Information literacy is defined as the set of skills needed to recognize when information is needed and to locate, evaluate, and effectively use that information. The Association of College and Research Libraries established 5 standards for information literacy: 1) determining the extent of information needed; 2) accessing information effectively; 3) evaluating information sources critically; 4) using information to accomplish a specific goal; and 5) understanding legal and ethical issues surrounding information use. Information literacy supports lifelong learning across all disciplines and education levels by enabling learners to master content and direct their own learning.
Roger Hall from Plymouth University presents some of the outcomes of the JISC funded Higher Education & Local Authority Shared Service (HELASS) project between Plymouth University and Plymouth City Council along with SERCO
The document discusses protecting patient privacy and securing their personal health information. It outlines opportunities where patient data could be accessed and what is included in electronic medical records. The document then provides methods for securing patient privacy such as not sharing passwords, changing passwords regularly, logging out of software and locking computers when away from a work station. The overall message is the importance of protecting patient privacy and securing their data.
APOLI: Sampo Ruoppila ja Kulttuuri, innovaatiotoiminta ja julkinen tila kaupu...Demos Helsinki
Contemporary urban planning approaches creativity and innovation in two main ways. The "innovative milieu" view focuses on defined networks within regional economic systems. The "creative city" view sees cities as facilitating inventions through human encounters and cultural flows. A third emerging approach emphasizes specific places and their experience/appropriation. New cultural production sites in obsolete industrial areas are an issue, valuing the undesigned and coincidences that allow developing something new. Public space is key, defined by its public nature rather than just being space.
The document provides an introduction and overview of the resources and services available at the Heterick Memorial Library on the campus of Ohio Northern University. It describes the three floors of the library building and what can be found on each floor, such as public services, computer labs, study spaces, and the book collection. The document outlines key resources like the library catalog, research databases, course reserves, and interlibrary loan services. It also reviews how to access a personal library account and use mobile apps. Staff are available throughout the library to provide assistance to patrons.
Information literacy is defined as the set of skills needed to recognize when information is needed and to locate, evaluate, and effectively use that information. The Association of College and Research Libraries established 5 standards for information literacy: 1) determining the extent of information needed; 2) accessing information effectively; 3) evaluating information sources critically; 4) using information to accomplish a specific goal; and 5) understanding legal and ethical issues surrounding information use. Information literacy supports lifelong learning across all disciplines and education levels by enabling learners to master content and direct their own learning.
Roger Hall from Plymouth University presents some of the outcomes of the JISC funded Higher Education & Local Authority Shared Service (HELASS) project between Plymouth University and Plymouth City Council along with SERCO
The document discusses protecting patient privacy and securing their personal health information. It outlines opportunities where patient data could be accessed and what is included in electronic medical records. The document then provides methods for securing patient privacy such as not sharing passwords, changing passwords regularly, logging out of software and locking computers when away from a work station. The overall message is the importance of protecting patient privacy and securing their data.
APOLI: Sampo Ruoppila ja Kulttuuri, innovaatiotoiminta ja julkinen tila kaupu...Demos Helsinki
Contemporary urban planning approaches creativity and innovation in two main ways. The "innovative milieu" view focuses on defined networks within regional economic systems. The "creative city" view sees cities as facilitating inventions through human encounters and cultural flows. A third emerging approach emphasizes specific places and their experience/appropriation. New cultural production sites in obsolete industrial areas are an issue, valuing the undesigned and coincidences that allow developing something new. Public space is key, defined by its public nature rather than just being space.
The document provides an introduction and overview of the resources and services available at the Heterick Memorial Library on the campus of Ohio Northern University. It describes the three floors of the library building and what can be found on each floor, such as public services, computer labs, study spaces, and the book collection. The document outlines key resources like the library catalog, research databases, course reserves, and interlibrary loan services. It also reviews how to access a personal library account and use mobile apps. Staff are available throughout the library to provide assistance to patrons.
Tudod milyen a pénzhez való viszonyod? Milyen pénzkezelési szokásokat hoztál magaddal a szüleidtől? Tudod, hogy mit szeretnél elérni az életedben és legfőképpen azt, hogy miért? Tudod mit jelent számodra a gazdagság? Úgy éled az életed, ahogy szeretnéd? bővebben: http://andrejcsikgabor.hu/ismerd-meg-onmagad/
The document provides information about the educational system in Hungary. It details that primary education is compulsory from ages 3-6 and then 6-10 or 6-14. There are various types of secondary schools that students can attend from ages 10-18, including academic secondary schools that prepare students for higher education and vocational secondary schools that provide training for vocational qualifications. Students can take a final exam called Matura to apply for university. Higher education follows the Bologna Process and includes bachelor's, master's and doctorate programs. The document also shares some statistics about Hungary from the PISA assessment and provides photos from a school in Budapest.
The document summarizes the history and development of traditional Hungarian national costumes. It describes how the costumes have been influenced by both eastern and western styles since the Hungarian conquest. It provides details on typical costumes from different time periods and regions of Hungary. Specific elements of men's and women's traditional costumes are outlined such as materials, colors, headwear, and decorative elements. Photos provide visual examples of traditional costumes from various folk regions across Hungary.
The document announces an Erasmus+ partner meeting in Budapest from December 4-8, 2017. It provides links to videos and documents about the meeting. It also outlines an agenda for workshop activities focused on nonviolence, including questions about violence in schools, personal experiences with violence, causes of violence, dealing with conflicts nonviolently, and how to promote peace. Mobility tools and Erasmus+ resources are listed at the end.
Students at a school prepared for a week-long event celebrating diversity and avoiding stereotypes. They organized programs and activities to bring together students from varied backgrounds. The school also worked with a refugee center to help integrate newcomers into the community through shared experiences.
This document summarizes the activities of an Erasmus+ exchange program between schools in several European countries. Over the course of a week, students introduced themselves, participated in cultural exchange activities like music, dance, and circus performances. They visited landmarks in Barcelona and engaged in workshops on sewing, robotics, and peace/nonviolence. The program aimed to reduce prejudice, promote cultural understanding, and encourage language development through immersion and cooperation between students.
2018.03.05. dissemination of students against violance in europeAdygimibp
This document outlines an agenda for a workshop involving icebreakers, group activities, and discussions on topics such as stereotypes, conflict management, problem solving, and non-violence. The workshop includes icebreakers like group drawing and getting to know each other games. Other activities are finding dates for every hour and discussions on stereotypes, discrimination, hate speech, and non-violence led by representatives from Amnesty International Budapest and NANE, two non-governmental organizations.
This document outlines the program for an Erasmus+ project on promoting non-violence in education. It includes:
1) Presentations from participating schools on topics like diversity, inclusion, and sharing.
2) Workshops on conflict resolution, stereotypes, refugee issues, and democracy.
3) Cultural activities like dancing, singing, art exhibitions, and sports to build trust and acceptance between partners.
4) Meetings with NGOs working on non-violence and field trips to significant local sites.
The overall aim is to collect non-violent teaching methods through international cooperation and integrate them into classrooms, while also gaining intercultural experience.
Tudod milyen a pénzhez való viszonyod? Milyen pénzkezelési szokásokat hoztál magaddal a szüleidtől? Tudod, hogy mit szeretnél elérni az életedben és legfőképpen azt, hogy miért? Tudod mit jelent számodra a gazdagság? Úgy éled az életed, ahogy szeretnéd? bővebben: http://andrejcsikgabor.hu/ismerd-meg-onmagad/
The document provides information about the educational system in Hungary. It details that primary education is compulsory from ages 3-6 and then 6-10 or 6-14. There are various types of secondary schools that students can attend from ages 10-18, including academic secondary schools that prepare students for higher education and vocational secondary schools that provide training for vocational qualifications. Students can take a final exam called Matura to apply for university. Higher education follows the Bologna Process and includes bachelor's, master's and doctorate programs. The document also shares some statistics about Hungary from the PISA assessment and provides photos from a school in Budapest.
The document summarizes the history and development of traditional Hungarian national costumes. It describes how the costumes have been influenced by both eastern and western styles since the Hungarian conquest. It provides details on typical costumes from different time periods and regions of Hungary. Specific elements of men's and women's traditional costumes are outlined such as materials, colors, headwear, and decorative elements. Photos provide visual examples of traditional costumes from various folk regions across Hungary.
The document announces an Erasmus+ partner meeting in Budapest from December 4-8, 2017. It provides links to videos and documents about the meeting. It also outlines an agenda for workshop activities focused on nonviolence, including questions about violence in schools, personal experiences with violence, causes of violence, dealing with conflicts nonviolently, and how to promote peace. Mobility tools and Erasmus+ resources are listed at the end.
Students at a school prepared for a week-long event celebrating diversity and avoiding stereotypes. They organized programs and activities to bring together students from varied backgrounds. The school also worked with a refugee center to help integrate newcomers into the community through shared experiences.
This document summarizes the activities of an Erasmus+ exchange program between schools in several European countries. Over the course of a week, students introduced themselves, participated in cultural exchange activities like music, dance, and circus performances. They visited landmarks in Barcelona and engaged in workshops on sewing, robotics, and peace/nonviolence. The program aimed to reduce prejudice, promote cultural understanding, and encourage language development through immersion and cooperation between students.
2018.03.05. dissemination of students against violance in europeAdygimibp
This document outlines an agenda for a workshop involving icebreakers, group activities, and discussions on topics such as stereotypes, conflict management, problem solving, and non-violence. The workshop includes icebreakers like group drawing and getting to know each other games. Other activities are finding dates for every hour and discussions on stereotypes, discrimination, hate speech, and non-violence led by representatives from Amnesty International Budapest and NANE, two non-governmental organizations.
This document outlines the program for an Erasmus+ project on promoting non-violence in education. It includes:
1) Presentations from participating schools on topics like diversity, inclusion, and sharing.
2) Workshops on conflict resolution, stereotypes, refugee issues, and democracy.
3) Cultural activities like dancing, singing, art exhibitions, and sports to build trust and acceptance between partners.
4) Meetings with NGOs working on non-violence and field trips to significant local sites.
The overall aim is to collect non-violent teaching methods through international cooperation and integrate them into classrooms, while also gaining intercultural experience.
This document summarizes an Erasmus+ exchange project involving schools from several European countries. It lists the partner schools and gives brief descriptions of activities carried out during meetings in 2017, 2018 and 2019, including team building exercises, visiting parliaments, learning traditional dances, art projects promoting peace, and presentations of results. Locations mentioned include Sofia, Nicosia, Athens, Budapest, Marconia di Pisticci, Mataro. Activities described in more detail include a library visit in Matera, Italy, visiting other schools and playing games in Marconia, and a mural painting project with students from Cyprus.
This document discusses stereotypes, discrimination, and minority groups in Turkey. It provides examples of common stereotypes about various nationalities. It then explains that Turkey has ethnic, linguistic, and religious minority groups, and has also taken in over 3 million Syrian refugees due to the civil war. The document outlines some of the discrimination faced by Kurds, Romani people, Armenians/Greeks, and refugees in Turkey, especially in employment, education, health, accommodation, and access to services. It emphasizes that all people deserve equal rights and a peaceful life.
This document provides information on 18 UNESCO World Heritage sites located in Turkey. It describes the location and key details of each site, including ancient cities, religious structures, and natural landscapes dating back to antiquity. Some of the notable sites mentioned are Ephesus, Troy, Hattusa, Mount Nemrut, and historical structures in Istanbul such as Hagia Sophia, Topkapi Palace, and Dolmabahce Palace.
Mustafa Mihriban Boysan Middle School is a public school in Kadıköy, Istanbul, Turkey with 56 teachers and 686 students in grades 5-8 aged 10-14. The school emphasizes personal and psychological development of students through hosting seminars with academicians and authors, and cares about the environment through student participation in non-profit and charity activities. It is also one of the leading schools in the district in sports and on central assessment examinations.
8. Ha a társadalom, amelyben élsz,
nem igazságos veled, mit mondhat ő?
9. •Élvezd az életed úgy, ahogyan az megadatott
neked
•Rengetegen vannak, akiknek sokkal rosszabb
és nem tehetnek ellene semmit
•Sok dolog van a világon, ami vonzza a
tekinteted, de kevés, ami a szívedre is hat…
kísérd figyelemmel és kövesd azokat…
15. Kaptál valakitől egy Adidast ahelyett,
hogy Nike-ot kaptál volna?
Nekik csak egyféle „gyártmány” jut!
16. Nem vagy hálás, hogy van egy jó kis ágyad, amiben alhatsz?
Ők azt kívánják, bárcsak soha ne kellene felkelniük!
17. Még mindig elégedetlenkedsz?
Nézz körül és légy hálás mindazért,
amit ebben a múlandó világban kaptál!
Mi szerencsések vagyunk, mert sokkal többünk van,
mint amennyi az elégedettségünkhöz szükséges lenne.
Próbáljuk nem táplálni ennek a fogyasztói
társadalomnak a végtelen étvágyát és
erkölcstelenségét, amely „modern és haladó”
társadalom megfeledkezik és tudomásul sem veszi a
világunk másik kétharmadán élő testvéreinket!
18. Küldd ezt tovább minden olyan érzés nélkül, hogy
köteles lennél ezt tenni és anélkül, hogy arra
számítanál, hogy szerencsét hoz, ha továbbküldöd!
Ne tartsd magadnál, küldd tovább és ne érezz
csalódást!
Panaszkodjunk kevesebbet
és adjunk többet!