What is the most detailed sample research report on the Epic "Đăm Săn đi bắt Nữ Thần Mặt Trời"? Who is responsible for preparing lists of upper secondary school students eligible for commendation in Vietnam?

What is the most detailed sample research report on the Epic "Đăm Săn đi bắt Nữ Thần Mặt Trời"? Who is responsible for preparing lists of upper secondary school students eligible for commendation in Vietnam?

What is the most detailed sample research report on the Epic "Đăm Săn đi bắt Nữ Thần Mặt Trời"?

Students may refer to the following most detailed sample research report on the Epic "Đăm Săn đi bắt Nữ Thần Mặt Trời":

Most detailed sample research report on the Epic "Đăm Săn đi bắt Nữ Thần Mặt Trời"

I. Introduction to the Epic "Đăm Săn đi bắt Nữ Thần Mặt Trời"

The epic "Đăm Săn đi bắt Nữ Thần Mặt Trời" is a representative work in the folk culture of the Ê Đê ethnic group, one of the ethnic groups in the Central Highlands. This epic is among the long, rich, and culturally valuable works, deeply infused with the marks of folk beliefs, especially the belief in the spiritual world and the role of humans in the universe. The epic tells the story of the journey of Đăm Săn, a hero endowed with miraculous strength and courage, in his mission to capture the Sun Goddess to bring light to humanity.

II. Main Content of the Epic

The epic "Đăm Săn đi bắt Nữ Thần Mặt Trời" is told through a mystical epic story, clearly displaying spiritual, mythical elements and the cultural values of the Ê Đê community. The main content of the epic revolves around the journey of Đăm Săn - a brave, strong, and intelligent young man. According to the legend, in ancient times, the Sun ceased to shine upon the world, causing humanity to live in darkness and deprivation. Đăm Săn, a handsome young man, decided to set out to find a way to bring light back to mankind.

During this journey, Đăm Săn faced numerous challenges and difficulties and had to overcome many miraculous obstacles. Eventually, he arrived at the abode of the Sun Goddess, a place with the presence of a holy and mysterious world. To capture the Goddess, Đăm Săn had to use his intellect, strength, and courage to overcome difficult challenges posed by the divine forces. After capturing the Sun Goddess, Đăm Săn brought her back, making the Sun shine everywhere again, bringing light and life to humanity.

III. Characters in the Epic

Đăm Săn:

Đăm Săn is the main character in the epic. He is a model of the hero, characterized by the outstanding traits of a legendary figure in folk stories. Đăm Săn is described as a person of extraordinary strength, sharp intellect, and boundless courage. In the epic, Đăm Săn is not only a hero fighting against evil but also the person fulfilling the mission of bringing light to humanity, embodying humanistic spirit and love for the community.

Sun Goddess:

The Sun Goddess in the epic symbolizes light and life. She is a great goddess with the power to control the Sun and help all beings grow. However, in the story, she becomes the target that Đăm Săn must confront to bring light to the world. The presence of the Sun Goddess is not only a mythical element but also reflects the belief of the Ê Đê people in the presence of gods in daily life.

Supporting Characters:

Apart from Đăm Săn and the Sun Goddess, the epic also includes various supporting characters such as divine beings, mysterious creatures, and others who either assist or hinder Đăm Săn in his journey. These characters add richness to the story and create challenging situations that help the main character demonstrate qualities like intelligence, strength, and perseverance.

IV. Notable Features of the Epic

The theme of Light and Darkness:

The theme of light and darkness in the epic symbolizes not only the physical but also life and death, good and evil. The Sun and the Sun Goddess represent life, while darkness and the absence of light symbolize obscurity, deprivation, and poverty.

Courage and Wisdom:

The character Đăm Săn demonstrates noble qualities such as courage, sharp intellect, and perseverance. Đăm Săn's journey is not only a physical battle but also an inner struggle, where he must overcome personal challenges to fulfill his noble mission.

Belief in the Divine World:

The epic "Đăm Săn đi bắt Nữ Thần Mặt Trời" reflects the deep belief of the Ê Đê people in the existence of divine forces and the universe. The challenges and battles all involve mythical interventions, rendering the story mysterious and captivating.

V. Conclusion

The epic "Đăm Săn đi bắt Nữ Thần Mặt Trời" is not only a distinctive literary work but also a symbol of cultural values and beliefs of the Ê Đê people. From the tale of a brave hero to the appearance of divine forces, the epic offers readers profound lessons on the power of intelligence, courage, and love for the community. This is a precious cultural asset that needs preservation and promotion within the community.

VI. References

Tran Huu Quang (2005), "Folk Literature of the Central Highlands". Hanoi National University Publishing House.

Nguyen Phan Quang (2010), "The Epic of the Central Highlands". Literature Publishing House.

Dang Nhu Mai (2012), "The Central Highlands Ethnic Groups and Traditional Culture". National Political Publishing House.

Hoang Ngoc Hien (2017), "The Epic Đăm Săn and Humanistic Values". Folk Culture Magazine.

*Note: Information is for reference only./.

The Most Detailed Research Report Template on the Epic Đăm Săn's Quest to Capture the Sun Goddess?

What is the most detailed sample research report on the Epic "Đăm Săn đi bắt Nữ Thần Mặt Trời"? Who is responsible for preparing lists of upper secondary school students eligible for commendation in Vietnam? (Image from Internet)

Who is responsible for preparing lists of upper secondary school students eligible for commendation in Vietnam?

Article 20 of Circular 22/2021/TT-BGDDT prescribes the responsibilities of the homeroom teacher as follows:

Responsibilities of homeroom teachers

1. Assist principals in managing assessment of students according to this Circular.

2. Verify revision of scores and/or assessment categories of subject teachers; consolidate training and learning results of students in each semester and the entire school year in student monitor and assessment records (by classes) and education records.

3. Assess training results of each semester and the entire school year of students; produce lists of students eligible for grade advancement, re-assessment of specific subjects, training during summer break, class retention, and commendation.

4. Record or fill assessment results of each student in student monitor and assessment records (by classes) and education records:

...

Thus, the homeroom teacher is responsible for preparing lists of upper secondary school students eligible for commendation in Vietnam.

What are the regulations on organizing the upper secondary education program in Vietnam?

Under Article 8 of the Education Law 2019:

Educational programmes

1. Educational programmes shall reflect the goals of education; set the standards for knowledge, skills, requirements on quality and capacity of learners; scope and structure of educational contents; methods and forms of organizing educational activities; evaluation methods of educational outcomes for each subject of every grade and level or for each subject, module, specialization of every training qualification.

2. Educational programmes must ensure the scientific and practical characteristics; inheritability and transferability among different levels and different training qualifications; facilitate the classification of students and exchange between training qualifications, specializations and educational forms in the national educational system in order for localities and educational institutions to proactively implement suitable educational plans; satisfying the goal of gender equality and demands of international integration. Educational programmes are the basis of comprehensive education quality assurance.

3. Requirements on knowledge, skills and on dignity and capacity of learners defined in educational programmes must be concretized in textbooks used for general education, in syllabi and teaching materials used for vocational education and higher education. Textbooks, syllabi and teaching materials must meet the requirements on educational methods.

4. Preschool education and general education shall run year-based programmes; vocational education and higher education may run year-based, module-based, credit-based programmes or combined programmes.

Study results of subjects or credits/modules accumulated by learners after pursuing an educational programme are considered for transferable values for respective subjects or credits/modules of other educational programmes when learners change their educational specializations/professions, forms of studies, or follow higher educational levels or qualifications.

5. Within the scope of their duties and authorities, the Minister of Education and Training and Minister of Labour - War Invalids and Social Affairs shall stipulate the implementation of educational programmes and the recognition of the transferable values of study results of higher education and vocational education levels as prescribed in this Article.

Thus, according to the above provisions, the upper secondary education program is organized and implemented according to the school year.

Related Posts
LawNet
What are the sample argumentative essays on the tastes of today's Vietnamese youth? How many assessment levels are there for the training results in the entire school year of 10th-grade students in Vietnam?
LawNet
What are the sample argumentative essays showing opinions regarding manners in cyberspace for 10th-grade students in Vietnam? What are the regulations on assessment via feedback for 10th-grade students in Vietnam?
LawNet
What are the guidelines for preparing the shortest lesson "Dục Thúy Sơn"? What are the required outcomes regarding literary texts for 10th-grade students in Vietnam under the Literature curriculum?
LawNet
What is the sample argumentative essay on the analysis of a literary work for 10th-grade students in Vietnam? What are the regulations on regular assessment for 10th-grade students in Vietnam?
LawNet
What are the sample argumentative essays on the concept of altruism for 10th-grade students in Vietnam? What are the regulations on assessment via scores for 10th-grade students in Vietnam?
LawNet
What are the sample argumentative essays on the analysis of a lyrical work in 10th-grade Literature? What literary knowledge do 10th-grade students in Vietnam learn?
LawNet
What are the guidelines for preparing the lesson "Kiêu binh nổi loạn"? What literary knowledge does the 10th-grade Literature curriculum in Vietnam cover?
LawNet
What are the Top 10 common conclusions for social argumentation essays for excellent students in Vietnam? Will 10th-grade students in Vietnam study errors in word usage and corrections in the Literature curriculum?
LawNet
What is the shortest sample lesson "Lễ hội Đền Hùng"? Will 10th-grade students in Vietnam study the rhetorical device of juxtaposition?
LawNet
What are the Top 3 analysis essays on the poem "Duyên" for 10th-grade students in Vietnam? What are the eligibility requirements for 10th-grade students in Vietnam to achieve the "Good student" title?
Lượt xem: 63
Latest Post

Đăng ký tài khoản Lawnet

Đơn vị chủ quản: Công ty THƯ VIỆN PHÁP LUẬT.
Chịu trách nhiệm chính: Ông Bùi Tường Vũ - Số điện thoại liên hệ: 028 3935 2079
P.702A , Centre Point, 106 Nguyễn Văn Trỗi, P.8, Q. Phú Nhuận, TP. HCM;