170 students, teachers, senior leaders, governors, parents, carers and head teachers from 18 schools across London came together on the evening of 9th July 2009 at the Institute of Education for the launch of the Citizen Schools Pathway. Before leaving, each participant completed a report card – feeding back on their experience of the launch. Here are the results...
The document summarizes a training session for Citizen Schools Pathway, a 1-year program to educate 100 leaders from 18 schools to teach citizenship education and community organizing to thousands of students. The training included role playing negotiation exercises which received positive feedback from students, parents, and governors. Areas for improvement included mixing up participants from different schools more and ensuring full attendance from each school's leaders.
The annual report summarizes Classroom Law Project's (CLP) activities and accomplishments in the 2014-2015 school year. It states that CLP programs impacted over 730 teachers and 51,500 students with help from over 900 volunteers. Key events included students from CLP programs testifying before government bodies, a teacher summer institute, and a high school winning a national competition. The report provides statistics on CLP's professional development activities and programs for students. It expresses pride in CLP's collective impact and success in building democracy through civic education.
Understand Business Opportunities by using Web 2.0 in Healthcare. Is Healthcare Environment ready for open Access to Information?. Cabrer M. eHealth week 2010 (Barcelona: CCIB Convention Centre; 2010)
This document provides an overview of Linux and its advantages over other operating systems. It discusses:
- The history and origins of Linux and how it was created by Linus Torvalds as a free alternative to Minix.
- Key benefits of Linux like better security, stability, cost savings, and freedom from vendor lock-in due to its open source nature.
- Popular Linux distributions and how to obtain, install, and set up Linux on your computer.
- Common desktop environments, applications, and features available in Linux like web browsing, email, printing, and hardware support.
La carta habla sobre las diferencias culturales entre China y Occidente que son incomparables. Susy explica que a pesar de los avances, las culturas siguen siendo muy diferentes y es importante respetar las diferencias.
Coaching New Managers For Success TranscriptTom Floyd
Many companies still take the sink-or-swim approach to training new managers. After a day or two of HR-mandated training, you’re on your own.
But today, no company can afford not to properly prepare its mid-level managers for their new roles.
Professional coaching is one of the most effective tools in helping new managers make the transformation from individual contributor to management.
This program discusses where and how coaching fits into management training and how it can increase the overall effectiveness of your management team.
Guests
* Dr. Michael J. O'Connor, Author, Managing by Values and The Platinum Rule
* Patrick Reilly, Principal, Resources in Action Inc.
* Michele Wolpe, Executive Coach
* Celia Young, President, Celia Young & Associates Inc.
Summary
Research shows that individuals new to management can have a variety of myths about how to be successful in a management role.
From not being able to see linkages and interdependencies across the organization to learning how to get commitment instead of compliance from employees, our experts discuss how these perceptions can affect how new managers perform in their first 3 to 6 months.
Guests explain how coaches can guide new managers in their process of self realization, as they adjust to their new roles.
The document summarizes a training session for Citizen Schools Pathway, a 1-year program to educate 100 leaders from 18 schools to teach citizenship education and community organizing to thousands of students. The training included role playing negotiation exercises which received positive feedback from students, parents, and governors. Areas for improvement included mixing up participants from different schools more and ensuring full attendance from each school's leaders.
The annual report summarizes Classroom Law Project's (CLP) activities and accomplishments in the 2014-2015 school year. It states that CLP programs impacted over 730 teachers and 51,500 students with help from over 900 volunteers. Key events included students from CLP programs testifying before government bodies, a teacher summer institute, and a high school winning a national competition. The report provides statistics on CLP's professional development activities and programs for students. It expresses pride in CLP's collective impact and success in building democracy through civic education.
Understand Business Opportunities by using Web 2.0 in Healthcare. Is Healthcare Environment ready for open Access to Information?. Cabrer M. eHealth week 2010 (Barcelona: CCIB Convention Centre; 2010)
This document provides an overview of Linux and its advantages over other operating systems. It discusses:
- The history and origins of Linux and how it was created by Linus Torvalds as a free alternative to Minix.
- Key benefits of Linux like better security, stability, cost savings, and freedom from vendor lock-in due to its open source nature.
- Popular Linux distributions and how to obtain, install, and set up Linux on your computer.
- Common desktop environments, applications, and features available in Linux like web browsing, email, printing, and hardware support.
La carta habla sobre las diferencias culturales entre China y Occidente que son incomparables. Susy explica que a pesar de los avances, las culturas siguen siendo muy diferentes y es importante respetar las diferencias.
Coaching New Managers For Success TranscriptTom Floyd
Many companies still take the sink-or-swim approach to training new managers. After a day or two of HR-mandated training, you’re on your own.
But today, no company can afford not to properly prepare its mid-level managers for their new roles.
Professional coaching is one of the most effective tools in helping new managers make the transformation from individual contributor to management.
This program discusses where and how coaching fits into management training and how it can increase the overall effectiveness of your management team.
Guests
* Dr. Michael J. O'Connor, Author, Managing by Values and The Platinum Rule
* Patrick Reilly, Principal, Resources in Action Inc.
* Michele Wolpe, Executive Coach
* Celia Young, President, Celia Young & Associates Inc.
Summary
Research shows that individuals new to management can have a variety of myths about how to be successful in a management role.
From not being able to see linkages and interdependencies across the organization to learning how to get commitment instead of compliance from employees, our experts discuss how these perceptions can affect how new managers perform in their first 3 to 6 months.
Guests explain how coaches can guide new managers in their process of self realization, as they adjust to their new roles.
A report evaluating Deptford Green's 'TEACH' Citizenship Outreach Programme, which has sought to spread best practice in Citizenship Education to over 300 stakeholders over the past 18 months.
This document summarizes the Argos in Action program, a partnership between Career Services and Housing and Residence Life at the University of West Florida that promotes community service among residential students. The program was created in 2013 and involves students volunteering with local non-profits. It is influenced by experiential learning theories and aims to provide high-impact experiences for students. Events so far have involved volunteering at an animal shelter and boys and girls club. Students reflect on their experiences which provide personal and social benefits. The program goals are to expand opportunities for students to engage in community service, leadership and reflection.
Teacher exchange programs allow educators to broaden their perspectives by teaching abroad. The document discusses several international exchange programs, including the Visiting International Faculty Program, Fulbright Teacher Exchange, and Global Teachers Millennium Awards. These programs believe that all students and communities should have exposure to international educators to develop global competencies and cultural understanding. Participating teachers gain increased knowledge of other countries and cultures, challenging stereotypes while enriching their personal and professional skills.
Teacher exchange programs allow educators to broaden their perspectives by teaching abroad. The document outlines several international exchange programs, including the Visiting International Faculty Program, Fulbright Teacher Exchange, and Global Teachers Millennium Awards. These programs believe that all students and communities should have exposure to international educators in order to develop globally competent citizens. Participating teachers gain increased knowledge of other cultures and a more international viewpoint that benefits both their students and themselves.
National Service Scheme at IIT Kharagpur aims to give students opportunities for community service through activities with adopted villages and slums. The NSS motto is "Not Me, But You" which reflects selfless service. Students volunteer for 120 hours annually through activities like literacy programs, health services, environmental conservation, and cultural events. Volunteers assess community needs, plan and implement solutions jointly with local leaders. The program evaluates outcomes and recognizes exceptional student contributions. Activities are coordinated with government agencies and local groups to maximize benefits to communities.
The i3 Missoula program is a summer program and 21st century teaching model that focuses on inspiring creativity, imagination, and innovation in students. During the inaugural summer program, 150 high school students developed projects in teams over 4 weeks to address issues in the Missoula community. Their resulting projects included renewable energy solutions and a website to connect students with jobs. The goal of i3 Missoula is to foster lifelong learning skills, conceptual knowledge, community involvement, and career development in students. There is interest in expanding the program school-year round and gaining community support to revolutionize education.
This document summarizes the Collaborated Community Development Program run by the Society for Educational Welfare. The program brings together students from less privileged Baithak schools and highly privileged partner schools. Students from the partner schools volunteer one to six hours each week to serve as role models and teach skills like art, crafts, communication, and health and hygiene. The goals are to bridge socioeconomic divides in society and encourage learning. Over 13,000 students attend 134 Baithak schools across the country in this program.
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
The document proposes a solution to improve primary education in India by involving college youth as facilitators in government schools. It analyzes issues with the current system such as rigid curriculum, lack of engagement and infrastructure problems. The proposed solution would have college students assist younger students in practical, experiential learning aligned with the curriculum. It outlines a 3 stage process where NSS recruits and trains college youth, allocates them to schools, and they provide supplemental learning opportunities. Funding would come from NSS, CSR initiatives and government. Regular evaluations and oversight are suggested to ensure sustainability.
This document provides information about community organizations and assets in East Garfield Park, Chicago. It discusses the history of the neighborhood and current demographics. Key organizations mentioned include the YMCA, Marillac Social Center, Garfield Park Conservatory, Safer Foundation, and Inspiration Corporation. The YMCA has played an influential role partnering with Morton School of Excellence by coordinating resources and programs. Girls With A Vision is an after school program that empowers young girls at the school.
NSS induction PPT for presenting in INDUCTION to motivation, communication, leadership skill, interpersonal skills, stress management, group dynamics and team building, time management, and New Dimensions of engineering to solve social problems.
This document provides guidance for schools on developing an education for global citizenship. It defines global citizenship education as preparing students to engage critically with global challenges and opportunities. The guide outlines key elements of global citizenship including knowledge, skills, values, and attitudes. It also presents Oxfam's curriculum framework which progresses these elements from early years through post-16 education. Examples are given of how teachers have incorporated global citizenship perspectives across subjects and through cross-curricular projects. The guide advocates for global citizenship to be integrated throughout the curriculum and whole school approach.
- The document provides an overview and guidelines for the National Service Scheme (NSS) orientation program at IIT Kharagpur.
- It describes the symbolism of the NSS logo, discusses the motto of "Not Me But You", and outlines the aims, objectives, and approach of NSS community service activities.
- Key aspects covered include organizing NSS units and responsibilities of volunteers, program officers and community leaders, identifying local needs and implementing projects in areas like education, health, environment conservation, and infrastructure development.
The document outlines the key principles of community education. It states that community education aims to serve the entire community by meeting the educational needs of all its members. It seeks to bridge the gap between school and life by developing personality and character through utilizing community resources and activities. The goal is to make the local community a better place to live and promote democracy through all school and community activities.
This 3 sentence summary provides the essential information from the document:
The document proposes a project to build disaster resilience in Pakistani communities by training youth volunteers in preparedness, response, and risk management. It aims to establish mechanisms for these activities and sensitize society, especially youth, on volunteerism and preparedness. The project would train master trainers who would then train youth volunteers to respond to disasters and form a network of over 5,000 trained volunteers across Pakistan.
This document provides an overview of the impact of mass communication, particularly radio and television, on education in India. It discusses how radio broadcasts are used to supplement school curricula and provide educational programs for students and teachers. It outlines television programs created by the UGC and IGNOU to enrich university education and provide distance learning opportunities. It also mentions educational children's shows that aim to develop skills while entertaining, such as Art Attack and Mister Maker. Overall, the document highlights how mass media has expanded access to education and helped standardize curricula across India.
The document discusses the objectives and process of social work rural camps organized by the social work department. The camps are 10 day experiences where students stay in a rural community. Students are involved in planning, implementing, and evaluating programs on rural development, health education, and legal awareness. Through participating in organizing programs, committees, and daily activities, the camps aim to develop students' skills in areas like group living, rural social work practice, leadership, and community engagement while also analyzing rural systems. The document emphasizes how the camps provide hands-on learning opportunities for students to gain experience with rural realities and facilitating community empowerment.
A Japan Career Education Collaborative Project: Connecting to the Futureccpc
Darryl T. Yagi
Professor
Hyogo University of Teacher Education
Kato, Hyogo, Japan
Toyoki Nakao
Counseling and Guidance Supervisor
JUSO Junior High School
Mino, Osaka, Japan
Yukiko Higashiura
Graduate Student
Osaka University
Nara, Japan
The JUSO project is one K-8 model of career education in Japan that provides students with career education opportunities to think and reflect upon the past, present, and how to connect to the future. Collaboration with schools, NPO, Chambers of Commerce, companies, volunteers, and parents are key components.
The document introduces a toolkit that aims to help teachers bring the controversial issue of migration alive in their classrooms. It does so through eight key "lenses" that provide different perspectives on migration, including real-life case studies of migrants, learning activities, profiles of groups involved in the migration debate, their positions, how migration systems work, the history of migration, evidence, and ways for students to take action. The goal is to enable open investigation and debate of migration issues with confidence, clarity and consideration of humanity.
The document introduces a toolkit that aims to help teachers bring the controversial issue of migration alive in their classrooms. It does so through eight key lenses: People, Pedagogy, Players, Positions, Processes, Past, Proof, and Praxis. The lenses provide real-life case studies of migrants, learning activities, profiles of groups involved in the migration debate, how migration systems work, the history of migration, evidence, and ways for students to take action. The toolkit seeks to enable open investigation and debate of migration issues with clarity, balance and consideration of all perspectives.
More Related Content
Similar to Citizen Schools Pathway Launch: Evaluation
A report evaluating Deptford Green's 'TEACH' Citizenship Outreach Programme, which has sought to spread best practice in Citizenship Education to over 300 stakeholders over the past 18 months.
This document summarizes the Argos in Action program, a partnership between Career Services and Housing and Residence Life at the University of West Florida that promotes community service among residential students. The program was created in 2013 and involves students volunteering with local non-profits. It is influenced by experiential learning theories and aims to provide high-impact experiences for students. Events so far have involved volunteering at an animal shelter and boys and girls club. Students reflect on their experiences which provide personal and social benefits. The program goals are to expand opportunities for students to engage in community service, leadership and reflection.
Teacher exchange programs allow educators to broaden their perspectives by teaching abroad. The document discusses several international exchange programs, including the Visiting International Faculty Program, Fulbright Teacher Exchange, and Global Teachers Millennium Awards. These programs believe that all students and communities should have exposure to international educators to develop global competencies and cultural understanding. Participating teachers gain increased knowledge of other countries and cultures, challenging stereotypes while enriching their personal and professional skills.
Teacher exchange programs allow educators to broaden their perspectives by teaching abroad. The document outlines several international exchange programs, including the Visiting International Faculty Program, Fulbright Teacher Exchange, and Global Teachers Millennium Awards. These programs believe that all students and communities should have exposure to international educators in order to develop globally competent citizens. Participating teachers gain increased knowledge of other cultures and a more international viewpoint that benefits both their students and themselves.
National Service Scheme at IIT Kharagpur aims to give students opportunities for community service through activities with adopted villages and slums. The NSS motto is "Not Me, But You" which reflects selfless service. Students volunteer for 120 hours annually through activities like literacy programs, health services, environmental conservation, and cultural events. Volunteers assess community needs, plan and implement solutions jointly with local leaders. The program evaluates outcomes and recognizes exceptional student contributions. Activities are coordinated with government agencies and local groups to maximize benefits to communities.
The i3 Missoula program is a summer program and 21st century teaching model that focuses on inspiring creativity, imagination, and innovation in students. During the inaugural summer program, 150 high school students developed projects in teams over 4 weeks to address issues in the Missoula community. Their resulting projects included renewable energy solutions and a website to connect students with jobs. The goal of i3 Missoula is to foster lifelong learning skills, conceptual knowledge, community involvement, and career development in students. There is interest in expanding the program school-year round and gaining community support to revolutionize education.
This document summarizes the Collaborated Community Development Program run by the Society for Educational Welfare. The program brings together students from less privileged Baithak schools and highly privileged partner schools. Students from the partner schools volunteer one to six hours each week to serve as role models and teach skills like art, crafts, communication, and health and hygiene. The goals are to bridge socioeconomic divides in society and encourage learning. Over 13,000 students attend 134 Baithak schools across the country in this program.
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
The document proposes a solution to improve primary education in India by involving college youth as facilitators in government schools. It analyzes issues with the current system such as rigid curriculum, lack of engagement and infrastructure problems. The proposed solution would have college students assist younger students in practical, experiential learning aligned with the curriculum. It outlines a 3 stage process where NSS recruits and trains college youth, allocates them to schools, and they provide supplemental learning opportunities. Funding would come from NSS, CSR initiatives and government. Regular evaluations and oversight are suggested to ensure sustainability.
This document provides information about community organizations and assets in East Garfield Park, Chicago. It discusses the history of the neighborhood and current demographics. Key organizations mentioned include the YMCA, Marillac Social Center, Garfield Park Conservatory, Safer Foundation, and Inspiration Corporation. The YMCA has played an influential role partnering with Morton School of Excellence by coordinating resources and programs. Girls With A Vision is an after school program that empowers young girls at the school.
NSS induction PPT for presenting in INDUCTION to motivation, communication, leadership skill, interpersonal skills, stress management, group dynamics and team building, time management, and New Dimensions of engineering to solve social problems.
This document provides guidance for schools on developing an education for global citizenship. It defines global citizenship education as preparing students to engage critically with global challenges and opportunities. The guide outlines key elements of global citizenship including knowledge, skills, values, and attitudes. It also presents Oxfam's curriculum framework which progresses these elements from early years through post-16 education. Examples are given of how teachers have incorporated global citizenship perspectives across subjects and through cross-curricular projects. The guide advocates for global citizenship to be integrated throughout the curriculum and whole school approach.
- The document provides an overview and guidelines for the National Service Scheme (NSS) orientation program at IIT Kharagpur.
- It describes the symbolism of the NSS logo, discusses the motto of "Not Me But You", and outlines the aims, objectives, and approach of NSS community service activities.
- Key aspects covered include organizing NSS units and responsibilities of volunteers, program officers and community leaders, identifying local needs and implementing projects in areas like education, health, environment conservation, and infrastructure development.
The document outlines the key principles of community education. It states that community education aims to serve the entire community by meeting the educational needs of all its members. It seeks to bridge the gap between school and life by developing personality and character through utilizing community resources and activities. The goal is to make the local community a better place to live and promote democracy through all school and community activities.
This 3 sentence summary provides the essential information from the document:
The document proposes a project to build disaster resilience in Pakistani communities by training youth volunteers in preparedness, response, and risk management. It aims to establish mechanisms for these activities and sensitize society, especially youth, on volunteerism and preparedness. The project would train master trainers who would then train youth volunteers to respond to disasters and form a network of over 5,000 trained volunteers across Pakistan.
This document provides an overview of the impact of mass communication, particularly radio and television, on education in India. It discusses how radio broadcasts are used to supplement school curricula and provide educational programs for students and teachers. It outlines television programs created by the UGC and IGNOU to enrich university education and provide distance learning opportunities. It also mentions educational children's shows that aim to develop skills while entertaining, such as Art Attack and Mister Maker. Overall, the document highlights how mass media has expanded access to education and helped standardize curricula across India.
The document discusses the objectives and process of social work rural camps organized by the social work department. The camps are 10 day experiences where students stay in a rural community. Students are involved in planning, implementing, and evaluating programs on rural development, health education, and legal awareness. Through participating in organizing programs, committees, and daily activities, the camps aim to develop students' skills in areas like group living, rural social work practice, leadership, and community engagement while also analyzing rural systems. The document emphasizes how the camps provide hands-on learning opportunities for students to gain experience with rural realities and facilitating community empowerment.
A Japan Career Education Collaborative Project: Connecting to the Futureccpc
Darryl T. Yagi
Professor
Hyogo University of Teacher Education
Kato, Hyogo, Japan
Toyoki Nakao
Counseling and Guidance Supervisor
JUSO Junior High School
Mino, Osaka, Japan
Yukiko Higashiura
Graduate Student
Osaka University
Nara, Japan
The JUSO project is one K-8 model of career education in Japan that provides students with career education opportunities to think and reflect upon the past, present, and how to connect to the future. Collaboration with schools, NPO, Chambers of Commerce, companies, volunteers, and parents are key components.
Similar to Citizen Schools Pathway Launch: Evaluation (20)
The document introduces a toolkit that aims to help teachers bring the controversial issue of migration alive in their classrooms. It does so through eight key "lenses" that provide different perspectives on migration, including real-life case studies of migrants, learning activities, profiles of groups involved in the migration debate, their positions, how migration systems work, the history of migration, evidence, and ways for students to take action. The goal is to enable open investigation and debate of migration issues with confidence, clarity and consideration of humanity.
The document introduces a toolkit that aims to help teachers bring the controversial issue of migration alive in their classrooms. It does so through eight key lenses: People, Pedagogy, Players, Positions, Processes, Past, Proof, and Praxis. The lenses provide real-life case studies of migrants, learning activities, profiles of groups involved in the migration debate, how migration systems work, the history of migration, evidence, and ways for students to take action. The toolkit seeks to enable open investigation and debate of migration issues with clarity, balance and consideration of all perspectives.
Background file the story of a young leadercitizenschools
1) Amanda and other students from her school formed a vision to empower youth leadership in their community through the Citizen Schools program.
2) They received training in community organizing, power dynamics, and planning from Citizen Schools to prepare for leading initiatives.
3) Amanda's team connected with the local community alliance and mayor to understand local issues and gain support for their ideas.
4) The students worked to engage community members, conduct research, and develop campaigns focused on establishing safe havens for youth.
The document provides information about London Citizens, including its goal of building power through alliances to create change. It outlines key concepts like power players, negotiation, recognition, and relationship building. Students are challenged to gain signatures from 50 unique people they inform about an upcoming Citizens assembly to build people power and win a prize. Background notes explain the importance of turnout at assemblies for achieving change.
London Citizens is a group made up of 160 member organizations across 22 London boroughs, including schools, universities, churches, and mosques. The group works to develop citizens' political skills and supports leaders in communities to make change happen on issues like increasing the London Living Wage, supporting refugees, and making affordable housing available. Some of their successful campaigns include raising the London Living Wage to £7.60/hour and pushing for a pathway to citizenship for low-paid workers. The group aims to build power through communities working together on campaigns that are decided by members.
Background file opportunities to get involvedcitizenschools
Students are invited to take on roles in managing social media communication, blogging, interviewing speakers, and documenting a youth assembly event. Twenty to twenty-five roles are available for students to gain experience. A press conference will be held before the start of the event for student journalists to participate. Each attendee will receive a learning pack with activities and information about the assembly. Key stage 4 and 5 student leaders have been organizing the event through sub-teams and meet biweekly in the evenings to plan.
This document provides links to resources about an organization called Citizens UK and its youth programs. It includes links to the story of Citizens UK, a video showing how the organization creates change in schools, information about current campaigns, and a Twitter feed from one of the member schools involved in the youth programs.
Students from a London school organized a meeting with community leaders to discuss knife crime and youth safety after a student was attacked. This led to the creation of the City Safe campaign to establish safe havens for young people. The first 30 City Safe havens opened in 2009 on the anniversary of a teenager's murder, and the campaign continued expanding with the mayor's support in establishing the 200th safe haven.
The document contains multiple photos of an O2 date written in big writing. No other text or context is provided about the photos or their purpose. The photos appear to focus on prominently displaying the date at an O2 venue, though the exact event or purpose cannot be determined from the limited information provided.
An Introduction to the Migration Conundrum...citizenschools
This document introduces a new educational resource called "The Migration Conundrum" which aims to provide schools with materials to teach about migration. The resource will launch in June 2010 during Refugee Week and includes profiles of individuals who have experienced migration, as well as experiential activities to help students understand the perspectives of migrants and refugees. Some of the activities include simulating being forced to leave one's home country, analyzing a photo related to migration, and making decisions about allowing migrants to board a ship at sea.
An Introduction to the Migration Conundrum...citizenschools
This document introduces a new educational resource called "The Migration Conundrum" which aims to provide schools with materials to teach about migration. The resource will launch in June 2010 during Refugee Week and includes profiles of individuals who have experienced migration, as well as experiential activities to help students understand the perspectives of migrants and refugees. Some of the activities include simulating being forced to leave one's home country, analyzing a photo related to migration, and making decisions about allowing migrants to board a ship at sea.
James Jarrett grew up on a farm in Florida but wanted more opportunities, so he worked hard in school. He went to college in Massachusetts where he studied economics and was exposed to diverse ideas. This led him to study development in Uganda and later the UK, where he met his partner. He has now lived and worked in the UK for over 15 years as a health economist but struggled with visa requirements until recently obtaining indefinite leave to remain.
1) Zoya Phan was born in Karen State in Burma and grew up in a village, but her village was attacked by the Burmese Army when she was 14 and her family fled to a refugee camp in Thailand.
2) She received scholarships to study in Bangkok and later in the UK, but had to claim asylum in the UK after her studies due to threats from the Burmese Army.
3) She now works to advocate for democracy and human rights in Burma as the international coordinator for Burma Campaign UK and hopes to one day return safely to her home country.
1) Zoya Phan was born in Karen State in Burma and grew up in a village, but her village was attacked by the Burmese Army when she was 14 and her family fled to a refugee camp in Thailand.
2) She received scholarships to study in Bangkok and later in the UK, but had to claim asylum in the UK after her studies due to threats from the Burmese Army.
3) She now works to advocate for democracy and human rights in Burma as the international coordinator for Burma Campaign UK and hopes to one day return safely to her home country.
1) Zoya Phan was born in Karen State in Burma and grew up in a village, but her village was attacked by the Burmese Army when she was 14 and her family fled to a refugee camp in Thailand.
2) She received scholarships to study in Bangkok and later in the UK, but had to claim asylum in the UK after her studies due to threats from the Burmese Army.
3) She now works to advocate for democracy and human rights in Burma as the international coordinator for Burma Campaign UK and hopes to one day return safely to her home country.
1) Zoya Phan was born in Karen State in Burma and grew up in a village, but her village was attacked by the Burmese Army when she was 14 and her family fled to a refugee camp in Thailand.
2) She received scholarships to study in Bangkok and later in the UK, but had to claim asylum in the UK after her studies due to threats from the Burmese Army.
3) She now works to advocate for democracy and human rights in Burma as the international coordinator for Burma Campaign UK and hopes to one day return safely to her home country.
James Jarrett grew up on a farm in Florida but wanted more opportunities, so he worked hard in school. He went to college in Massachusetts where he studied economics and was exposed to diverse ideas. This led him to study development in Uganda and later the UK, where he met his partner. He has now lived and worked in the UK for over 15 years as a health economist but struggled with visa requirements until recently obtaining indefinite leave to remain.
Ben Hammond grew up in Milton Keynes, England and enjoyed playing sports and cycling as a child. He moved to a small town near Bath at age 13. As a student, he became interested in helping people around the world who faced difficult circumstances. He studied development studies and volunteered for a year in Thailand, teaching English to Burmese refugees fleeing violence and oppression in Myanmar. Living in the refugee camp was a difficult experience as resources were scarce, but it was also rewarding as he helped the refugees and learned about their plight. The experience had a profound impact on him and shaped his career as a teacher to educate others about the situation in Myanmar.
On Friday 28th August 2009, Students from St Angelas and St Bonaventures Schools in Newham led and organised the first 'City Safe Youth Talent Showcase'...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Leveraging Generative AI to Drive Nonprofit Innovation
Citizen Schools Pathway Launch: Evaluation
1. The Citizen Schools Pathway
18 Schools – 100 leaders – education for 1000s of active citizens
Evaluation
Launch Event - 9th July 2009
A 1 year development programme:
Citizenship Education & Community Organising
2. The Citizen Schools Pathway
18 Schools – 100 leaders – education for 1000s of active citizens
Context
170 students, teachers, senior leaders, governors, parents,
carers and head teachers from 18 schools across London
came together at the Institute of Education for the launch
of the Citizen Schools Pathway. Before leaving, each
participant completed a report card – feeding back on their
experience of the launch. Here are the results...
A 1 year development programme:
Citizenship Education & Community Organising
3. What Went Well... 50
45
No. of Respondents
40
35
30
25
20
15
10
5
0
A 1 year development programme:
Citizenship Education & Community Organising
4. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
5. Feedback...
“An interesting and well
thought-out evening.
Participants are incredibly
excited and engaged – a
positive beginning to the
project.” - Senior Leader
A 1 year development programme:
Citizenship Education & Community Organising
6. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
7. Feedback...
“Very inspiring to see
the active work of
young people.”
- Teacher
A 1 year development programme:
Citizenship Education & Community Organising
8. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
9. Feedback...
“I had a chance to talk to
other people from different
schools... Speeches were
fantastic, and the City Safe
DVD was just
unbelievable.” - Parent / Carer
A 1 year development programme:
Citizenship Education & Community Organising
10. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
11. Feedback...
“Amazing
testimonials and
video clips.”
- Teacher
A 1 year development programme:
Citizenship Education & Community Organising
12. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
13. Feedback...
“The instilling of a
shared vision. It was
brilliant.”
- Local Authority Advisor
A 1 year development programme:
Citizenship Education & Community Organising
14. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
15. Feedback...
“Inspiring personal accounts
of how participation in active
citizenship has made a
difference to individuals and
communities.”
- Teacher
A 1 year development programme:
Citizenship Education & Community Organising
16. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
17. Feedback...
“I enjoyed the way that the
whole event wasn’t just
talking but it was also very
energetic and lively. I met
loads of new people.”
- Student
A 1 year development programme:
Citizenship Education & Community Organising
18. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
19. Feedback...
“A good opportunity
to understand the
programme.”
- Teacher
A 1 year development programme:
Citizenship Education & Community Organising
20. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
21. Feedback...
“A brilliant, vibrant
event.” - School Governor
A 1 year development programme:
Citizenship Education & Community Organising
22. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
23. Feedback...
“Lovely to hear from
‘outstanding’
citizenship schools.”
- Teacher
A 1 year development programme:
Citizenship Education & Community Organising
24. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
25. Feedback...
“Learning about other
schools and what they
have done, plus ideas
about the project. I am
inspired!” - Teacher
A 1 year development programme:
Citizenship Education & Community Organising
26. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
27. Feedback...
“Great examples of
empowerment of pupils,
by engaging in their
personal experiences.”
- Teacher
A 1 year development programme:
Citizenship Education & Community Organising
28. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
29. Feedback...
“We learnt that to
achieve, you should
first include
everyone.”
- Student
A 1 year development programme:
Citizenship Education & Community Organising
30. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
31. Feedback...
“There is a lot that can be
achieved through this type of
programme... to create
awareness to help young
people understand they have
a voice in society..” - Parent
A 1 year development programme:
Citizenship Education & Community Organising
32. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
33. Feedback...
“Fantastic – very inspirational.
An opportunity to see young
people not just coping with
change but leading it.”
- Local Authority Advisor
A 1 year development programme:
Citizenship Education & Community Organising
34. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
35. Feedback...
“All of the speakers were
excellent, especially the
young people. The pace was
great – no dead time – every
minute counted.” - Teacher
A 1 year development programme:
Citizenship Education & Community Organising
36. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
37. Feedback...
“It was very inspiring...
made me feel like I can
make a difference too.”
- Student
A 1 year development programme:
Citizenship Education & Community Organising
38. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
39. Feedback...
“I had fun.”
- Student
A 1 year development programme:
Citizenship Education & Community Organising
40. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
41. The launch could have
been even better if...
25
20
No. of Respondents
15
10
5
0
Start and finish Give time to Venue - more Shorter More food More Special school
earlier meet other air and space, speeches with interesting involvement
participants cooler time limits powerpoints
from my area
A 1 year development programme:
Citizenship Education & Community Organising
42. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
43. Resulting actions…
• All twilight trainings will finish by 7.30pm
• Next year’s launch event will be from 6.30 to
8.30pm
• We’ll look for a room with air conditioning and
an external light source next time!
• Chair people will give speakers time limits and
we’ll have a time keeper to keep people on
track
A 1 year development programme:
Citizenship Education & Community Organising
44. The Citizen Schools Pathway
A 1 year development programme:
Citizenship Education & Community Organising
45. The Citizen Schools Pathway
Thank you for being part
of the Citizen Schools
Pathway 2009 - 2010
Ben Hammond
COF’s Citizen Schools Co-ordinator
July 2009
A 1 year development programme:
Citizenship Education & Community Organising