University Social Responsibility (USR): Identifying an Ethical Foundation wit...Ava Chen
Social responsibility is a responsibility not a requirement, of an organization for the impact of its decisions and activities on society and the environment, through transparent and ethical behavior that contributes to sustainable development, health and the welfare of society; which takes into account the expectations of stakeholders, is in compliance with applicable law and consistent with international norms of behavior, and is integrated throughout the organization and practiced in its relationship. This paper explores the concept of university social responsibility (USR) and presents the SCOPE framework for identifying ethical issues in our modern day complex global world.
Responsibility of universities. Future of university social (sustainable) re...Victor Van Rij
Keynote speech for the International Conference for the Management of Educational Quality within the University Social Responsibility. 21st of September 2016, Merida, Mexico
Plea is made to use the principles of coorporate governance to lead the transformation process of Universities towards Social Responsibility that takes into account general ethical values , as well as the duty to work with and for society towards sustainability.
How the learning space can become an inclusive learning space – Lessons from ...Karel Van Isacker
How the learning space can become an inclusive learning space – Lessons from Europe... USA and Latin America
Presented at CAVA2018, 21-24 August 2018 in Medellin, Colombia.
University Social Responsibility (USR): Identifying an Ethical Foundation wit...Ava Chen
Social responsibility is a responsibility not a requirement, of an organization for the impact of its decisions and activities on society and the environment, through transparent and ethical behavior that contributes to sustainable development, health and the welfare of society; which takes into account the expectations of stakeholders, is in compliance with applicable law and consistent with international norms of behavior, and is integrated throughout the organization and practiced in its relationship. This paper explores the concept of university social responsibility (USR) and presents the SCOPE framework for identifying ethical issues in our modern day complex global world.
Responsibility of universities. Future of university social (sustainable) re...Victor Van Rij
Keynote speech for the International Conference for the Management of Educational Quality within the University Social Responsibility. 21st of September 2016, Merida, Mexico
Plea is made to use the principles of coorporate governance to lead the transformation process of Universities towards Social Responsibility that takes into account general ethical values , as well as the duty to work with and for society towards sustainability.
How the learning space can become an inclusive learning space – Lessons from ...Karel Van Isacker
How the learning space can become an inclusive learning space – Lessons from Europe... USA and Latin America
Presented at CAVA2018, 21-24 August 2018 in Medellin, Colombia.
Participation and Inclusion in Lifelong LearningRika Yorozu
Presented in the Training Workshop for Directors and Executives of Youth and Adult Education for Women in Saudi Arabia (Hamburg, 29 September – 10 October 2014)
INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE TANKO AHMED fwc
The new Sustainable Development Goal No. 4 upholds inclusive education as indisputable platform for sustainable development. This keynote discourse addresses the importance of inclusive education for sustainable development to experts, practitioners, policy makers and beneficiaries. The paper keys into current literature trend and extends the motto of the Inclusive Community Education Development Association: ‘community is the answer’ with the rider, ‘what is the question?’. Traditional challenges posed by rigid conceptual and theoretical approaches to education for sustainable development are moderated with available navigational tools for practitioners in support of the current agenda on outreach plans, policies and projects. The way forward includes sense for purpose, mapping new paths, innovative dialogue, strengthening of policies, clear strategies and advocacy. Recommendations proffered include the need to alleviate challenges and utilize opportunities in the implementation of conventions, policies and programmes on inclusive education for sustainable development.
Higher education institutions have a critical role to play in driving sustainable development forward. But creating a sustainable future is much more than just creating green campuses or implementing recycling efforts or global citizenship initiatives. It also means inclusive education and lifelong learning.
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
Participation and Inclusion in Lifelong LearningRika Yorozu
Presented in the Training Workshop for Directors and Executives of Youth and Adult Education for Women in Saudi Arabia (Hamburg, 29 September – 10 October 2014)
INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE TANKO AHMED fwc
The new Sustainable Development Goal No. 4 upholds inclusive education as indisputable platform for sustainable development. This keynote discourse addresses the importance of inclusive education for sustainable development to experts, practitioners, policy makers and beneficiaries. The paper keys into current literature trend and extends the motto of the Inclusive Community Education Development Association: ‘community is the answer’ with the rider, ‘what is the question?’. Traditional challenges posed by rigid conceptual and theoretical approaches to education for sustainable development are moderated with available navigational tools for practitioners in support of the current agenda on outreach plans, policies and projects. The way forward includes sense for purpose, mapping new paths, innovative dialogue, strengthening of policies, clear strategies and advocacy. Recommendations proffered include the need to alleviate challenges and utilize opportunities in the implementation of conventions, policies and programmes on inclusive education for sustainable development.
Higher education institutions have a critical role to play in driving sustainable development forward. But creating a sustainable future is much more than just creating green campuses or implementing recycling efforts or global citizenship initiatives. It also means inclusive education and lifelong learning.
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
Philippians 3:8-11. Knowledge That Motivated Paul. I. PAUL KNEW THE JOY OF HEAVEN II. PAUL KNEW THE TERROR OF HELL III. PAUL KNEW HIS RESPONSIBILITY TO OTHERS
Does your knowledge motivate you?
A. The joy of heaven?
B. The terror of hell?
C. Your responsibility to others?
12 principles of leadership - Part 3 of 3Kelvin Lim
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https://www.linkedin.com/today/post/author/posts#published?trk=mp-reader-h
Leadership starts with the right mindset. Become a leader now.
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Supporting Skills for Inclusion: International professional rehabilitation c...Alan Bruce
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Promoting public policies and multinational organizations for distance educat...icdeslides
Theme
The theme chosen for the Conference is “Mobilizing Distance Education for Social Justice and Innovation”, that is to say, contributing to mobilize Distance Education in its many modalities and forms, to build and transfer knowledge aimed at achieving valuable goals for societies that defend innovation and social justice.
The conference thus addresses one of the current priorities of international bodies such as the UNESCO’s “Education for All”, the OEI’s “Educational Goals XXI” and the European Union’s “Horizon Program 2020”, all of them geared to innovating to achieve intelligent, safe and inclusive societies.
How lifelong learning shapes sustainable developmentRika Yorozu
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Software Strategies for Retooling the WorkforceEd Dodds
Professor Tapio Varis
UNESCO Chair in Global e-Learning
University of Tampere, Finland
Keynote at the National Software Conference
Organised by ISPON - 22 October, 2013 at the
Tinapa Knowledge Centre, Calabar, Cross River State,
Federal Republic of Nigeria
@TapioVaris
Professor emeritus (education and communication) Unesco Chair in Global e-Learning
Helsinki Finland · globaluniversitysystem.info
Inclusive Learning in a Time of Crisis: disruptive migrations and pedagogies ...Alan Bruce
Presentation at New Education Forum in European Parliament, Brussels (17 November 2016). Looking at educational integration, migration and integration of refugees.
My presentation at OEB21 Shaping the Future of Learning
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Inclusion: the final frontier - Universal Design for Learning Alan Bruce
Overview of origin, purpose and vision of Universal Design for Learning and how it impacts in the mission to develop greater social inclusion in schools and other learning enviroments. Focs on disability rights as the origin of UDL and then how this developed into more general principles of access and equity.
Delivered at conference of UDLnet project in European University Cyprus in Nicosia on 7 March 2015.
My keynote today
KEYNOTE
2:15 PM
EBBA OSSIANILSSON� Professor, and world-known expert on education´s digital transformation. ICDE board member and chair of ICDE´s Advocacy Committee for Open Education Resources (OER) ��GLOBAL HIGHER EDUCATION AFTER COVID 19: PATHWAYS TO INNOVATIONS IN THE CONTEXT OF OPEN EDUCATIONAL RESOURCES
at World Learning Summit 2021 AFTER CORONA: TRANSFORMING HIGHER EDUCATION
http://wls.futurelearninglab.org/final-program/
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One of the most developed cities of India, the city of Chennai is the capital of Tamilnadu and many people from different parts of India come here to earn their bread and butter. Being a metropolitan, the city is filled with towering building and beaches but the sad part as with almost every Indian city
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ACCORDING TO apic.org,
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
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VISION
Being proactive
Supporting optimal animal and human health
Exploring ways to reduce overall use of antimicrobials
Using the drugs that prevent and treat disease by killing microscopic organisms in a responsible way
GOAL
to prevent the generation and spread of antimicrobial resistance (AMR). Doing so will preserve the effectiveness of these drugs in animals and humans for years to come.
being to preserve human and animal health and the effectiveness of antimicrobial medications.
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Defecation
Normal defecation begins with movement in the left colon, moving stool toward the anus. When stool reaches the rectum, the distention causes relaxation of the internal sphincter and an awareness of the need to defecate. At the time of defecation, the external sphincter relaxes, and abdominal muscles contract, increasing intrarectal pressure and forcing the stool out
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Normal defecation is painless, resulting in passage of soft, formed stool
CONSTIPATION
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DIARRHEA
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Hemorrhoids are dilated, engorged veins in the lining of the rectum. They are either external or internal.
FLATULENCE
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FECAL INCONTINENCE
Fecal incontinence is the inability to control passage of feces and gas from the anus. Incontinence harms a patient’s body image
PREPARATION AND GIVING OF LAXATIVESACCORDING TO POTTER AND PERRY,
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Offering breastfeeding and childbirth support.
Counseling families on safety and injury prevention.
3. Collaboration and Advocacy:
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Objective: Advocate for the rights and best interests of their patients, especially when children cannot speak for themselves.
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Communicating effectively with healthcare teams.
Identifying and addressing potential risks to child welfare.
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Objective: Stay up-to-date on the latest advancements in pediatric healthcare through continuing education and research.
Objective: Contribute to improving the quality of care for children by participating in research initiatives.
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Attending workshops and conferences on pediatric nursing.
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Jaipur ❤cALL gIRLS 89O1183002 ❤ℂall Girls IN JaiPuR ESCORT SERVICE
Facing a Globalised Future: rehabilitation international competence through networked citizenship
1. Facing a Globalized
Future:
Rehabilitation International
Competence through Networked
Citizenship
Dr. Alan Bruce
ULS Dublin
NCRE
Spring Conference
Newport Beach, California
April 2016
2. Understanding linkage
• Critical role of partnerships, linkage and strategic joint
ventures in global higher education and rehabilitation
• Opportunities and challenges in global rehabilitation
• Changing role of rehabilitation professionalism in global
operation
• Moving to rights based approaches
• Operating internationally - three key issues:
• strategic planning
• business model of partnership/mutual learning
• importance of capacity building
• What do we need and how do we get there?
3. Partnerships
• Partnership characterized universities from the beginning
• Linkage for shared common interest
• Research strategy often demands partnership
• Student and faculty exchange
• Pervasive change now driving this
• Education and learning and economies of scale
• Innovation and technology
• Need for quality linkage
• European dimensions
4. Global dimensions of
rehabilitation structures
• International Labor Organization (1919) – promotes rights at work,
encourages decent employment and social protection
• Rehabilitation International (1922) - worldwide network of people with
disabilities, service providers, government agencies, academics, researchers and
advocates working to improve the quality of life of people with disabilities
• World Health Organization (1948) - useful forums for the development
of rehabilitation and disability related best practice
• United Nations (1949) - Convention on the Rights of Persons with Disabilities
2008
5. UN Convention on the Rights of
Persons with Disabilities
• Both a development and a human rights
instrument
• A policy instrument which is cross-disability
and cross-sectoral
• Legally binding
• Ratified 2008
• US has not ratified
6. Convention on the Rights of
Persons with Disabilities
A Paradigm Shift
• The Convention marks a ‘paradigm shift’ in attitudes and
approaches to persons with disabilities.
• Persons with disabilities are not viewed as objects of
charity, medical treatment and social protection - rather as
subjects with rights, who are capable of claiming those
rights and making decisions for their lives based on their
free and informed consent as active members of society.
• The Convention gives universal recognition to the dignity of
persons with disabilities.
7. Convention on the Rights of
Persons with Disabilities
What is Disability?
• The Convention does not explicitly define disability
• Preamble of Convention states:
Disability is an evolving concept, and that disability
results from the interaction between persons with
impairments and attitudinal and environmental barriers
that hinders full and effective participation in society
on an equal basis with others
• Article 1 of the Convention states:
Persons with disabilities include those who have long-
term physical, mental, intellectual or sensory
impairments which in interaction with various barriers
may hinder their full and effective participation in
society on an equal basis with others
8. United Nations High Level Meeting on Disability
General Assembly, 23 September 2013
• First ever UN General
Assembly high-level
meeting on disability
• Commitment to global
disability inclusive
development agendas
• Urgent action to
improve health care,
rehabilitation, and
strengthen data
9. Global situation
• Around 150 million adults
experience significant
difficulties functioning
• Disability prevalence is
increasing
• Disproportionately affects
vulnerable populations:
women, older people and poor
households
10. Global learning links: threat or
opportunity?
• Defining policy goals and aims – shaping strategy
• Strategies for connection
• Standards, quality and assessment
• Balancing academic excellence with new needs
• Addressing adaptability and curiosity
• Responding to the digital universe
11. Disabling barriers: widespread
evidence
• Inadequate policies and standards
• Negative attitudes / discrimination
• Lack of provision of services
• Problems with service delivery
• Inadequate funding
• Lack of accessibility
• Lack of consultation and involvement
• Lack of data and evidence
12. Resourcing innovation
• Talent management initiatives
• Accurate forecasting of future skill needs
• Linkage with leading universities
• Human Capital
• Organizational Capital
• Network Capital
Transfers of economically useful scientific knowledge from universities
to industry generates substantial economic growth as the experiences of
classical high technology regions (e.g. Silicon Valley) and emerging new
technology centers around the world demonstrate
Listening
Linkage
Leading
14. EU thematic Objectives (2014-20)
• Research and innovation
• Competitiveness for SMEs
• Employment and labour mobility support
• Social inclusion and combating poverty
• Education, skills and lifelong learning
• Institutional capacity building.
15. Additional Funding
• Community Initiatives (operated by EACEA)
• NOW – addressing needs of women in the
labour force
• HORIZON and INTEGRA – addressing needs of
citizens with disabilities
• Leonardo da Vinci – vocational training
• ADAPT – enhancing change, upskilling and
learning in workplaces
• EQUAL (2001-07).
16. ESF Priorities
• Improving human capital
• Improving access to employment
• Increasing adaptability
• Improving social inclusion of disadvantaged
people
• Strengthening institutional capacity
• Advancing reforms in regards to employment
and inclusion.
17. Framework Programmes for RTD
• Advanced ICT support
• Innovation and sustainable research
• Budget of FP7 (2007-13): €50,5 billion
• Budget of FP8 (2014-20): over €80
billion
18. Europe 2020
The five key priorities now are:
• Raising the employment rate of adults
• Improved investment in research and development
• Reduction in greenhouse gas emissions
• Reduction of early school leaving and increased
rates of completed third level education
• Reduction of poverty levels by 25%.
19. Open Discovery Space
Largest single project ever funded by the European Union
Creation of a vast digital repository of OERs
20. Themes of
UDL
1. Inclusive learning environments (assistive technologies/interventions,
mobile environments, access, ergonomics)
2. Resources (educational resources, development of inclusive school,
accessible educational resources, Universal Design of Online Courses)
3. Teachers' and school leaders' competences (curriculum design, applying
UDL to Lesson Design, inclusive teaching strategies - game based
approaches, independent living principles)
4. Examination of barriers and identification of opportunities (learning
difficulties/needs of students - learning styles, barriers/challenges in
classrooms of all types, UD policy and legislation, raising awareness)
21. Authentic global learning
• Creating shared meaning in uncertain times
• Providing support and inclusion
• Valuing difference as a critical advantage
• Maintaining creative evidence
• Demonstrating research capacity
• Breaking out of boundaries
• Learning: emancipatory not a supply chain
• Shaping futures not reacting to them
22. Education: from Newman
to Kerr
John Henry Newman (1873) The Idea of the University
1. Primary purpose of a University is intellectual and pedagogical
2. Range of teaching within University is universal; it encompasses all
branches of knowledge, and is inconsistent with restrictions of any kind.
3. The University prepares students by allowing them to learn about "the
ways and principles and maxims" of the world
4. True education requires personal influence of teachers on students.
Clark Kerr (1963) The Uses of the University
1. Modern university is diversified – a multiversity
2. Serves needs of society, economic and cultural
3. Think tank – essential to progress
4. Master Plan for Higher Education (1960) in California
23. Education as business
• Terry Eagleton: The Slow Death of the University (April
2015)
• Packaging knowledge
• Destroying arts and the humanities
• Teaching less vital than research – research brings in he
money
• Vast increase in bureaucracy, occasioned by the flourishing
of a managerial ideology and the relentless demands of the
state assessment exercise
• Professors are transformed into managers, as students are
converted into consumers
24. Towards Global Citizenship
Education must fully assume its central role in
helping people to forge more just, peaceful,
tolerant and inclusive societies. It must give
people the understanding, skills and values
they need to cooperate in resolving the
interconnected challenges of the 21st century.
United Nations: Global Education First
Initiative (2012)
25. Contested citizenship
• Membership of a political community
• Belonging and engagement
• Rights and entitlements
• Duties and responsibilities
• Constrained by legacy of nation-state
• Cultural minorities and migrants
• Disputed access
26. Post-national citizenship
• Shaped by globalizing process
• Greater access to knowledge, information and
values
• Digital media
• Mobility and migration
• Climate change
• International governance bodies
• Accelerated interdependence
• Respect for pluralism and diversity
27. UN Thematic Learning Outcomes
• Awareness of the wider world and a sense of own role
both as a citizen with rights and responsibilities, and as
a member of the global human community.
• Valuation of the diversity of cultures and of their
languages, arts, religions and philosophies as
components the common heritage of humanity.
• Commitment to sustainable development and sense of
environmental responsibility.
• Commitment to social justice and sense of social
responsibility.
• Willingness to challenge injustice, discrimination,
inequality and exclusion at the local/national and global
level in order to make the world a more just place.
28. A Global Citizen… (Oxfam 2006)
• Is aware of the wider world and has a sense of their own role as a world
citizen
• Respects and values diversity
• Has an understanding of how the world works
• Is outraged by social injustice
• Participates in and contributes to the community at a range of levels from
local to global
• Is willing to act in order to make the world a more equitable and
sustainable place
• Takes responsibility for their actions
29. UNESCO Global Citizenship
Education (2007)
Transformative education requires transformative pedagogy that:
1) encourages learners to analyze real-life issues critically and
to identify possible solutions creatively and innovatively
2) supports learners to critically revisit assumptions, world
views and power relations in mainstream discourses and
consider groups systematically underrepresented or
marginalized
3) respects differences and diversity
4) focuses on engagement in action to bring about desired
changes
5) involves multiple stakeholders, including those outside the
learning environment in the community
6) educators need additional training and support to implement
and deliver such pedagogy.
30. Future directions
• Training of trainers and CPD
• Multilingualism
• Developing skills – competence transmission
• Developing attitudes – securing motivation
• Developing buy-in – loyalty and commitment
• Autonomous learning
• Risk taking
• Review, evaluation and research
31. Responding to change
• Flexibility
• Digital learning
• Learning outcomes, added value
• Sustainability
• Sugata Mitra:
Comprehension/Communication/Computation
• Social capital and inclusion
• Visions of excellence
32. Policy opportunities for Global
Learning and Citizenship
• Engaging with diverse communities
• Developing massive outreach to sectors
• Community empowerment
• Legislative foundations
• New technologies – mobile telephony
• Shared learning and linkage to other universities
• Linking disability and rehabilitation to other rights
based issues
• Developing an emancipatory mosaic
34. Conclusions
• Rehabilitation education at a crossroads: both
structure and process
• Global focus is on mobility, skills and innovation
• Global citizenship model offers significant
opportunities
• Transnational action is the only viable method in a
globalized world
• All rests on vision and passion for community needs
• Innovative learning demands imagination and vision
• Moving from advocacy to action
35. Thank you
Dr. Alan Bruce
ULS Dublin
abruce@ulsystems.com
Associate Offices: BARCELONA - HELSINKI - SÃO PAULO - CHICAGO