International Certificate in Intergenerational Learning
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This document outlines a 4 stage certification program for intergenerational learning. Stage 1 details a 30 hour, 6 week course covering introductions to intergenerational practice, community development approaches, and monitoring/evaluating intergenerational learning. Stage 2 involved national pilots. Stage 3 was implemented from 2014-2015 with 217 students, focused on vocational education, and had high satisfaction and improvement rates. Stage 4 from 2016 on offers a certificate in intergenerational projects through 50 hours of online training over 6 weeks.
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40
The OIE Project
Student feedback
"I learned a lot about another culture and language. It was interesting to discuss literature with students from another country."
"The project helped improve my communication skills and learn more about how literature is seen in another culture."
"Discussing literature online was a new
Scientix 11th SPNE Brussels 18 Mar 2016: Amgen Teach
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3) Final results and experiences from the two-year project were presented at a conference in Florence attended by over 100 people, who provided positive feedback.
4) The fourth and final consortium meeting was held in Florence to discuss disse
The european vision for our school
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Svishtov vocational high school “Aleko Konstantinov” - Project 2016 -1-ВG01-КА-101-023476 „E-LEARNING – A NEW APPROACH FOR TEACHING AND LEARNING”
Programme Erasmus+,Key activity 1 „Educational mobility for citizens ", School Education Sector
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2015 0128 unesco spain felix serrano developing ict competences for teachers bis
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This document summarizes the GEO SKILLS PLUS project, which aims to exchange best practices for transferring geospatial vocational education and training innovations between EU countries. The project involves cooperation between educational institutions and industry partners in multiple EU nations. It consists of several work packages focused on areas like awareness raising, bridging skills gaps, and dissemination of results. The project will identify existing cooperation examples and develop recommendations to better align geospatial education with changing labor market needs across Europe in accordance with EU policies.
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2015 unesco spain felix serrano developing ict competences for teachers revised
The document discusses Spain's implementation of ICT skills training for teachers. It describes how responsibility for education is shared between regional and national governments in Spain. It outlines several national plans and initiatives to improve teacher digital competence and professional development, including the Digital Culture at School Plan, Teacher Professional Development Plan, and INTEF Teacher Training Plan. It provides details on INTEF's regular online and classroom training courses and new MOOCs platform.
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The document outlines the agenda and action items for the second transnational meeting of the Teaching Innovative Practices in STEM project. Key items discussed include finalizing plans for student mobility in France and Italy, developing guides to share teaching practices between countries, using an eTwinning platform to collaborate online and collect student and teacher feedback, and reviewing project reporting requirements. The meeting took place on September 29, 2016 in Gijón, Spain.
Scientix2 ceam thales baeza julio 2014
This document discusses the Scientix 2 project, which promotes STEM education through collaboration between schools, industry, and European projects. Funded by the European Commission, Scientix 2 aims to connect 2000 schools by 2013 and 5000 schools by 2014. It establishes online communities for teachers and industry experts to discuss STEM topics. The project also organizes webinars for students, collects teaching practices from industry, and supports the exchange of ideas between related European projects through meetings and workshops.
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The document describes an online teacher training program developed by the Inter-Orthodox Center of the Church of Greece (DKEE). [1] It used the ADDIE model to design courses on the Moodle platform for primary and secondary teachers. [2] Surveys of teacher needs informed the design of interactive online modules and use of technologies like videoconferencing. [3] Evaluations found the courses effectively met teacher needs and improved their digital skills and teaching practices.
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This document outlines a continuous professional development (CPD) program for secondary education teachers to help them adopt next-generation digital learning platforms. The CPD program was implemented across eight European countries as part of the Up2University project. The three module CPD program aimed to empower teachers to integrate student-centered teaching methods and technology. Initial results from Greece found that teachers found the first module helpful and applicable to their teaching, and would recommend it to others. The conclusions note that large-scale CPDs require a flexible approach when implemented across multiple countries.
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Track 3. Evaluation in education and guidance
Authors. Manuel Lucas Ledesma, Antonio Miguel Seoane-Pardo, Óscar Carbonell-Carqués, María José Daniel-Huerta, Juan Antonio Hernández-Fuentevilla and Purificación Cardenal-Lubiano.Cinop International Agency
CINOP International Agency was designated as the EQAVET and ECVET National Coordination Point for the Netherlands. As the EQAVET NCP, it represents the country in the European EQAVET network and links European policy to national policy and practice. It disseminates EQAVET information and coordinates the Netherlands' involvement in related activities. As the ECVET NCP, it provides information on ECVET and oversees opportunities for its implementation in the Netherlands. Both NCPs aim to improve quality assurance and recognition of learning outcomes in vocational education.
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This document summarizes an intergenerational program called Connecting Generations that connects school students with volunteers. The program received funding from various sources and recruited volunteers from the community to work with students at Auchterarder and Perth Grammar schools. Volunteers received training in intergenerational awareness, child protection, and familiarity with the school. After five months, volunteers were supporting over 30 classes per week in Auchterarder and 14 classes in Perth Grammar in activities like reading, numbers, poetry, and an eco-project. The program aims to continue, expand to other areas, and recruit more volunteers to make a difference for students.Intergenerational practice in the workplace, Ewan Fisher Trustee, Generations...
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Three intergenerational housing models in the USA were summarized:
1) H.O.M.E. in Chicago houses older residents, resident assistants of college age, and families in the same buildings. This fosters a sense of community and intergenerational friendships have formed.
2) Judson Manor in Cleveland houses older residents alongside artist-in-residence college students who participate in arts activities in exchange for housing. Close bonds have developed between students and residents.
3) Grandfamily housing schemes like Griot Village provide homes for grandparents raising grandchildren, along with supportive services and activities for all ages. This stable housing helps grandparents and improves children's wellbeing.The Functional Fitness MOT, Prof Dawn Skelton and Bob Laventure
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Connecting generations, Susan Langford, Magic Me
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This document discusses supporting an aging society and the importance of doing so. It notes that the average life expectancy for males in the UK will increase from 79 to 94 years old from 2016 to 2039, and for females from 83 to 96 years over the same period. The document also highlights tools and workshops that can be provided to support older workers, such as planning for the future, dementia awareness, and advice leaflets. Finally, it emphasizes the importance of keeping healthy in retirement and managing the significant increase in free time that comes with not working.
Engage san talk 2017v2 louise b
The document summarizes research on aging being conducted at Strathclyde University. It discusses the formation of the Strathclyde Ageing Network (SAN), a multidisciplinary research group with over 40 members investigating topics related to aging. Some areas of focus include age-related changes to working memory and associative memory, as well as research groups studying dementia, stroke, and digital health technologies for older adults. The goal is to enhance understanding of aging and knowledge exchange on issues related to health, well-being, and care for older populations.
Afa presentation gg engage event 2.5.17
The Age-Friendly Academy at the University of Strathclyde consolidates and showcases the university's work related to positive aging and demographic change across five pillars: learning opportunities, research, intergenerational work, career development for older adults, and community partnerships. It features an "Age-Friendly Academy Family" case study highlighting opportunities for people of various generations across these areas, from regular classes and health research for great-grandparents to mentoring, business advice, language learning, and more for other family members. The Academy plans to continue showcasing new aging projects and opportunities, partner with other universities, and develop new local and national collaborations.
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The document discusses the launch of the Age-Friendly Academy at University of Strathclyde. It outlines Dublin City University's Age Friendly Principles and strategic plan, which include encouraging participation of older adults in university activities and promoting lifelong learning. It also discusses DCU's role in founding the global Age-Friendly University network along with Arizona State University and University of Strathclyde.
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The document discusses using intergenerational approaches for digital inclusion in Scotland. It mentions connectivity, economy, services, and participation as areas of focus. It also lists several organizations and individuals working in digital participation, including the Scottish Council for Voluntary Organizations (SCVO), Digital Unions, Pass IT On, Scotland Superfast, and the Digital Economy. Contact information is provided for further resources on digital participation in Scotland.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
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