and delivers services via the Ministry of Education (Chile) (Spanish: Ministerio de Educación) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education of the People's Republic of China Develops policy and delivers services via the Ministry of Education of the People's Republic of China (simplified Chinese: 中华人民共和国教育部; traditional Chinese: 中華人民共和國教育部; pinyin: Zhōnghuá Rénmín Gònghéguó Jiàoyùbù) | https://en.wikipedia.org/wiki/Education_minister |
Secretary for Education (Hong Kong) Develops policy and delivers services via the Education Bureau (Chinese: 教育局) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Science, Education and Sports (Croatia) Develops policy and delivers services via the Ministry of Science, Education and Sports (Croatia) (Croatian: Ministarstvo obrazovanja, znanosti i sporta) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Children and Education (Denmark) (Danish: Børne- og Undervisningsminister) Develops policy and delivers services via the Danish Ministry of Education Minister for Research, Innovation and Higher Education (Denmark) Develops policy and delivers services via Universities in Denmark | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education of Egypt Develops policy and delivers services via the Ministry of Education (Egypt) (Arabic: وزارة التربية والتعليم) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education and Research (Estonia) Develops policy and delivers services via the Ministry of Education and Research (Estonian: Eesti Vabariigi Haridus- ja Teadusministeerium) | https://en.wikipedia.org/wiki/Education_minister |
Minister for Education, Heritage and Arts (Fiji) Develops policy and delivers services via the Ministry of Education, Heritage and Arts (Fiji) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education (Finland) (Finnish: opetusministeri, Swedish: undervisningsminister) | https://en.wikipedia.org/wiki/Education_minister |
Minister of National Education (France) Develops policy and delivers services via the Ministry of National Education (France) (French: Ministère de l’Éducation nationale, de la Jeunesse et de la Vie associative) | https://en.wikipedia.org/wiki/Education_minister |
Federal Minister of Education and Research (Germany) Develops policy and delivers services via the Federal Ministry of Education and Research (Germany) (German: Bundesministerium für Bildung und Forschung, BMBF) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education, Lifelong Learning and Religious Affairs (Greece) Develops policy and delivers services via the Ministry of Education, Lifelong Learning and Religious Affairs (Greece) (Greek: Υπουργείο Παιδείας, Δια Βίου Μάθησης και Θρησκευμάτων) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Human Resources of Hungary Develops policy and delivers services via the Ministry of Human Resources (Hungary) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education, Science and Culture (Iceland) Develops policy and delivers services via the Ministry of Education, Science and Culture (Iceland) (Icelandic: Mennta- og menningarmálaráðuneytið) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education, Culture, Research and Technology (Indonesia) Develops policy and delivers services via the Ministry of Education and Culture (Indonesia) (Indonesian: Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi or Kemdikbudristek) | https://en.wikipedia.org/wiki/Education_minister |
Ministry of Education (Persian: وزارت آموزش و پرورش جمهوری اسلامی ایران, romanized: Vezârat-e Âmôzesh vâ Parvâresh-e Jomhuri-ye Eslâmi-ye Iran, lit. 'Ministry of Teaching and Growing of the Islamic Republic of Iran') Ministry of Science, Research and Technology (Persian: وزارت علوم، تحقیقات و فناوری, romanized: Vezārate 'Olum, Tahqiqāt va Fanāvari) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education Develops policy and delivers services via the Ministry of Education (India) | https://en.wikipedia.org/wiki/Education_minister |
Minister for Education Minister for Further and Higher Education, Research, Innovation and Science | https://en.wikipedia.org/wiki/Education_minister |
Ministry of Education (Iraq) Ministry of Higher Education and Scientific Research (Iraq) | https://en.wikipedia.org/wiki/Education_minister |
Minister for Education and Children (Isle of Man) Develops policy and delivers services via the Department of Education (Isle of Man) (Manx: Rheynn Ynsee) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education (Israel) Develops policy and delivers services via the Ministry of Education (Israel) (Hebrew: משרד החינוך, Misrad HaHinukh; Arabic: وزارة التربية والتعليم) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education, University and Research (Italy) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education, Culture, Sports, Science and Technology (Japan) Develops policy and delivers services via the Ministry of Education, Culture, Sports, Science and Technology (文部科学省, Monbu-kagaku-shō) | https://en.wikipedia.org/wiki/Education_minister |
Ministry of Education and Science (Lithuania) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education (Malaysia) Minister of Higher Education (Malaysia) | https://en.wikipedia.org/wiki/Education_minister |
Ministry of Education (Marshall Islands) | https://en.wikipedia.org/wiki/Education_minister |
Secretary of Education (Mexico) Develops policy and delivers services via the Secretariat of Public Education (Spanish: Secretaría de Educación Pública) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education, Culture and Science (Netherlands) State Secretary for Higher Education, Science and Knowledge, Teachers, Culture Develops policy and delivers services via the Ministry of Education, Culture and Science (Netherlands) (Dutch: Ministerie van Onderwijs, Cultuur en Wetenschappen) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education (New Zealand) Develops policy and delivers services via the Ministry of Education (New Zealand) (Māori: Te Tāhuhu o te Mātauranga) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education Minister of Research and Higher Education Develops policy and delivers services via the Royal Norwegian Ministry of Education and Research (Norwegian: Kunnskapsdepartementet) | https://en.wikipedia.org/wiki/Education_minister |
Minister for Education (Pakistan) Develops policy and delivers services via the Ministry of Education and Training of Pakistan | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education (Peru) Develops policy and delivers services via the Ministry of Education (Peru) | https://en.wikipedia.org/wiki/Education_minister |
Secretary of Education (Philippines) Develops policy and delivers services via the Department of Education (Philippines) | https://en.wikipedia.org/wiki/Education_minister |
Minister of National Education (Poland) Develops policy and delivers services via the Ministry of National Education (Poland) (Polish: Ministerstwo Edukacji Narodowej) Minister of Science and Higher Education (Poland) Develops policy and delivers services via the Ministry of Science and Higher Education (Poland) (Polish: Ministerstwo Nauki i Szkolnictwa Wyższego) | https://en.wikipedia.org/wiki/Education_minister |
Minister for Education (Portugal) Develops policy and delivers services via the Ministry of Education (Portugal) (Portuguese: Ministério da Educação) Minister for Science, Technology and Higher Education (Policy) Develops policy and delivers services via the Ministry of Science, Technology and Higher Education (Portugal) (Portuguese: Ministério da Ciência, Tecnologia e Ensino Superior) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education, Research, Youth and Sport (Romania) Develops policy and delivers services via the Ministry of Education, Research, Youth and Sport (Romania) (Romanian: Ministerul Educaţiei, Cercetǎrii , Tineretului şi Sportului) | https://en.wikipedia.org/wiki/Education_minister |
Minister for Education (Singapore) Develops policy and delivers services via the Ministry of Education (Singapore) (Chinese: 新加坡教育部; Malay: Kementerian Pelajaran; Tamil: கல்வி அமைச்சு) | https://en.wikipedia.org/wiki/Education_minister |
Minister for Education, Science and Sport (Slovakia) Ministry of National Education (Slovakia) (Slovak: Ministerstvo školstva, vedy, výskumu a športu) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Basic Education (South Africa) Develops policy and delivers services via the Department of Basic Education (South Africa) Minister of Higher Education and Training (South Africa) Develops policy and delivers services via the Department of Higher Education and Training (South Africa) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education (Spain) Develops policy and delivers services via the Ministry of Education (Spain) | https://en.wikipedia.org/wiki/Education_minister |
Minister of Education (Sri Lanka) Develops policy and delivers services via the Ministry of Education (Sri Lanka) Minister of Higher Education (Sri Lanka) Develops policy and delivers services via the Ministry of Higher Education (Sri Lanka) | https://en.wikipedia.org/wiki/Education_minister |
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