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Citizenship (6)
Quiz by Agnė Kuodienė
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LS 6 - Digital CitizenshipDigital Citizenship for Grades 3-6Digital Citizenship 2 (gr. 6)Digital Citizenship Terms (Gr. 6)6.7 Opportunities, Responsibilities, and Obligations of Citizenship Digital citizenship is divided into ………………………… . [2024 القديمة مصر[ a. rights b. resposibilities c. a and b d. none of them 2 Digital citizenship means you have rights, such as your ………………………… . a. privacy b. location c. keyboard d. piracy ]القاهرة - عين شمس 2024[ ]اإلسكندرية - العجمي 2023[ 3  Respecting others' privacy is one of your ………………………… as a digital [الجيزة - 6 أكتوبر 2024] .citizen a. rights b. responsibilities c. piracy d. credibility 4  The ability to engage with others online is one of your ………………………… as a digital citizen. a. responsibilities b. rights c. privacy d. security 5 One of the responsibilities you have as a digital citizen is to ………………………… . a. ensure safe sharing online b. respect various sources c. a and b d. none of the previous 6 One of the rights of a digital citizen is the ……… . [2024 شرق نصر مدينة - القاهرة[ a. privacy b. protection from piracy c. ability to engage with others online d. all of them 7 You can access information online as this is one of your ………………………… as a digital citizen. a. responsibilities b. rights c. privacy d. a and b 8 Expressing your opinion in a ………………………… is a social responsibility. a. positive way b. negative way c. a and b d. neither a or b [القليوبية 2024] 9 One of the ways to respect online sources is to ………………………… them. a. ignore b. credit c. download d. hackGoogle Form 2 (After the Class) Title: Post-Class Learning Check – Introduction to International Curriculum Description: This quiz is designed to assess your understanding of Session 1. Q1. An international curriculum is designed primarily to: ○ Increase homework ○ Replace national education systems ✅ Prepare learners for global citizenship and international education ○ Reduce classroom teaching Q2. Which of the following is NOT an international curriculum? ○ Cambridge International ○ IB ○ Pearson Edexcel ✅ CBSE Q3. Why did the International Baccalaureate originally develop? ○ To replace national curricula ○ To introduce online learning ✅ To provide a common qualification for internationally mobile students ○ To reduce examinations Q4. Which IB programme was introduced first? ○ PYP ○ MYP ✅ DP ○ CP Q5. The IB currently offers _____ programmes. ○ Two ○ Three ✅ Four ○ Five Q6. What is the major difference between a national curriculum and the IB curriculum? ○ IB teaches fewer subjects. ○ IB is easier. ✅ IB focuses on inquiry, conceptual understanding, and international-mindedness. ○ IB has no assessments. Q7. Why are there more than 8,900 IB programmes but only 6,200 IB World Schools? ○ Every programme is counted twice. ○ Students are counted as programmes. ✅ Many schools offer more than one IB programme. ○ Different countries count programmes differently. Q8. Which statement best explains the purpose of the IB? ○ To prepare students only for university entrance. ○ To prepare students only for employment. ✅ To develop internationally minded, lifelong learners. ○ To prepare students only for examinations. Q9. Match the programme with the age group. Programme Age Group PYP 3–12 MYP 11–16 DP 16–19 CP 16–19 (Use Google Forms "Multiple Choice Grid" or "Matching" add-on if available.) Q10. Which statement best describes your learning after today's session? ○ I still have many doubts. ○ I understood some concepts. ○ I have a good understanding of international curriculum and the IB. ○ I am confident in explaining the differences between national and international curricula. Bonus Reflection Question (Optional – Short Answer) In one or two sentences, describe one feature of the IB curriculum that you would like to adopt in your own teaching practice and explain why.Here are 40 keywords related to State Succession Theories, categorized for clarity for International Relations students: ### **The Core Theories** 1. Universal Succession 2. Clean Slate Doctrine (Tabula Rasa) 3. Popular Continuity Theory 4. Organic Substitution Theory 5. Self-Abnegation Theory 6. Negative Theory 7. Communist Theory (of Succession) ### **Key Actors and Status** 8. Predecessor State 9. Successor State 10. Continuator State (Continuity) 11. Newly Independent State (NIS) 12. International Legal Personality 13. Sovereignty ### **Types of Succession Events** 14. Decolonization 15. Dissolution (Dismemberment) 16. Secession (Separation) 17. Unification (Merger) 18. Cession (Territory Transfer) 19. Moving Treaty Frontiers (Principle) ### **What is Inherited (Subject Matter)** 20. Treaty Succession 21. Localized Treaties (Dispositive Treaties) 22. Political Treaties 23. State Property (Assets) 24. State Debts (Public Liabilities) 25. Odious Debt 26. State Archives 27. Acquired Rights (*Jura Quaesita*) 28. Nationality (Citizenship Status) 29. Membership in International Organizations (e.g., UN Seat) ### **Legal Frameworks and Principles** 30. Vienna Convention on Succession of States in respect of Treaties (1978) 31. Vienna Convention on Succession of States in respect of State Property, Archives and Debts (1983) 32. Customary International Law 33. International Law Commission (ILC) 34. Equity (Equitable Proportion) 35. Unjust Enrichment 36. *Pacta Sunt Servanda* (Sanctity of Treaties) ### **Specific Issues & Historical Context** 37. Devolution Agreements 38. Badinter Commission (Yugoslavia) 39. Extradition Treaties (in succession) 40. Political Offense Exception (in revolutionary succession)