The document discusses the P.IN.O.K.I.O project, which aims to promote intercultural skills and social inclusion through children's literature. It announces a new partner, Mosaic Art and Sound from the UK, and an associate partner from Palermo, Italy. It provides an update on the project's activities, including presentations at conferences in Barcelona and Florence. It also discusses a focus on learning and training in Madeira towards developing intercultural skills, using a literature-based approach to increase understanding between different backgrounds.
The document discusses the P.IN.O.K.I.O project, which aims to promote intercultural skills and social inclusion through children's literature. It announces a new partner, Mosaic Art and Sound from the UK, and an associate partner from Palermo, Italy. It provides an update on the project's activities, including presentations at conferences in Barcelona and Florence. It also discusses a focus on learning and training in Madeira towards developing intercultural skills, using a literature-based approach to increase understanding between different backgrounds.
The document describes a trip to Bremen where the narrator and friends - a donkey, rooster, dog, and cat - went to see what Bremen was like. Upon arriving, the narrator found Bremen to be a war zone but discovered a porthole that transported them to the real Bremen, which had chocolate buildings and golden people. The narrator was initially terrified by the war zone version of Bremen but amazed by what was inside the porthole, though comes with a warning that one can be turned into chocolate upon entering.
This document describes a typical day at Westside High School from the perspective of a student. It mentions walking into the courtyard where students can sit and have lunch, as well as the commons area which is usually peaceful except for occasional fights and food fights. The rest of the day includes going to a variety of classes, choosing from different programs like JROTC, getting college preparation help, and eating lunch with a variety but not high quality of food options.
This document describes a typical day at Westside High School from entering the building in the morning to having lunch. It notes key areas inside like the courtyard where students can sit and hang out, and the commons area, though it can be noisy due to fights and food fights. The text provides a overview of programs offered like JROTC, college preparation support, and details about the lunch food which is a variety but not very good quality.
This document describes a typical day at Westside High School from entering the building in the morning to having lunch. It notes that the school has a courtyard where students can sit and hang out, as well as a commons area that is usually peaceful except for occasional fights and food fights. The school offers a variety of class programs for students to choose from and has a college center to help prepare students for college.
The use of children’' literature for implementing intercultural projects is not so diffused in Europe. Besides, there is not an European network on pupils' literature, though several countries are active in this field. A fairy tale or a fable can enhance the intercultural approach as an active and creative processes...
The document summarizes a presentation about the impacts of the COVID-19 pandemic on education and learning. It discusses how distance learning during lockdowns increased learning gaps between students and highlighted issues with digital access. It also explores theoretical perspectives on the relationships between humans and technology, and their implications for rethinking education. Specifically, it advocates for an integrated "bi-alphabetic" approach to learning that combines traditional reading skills with media literacy and digital skills to support deep, analytical thinking in both digital and non-digital contexts.
The document discusses the P.IN.O.K.I.O project, which aims to promote intercultural skills and social inclusion through children's literature. It announces a new partner, Mosaic Art and Sound from the UK, and an associate partner from Palermo, Italy. It provides an update on the project's activities, including presentations at conferences in Barcelona and Florence. It also discusses a focus on learning and training in Madeira towards developing intercultural skills, using a literature-based approach to increase understanding between different backgrounds.
The document describes a trip to Bremen where the narrator and friends - a donkey, rooster, dog, and cat - went to see what Bremen was like. Upon arriving, the narrator found Bremen to be a war zone but discovered a porthole that transported them to the real Bremen, which had chocolate buildings and golden people. The narrator was initially terrified by the war zone version of Bremen but amazed by what was inside the porthole, though comes with a warning that one can be turned into chocolate upon entering.
This document describes a typical day at Westside High School from the perspective of a student. It mentions walking into the courtyard where students can sit and have lunch, as well as the commons area which is usually peaceful except for occasional fights and food fights. The rest of the day includes going to a variety of classes, choosing from different programs like JROTC, getting college preparation help, and eating lunch with a variety but not high quality of food options.
This document describes a typical day at Westside High School from entering the building in the morning to having lunch. It notes key areas inside like the courtyard where students can sit and hang out, and the commons area, though it can be noisy due to fights and food fights. The text provides a overview of programs offered like JROTC, college preparation support, and details about the lunch food which is a variety but not very good quality.
This document describes a typical day at Westside High School from entering the building in the morning to having lunch. It notes that the school has a courtyard where students can sit and hang out, as well as a commons area that is usually peaceful except for occasional fights and food fights. The school offers a variety of class programs for students to choose from and has a college center to help prepare students for college.
The use of children’' literature for implementing intercultural projects is not so diffused in Europe. Besides, there is not an European network on pupils' literature, though several countries are active in this field. A fairy tale or a fable can enhance the intercultural approach as an active and creative processes...
The document summarizes a presentation about the impacts of the COVID-19 pandemic on education and learning. It discusses how distance learning during lockdowns increased learning gaps between students and highlighted issues with digital access. It also explores theoretical perspectives on the relationships between humans and technology, and their implications for rethinking education. Specifically, it advocates for an integrated "bi-alphabetic" approach to learning that combines traditional reading skills with media literacy and digital skills to support deep, analytical thinking in both digital and non-digital contexts.
The 4th EFQUEL Innovation Forum took place in Lisbon, Portugal in September 2010. It was hosted in collaboration with the Catholic University of Portugal and the National Institute for Public Administration. The forum included workshops, parallel sessions, and plenary sessions over three days discussing open educational resources and their role in social inclusion, innovation, and education excellence. Key topics included user-generated content, quality assurance of open resources, and how open practices can promote better inclusion. The event was live streamed online and engaged participants through social media.
1. UNESCO has been designated to play a leading role in celebrating 2010 as the International Year for the Rapprochement of Cultures. The goal is to demonstrate the benefits of cultural diversity by promoting mutual understanding between all cultures.
2. UNESCO's strategy involves integrating principles of intercultural dialogue and mutual knowledge into policies related to education, science, culture and communication. Over 300 activities are planned, including exhibitions, festivals, debates, and media initiatives promoting cultural exchange and understanding.
3. Partners are invited to inform UNESCO of their planned activities celebrating cultural diversity and dialogue, and to use the logo designed for the Year in promoting events. Contact information is provided for questions.
The document outlines UNESCO's role in celebrating 2010 as the International Year for the Rapprochement of Cultures. It discusses strengthening cooperation with partners to promote the year's goals of demonstrating cultural diversity's benefits. UNESCO will work with various groups to coordinate events celebrating different cultures and contact information is provided for those interested in participating.
The document outlines UNESCO's role in celebrating 2010 as the International Year for the Rapprochement of Cultures. It discusses strengthening cooperation with partners to promote the year's goals of demonstrating cultural diversity's benefits. UNESCO will work with various groups to coordinate events celebrating different cultures and contact information is provided for those interested in participating.
The document discusses the educational value of literature, specifically fairy tales, for children's development. It describes how fairy tales can support children's cognitive, metacognitive, intrapersonal, and interpersonal development. It then discusses how information and communication technologies (ICTs) can be used to enhance the educational potential of fairy tales by making them more accessible through e-books, audio, blogs, and podcasts. The document outlines a teacher training program that uses ICTs and fairy tales to develop key competencies and promote intercultural dialogue and social inclusion.
The document discusses the educational value of literature, specifically fairy tales, for children's development. It describes how fairy tales can support children's cognitive, metacognitive, intrapersonal, and interpersonal development. It also discusses how information and communication technologies can enhance the educational potential of fairy tales by allowing children to access them through ebooks, audio, blogs, and podcasts. The document further outlines a teacher training program that utilizes blended and networked learning to help teachers implement fairy tale projects in their classrooms to promote intercultural dialogue and social inclusion.
The document discusses two case studies of youth initiatives to revitalize cultural heritage sites:
1) The Greek Youth and UNESCO developed an integrated plan to develop the Aegean island of Halki in a sustainable way, focusing on conservation, infrastructure, and attracting tourism to boost the local economy. This proved successful models of community participation and local management can revitalize historic areas.
2) In Rhodes, youth initiatives aimed to preserve the historic medieval city through tourism, improving quality of life, and education. Projects cleaned and improved the city walls and created cultural spaces. New laws and institutions managed conservation and development, showing historic cities can be laboratories for multidisciplinary research.
The document discusses UNESCO's mission to promote peace, eradicate poverty, and foster sustainable development and intercultural dialogue through education, science, culture, communication and information. It summarizes an upcoming UNESCO conference in the Philippines to promote ICT standards in education and bring together stakeholders from education and industry. The conference aims to transform thinking, inspire creativity and provide insights relevant to the needs of Philippine education.
The second meeting of the "Adopt Your Heritage" project was held in Città di Castello, Italy. Over 40 participants from Turkey, Romania, Greece, Slovenia, and Lithuania attended. Partners and learners presented on their countries' cultural heritages. They also exchanged good practices and training methods. Activities were spaced with tours of historical sites in Umbria. The meeting improved understanding of different cultures and respect for cultural heritage. Partners and learners will meet next in Milos, Greece.
The HiStory project aimed to support learning in senior citizens by having them share personal stories about history. Seniors wrote blog posts about their experiences with major historical events in Europe in the 20th-21st centuries. Over 350 seniors shared stories which were read by about 750 people. The project helped seniors engage in reflection, connection with others, and civic participation through discussing history. It also connected seniors and youth to support intergenerational learning.
UNESCO Project in Uzbekistan: Open Education for a Better Worldnwahls
The document discusses a UNESCO project in Uzbekistan aimed at improving foreign language instruction through open education. Specifically:
1. It identifies high failure rates among foreign language teachers in Uzbekistan and low English language skills.
2. The project goals are to review an existing online pilot course, connect it with a virtual intercultural exchange program, and publish an open textbook.
3. Recommendations include connecting mentors with local instructional designers, using an open course template, and incorporating collaborative and intercultural learning pedagogies.
This document describes the ALICE project, which aims to promote intergenerational learning through creative experiences between adults and children. The project will train adult educators to use creative languages like art, storytelling, and games to engage in dialogue with children and help adults acquire key competencies. It involves several phases, including training adult trainers, implementing learning events, and evaluating their impact on intergenerational understanding and lifelong learning. The goal is to make better use of informal learning situations to involve more adults, including those furthest from education systems, and to foster social cohesion across generations.
This document summarizes a project presentation on intergenerational learning between adults and children. The presentation covered:
- Adults play an extremely important role as educators in society but may not recognize their own role or spend quality time with children.
- Creative experiences between adults and children can generate intergenerational dialogue, decrease stress around differences, and stimulate self-expression and agency for both groups.
- The project involved training adult educators, implementing learning programs between adults and children through creative activities, and evaluating the programs's impact on key competencies like creativity and collaboration. Over 30 programs engaged 290 adults and 497 children across multiple countries and institutions.
KICK OFF PRESENTATION (3) EURADIPONET (ITALY) IVISOC 2011fisky-wisky
The document describes the Educational Institutions with European Dimension Polesine Network ("Eur.adi.po.net"), which was established in 2005 to serve as an information center and planning laboratory for European initiatives in education. It currently includes 8 educational institutions in the Rovigo province of Italy. The network coordinates European projects and offers adult education courses. It aims to promote sharing of ideas and best practices. One of its members is the Agnese Baggio Study Centre, founded in 1989 to promote the teachings of Agnese Baggio and carry out cultural, social and solidarity activities focused on education and globalization.
The “diffuse library” of “Pascoli” Middle School, Turin, by Daniela MarantaLuisa Marquardt
Daniela Maranta, School Teacher of Humanities and School Library Coordinator at "Giovanni Pascoli" Middle School of "Rita Levi-Montalcini" Comprehensive School in Turin, introduces the "diffuse" school library at Pascoli Middle School.
Abstract
The “widespread” or “diffuse” library at «Giovanni Pascoli» Middle School of the «Rita Levi-Montalcini» Comprehensive School in Turin, following the renovation that returned it to the city in September 2019, presents itself to the students and users as an element of discontinuity from the past: it aims at becoming a cultural reference point not only for the school community, but for the whole local context where it is located.
Bearing this in mind, the library was designed and structured, starting from its location on different floors, passing through the thematic specificity attributed to each reading area.
The welcome that each place offers is itself already stimulating the students to discover new learning opportunities, as well as motivating them to participate in the various activities proposed, also in collaboration with the School Library Network which the school takes part in.
Generation and dissemination_of_local_content_usinAliAqsamAbbasi
This document summarizes a research article that discusses the generation and dissemination of local content in Nigeria using information and communication technologies (ICTs) to promote sustainable development. The researchers captured cultural heritage and indigenous knowledge from local communities in southeastern Nigeria through interviews and observations. They documented practices like pottery making in Igbo-Ukwu and traditional bone setting techniques. The goal was to preserve local content through ICTs like digitization in order to disseminate Nigerian culture and support national development.
School Library, Teaching and Reading: Exploitation Strategies. The Experience...Luisa Marquardt
Prof. Daniela Benincasa, Headmaster of Vivona Grammar School in Rome, explains what strategies a School Principal/Headmaster can put in place for the construction / enhancement of the School Library both for the school community, teaching and learning activities etc., and the territory, the local community
Abstract
The experience of the “F. Vivona” from the creation / motivation of the work team - with the training and enhancement of the various professional skills - to identifying the Library as the fulcrum of the School Improvement Plan (PDM) and the shared definition of the vertical curriculum on the Net; from involvement in the network of local authorities and institutions - Bibliopoint - to the functional redefinition of spaces and the optimization of resources with a view to teaching, promoting reading and the territory.
The Educational Institutions with European Dimension Polesine Network ("Eur.adi.po.net") was established in 2005 to serve as a center for information, documentation, and European planning. It coordinates various European educational programs and initiatives among member institutions in Rovigo province. The network aims to promote lifelong learning, share best practices, and help disadvantaged students at risk of social exclusion through additional support. It offers adult education courses in various subjects and languages.
The Sika Project between AIESEC Colombia and Brazil aimed to provide international talent to Sika SA in both countries. Key aspects included collaboration between the business development teams in Colombia and Brazil to develop a joint business proposal and share revenues. In the first phase, 9 Colombian Experts were placed in Brazil through an IGIP agreement while 9 Traineeships were realized in Colombia through an OGIP. It is predicted the partnership will grow talent mobility across Latin America to support company needs and regional development.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
The 4th EFQUEL Innovation Forum took place in Lisbon, Portugal in September 2010. It was hosted in collaboration with the Catholic University of Portugal and the National Institute for Public Administration. The forum included workshops, parallel sessions, and plenary sessions over three days discussing open educational resources and their role in social inclusion, innovation, and education excellence. Key topics included user-generated content, quality assurance of open resources, and how open practices can promote better inclusion. The event was live streamed online and engaged participants through social media.
1. UNESCO has been designated to play a leading role in celebrating 2010 as the International Year for the Rapprochement of Cultures. The goal is to demonstrate the benefits of cultural diversity by promoting mutual understanding between all cultures.
2. UNESCO's strategy involves integrating principles of intercultural dialogue and mutual knowledge into policies related to education, science, culture and communication. Over 300 activities are planned, including exhibitions, festivals, debates, and media initiatives promoting cultural exchange and understanding.
3. Partners are invited to inform UNESCO of their planned activities celebrating cultural diversity and dialogue, and to use the logo designed for the Year in promoting events. Contact information is provided for questions.
The document outlines UNESCO's role in celebrating 2010 as the International Year for the Rapprochement of Cultures. It discusses strengthening cooperation with partners to promote the year's goals of demonstrating cultural diversity's benefits. UNESCO will work with various groups to coordinate events celebrating different cultures and contact information is provided for those interested in participating.
The document outlines UNESCO's role in celebrating 2010 as the International Year for the Rapprochement of Cultures. It discusses strengthening cooperation with partners to promote the year's goals of demonstrating cultural diversity's benefits. UNESCO will work with various groups to coordinate events celebrating different cultures and contact information is provided for those interested in participating.
The document discusses the educational value of literature, specifically fairy tales, for children's development. It describes how fairy tales can support children's cognitive, metacognitive, intrapersonal, and interpersonal development. It then discusses how information and communication technologies (ICTs) can be used to enhance the educational potential of fairy tales by making them more accessible through e-books, audio, blogs, and podcasts. The document outlines a teacher training program that uses ICTs and fairy tales to develop key competencies and promote intercultural dialogue and social inclusion.
The document discusses the educational value of literature, specifically fairy tales, for children's development. It describes how fairy tales can support children's cognitive, metacognitive, intrapersonal, and interpersonal development. It also discusses how information and communication technologies can enhance the educational potential of fairy tales by allowing children to access them through ebooks, audio, blogs, and podcasts. The document further outlines a teacher training program that utilizes blended and networked learning to help teachers implement fairy tale projects in their classrooms to promote intercultural dialogue and social inclusion.
The document discusses two case studies of youth initiatives to revitalize cultural heritage sites:
1) The Greek Youth and UNESCO developed an integrated plan to develop the Aegean island of Halki in a sustainable way, focusing on conservation, infrastructure, and attracting tourism to boost the local economy. This proved successful models of community participation and local management can revitalize historic areas.
2) In Rhodes, youth initiatives aimed to preserve the historic medieval city through tourism, improving quality of life, and education. Projects cleaned and improved the city walls and created cultural spaces. New laws and institutions managed conservation and development, showing historic cities can be laboratories for multidisciplinary research.
The document discusses UNESCO's mission to promote peace, eradicate poverty, and foster sustainable development and intercultural dialogue through education, science, culture, communication and information. It summarizes an upcoming UNESCO conference in the Philippines to promote ICT standards in education and bring together stakeholders from education and industry. The conference aims to transform thinking, inspire creativity and provide insights relevant to the needs of Philippine education.
The second meeting of the "Adopt Your Heritage" project was held in Città di Castello, Italy. Over 40 participants from Turkey, Romania, Greece, Slovenia, and Lithuania attended. Partners and learners presented on their countries' cultural heritages. They also exchanged good practices and training methods. Activities were spaced with tours of historical sites in Umbria. The meeting improved understanding of different cultures and respect for cultural heritage. Partners and learners will meet next in Milos, Greece.
The HiStory project aimed to support learning in senior citizens by having them share personal stories about history. Seniors wrote blog posts about their experiences with major historical events in Europe in the 20th-21st centuries. Over 350 seniors shared stories which were read by about 750 people. The project helped seniors engage in reflection, connection with others, and civic participation through discussing history. It also connected seniors and youth to support intergenerational learning.
UNESCO Project in Uzbekistan: Open Education for a Better Worldnwahls
The document discusses a UNESCO project in Uzbekistan aimed at improving foreign language instruction through open education. Specifically:
1. It identifies high failure rates among foreign language teachers in Uzbekistan and low English language skills.
2. The project goals are to review an existing online pilot course, connect it with a virtual intercultural exchange program, and publish an open textbook.
3. Recommendations include connecting mentors with local instructional designers, using an open course template, and incorporating collaborative and intercultural learning pedagogies.
This document describes the ALICE project, which aims to promote intergenerational learning through creative experiences between adults and children. The project will train adult educators to use creative languages like art, storytelling, and games to engage in dialogue with children and help adults acquire key competencies. It involves several phases, including training adult trainers, implementing learning events, and evaluating their impact on intergenerational understanding and lifelong learning. The goal is to make better use of informal learning situations to involve more adults, including those furthest from education systems, and to foster social cohesion across generations.
This document summarizes a project presentation on intergenerational learning between adults and children. The presentation covered:
- Adults play an extremely important role as educators in society but may not recognize their own role or spend quality time with children.
- Creative experiences between adults and children can generate intergenerational dialogue, decrease stress around differences, and stimulate self-expression and agency for both groups.
- The project involved training adult educators, implementing learning programs between adults and children through creative activities, and evaluating the programs's impact on key competencies like creativity and collaboration. Over 30 programs engaged 290 adults and 497 children across multiple countries and institutions.
KICK OFF PRESENTATION (3) EURADIPONET (ITALY) IVISOC 2011fisky-wisky
The document describes the Educational Institutions with European Dimension Polesine Network ("Eur.adi.po.net"), which was established in 2005 to serve as an information center and planning laboratory for European initiatives in education. It currently includes 8 educational institutions in the Rovigo province of Italy. The network coordinates European projects and offers adult education courses. It aims to promote sharing of ideas and best practices. One of its members is the Agnese Baggio Study Centre, founded in 1989 to promote the teachings of Agnese Baggio and carry out cultural, social and solidarity activities focused on education and globalization.
The “diffuse library” of “Pascoli” Middle School, Turin, by Daniela MarantaLuisa Marquardt
Daniela Maranta, School Teacher of Humanities and School Library Coordinator at "Giovanni Pascoli" Middle School of "Rita Levi-Montalcini" Comprehensive School in Turin, introduces the "diffuse" school library at Pascoli Middle School.
Abstract
The “widespread” or “diffuse” library at «Giovanni Pascoli» Middle School of the «Rita Levi-Montalcini» Comprehensive School in Turin, following the renovation that returned it to the city in September 2019, presents itself to the students and users as an element of discontinuity from the past: it aims at becoming a cultural reference point not only for the school community, but for the whole local context where it is located.
Bearing this in mind, the library was designed and structured, starting from its location on different floors, passing through the thematic specificity attributed to each reading area.
The welcome that each place offers is itself already stimulating the students to discover new learning opportunities, as well as motivating them to participate in the various activities proposed, also in collaboration with the School Library Network which the school takes part in.
Generation and dissemination_of_local_content_usinAliAqsamAbbasi
This document summarizes a research article that discusses the generation and dissemination of local content in Nigeria using information and communication technologies (ICTs) to promote sustainable development. The researchers captured cultural heritage and indigenous knowledge from local communities in southeastern Nigeria through interviews and observations. They documented practices like pottery making in Igbo-Ukwu and traditional bone setting techniques. The goal was to preserve local content through ICTs like digitization in order to disseminate Nigerian culture and support national development.
School Library, Teaching and Reading: Exploitation Strategies. The Experience...Luisa Marquardt
Prof. Daniela Benincasa, Headmaster of Vivona Grammar School in Rome, explains what strategies a School Principal/Headmaster can put in place for the construction / enhancement of the School Library both for the school community, teaching and learning activities etc., and the territory, the local community
Abstract
The experience of the “F. Vivona” from the creation / motivation of the work team - with the training and enhancement of the various professional skills - to identifying the Library as the fulcrum of the School Improvement Plan (PDM) and the shared definition of the vertical curriculum on the Net; from involvement in the network of local authorities and institutions - Bibliopoint - to the functional redefinition of spaces and the optimization of resources with a view to teaching, promoting reading and the territory.
The Educational Institutions with European Dimension Polesine Network ("Eur.adi.po.net") was established in 2005 to serve as a center for information, documentation, and European planning. It coordinates various European educational programs and initiatives among member institutions in Rovigo province. The network aims to promote lifelong learning, share best practices, and help disadvantaged students at risk of social exclusion through additional support. It offers adult education courses in various subjects and languages.
The Sika Project between AIESEC Colombia and Brazil aimed to provide international talent to Sika SA in both countries. Key aspects included collaboration between the business development teams in Colombia and Brazil to develop a joint business proposal and share revenues. In the first phase, 9 Colombian Experts were placed in Brazil through an IGIP agreement while 9 Traineeships were realized in Colombia through an OGIP. It is predicted the partnership will grow talent mobility across Latin America to support company needs and regional development.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
SWOT analysis in the project Keeping the Memory @live.pptx
Newsletter pinokio 3 relift
1. N°3 – JUNE 2010
P.IN.O.K.I.O.
Pupils for INnOvation
as a Key to Intercultural
and social inclusiOn
Foreword by
Pier Francesco Bernacchi,
Fondazione Nazionale
Carlo Collodi
Focus on Learning and
Training in Madeira
towards the Development
of Intercultural Skills
The Mosaic Art And Sound,
a committed and dynamic
education provider
1HZVOHWWHU 3LQRNLR UHOLIWLQGG
2. N°1 – FEBRUARY 2010
P.IN.O.K.I.O.
newsletter
Pupils for INnOvation
as a Key to Intercultural
and social inclusiOn
FOREWORD “Pier Francesco Bernacchi co-ordinator of P.IN.O.K.I.O. project”
Dear P.IN.O.K.I.O. partners and friends,
With some pride, I would like to present the third edition of our P.IN.O.K.I.O. newsletter and announce that
our project has a new partner - The Mosaic Art And Sound from UK. After the decision of the Brothers Grimm
Association to withdraw from the project, followed by some discussion among the partners and the first face to
face meeting of the Scientific Committee Members in Collodi last April, the Scientific Committee has unanimously
agreed to accept Mosaic Art and Sound as the new project partner.
P.IN.O.K.I.O. project is also pleased to announce a new associate partner from Palermo, Italy: Officina Creativa
Interculturale.
The P.IN.O.K.I.O. project has been displayed during the Anna Lindh Foundation Forum 2010 in Barcelona at the
Intercultural Fair organized at the Forum and the project has been presented at the dedicated session “Children
Literature as an Intercultural Tools’ organised by: Children’s Literature Programme. More than 1500 organisa-
tions from 43 countries were present at the Forum.
The next appointment for displaying the P.IN.O.K.I.O. project is May 20-23 at the European Economic and Social
Committee Biennial Conference in Florence Italy where the National Carlo Collodi Foundation has been offered a
stand to present its activities. This three-day conference addresses the issue of education as a fundamental tool in
combating social exclusion of all kinds. The conference and the debates in Firenze will bring together Italian and
European personalities and the President of the European Commission, Josè Manuel Barroso will participate in
the closing ceremony. The conference addresses the issue of education as a fundamental tool in combating social
exclusion and the results of the debates will be used concretely to feed the EUs institutions’ work in responding to
the European citizens’ expectations in this domain.
Despite some delays in planned activities, all the project partners are totally commited. The implementation of the
project shows that they have all worked extremely well together and the team has been very effective.
The Scientific Committee has decided to create a specific ‘Glossary’ to identify and use a common language concerning the
project topics and children’s literature terms: the Glossary will be an added tool to support teachers’ training.
A special thanks goes to the team of UMa University who has taken part in the training session in Venice despite
the severe problems caused by flooding in their country.
More information about the P.IN.O.K.I.O. project can be found at:
http://www.pinokioproject.eu/
I wish you pleasant reading
Pier Francesco Bernacchi
Co-ordinator of P.IN.O.K.I.O. project
Secretary Fondazione Nazionale Carlo Collodi
www.pinocchio.it
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3. N°1 – FEBRUARY 2010
P.IN.O.K.I.O.
newsletter
Pupils for INnOvation
as a Key to Intercultural
and social inclusiOn
FOCUS ON LEARNING
AND TRAINING IN
MADEIRA TOWARDS
THE DEVELOPMENT
OF INTERCULTURAL
SKILLS In this sense, it is essential to develop intercultural skills
and strategies in teacher training programmes. These aim
*UNIVERSITY OF MADEIRA (PARTNER 2 - P.IN.O.K.I.O.)
Alcina Sousa, Aline Bazenga, Luísa Paolinelli, Paulo Brazão. at promoting an intercultural dialogue against social exclu-
sion, in the pedagogic context, by involving pre-school and
The agenda of the multidisciplinary project, PINOKIO, ad-
school children and their parents (stemming from diverse
dresses current concerns with intercultural education and
contexts) with fictional characters from children’s books, as
social inclusion in multicultural settings. Actually, mobility
a ‘way’ of communication besides bridging the gap between
has changed patterns of interaction among people, not only
cultural stereotypes. Classrooms are perceived as privileged
in the European context but also on a global level, necessar-
sites in subjects’ identity construction in the line of Gee’s
ily reflected in the pedagogic context. Several studies have
secondary discourses fostered in formal settings.
analysed this complex issue with a focus on cross-cultural
differences, perceived in a multidisciplinary approach across
A literature-based project is meant to develop teachers’/edu-
periods. These aims have also guided the action research un-
cators’, children’s and parents’ intercultural skills and make
derway, run by a set of researchers at the University of Ma-
them aware of various patterns of behaviour, thereby help-
deira (Portugal), who have also invited educationalists and
ing them to understand situations and different backgrounds
teachers, to ground their approach, under the guidance of
towards tolerance, solidarity and mutual cultural respect.
the Secretary of Education in Madeira.
Project
The joint venture fosters the ideal forum to present inno-
vative undertakings having Education (Pedagogy, Language
The contact with literature is essential in children’s upbring-
Policy and Curriculum), Linguistics (Applied Linguistics)
ing, development and education, since it is fundamental in the
and Literature (Children’s Literature) at the core, along
development of their personality, affective, emotional and in-
with Visual Arts and Psychology, towards intercultural and
tellectual growth as well as their understanding of society and
social inclusion (Figure 1).
citizenship. Literature allows children to identify themselves
Multidiscinary Approach with the world and provides them with tools to cope with their
Promoting An Intercultural Dialogue
own feelings and also with the world around them (Figure 2).
Language
Psychology Policy and Pippi
Curriculum Alice
Children’s
Literature
Children’s
Applied Literature Pinocchio
Visual Arts
Linguistics
Emilia
Designing training/learning multimodal and interactive packs to
promote intercultural communication skills.
Sinbad
Figure 1. Action Research Focus – University of Madeira, Figure 2. Promoting an Intercultural Dialogue through
Psychology Characters’ Interaction
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Pupils for INnOvation
as a Key to Intercultural
and social inclusiOn
Because of its capacity to communicate and “speak” to chil-
dren at a period of their lives when their values are being
constructed, literature can be seen as a valuable tool to pro-
pose different ways of approaching the ever-changing world
and facilitates children’s contact with people from differ-
ent cultures in the same context: from the school setting to
their close community, or their own neighbourhood.
Furthermore, “because learning occurs in a social con-
text”, to borrow from McCarthey (2001: 126), reiterating Madeira island, UMa has to be a comprehensive university
Vygotsky’s claims ([1938] 1978), “classrooms are cultures which offers degrees in major areas: Arts and Humanities;
that are continually being constructed and reconstructed Social Sciences; Earth and Life Sciences; Physical and Engi-
through day-to-day interactions of the teachers and [learn- neering Sciences.
ers]”, learners are likely to strengthen their identity and
heritage. In the process of providing opportunities for iden- The University of Madeira is situated in the Autonomous
tity construction, “issues of social justice and… stereotypes” Region of Madeira, which is an archipelago of two inhabited
come across, concludes McCarthey drawing on a wide range islands on the North Atlantic Ocean, Madeira and Porto Santo,
of research undertaken within identity construction and and the desert archipelagos of Desertas and Selvagens. Madeira
the role of classroom culture (Harris 1992, Au 1993, Atha- island is 660 Km away from the African coast and 980 Km
neses 1998, Young 1998, among other)1. from the Portuguese mainland. There are daily flight connec-
tions with the mainland. Madeira island has about 250,000
Main focus: inhabitants, half of which living in the capital, Funchal. The
island has one of the highest population densities (300 inhab-
itants/Km2) in the country. In recent years, a growing number
petence by interacting with literary texts. of foreigners (in 2006, 7404 foreigners from 91 countries)
has set residence in the region. These are mainly immigrants
multicultural dialogue. from Eastern European countries and Brazil along with a large
number of families returning from Venezuela (not considered
materials bearing in mind the promotion of multicul- as foreigners since most of them have Portuguese nationality).
tural and multilingual skills.
The University of Madeira is located in the city of Funchal.
national and international children with integration The rectory is situated at the historical College of the Jesu-
problems (bibliotherapy). its. The Campus of Penteada is located 2 Km away from the
centre of Funchal and it is part of a complex named Tech-
nological Complex of Penteada, which includes the Madeira
Context Technological Centre.
(1) BACKGROUND
Setting up the criteria for the selection of children’s stories (3) WHAT DO INCREASINGLY MULTILINGUAL AND
has come in the line of the specificities of the context of MULTICULTURAL CLASSROOMS LOOK LIKE?
the project implementation, i.e. Madeira Island. With a Following Miller et al. (2009: 3) “one of the most critical
long historical connection with the English-speaking world, realities of contemporary education in a globalised world is
Madeira Island has also evidenced the presence of other lan- the growing cultural, racial and linguistic diversity in schools
guages, having played a role in Madeiran Portuguese. and the problems involved in educating large numbers of stu-
dents who do not speak the dominant language as their home
(2) UNIVERSITY OF MADEIRA or heritage language.”2 As such, the design of activities and
The University of Madeira (UMa) is the youngest of the approaches to stories in the pedagogic context, particularly in
Portuguese State Universities, affording both university and the pilot project involving six schools in Madeira, the follow-
polytechnic education. UMa is a small teaching/research ing issues/variables should be taken into account:
university, with approximately 3.500 students. Located in
1 2
Sousa, A., 2005, Developing Reading Strategies Based on Literary Texts. Miller, J., Kostogriz, A. and M. Gearon (Eds), 2009, Culturally and Linguistically
Madeira: University of Madeira [Unpublished Ph.D. Dissertation]. Diverse Classrooms: New Dilemmas for Teachers. Bristol: Multilingual Matters, p. 3.
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Pupils for INnOvation
as a Key to Intercultural
and social inclusiOn
(I) Nationality Cultural
According to data issued by the Secretary of Education of Awareness
Madeira there are more than 50 nationalities in the school
setting. A great majority of the students come from Venezue-
la (former destiny of emigration), European countries (UK, Interacting
with
Switzerland, Germany, Norway, etc.), the United States of Personal / Ethic
IDEATIONAL
Literary
America and South Africa. Growth Aesthetic Awareness
Involvement
(II) Languages spoken
People speak other languages rather than Portuguese, the
native language, for instance: English, German, French, Speaking / Listening / Reading / Rewriting
Italian, Croatian, Romanian, Ukrainian, Polish, Chinese, and Language Development
Russian, among other.
Motivation
(III) Major foreign communities: the Brazilian community;
people from former Portuguese colonies, such as Cape Verde,
Angola, São Tomé and Príncipe (PALOPS); and people from Figure 3: Ideational Texts and Human Values
Eastern Countries (i.e., Ukraine, Russia, Poland and Roma-
nia). Minorities, such as the gipsy one, are hardly evidenced All in all, the project is intended to trigger children’s emo-
in Madeira and there are but a few Islamic immigrants. tional development, their creativity and imagination, their
adaptation to a world made up of contrasts and different
Relevance of the Approach values. In so doing, story telling / sharing is meant to im-
prove participants’ knowledge and respect for other peoples’
In teacher training sessions, academics /researchers intend cultures / languages as well as interaction in/between cul-
to work collaboratively by resorting to stories from differ- tures and linguistic codes. Along these lines, literature is
ent authors and nationalities which represent quite differ- also meant to enhance the ludic dimension (enjoyment) as
ent worlds/world views from the ones children are used to an artistic object (aesthetic value).
interact with. Differing stories allow children to express
their own feelings and anxieties towards a world displaying
diverse aspects and situations as well as easily identifiable
characters who allow children to use their imagination and
develop both a sense of safety and self assurance (Figure 3).
Hence, it is of utmost importance to involve parents who
share their narratives from their home countries, to be col-
lected by children in their home environment and shared
with their schoolmates, thus fostering the dialogic process.
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Pupils for INnOvation
as a Key to Intercultural
and social inclusiOn
A COMMITTED AND
DYNAMIC EDUCATION
PROVIDER
The Mosaic Art And Sound is a private adult education
provider based in London, UK that shares with many other
contemporary institutions the drive to reach new targets in
education and new horizons in the development of social
and personal skills. MULTI-DISCIPLINARY
The Mosaic organizes seminars, conferences, in-service
teacher training courses, performing arts events and special
ACHIEVEMENTS
projects on socio-cultural subjects.
In 2005, The Mosaic coordinated a Grundtvig project look-
ing at the effects of sound and music on human beings and
Since its foundation in 2003, The Mosaic has built a col-
the environment. This experimental research included ele-
laborative network in different geographic contexts and a
ments from a wide range of disciplines including psychology,
variety of activities, undertaking projects with various Euro-
sociology, anthropology, philosophy, music, mathematics,
pean universities and research centres. Contacts and cultur-
physics, cymatics, biology and neurosciences. The project,
al/operative exchanges have naturally evolved that provide
which was carried out in collaboration with several univer-
sources of growth and transformation and facilitate the
sities, produced a 19-session training module for teachers of
development of shared applications.
any subject to enhance listening skills and intuitive ability.
This module is included in the European Union Comenius-
The Mosaic’s research and educational projects are continu-
Grundtvig Catalogue and is in demand across Europe.
ously evolving in both content and delivery, yet it continues
to keep in mind the aspiration it has always held of nurtur-
Another example of a multi-disciplinary project initiated by
ing a society that puts human values first: a society in which
The Mosaic is a study on ecovillages in Europe. Ecovillages
individuals, from childhood, are helped and stimulated to
are perhaps the most comprehensive antidote to depend-
thoroughly fulfil their potential and creativity, are happy to
ence on the global economy. People are building communi-
serve their community, and are able to think in terms of the
ties that offer alternatives to the waste, pollution, competi-
whole and not only of their own personal interest.
tion and violence of contemporary life. There are now many
examples of ecovillages in Europe, and these are a tangible
demonstration of the links between the social, ecological
and economic aspects of life and a synthesis of the most
innovative current thinking on human habitats.
Over the last few years, The Mosaic has focused much of its
attention on children’s education and is currently coordi-
nating a Comenius project to promote children’s literature
and love of books while enhancing their appreciation of
various cultures and languages. The Mosaic works in liaison
with councils and primary schools in the UK and is devel-
oping courses for children that will enhance their listening
skills and empathy.
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Pupils for INnOvation
as a Key to Intercultural
and social inclusiOn
and
P.IN.O.K.I.O. AND (d) The preparation of the child for responsible life in a free
society, in the spirit of understanding, peace, tolerance, equal-
SOCIAL INCLUSION ity of sexes, and friendship among all peoples, ethnic, national
and religious groups and persons of indigenous origin.
IN THE UK P.IN.O.K.I.O. is addressing these educational needs and does so
in a way that expands creativity, imagination and the love of lit-
erature. It is promoting contemporary methods, on the cutting
edge of socio-cultural transformation of our European societies.
In the UK, groups of immigrants from all over the world
are continuously being added to the existing society.
In a 2007 report4 the London School of Economics and Po-
litical Sciences noted that London has certainly figured promi-
nently in the upsurge of immigration to the UK over the past
20 years, typically receiving about 40% of the gross inflows
(three times its population share). In net terms the concen-
tration has been even more striking – indeed until the late
1990s London effectively accounted for 85-90% of additions
A society that is able to guarantee for its children harmonious
to the UK’s migrant stock, coming down to 55-60% in the last
and happy development, and in which both respect for diver-
5 years, as migration has started to take off in other regions.
sity and the value of the contribution that each child can give
The impact on London’s own population over the last 20 years
the group are cultivated, is certainly an ideal society to aspire
has been dramatic, both quantitatively and qualitatively. The
to. The reality is that in Europe, even though young people
chronic population decline of the previous quarter century has
may be in privileged positions compared with their contem-
been replaced by net growth (of around 50 thousand p.a.); the
poraries on other continents in respect of their societies’ com-
share of foreign born in the population has almost doubled
mitment to democratic development and policies, this does
over 20 years, reaching about one-third of the total, and the
not reflect the ideal society, but is only a process of growth.
number of nationalities heavily represented among its resi-
dents has grown enormously, with a much larger proportion
Education is the means to change societies.
now coming from non-English speaking countries.
Promoting educational initiatives connected and identifi-
Overall, immigration is expected to play an important role
able with the concepts expressed in the UNCRC (United
in the UK’s future population growth. It is recognised that
Nations Convention on the Rights of the Child) sections
as well as bringing diversity, entrepreneurs, labour and other
on education, or with the bold vision of the European
resources to local areas, immigrant concentration also plac-
Union concerning multicultural issues, is not only desired
es additional demands on local services and education. It is
by many, but is urgently needed.
a challenge to ensure immigrants’ sustainable growth and
social inclusion. Exploration of the cultural background of
In Article 29 of the UNCRC3, States Parties agree, among other
the new immigrant child and provision of an area to foster
points, that the education of the child shall be directed to:
intercultural dialogue amongst all children are urgent tasks.
(c) The development of respect for the child’s parents, his
Serious consideration also needs to be given to children’s
or her own cultural identity, language and values, for the
psychological and psychosocial well-being, bearing in mind
national values of the country in which the child is living,
that the UK ranks very low in all six dimensions reported in
the country from which he or she may originate, and for
the UNICEF Overview of Child Well-being in Rich Countries5.
civilizations different from his or her own
3 4
United Nations Convention on the Rights of the Child, 1989 The Impact of Recent Immigration on the London Economy, London School of
http://www2.ohchr.org/english/law/crc.htm Economics and Political Science, July 2007
http://www.lse.ac.uk/collections/LSELondon/pdf/
theImpactofRecentImmigrationOnTheLondonEconomy.pdf
5
Report Card 7, Child Poverty in Perspective: An Overview of Child Well-
being in Rich Countries, The United Nations Children’s Fund, 2007
http://www.unicef.org/media/files/ChildPovertyReport.pdf
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P.IN.O.K.I.O.
newsletter
Pupils for INnOvation
as a Key to Intercultural
and social inclusiOn
This comprehensive assessment of the lives and well-being
of children and young people in 21 nations of the industri-
alized world includes the dimension of ‘Educational Well-
being’. Its purpose is to encourage monitoring, permit com-
parison, and stimulate the discussion and development of
policies to improve children’s lives.
In 2007, the BBC held an opinion poll, ‘Is the UK failing its
children?’ The ‘Yes’ response was 79.47%. Although steps
have been taken to address the issue at local, regional and
national level, there is still a long way to go.
Is the UK failing its children?
The Mosaic has just been approaching various pre- and pri-
mary schools in the UK and there is a remarkable interest in
piloting the new training proposed by P.IN.O.K.I.O.
The Mosaic is very pleased to be involved in the P.IN.O.K.I.O.
project and believes that its creative and innovative aspects
are essential elements: we need to turn to the past, so that
we do not repeat our mistakes but are given wings to enable
us to explore new horizons.
Dr Teresa Dello Monaco, Music Consultant/EU Projects Manager,
The Mosaic Art And Sound.
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9. www.pinokioproject.eu
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information
contained therein.
Lifelong Learning Programme
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