Polly Kienle has extensive experience in museum education, consulting, and research. She currently teaches programs at the National Heritage Museum and is a consulting historian for the Lexington Historical Society. Her background includes coordinating international research projects, developing educational programming, and instructing university courses. Kienle holds a PhD in German and Eastern European history and has received several grants and awards for her work.
The document summarizes the activities and outcomes of the EHISTO project, which aims to develop intercultural and media literacy skills in history education. Key points include:
- Twelve interactive learning objects on two historical topics ("Columbus" and "WW1 outbreak") were created using magazine articles from partner countries and are now available online.
- The second project meeting was held in Łódź, Poland, where university seminars and teacher training concepts for implementing the learning objects were presented and evaluated.
- The learning objects, seminars, and training will be improved based on feedback and then disseminated to support multinational, media-critical history teaching across Europe.
The document summarizes the activities from the second transnational meeting of the COOL GOAL program held in Warsaw, Poland from May 16-21, 2016. Students and teachers from multiple countries participated in cultural visits and workshops focused on topics like architecture, theater, costumes, and more. Each day consisted of activities helping the student teams gather information for their projects, including visiting museums, parks, and historic sites in Warsaw. The groups presented their final projects at a school festival on the last day. Plans were discussed for the next meeting in Ireland, including hosting arrangements and continuing the pen pal program. An evaluation of the first year of the program and guidelines for outdoor education and collaborative learning were also outlined.
The EHISTO team is pleased to launch this first issue of the newsletter. In case you want
to subscribe to the newsletter please refer to the website http://www.european-crossroads.de/newsletter/.
The document summarizes an educational program called "Traces of the Past" that teaches students about cultural heritage and history in Europe. The program is a partnership between organizations in Poland, Germany, and the Czech Republic. It engages students in researching and restoring historical monuments to build awareness of multicultural heritage and cultural diversity in Europe. Examples of student projects include researching the history of Jews in a Polish town and restoring an old synagogue in Germany.
This document discusses multicultural education in Poland. It provides definitions of multicultural education and notes that while Poland has become more diverse, it remains fairly homogeneous. There is little available e-learning material on multicultural topics in Polish schools. When materials do exist, they are typically created by NGOs and focus on Polish minorities and topics like religion, history with Germany and Jews in Poland. Multicultural topics are not well integrated into the formal curriculum and there are no dedicated courses, limiting meaningful discussion of these issues. Some initiatives have emerged, like a Polish-German history textbook developed through bilateral cooperation.
The Institute for Journalism & Media Management is part of the University of Applied Sciences in Vienna, Austria. It offers degree programs in journalism, media management, and digital media. The Institute has its own television and radio studios where students gain hands-on experience. It also operates Radio NJOY, which reaches over 700,000 households. The Institute conducts research on public value in media and has international partnerships for student exchange programs. It aims to join the European Journalism Training Association to further strengthen its international activities and collaborations.
The document summarizes the work of the Social Intermediaries School in Ukraine, which trains practitioners in conflict resolution and dialogue practices. The School was founded in 2015 and has since trained 44 practitioners in its first year and 24 in 2016. It provides training in conflict management, consensus building, and best practices for reconciliation. The alumni have organized dialogue events and clubs to facilitate discussions around local conflicts. Practical outcomes include establishing public spaces, maintaining green areas, and creating a joint educational center for displaced universities from eastern Ukraine. The goal is to establish social intermediary practices and skills as an institution in Ukraine.
September 2014 - Index
Concept of the final publication, part I
Report about 3rd meeting in Salamanca
EHISTO in UMEA/Stanford conference
Results of work packages 6, 7 and 8
Announcement of the Wroclaw conference
Further Echoes of EHISTO in China
EHISTO network
EHSITO related events
The document summarizes the activities and outcomes of the EHISTO project, which aims to develop intercultural and media literacy skills in history education. Key points include:
- Twelve interactive learning objects on two historical topics ("Columbus" and "WW1 outbreak") were created using magazine articles from partner countries and are now available online.
- The second project meeting was held in Łódź, Poland, where university seminars and teacher training concepts for implementing the learning objects were presented and evaluated.
- The learning objects, seminars, and training will be improved based on feedback and then disseminated to support multinational, media-critical history teaching across Europe.
The document summarizes the activities from the second transnational meeting of the COOL GOAL program held in Warsaw, Poland from May 16-21, 2016. Students and teachers from multiple countries participated in cultural visits and workshops focused on topics like architecture, theater, costumes, and more. Each day consisted of activities helping the student teams gather information for their projects, including visiting museums, parks, and historic sites in Warsaw. The groups presented their final projects at a school festival on the last day. Plans were discussed for the next meeting in Ireland, including hosting arrangements and continuing the pen pal program. An evaluation of the first year of the program and guidelines for outdoor education and collaborative learning were also outlined.
The EHISTO team is pleased to launch this first issue of the newsletter. In case you want
to subscribe to the newsletter please refer to the website http://www.european-crossroads.de/newsletter/.
The document summarizes an educational program called "Traces of the Past" that teaches students about cultural heritage and history in Europe. The program is a partnership between organizations in Poland, Germany, and the Czech Republic. It engages students in researching and restoring historical monuments to build awareness of multicultural heritage and cultural diversity in Europe. Examples of student projects include researching the history of Jews in a Polish town and restoring an old synagogue in Germany.
This document discusses multicultural education in Poland. It provides definitions of multicultural education and notes that while Poland has become more diverse, it remains fairly homogeneous. There is little available e-learning material on multicultural topics in Polish schools. When materials do exist, they are typically created by NGOs and focus on Polish minorities and topics like religion, history with Germany and Jews in Poland. Multicultural topics are not well integrated into the formal curriculum and there are no dedicated courses, limiting meaningful discussion of these issues. Some initiatives have emerged, like a Polish-German history textbook developed through bilateral cooperation.
The Institute for Journalism & Media Management is part of the University of Applied Sciences in Vienna, Austria. It offers degree programs in journalism, media management, and digital media. The Institute has its own television and radio studios where students gain hands-on experience. It also operates Radio NJOY, which reaches over 700,000 households. The Institute conducts research on public value in media and has international partnerships for student exchange programs. It aims to join the European Journalism Training Association to further strengthen its international activities and collaborations.
The document summarizes the work of the Social Intermediaries School in Ukraine, which trains practitioners in conflict resolution and dialogue practices. The School was founded in 2015 and has since trained 44 practitioners in its first year and 24 in 2016. It provides training in conflict management, consensus building, and best practices for reconciliation. The alumni have organized dialogue events and clubs to facilitate discussions around local conflicts. Practical outcomes include establishing public spaces, maintaining green areas, and creating a joint educational center for displaced universities from eastern Ukraine. The goal is to establish social intermediary practices and skills as an institution in Ukraine.
September 2014 - Index
Concept of the final publication, part I
Report about 3rd meeting in Salamanca
EHISTO in UMEA/Stanford conference
Results of work packages 6, 7 and 8
Announcement of the Wroclaw conference
Further Echoes of EHISTO in China
EHISTO network
EHSITO related events
25 teachers and 19 students from 8 European countries participated in a training program in Veliko Tarnovo, Bulgaria from April 4-8, 2016. The program focused on the topic of gender equality and included visits to historical and cultural sites, lectures, and meetings between the teachers and students. Participants learned about gender roles in Bulgarian traditions and engaged in activities to analyze gender equality in their respective educational systems. The evaluation of the project found that most planned activities had been completed on schedule but some tasks still needed to be finalized by partners in Bulgaria, Poland, and Spain over the following academic year.
The document summarizes the activities of a Comenius project meeting held in Poland between partners from 5 countries. Over the course of the week-long meeting, participants presented their country's logo design and research topics, visited science centers and museums in Warsaw, and toured historic sites related to composer Frederic Chopin in Zelazowa Wola. The meeting concluded with the participants feeling they had achieved good results, shown their skills, enriched their cultures, improved their English, and developed ways to communicate using computers.
Dr Katrina Navickas is a historian specializing in popular politics in 18th-19th century Britain. She is currently a Senior Lecturer at the University of Hertfordshire. Her current activities include a recently published monograph on protest and a digital mapping project. She has extensive experience supervising postgraduate students and holding roles such as Acting Head of History and Director of the Centre for Regional and Local History.
This document provides a CV for Dr. Katrina Navickas, a historian who specializes in popular politics in 18th-19th century Britain. It outlines her current activities including an upcoming monograph on protest and her role leading various digitization projects related to protest history. Her employment history at several universities is also included, along with details of her professional responsibilities, postgraduate supervision, education, publications, funding received, and public engagement activities.
This document discusses the decentralization of education in Poland following the fall of communism in 1989. It describes how preschool education was first decentralized to local municipalities in 1990. Decentralization of primary schools was delayed and phased in between 1993-1996, and secondary schools were decentralized to regional governments in 1999. The role of "school founder" was established, initially held by regional authorities but gradually transferred to local governments, along with greater autonomy over decisions around school budgets and director selection. The document argues decentralization is a gradual process that requires all actors to learn and for laws to regularly adapt to further the process.
This document provides a curriculum vitae for Valery Yevarouski. It outlines his professional experience as the Head of the Centre for Historiophilosophical and Comparative Research at the Institute of Philosophy of the National Academy of Sciences of Belarus from 2011 to present. It also details his previous roles at this institution from 2004 to 2011. Additionally, it lists his education, expertise in various fields, language skills, research projects supervised, publications, conferences attended and monograph authored on the national philosophy of Belarus.
This document summarizes a 6-day Erasmus+ meeting between schools in Romania and Poland focused on promoting gender equality and equal opportunities. The meeting included workshops and activities on topics like gender equality in sports and society, language learning, and European citizenship. Students and teachers from Romania visited several historic and cultural sites in Poland and participated in workshops, demonstrations, and lessons with their Polish partners to encourage understanding and respect between all groups.
CfP for the Doctoral Seminar of the Association of Continental American & Car...Encyclopaedia Iranica
The document announces a doctoral seminar titled "The global dimension in history and historiography" to be held on September 17-18, 2014 at the University of Vienna. The seminar will provide a forum for doctoral students to present their work, receive feedback from experts, and discuss questions with peers. It will focus on building a global dimension into historical research and analysis. Students studying any period from the 18th to 20th centuries with an interest in global history are invited to apply by July 9, with selection of presenters and registration being free of charge.
The newsletter provides information about new staff members and research activities at the Centre for Transnational History at the University of St Andrews. Two new staff members are introduced: Sarah Easterby-Smith who researches the global connections between France, Britain, and other countries in the 18th century, and Heidi Mehrkens who is conducting a transnational study comparing the interactions of British, French, and Prussian heirs to the thrones with constitutional states from 1815-1914. Upcoming research seminars and a summer school on revisiting European history from margins are announced. Current research projects, PhD projects, partner organizations, and recent lectures given by centre members are also summarized.
This document outlines a joint Erasmus+ project between 6 secondary schools in different European countries. The project aims to educate students about European and global citizenship, welcoming those who are different, and appreciating other cultures. Students will participate in discussions, cultural exchanges, and create a film in their various languages with English subtitles. The project will run from 2014-2016 and will involve students learning about each other's countries and recent migration topics before collaborating on a final product to present their views on welcoming foreigners.
This letter recommends Sandor Foldvari for a scholarship. It describes him as a talented young philologist from Hungary who is knowledgeable in several Slavic, Baltic, and Finno-Ugric languages, including Estonian and Lithuanian. His diploma thesis contributed to Slavic linguistics, culture, and theology. Foldvari has also published articles in Hungarian publications about the life, language, culture, and independence struggles of the Baltic peoples. The letter recommends Foldvari receive the scholarship he has applied for in the field of Baltic studies.
Sensitive Objects – Affect and Material Culture is a new book edited by Jonas Frykman and Maja Povrzanović Frykman that examines how material objects can induce emotional affects in people. The book features chapters from ethnologists and anthropologists using fieldwork to study how individuals project feelings onto material culture and how objects can trigger affects. It aims to contribute to the emerging field of affect research and show how established cultural analysis benefits from theories of affect. The editors hope the interdisciplinary volume will encourage creative empirical approaches to understanding the relationship between emotion, objects, and culture.
This document describes the products created by a group of 8 secondary schools across Europe as part of the Erasmus+ project "70 YEARS OF EUROPEAN HISTORY (1945-2015)". The products include a timeline, chronicle, board game, albums, calendar, vocabulary booklet, worksheets, movie file, video, blog, mobile application, and brochures/posters highlighting major historical events and developments in Europe over the past 70 years. Each participating school was responsible for developing one or more of these educational resources to teach students about European history.
Marek Chojnacki's CV summarizes his career in translation, diplomacy, teaching, and research. He has over a decade of experience translating books from English, German, and French into Polish and vice versa. He has held prominent roles as the Director of the Polish Cultural Institute in Paris and Consul General of Poland in Lille, France. Chojnacki also has a PhD from the University of Fribourg, Switzerland and has taught at universities in Poland and been a visiting scholar at Harvard. His research focuses on publications in philosophy and theology.
ROMANIA - "THE SCHOOL OF THE FUTURE" - EXCHANGE OF EXPERIENCE IN POLONIA ELENA ADRIANA DOBRINOIU
PROJECT COMENIUS: "THE SCHOOL OF THE FUTURE" - EXCHANGE OF EXPERIENCE IN POLONIA .
CATEGORY: EDUCATION & TECHNOLOGY.
JOSEFOSLAW, 15 - 19 April 2013, SCOALA GIMNAZIALA DAESTI, POPESTI, ROMANIA
Benson 2016 creating french culture draft 3 1 16Rodney Benson
NYU-PARIS / NYU-DEPARTMENT OF MEDIA, CULTURE, AND COMMUNICATION
COURSE TITLE: Topics in Globalization: Creating French Culture
COURSE NO.: (NYU) MCC-GE 2384-001
PROFESSOR RODNEY BENSON
SCHEDULE Tuesday, June 14 – Tuesday, July 5, 2016
ROOM NYU-Paris Seminar Room TBD
OFFICE HOURS By Appointment
CONTACT rodney.benson@nyu.edu
Rodney Benson is Professor of Media, Culture, and Communication, and Sociology at NYU. He is an internationally recognized scholar in comparative media systems, sociology of cultural production, and social theories of media, and is frequently invited to give lectures at universities in France, Germany, Denmark, Norway, Finland, Switzerland, and Hong Kong. Benson is the author of Shaping Immigration News: A French-American Comparison (Cambridge, 2013), winner of multiple book prizes, and editor of Bourdieu and the Journalistic Field (Polity, 2005; Chinese translation forthcoming, 2016). He is a regulator contributor to Le Monde Diplomatique and has also written articles for Al Jazeera English, The Conversation, the Christian Science Monitor, and the Miami Herald.
1. This document describes a European Comenius project called "Europe United by a little mouse" that took place from 2012-2015.
2. The project involved teachers and students from several European countries working together on international projects focused on identity, diversity, citizenship, and professionalism.
3. It describes conferences, reports, and e-books that were produced as part of implementing key competences like entrepreneurship in teacher education curricula across Europe.
This document provides information about the Nicolaus Copernicus General Secondary School and Jozef Pilsudski Technical School in Brzesko, Poland. It offers both general secondary education and vocational education, with courses in subjects like math, chemistry, biology, history, and IT. The vocational programs prepare students for careers in fields such as economics, IT, advertising, logistics, and trade. The school also partners with universities and other organizations to provide students opportunities such as labs, workshops, internships abroad, and extracurricular activities in areas like sports, volunteer work, and arts.
This document is a thesis submitted by Konstantin Manyakin to Carleton University in partial fulfillment of the requirements for a Master of Arts degree in European, Russian and Eurasian Studies. The thesis examines the implementation and perceived failure of multiculturalism policies in Western Europe, with a focus on the United Kingdom, France and Belgium. It explores how and why non-EU immigration increased in these countries from the mid-20th century, how multiculturalism was adopted as a policy approach, whether it aided integration, and implications of declarations by political leaders that multiculturalism has failed. Through analysis of economic, social and political factors, the thesis aims to assess whether multicultural societies were properly established or if policies instead kept minority
This document provides an overview of several special collections held at the Institute of Education's Newsam Library & Archives related to the representation of war and peace in education. It describes the BBC Broadcasts to Schools Collection, which contains pamphlets for radio and television broadcasts to schools from 1926-1970s. It also outlines the Historical Comparative Education Collection containing international education publications from 1900-1980, the Historical Textbooks Collection of over 22,000 British textbooks from 1890 onwards, and the Grenfell Collection of physical education books and journals donated in 1934. The document highlights how these collections provide insights into the impact of world events like World Wars on schooling and perspectives over time.
This document outlines the vision, needs, and plans for St. John's Church. The vision is to be a living, caring, outward-looking family church that provides a warm welcome. It aims to win and build followers of Jesus Christ. The document discusses the needs of the church, including reaching the community, providing for youth, and supporting worldwide missions. It also describes plans to build a new facility to better meet these needs and reach out to more of the local community.
25 teachers and 19 students from 8 European countries participated in a training program in Veliko Tarnovo, Bulgaria from April 4-8, 2016. The program focused on the topic of gender equality and included visits to historical and cultural sites, lectures, and meetings between the teachers and students. Participants learned about gender roles in Bulgarian traditions and engaged in activities to analyze gender equality in their respective educational systems. The evaluation of the project found that most planned activities had been completed on schedule but some tasks still needed to be finalized by partners in Bulgaria, Poland, and Spain over the following academic year.
The document summarizes the activities of a Comenius project meeting held in Poland between partners from 5 countries. Over the course of the week-long meeting, participants presented their country's logo design and research topics, visited science centers and museums in Warsaw, and toured historic sites related to composer Frederic Chopin in Zelazowa Wola. The meeting concluded with the participants feeling they had achieved good results, shown their skills, enriched their cultures, improved their English, and developed ways to communicate using computers.
Dr Katrina Navickas is a historian specializing in popular politics in 18th-19th century Britain. She is currently a Senior Lecturer at the University of Hertfordshire. Her current activities include a recently published monograph on protest and a digital mapping project. She has extensive experience supervising postgraduate students and holding roles such as Acting Head of History and Director of the Centre for Regional and Local History.
This document provides a CV for Dr. Katrina Navickas, a historian who specializes in popular politics in 18th-19th century Britain. It outlines her current activities including an upcoming monograph on protest and her role leading various digitization projects related to protest history. Her employment history at several universities is also included, along with details of her professional responsibilities, postgraduate supervision, education, publications, funding received, and public engagement activities.
This document discusses the decentralization of education in Poland following the fall of communism in 1989. It describes how preschool education was first decentralized to local municipalities in 1990. Decentralization of primary schools was delayed and phased in between 1993-1996, and secondary schools were decentralized to regional governments in 1999. The role of "school founder" was established, initially held by regional authorities but gradually transferred to local governments, along with greater autonomy over decisions around school budgets and director selection. The document argues decentralization is a gradual process that requires all actors to learn and for laws to regularly adapt to further the process.
This document provides a curriculum vitae for Valery Yevarouski. It outlines his professional experience as the Head of the Centre for Historiophilosophical and Comparative Research at the Institute of Philosophy of the National Academy of Sciences of Belarus from 2011 to present. It also details his previous roles at this institution from 2004 to 2011. Additionally, it lists his education, expertise in various fields, language skills, research projects supervised, publications, conferences attended and monograph authored on the national philosophy of Belarus.
This document summarizes a 6-day Erasmus+ meeting between schools in Romania and Poland focused on promoting gender equality and equal opportunities. The meeting included workshops and activities on topics like gender equality in sports and society, language learning, and European citizenship. Students and teachers from Romania visited several historic and cultural sites in Poland and participated in workshops, demonstrations, and lessons with their Polish partners to encourage understanding and respect between all groups.
CfP for the Doctoral Seminar of the Association of Continental American & Car...Encyclopaedia Iranica
The document announces a doctoral seminar titled "The global dimension in history and historiography" to be held on September 17-18, 2014 at the University of Vienna. The seminar will provide a forum for doctoral students to present their work, receive feedback from experts, and discuss questions with peers. It will focus on building a global dimension into historical research and analysis. Students studying any period from the 18th to 20th centuries with an interest in global history are invited to apply by July 9, with selection of presenters and registration being free of charge.
The newsletter provides information about new staff members and research activities at the Centre for Transnational History at the University of St Andrews. Two new staff members are introduced: Sarah Easterby-Smith who researches the global connections between France, Britain, and other countries in the 18th century, and Heidi Mehrkens who is conducting a transnational study comparing the interactions of British, French, and Prussian heirs to the thrones with constitutional states from 1815-1914. Upcoming research seminars and a summer school on revisiting European history from margins are announced. Current research projects, PhD projects, partner organizations, and recent lectures given by centre members are also summarized.
This document outlines a joint Erasmus+ project between 6 secondary schools in different European countries. The project aims to educate students about European and global citizenship, welcoming those who are different, and appreciating other cultures. Students will participate in discussions, cultural exchanges, and create a film in their various languages with English subtitles. The project will run from 2014-2016 and will involve students learning about each other's countries and recent migration topics before collaborating on a final product to present their views on welcoming foreigners.
This letter recommends Sandor Foldvari for a scholarship. It describes him as a talented young philologist from Hungary who is knowledgeable in several Slavic, Baltic, and Finno-Ugric languages, including Estonian and Lithuanian. His diploma thesis contributed to Slavic linguistics, culture, and theology. Foldvari has also published articles in Hungarian publications about the life, language, culture, and independence struggles of the Baltic peoples. The letter recommends Foldvari receive the scholarship he has applied for in the field of Baltic studies.
Sensitive Objects – Affect and Material Culture is a new book edited by Jonas Frykman and Maja Povrzanović Frykman that examines how material objects can induce emotional affects in people. The book features chapters from ethnologists and anthropologists using fieldwork to study how individuals project feelings onto material culture and how objects can trigger affects. It aims to contribute to the emerging field of affect research and show how established cultural analysis benefits from theories of affect. The editors hope the interdisciplinary volume will encourage creative empirical approaches to understanding the relationship between emotion, objects, and culture.
This document describes the products created by a group of 8 secondary schools across Europe as part of the Erasmus+ project "70 YEARS OF EUROPEAN HISTORY (1945-2015)". The products include a timeline, chronicle, board game, albums, calendar, vocabulary booklet, worksheets, movie file, video, blog, mobile application, and brochures/posters highlighting major historical events and developments in Europe over the past 70 years. Each participating school was responsible for developing one or more of these educational resources to teach students about European history.
Marek Chojnacki's CV summarizes his career in translation, diplomacy, teaching, and research. He has over a decade of experience translating books from English, German, and French into Polish and vice versa. He has held prominent roles as the Director of the Polish Cultural Institute in Paris and Consul General of Poland in Lille, France. Chojnacki also has a PhD from the University of Fribourg, Switzerland and has taught at universities in Poland and been a visiting scholar at Harvard. His research focuses on publications in philosophy and theology.
ROMANIA - "THE SCHOOL OF THE FUTURE" - EXCHANGE OF EXPERIENCE IN POLONIA ELENA ADRIANA DOBRINOIU
PROJECT COMENIUS: "THE SCHOOL OF THE FUTURE" - EXCHANGE OF EXPERIENCE IN POLONIA .
CATEGORY: EDUCATION & TECHNOLOGY.
JOSEFOSLAW, 15 - 19 April 2013, SCOALA GIMNAZIALA DAESTI, POPESTI, ROMANIA
Benson 2016 creating french culture draft 3 1 16Rodney Benson
NYU-PARIS / NYU-DEPARTMENT OF MEDIA, CULTURE, AND COMMUNICATION
COURSE TITLE: Topics in Globalization: Creating French Culture
COURSE NO.: (NYU) MCC-GE 2384-001
PROFESSOR RODNEY BENSON
SCHEDULE Tuesday, June 14 – Tuesday, July 5, 2016
ROOM NYU-Paris Seminar Room TBD
OFFICE HOURS By Appointment
CONTACT rodney.benson@nyu.edu
Rodney Benson is Professor of Media, Culture, and Communication, and Sociology at NYU. He is an internationally recognized scholar in comparative media systems, sociology of cultural production, and social theories of media, and is frequently invited to give lectures at universities in France, Germany, Denmark, Norway, Finland, Switzerland, and Hong Kong. Benson is the author of Shaping Immigration News: A French-American Comparison (Cambridge, 2013), winner of multiple book prizes, and editor of Bourdieu and the Journalistic Field (Polity, 2005; Chinese translation forthcoming, 2016). He is a regulator contributor to Le Monde Diplomatique and has also written articles for Al Jazeera English, The Conversation, the Christian Science Monitor, and the Miami Herald.
1. This document describes a European Comenius project called "Europe United by a little mouse" that took place from 2012-2015.
2. The project involved teachers and students from several European countries working together on international projects focused on identity, diversity, citizenship, and professionalism.
3. It describes conferences, reports, and e-books that were produced as part of implementing key competences like entrepreneurship in teacher education curricula across Europe.
This document provides information about the Nicolaus Copernicus General Secondary School and Jozef Pilsudski Technical School in Brzesko, Poland. It offers both general secondary education and vocational education, with courses in subjects like math, chemistry, biology, history, and IT. The vocational programs prepare students for careers in fields such as economics, IT, advertising, logistics, and trade. The school also partners with universities and other organizations to provide students opportunities such as labs, workshops, internships abroad, and extracurricular activities in areas like sports, volunteer work, and arts.
This document is a thesis submitted by Konstantin Manyakin to Carleton University in partial fulfillment of the requirements for a Master of Arts degree in European, Russian and Eurasian Studies. The thesis examines the implementation and perceived failure of multiculturalism policies in Western Europe, with a focus on the United Kingdom, France and Belgium. It explores how and why non-EU immigration increased in these countries from the mid-20th century, how multiculturalism was adopted as a policy approach, whether it aided integration, and implications of declarations by political leaders that multiculturalism has failed. Through analysis of economic, social and political factors, the thesis aims to assess whether multicultural societies were properly established or if policies instead kept minority
This document provides an overview of several special collections held at the Institute of Education's Newsam Library & Archives related to the representation of war and peace in education. It describes the BBC Broadcasts to Schools Collection, which contains pamphlets for radio and television broadcasts to schools from 1926-1970s. It also outlines the Historical Comparative Education Collection containing international education publications from 1900-1980, the Historical Textbooks Collection of over 22,000 British textbooks from 1890 onwards, and the Grenfell Collection of physical education books and journals donated in 1934. The document highlights how these collections provide insights into the impact of world events like World Wars on schooling and perspectives over time.
This document outlines the vision, needs, and plans for St. John's Church. The vision is to be a living, caring, outward-looking family church that provides a warm welcome. It aims to win and build followers of Jesus Christ. The document discusses the needs of the church, including reaching the community, providing for youth, and supporting worldwide missions. It also describes plans to build a new facility to better meet these needs and reach out to more of the local community.
This document outlines the vision, needs, and plans for St. John's Church. The vision is to be a living, caring, outward-looking family church that provides a warm welcome. It aims to win and build followers of Jesus Christ. The needs include proclaiming the good news, welcoming all, and reaching the local community. The church plans to build bridges and serve the local community by opening its doors and showing Christ's love.
Music is an art form involving sound organized over time using elements like pitch, rhythm, dynamics, and timbre. Common genres described in the document include jazz, blues, heavy metal, salsa, country, pop, and punk rock which have origins in the US and involve styles like improvisation, vocalization, and instrumentation that incorporate influences from African and European musical traditions.
Proactive Financial Compliance Measures in Post-Award
Management
Rashonda Jefferson-Harris, Temple University Compliance Monitor
Temple University\'s Office of Cost Analysis & Compliance was established
to mitigate post-award compliance risks before financial transactions are
approved. Our compliance monitors will be able to share the processes our
director established for effort reporting, cost transfers, purchase requisitions
and setting up lines of effective communication to interpret regulations into
meaningful guidance for our research community.
The document summarizes the plot of Edgar Allan Poe's short story "The Cask of Amontillado". It discusses how Montresor lures his friend Fortunato into the catacombs below the city with the promise of wine. While in the catacombs, Montresor gets Fortunato drunk and then chains him to a wall, leaving him to die as revenge for some past insult. The document also provides context about Poe's obsession with premature burial and includes images of underground catacombs filled with human remains.
Eee v-management and entrepreneurship [10 al51]-notesBIJU
The document is a syllabus for a course on management and entrepreneurship. It outlines 8 units that will be covered in the course, including management topics like planning, organizing, directing and controlling; and entrepreneurship topics like what is an entrepreneur, small business industry, and preparing business projects. It provides learning objectives, topics, and hours allocated for each unit. It also lists reference materials and textbooks for the course.
Pemerintah mengumumkan rencana untuk membangun pusat perbelanjaan baru di pusat kota untuk mendukung pertumbuhan ekonomi. Rencana ini mendapat dukungan dari kalangan bisnis tetapi ditentang oleh kelompok lingkungan karena khawatir akan mengganggu ekosistem setempat. Perdebatan masih berlanjut mengenai dampak sosial ekonomi dan lingkungan dari rencana pembangunan tersebut.
James Pasternak has extensive international experience working with organizations focused on global learning and education. He has taught refugee children in Berlin, participated in a seminar for American German professors in Leipzig, and administered medical examinations in Philadelphia. Pasternak also has experience conducting research, translation work, and administrative duties for organizations in Germany, Russia, and the United States focused on international cooperation, education exchange, and public policy issues.
Amber McClure has a BA in History and Anthropology from NC State University, an MA in History from the University of Kentucky, and an MS in Library Science from the University of Kentucky. She has work experience as an archivist intern, graduate assistant, intern at the Kentucky Historical Society, teaching assistant, and substitute Latin teacher. Her research focuses on public memory, monuments, and the construction of historical narratives.
Presentation Steven Stegers - MEDEAnet Webinar: Media Resources in the Classr...MEDEA Awards
This presentation was given by Steven Stegers as part of the MEDEAnet webinar: "Media Resources in the Classroom. Historiana and Europeana" on 20 February 2014 . MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu
Christopher Mauriello is a professor of history and department chair at Salem State College. He received his PhD in history from Brown University and specializes in modern European intellectual and cultural history. He has extensive teaching experience at both the undergraduate and graduate levels. His research focuses on public intellectuals and liberalism in late 19th/early 20th century Britain and Germany.
This document is a curriculum vitae for Hilary A. Braysmith, an interim art department chair and associate professor. It outlines her professional goals, highlights from her CV, and details her education and employment history, as well as her extensive scholarship, teaching experience, and community service. Notable achievements include developing an innovative public art project called "Sculpt EVV" and receiving over $191,000 in research grants.
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This curriculum vitae summarizes D. Brian Mann's educational background and professional experience. He holds a Ph.D. in Modern Languages from the University of Nebraska-Lincoln and has held various teaching and administrative positions at the University of North Georgia since 1999, currently serving as the Head of the Division of World Languages and Cultures. He has extensive experience developing and leading study abroad programs in several countries.
Medical Law and Ethics (Blackstone
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Dr. Gesa Stedman
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School attractiveness paper_final_websiteHunter Malaya
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Sian Evans is an experienced librarian and published author with over 10 years of experience working at ARTstor, where she currently serves as Senior Implementation Manager. She holds masters degrees in Library and Information Science and Art History. Evans has managed relationships with over 35 institutions as clients of ARTstor's Shared Shelf media management software. She is also involved in several professional organizations and has co-organized international Wikipedia edit-a-thons on women in the arts.
The extended dissertation proposal summarizes Susanne Hassall's planned research on developing a new syllabus for teaching German in secondary schools in England. The research will investigate using literature to make German learning more enjoyable and motivate more students to study German at university level. Hassall will examine factors influencing the decline in language study, benefits of literature for intercultural learning, models for teaching literature, and initiatives to promote German in schools. She will conduct a research project comparing teaching the story "Als ich ein kleiner Junge war" to assess how literature can deepen cultural awareness and motivate independent reading and writing.
Glynnis N. Stevenson has extensive experience in art history and museum work. She holds an MA in Art History from the University of Pennsylvania and a BA in History from the College of William and Mary. Her past roles include curatorial internships at MoMA and the Guggenheim, where she assisted with exhibitions and research. She has also held research, curatorial, and administrative positions at several other museums.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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1. POLLY E. KIENLE
18 Eliot Rd., Lexington, MA 02421
Tel: (781) 862-2385; Email: PollyKienle@hotmail.com
_____________________________________________________________________
WORK EXPERIENCE
Consultant and Museum Teacher, National Heritage Museum, Lexington, MA
(April 2007-present)
• Teach museum programs related to all permanent and short-term exhibitions; development of
U.S. history educational programming for grades 3-8 – program based on Massachusetts
Department of Education curriculum standards, keystone exhibition “Sowing the Seeds of
Liberty: Lexington and the American Revolution”, and public history/museum education best
practices; interpreted exhibition on mid-century industrial design to course groups from the
Rhode Island School of Design
• Consulted for 2007 Summer Teacher Institute on integrating digital technology into education in
the history classroom and in public history; presentation on web resources for interpreting and
teaching the material culture of colonial America; presented related paper “Primary Sources
Online: Using Digital Resources to Teach Colonial History in the Massachusetts Public Schools”
at the New England Historical Association 2007 fall meeting; recommendations since
implemented include new Education Department blog and a virtual discussion forum for
Education Department staff
• Contribution to National Heritage Museum Learning Blog on using primary sources to teach
colonial history (http://nationalheritagemuseum.typepad.com/learning/); featured and
expanded on on-site education program on the archaeology of colonial New England through
the development of online material for elementary school teachers and classrooms
• Participated in 2008 American Association of Museums Professional Education Webinar “The
Digital Museum: Transforming the Future Now” with particular attention to online learning
environments; transferred presented material through collaboration on Museum webinars on
Masonic material culture and Masonic genealogy
• Collaboration with curator on exhibition-related seminar for Education Department staff on the
history and material culture of Massachusetts Freemasonry
Consulting Historian and Docent, Lexington Historical Society, Lexington, MA
(June 2007-present)
• Nominated member of Reinterpretation Committee for Munroe Tavern, site of the first British
headquarters in the Revolutionary War; collaborated on thorough reconceptualization of
presentation and interpretation of historic house museum
• Conducted original research in collaboration with curator in curatorial collection and archives to
develop furnishing plan and interpretation of the ‘George Washington Room’ at Munroe Tavern
• Conducting grant-funded archival research on the social economy of 18th-century Lexington
using the family of Col. William Munroe as case study
• Member of Collections Committee – collections management and collections-related public
programming
• Docent at Munroe Tavern and Buckman Tavern, for Lexington Walking Tour
Consulting Historian, Plate of Peas Productions (May-September 2008)
• Consulted for media firm specializing in historical documentaries on a film about U.S. Army
tactical deception against the German Army on the Western Front 1944-45 (“Ghost Army”);
research at the National Archives and Records Administration, College Park, MD, using German-
language military documents
Polly Kienle 1
2. Research Associate, EU-Funded Project “Crime and Culture”, University of
Konstanz, Germany, Department of History and Sociology (January 2006-
August 2006)
• Coordinated communications between 6 research teams in 6 different European countries; in
addition, translation and editing of all publications in qualitative sociological study examining
the cultural dimension of corruption
Co-Director, “Network for International Women Doctoral Candidates and Post-
Doctoral Scholars”, University of Konstanz, Germany (Spring 2003-August
2006)
• Transformed Network from a small, grass-roots initiative to a well-respected, grant-funded
group offering diverse and innovative programming to nearly 100 members
• Organized international conference on women in academics (Sept. 2005); initiated “Work-in-
Progress” workshop for women Ph.D. candidates combining interdisciplinary presentations with
presentation, writing, and feedback skills; maintained advice center for international women
scholars; created and held networking events, career development seminars, round-table
discussions; launched scholarly writing workshop
• Invited to contribute to internal planning for graduate professional development center for new
University of Konstanz Graduate School (2005-06)
• Created and conducted a prototypical cross-disciplinary workshop for network members,
“Image and Text” involving art history, media studies, literature, and history (winter 2005-06)
• Secured four consecutive grants from the University of Konstanz Women’s Center, two project
grants from the University Committee for Curricular Affairs and Professional Development,
start-up grant from the German Academic Exchange Service (DAAD)
Instructor and Curriculum Developer, Department of History and Sociology,
University of Konstanz, Germany (1999-2005) – all courses of own design
Undergraduate Courses
• Introductory Seminar “The German-Polish Border in Historical Perspective” (spring term 2005) -
Conducted grant-funded research on methodology for final project, State Certification in Higher
Education Teaching
• Introductory Seminar “State, Society and Individual in Changing Times: Women and Men as
Historical Protagonists from the End of the Russian Empire to Stalin’s Rule” (fall term 2003-
2004; cross-listed under Gender Studies)- Funded by a curriculum grant from the University of
Konstanz Women’s Center
• Introductory Seminar “Everyday Life of the Eastern Front in World War II”, with Prof. Dr. Bianka
Pietrow-Ennker (Spring 2001)
Graduate and Professional Development Courses
• “Work-in-Progress” Interdisciplinary Workshops (November 2004 – January 2005, January 2006,
August 2006) - For female doctoral candidates and post-doctoral scholars
• Project Course “What is Military History?” (spring term 2004)
• Seminar “Pre-War Stalinism: The Major Theoretical Approaches in Western Historical Research”
(fall term 2001-02 – spring term 2003)
• English-language Seminar “Stalinism in the Soviet Union: New Directions in Western and Easter
European Research” (collaboration with Russian State University for the Humanities, Moscow,
fall term 2001-02; - Spring term 2002)- Co-taught course, and supervised editing and publication
of German and Russian student essays in anthology
• Seminar “Urban Culture and Sites of Memory in Eastern Central Europe”, with Prof. Dr. Bianka
Pietrow-Ennker, Dr. Rainer Lindner, Dr. Christoph Mick (spring term 2002) - Project culminated
in group trip to four Eastern European cities; study groups produced a travel reader in advance
• Reading Course “Current Topics in Modern German History in English and American Research”
(Spring 1999)
Polly Kienle 2
3. Translator and Editor, Academic Publications and Non-Governmental
Organizations (1996-2006)
• For Chair for the Sociology of Culture, Religion, and Knowledge, University of Konstanz, Prof.
Dr. Hans Georg Soeffner – Conference papers, journal articles, book chapters, grants into
English; conference contribution anthology into German
• Translation and editorial services, simultaneous interpreting for other historians and
sociologists, University of Konstanz
• For University of Konstanz (2005-06) – Translation of: successful grant proposal for German
Research Foundation (DFG) program restructuring university academic departments; University
homepage, International Office brochures, press information Public Relations Office,
compilation of University’s official English-German glossary
• Translation, editing, and simultaneous interpreting for EU-funded non-governmental
organizations Lake Konstanz Foundation, Eco-Camping, Green Roofs
Trainer for English as a Foreign Language and German as a Foreign Language
at Sprachen & Wirtschaft Training, Meersburg, Germany (1998-2003)
• Design and instruction of group, partner and individual courses based on individual needs of
clients from beginner to proficiency levels; focus on Business English, Communication Skills and
Cultural Competency; based in part on university coursework in social and historical linguistics
(Konstanz degree in German Language and Literature)
EDUCATION
PhD Candidate in German and Eastern European History, Department of
History and Sociology, University of Konstanz, Germany (2008)
PhD Thesis: Images of the Russian Enemy and Propaganda on the ’Eastern Front’. The 35th Infantry
Division between Ideological Principles and Combat Experience
State Certification in Theory and Practice of Higher Education Teaching, State
Center for Higher Education Teaching, Baden-Württemberg, Germany (spring
2004 – fall 2005)
• Innovative optional university consortium certification program for instructors consisting of
intensive compact seminars and application in practice
• Completed three-year program in eighteen months; final project spurred history department to
change evaluation practice
• Final project: Analyzed standard evaluation practice in undergraduate history seminars using
qualitative and quantitative methods, developed alternative model for student-instructor
evaluation, incorporated and institutionalized use of student project posters in undergraduate
history instruction (University of Konstanz, spring term 2005)
Magister Artium, University of Konstanz, Germany (with preliminary certification
for secondary school teaching – ‘erstes Staatsexamen’) (1998)
Major Subjects: History; German Language and Literature
Minor Subjects: Theory of Secondary Education; English Language and Literature
Masters’ Thesis in History: “The School System in the Soviet Occupation Zone, 1945-1949: From
Reconstruction to Building a State”, supervisor Prof. Dr. Ute Frevert
• Research Assistant for Prof. Dr. Ute Frevert, independent research in support of professor and
translation of articles for publication (1994-1997)
• Baden-Württemberg Exchange Program with the University of Massachusetts at Amherst,
Department of Germanic Languages and Literature (1993-94)
Preliminary Studies in Major Subject History, University of Konstanz, Germany
(Grundstudium) (1992-93)
Polly Kienle 3
4. Preliminary Examination in History (Zwischenprüfung): July 1993; topic: The German Military in the
19th Century, examiner Prof. Dr. Ute Frevert
Studies in German Language and Literature as Guest Student (1991-92)
(coursework and Bryn Mawr degree equivalent to Preliminary Studies (Grundstudium) in
Major Subject German Language and Literature), University of Konstanz, Germany
German Academic Exchange (DAAD) Fellowship, University of Konstanz,
Germany (1989-1990)
Coursework in German Literature, French Literature, Literary Theory, language studies
A.B. Cum Laude with honors, Bryn Mawr College, Bryn Mawr, Pennsylvania
Major Subjects: French Language and Literature; German Studies (May 1989)
Senior Thesis in German Studies: “The Reading Habits of the Working Class during the Weimar
Republic”, supervisor Prof. Jane Caplan
• Study Abroad, Avignon Summer Program in French Language and Literature (1988)
PUBLICATIONS
• “Captivity and the Myth of Eastern Spaces: Gender, Space, and Genre in the Works of Edwin
Erich Dwinger and Maria de Smeth”, in: Sibel Vurgun, ed., Gender and Space: A Transdisciplinary
Collection, including Documentation of the 11th Workshop for Women in Research, Hans-Böckler
Foundation (Düsseldorf: Hans-Böckler-Stiftung, 2005), pp. 227-271 (original in German)
• ”Pre-War Stalinism: The Major Theoretical Approaches in Western Historical Research”, in: Polly
Kienle and Olga Pavlenko (eds.), Stalinism in the Soviet Union. New Directions in Russian and
Abroad. Proceedings of the Russian-German Student Research Seminar. Konstanz, Germany. July
4-6th, 2002 (Moscow: Russian State University for the Humanities, 2006), pp. 13-34.
• with Olga Pavlenko (eds.), Stalinism in the Soviet Union. New Directions in Russian and Abroad.
Proceedings of the Russian-German Student Research Seminar. Konstanz, Germany. July 4-6th,
2002 (Moscow: Russian State University for the Humanities, 2006).
• “A Woman in the Wehrmacht Propaganda Organization: Maria de Smeth’s Struggle with the
Soviet Union“, in: Ariadne 47 (Special Issue: “Beyond ’Natural Gender’? Masculinity and Peace,
Femininity and War“) (original in German)
• “Vernacular Commemoration: An Autobiographical Narrative of an American’s Experience as a
POW in World War Two Germany (Review of: Dawn Trimble Bunyak, Our Last Mission: A World
War II Prisoner in Germany (Norman: University of Oklahoma Press, 2003))”, appeared as H-NET
Book Review for H-German September 2004, http://www.h-
net.org/reviews/showrev.cgi?path=57641096798062
• “How the Eastern Front Banished the Father: Youthful Rebellion against Traditional Authority
and the German War of Annihilation in Eastern Europe”, paper presented at Rutgers University’s
Department of Germanic Literature’s conference “Beyond Oedipus: Multidisciplinary
Approaches to the Father”, April 2004, http://www.kaiarturdiers.de/fatherkienle.doc
• “Wehrmacht Documents and Soldiers’ Letters in the Former ’Center for the Preservation of
historical-documentary Collections’ at the Russian State Military Archives in Moscow“, in: Stefan
Creuzberger and Rainer Lindner (eds.): Russian Archives and Historical Research: Legal
Foundations – Work Conditions – Perspectives for Research (Frankfurt et al. 2003), pp. 243-254
(original in German)
GRANTS, FELLOWSHIPS AND AWARDS
• Recipient New England Museum Association Professional Development Scholarship for NEMA
2008 Annual Conference (Fall 2008)
Polly Kienle 4
5. • Recipient 2008 Dan H. Fenn Jr./Lexington Minute Men Award for Lexington history for primary
source research on Munroe Tavern at public and private archives (William Munroe tavern
account books, ca. 1769-1793) (Spring 2008)
• Awarded four consecutive grants, University of Konstanz Women’s Center, two project grants,
University of Konstanz Committee for Curricular Affairs and Professional Development, and start-
up grant from the German Academic Exchange Service (DAAD) for Network for International
Women Doctoral Candidates and Post-Doctoral Scholars, University of Konstanz, Germany
(2003-2006)
• Awarded project grant, University of Konstanz Committee for Curricular Affairs and Professional
Development for research on and seminar-based experimental teaching methodology towards
State Certification in Higher Education Teaching (spring 2005)
• DAAD Fellowship for the completion of doctoral project, University of Konstanz (July-Sept.
2006)
• Doctoral Fellowship from the Hamburg Institute for Social Research, Germany (2003-2004)
• Grant from Women’s Center, University of Konstanz, for Undergraduate Introductory Course
“State, Society and Individual in Changing Times: Women and Men as Historical Protagonists
from the End of the Russian Empire to Stalin’s Rule“ (Fall 2003)
• University Society of the University of Konstanz PhD-Project Prize 2001 for archival research in
Moscow and language study at the Russian State University of the Humanities, Moscow
(January-March 2002)
• State Graduate Fellowship, Baden-Württemberg, Germany (1999-2000, 2001-2002)
• DAAD Fellowship for Postgraduate Studies, University of Konstanz, Germany (1989-1990)
• German Prize, Bryn Mawr College, best essay in German Studies (1989)
• Student Representative to faculty Curriculum Committee, Bryn Mawr College (elected position)
(Fall 1988-Summer 1989)
LANGUAGES & DIGITAL COMMUNICATION SKILLS
• English (native language), German (native fluency in speech and writing), French (fluency in
speech and writing), Italian and Spanish (reading knowledge), Russian (basic knowledge)
• Familiar with a range of productivity and presentation software, social networking tools, theory
and practice of presenting curriculum content online and through digital formats
REFERENCES – Available upon request
• Joanne Myers, Director of Education and Public Programs, National Heritage Museum,
Lexington, MA
• Susan Bennett, Executive Director, Lexington Historical Society, Lexington, MA
• Deborah S. Bassett, former Curator, Lexington Historical Society, Lexington, MA
• Thomas Nolden, Professor of Comparative Literature, Wellesley College, Wellesley, MA
LIST OF WORKSHOPS AND SEMINARS PARTICIPATED IN AND PAPERS PRESENTED
AVAILABLE UPON REQUEST
Polly Kienle 5