The document announces two conferences: Wide Minds - The Human Face of Digital Learning from October 8-13, 2013 in Odense, Denmark and 1st Nordic Congress on Obesity in Gynaecology and Obstetrics (NOCOGO) from October 22-24, 2012 in Billund, Denmark. To register for either conference, participants are instructed to visit the respective websites. The Wide Minds conference aims to demonstrate how ICT can enhance learning and develop skills, while the NOCOGO conference focuses on obesity issues in women's health.
The document announces the Wide Minds conference taking place from October 8-13, 2013 in Odense, Denmark. The conference will explore how digital technologies can enhance 21st century teaching and learning. Participants will have opportunities for hands-on ICT training, visits to local schools, and establishing international professional learning communities. To register, participants should visit the Wide Minds website. The conference fee is 1,500 euro and covers accommodation, meals, tuition, and materials.
The Freedom for Christian Women Coalition met on July 24, 2010, in Orlando, Florida, and agreed
and affirmed this Demand for an Apology from the Council on Biblical Manhood and Biblical
Womanhood because of the listed concerns.
"For the sake of all Christians, men and women, we demand that the Council on Biblical Manhood
and Biblical Womanhood, make a public apology for the misuse of Holy Scripture as it relates to
women, and cease to publish or promote The Danvers Statement on Biblical Manhood and Biblical Womanhood."
http://www.bwebaptist.com/files/Apology_demanded_from_CBMBW_7-24-20102.pdf
The document announces a 2-day student film festival to be held on September 20-21, 2009 at the Bar FIELD@Oimachi venue. The festival will feature 50 works produced by students across various film categories. The goal of the festival is to foster collaboration between film creators and audiences. Students could submit entries between April 1 and June 1, 2009 via DVD and entry sheet, for films under 30 minutes and for amateur creators only. The festival will include educational, economic, fashion, music, technical and agricultural film categories. The document lists names of people involved in organizing the festival.
The document outlines a project between kindergartens and a school in Odense, Denmark to improve cooperation and the transition for children moving from kindergarten to school. Previously, professionals had only a sporadic understanding of each other, but the project aims to increase knowledge sharing and involve children in the transition process. Key activities included home visits between kindergarten and school classes, filling out "Gold Dust" forms on each child's development, and communication with parents. An evaluation found the transition was smoother for children and parents when professionals collaborated across institutions. The project will continue with adjusted plans and the hope of deeper cooperation in the future.
ICSA 2012 Annual Meeting Presentation on Evangelical Christian PatriarchyCynthia Kunsman
Presentation detailing the popularity of complementarianism and the ideology that facilitates misogyny and domestic abuse within evangelical Christianity. Baptist teen boarding homes, the homeschooling movement, and the deaths and morbidity associated with Michael Pearl examined as subgroups that demonstrate associated misanthropy.
This document summarizes cooperation between Ársalir kindergarten and Árskóli primary school. It discusses their Comenius project which formalized information sharing and increased meetings between teachers. It describes mutual workshops teachers attended on using play-based learning. It also outlines a draft booklet called "Farsæll" that would provide primary schools with information about incoming students' backgrounds, development, and needs to ease their transition from kindergarten to primary school. New ideas are proposed to further improve this transition process.
This document describes a project between a kindergarten and elementary school in Denmark called "Children Helping Children". The goal of the project is to teach children to help and care for each other with guidance from adults. To start, the schools performed plays and activities to introduce the concept. The results showed children becoming more aware of helping peers and using first aid kits independently. Moving forward, both schools aim to continue the project annually and strengthen collaboration through shared activities like forest visits.
The document discusses the history and evolution of various forms of football from ancient times to modern day. It describes early games that involved kicking balls and how modern football rules developed in England. The summary also notes how football grew to become one of the most popular professional sports worldwide through competitions like the World Cup and Euro Cup.
The document announces the Wide Minds conference taking place from October 8-13, 2013 in Odense, Denmark. The conference will explore how digital technologies can enhance 21st century teaching and learning. Participants will have opportunities for hands-on ICT training, visits to local schools, and establishing international professional learning communities. To register, participants should visit the Wide Minds website. The conference fee is 1,500 euro and covers accommodation, meals, tuition, and materials.
The Freedom for Christian Women Coalition met on July 24, 2010, in Orlando, Florida, and agreed
and affirmed this Demand for an Apology from the Council on Biblical Manhood and Biblical
Womanhood because of the listed concerns.
"For the sake of all Christians, men and women, we demand that the Council on Biblical Manhood
and Biblical Womanhood, make a public apology for the misuse of Holy Scripture as it relates to
women, and cease to publish or promote The Danvers Statement on Biblical Manhood and Biblical Womanhood."
http://www.bwebaptist.com/files/Apology_demanded_from_CBMBW_7-24-20102.pdf
The document announces a 2-day student film festival to be held on September 20-21, 2009 at the Bar FIELD@Oimachi venue. The festival will feature 50 works produced by students across various film categories. The goal of the festival is to foster collaboration between film creators and audiences. Students could submit entries between April 1 and June 1, 2009 via DVD and entry sheet, for films under 30 minutes and for amateur creators only. The festival will include educational, economic, fashion, music, technical and agricultural film categories. The document lists names of people involved in organizing the festival.
The document outlines a project between kindergartens and a school in Odense, Denmark to improve cooperation and the transition for children moving from kindergarten to school. Previously, professionals had only a sporadic understanding of each other, but the project aims to increase knowledge sharing and involve children in the transition process. Key activities included home visits between kindergarten and school classes, filling out "Gold Dust" forms on each child's development, and communication with parents. An evaluation found the transition was smoother for children and parents when professionals collaborated across institutions. The project will continue with adjusted plans and the hope of deeper cooperation in the future.
ICSA 2012 Annual Meeting Presentation on Evangelical Christian PatriarchyCynthia Kunsman
Presentation detailing the popularity of complementarianism and the ideology that facilitates misogyny and domestic abuse within evangelical Christianity. Baptist teen boarding homes, the homeschooling movement, and the deaths and morbidity associated with Michael Pearl examined as subgroups that demonstrate associated misanthropy.
This document summarizes cooperation between Ársalir kindergarten and Árskóli primary school. It discusses their Comenius project which formalized information sharing and increased meetings between teachers. It describes mutual workshops teachers attended on using play-based learning. It also outlines a draft booklet called "Farsæll" that would provide primary schools with information about incoming students' backgrounds, development, and needs to ease their transition from kindergarten to primary school. New ideas are proposed to further improve this transition process.
This document describes a project between a kindergarten and elementary school in Denmark called "Children Helping Children". The goal of the project is to teach children to help and care for each other with guidance from adults. To start, the schools performed plays and activities to introduce the concept. The results showed children becoming more aware of helping peers and using first aid kits independently. Moving forward, both schools aim to continue the project annually and strengthen collaboration through shared activities like forest visits.
The document discusses the history and evolution of various forms of football from ancient times to modern day. It describes early games that involved kicking balls and how modern football rules developed in England. The summary also notes how football grew to become one of the most popular professional sports worldwide through competitions like the World Cup and Euro Cup.
KURS21NORD is a professional development program for Nordic educators held in Ireland from September 10-14, 2017. The itinerary includes:
- Accommodation at the Glenroyal Hotel in Maynooth and presentations at the National University of Ireland, Maynooth on leading schools, educating teachers, and innovative practices.
- Site visits on Tuesday to the Science Gallery at Trinity College Dublin on industry-education partnerships and The Ark cultural center focusing on education through the arts.
- School visits on Wednesday followed by lunch at The Teaching Council and discussions on teacher induction and continuing professional development support services.
- The program concludes on Thursday after visits to schools, presentations, and cultural
The document summarizes a cooperative project between two schools - Birkilundur preschool and Varmahlidarskoli elementary school - located in Skagafjordur, Iceland. The goal of the project is to increase educational continuity and the children's social skills by having regular visits between the schools. Over the course of the project, children from the preschool visited various classrooms and activities at the elementary school, and children from the elementary school also visited the preschool. The schools hoped to further develop the partnership through continued communication and defining clearer goals for the visits between the students.
Comenius regio inclusive and coherent learning environmentjkraaer
The document discusses collaboration between kindergarten and elementary school teachers in Skagafjörður, Iceland. The teachers work together to plan curriculum and ensure continuity of learning. They participate in job swapping and attending seminars together. The schools aim to have a shared understanding of students' skills and daily schedules to provide a smooth transition between institutions. Community engagement activities like visits from local organizations are also described.
The document discusses a project called "Children Helping Children" where children were interviewed about who they want help from when sad or hurt. Most younger children wanted help from friends while older children preferred adults. This prompted the school to start a program teaching children to help each other through activities like massage, mindfulness, and songs about friendship. The program was well received and will be introduced to new students to continue cultivating a culture of children helping one another.
The document discusses the role of school principals in connecting data generation and use to organizational learning activities. It focuses on principals collecting, analyzing, and making sense of data to plan actions. Specifically, it examines the capacities principals need to build a culture of data use and improve instruction, school improvement, and accountability. The movement toward increased accountability and a focus on results is criticized for potentially narrowing curricula and de-professionalizing teaching. The document advocates for using data to inform development in addition to external accountability.
The document discusses the future plans and direction of Kurs21Nord, a Nordic educational organization. It outlines past events from 2003-2011 and asks for feedback on topics and a potential event in Scotland for 2012. Participants are asked to provide feedback on relevant topics for 2011 and their opinions on combining a Scottish Learning Festival with a school visit and Kurs21Nord seminar in 2012. The document also mentions the NOFO group is looking for a new Norwegian partner and ways to obtain funding for seminars through programs like Comenius and NordPlus. Participants are asked to provide a brief evaluation by discussing highlights and areas for improvement in small country groups.
1. The document summarizes a panel discussion on team models in schools from four countries - Finland, Denmark, Sweden, and the Faroe Islands.
2. The panelists each presented their country's approach to forming teacher teams, including criteria for composition and the roles and compensation of team leaders. Approaches varied from subject-based teams to mixed-grade teams.
3. In discussing benefits and challenges, panelists noted that teamwork shares workload, brings diverse perspectives but also risks lack of communication and responsibility. A key challenge is balancing subject-focused and student-focused approaches.
The document describes the Blade Runner Robotics Team project. The team is composed of 10 students from two departments who are working on robots for the Robocup soccer and rescue competitions. The electronics department designs electronic circuits and controls for the robots, while the mechanical department builds and solves mechanical problems. The team uses a cooperative structure and works in software and hardware departments to organize their study and prepare the robots for the 2010 competition in Vicenza, Italy, where they achieved a fourth place result.
Laura described her typical Saturday, which involved waking up at 11am, messaging friends on MSN to find someone to hang out with, showering and getting ready before meeting up with her friend Insaf in the city. They spent 6 hours out together before Laura returned home for dinner and to do homework. Later, she went out with more friends until 11pm, when she went home to relax and watch TV while continuing to message people online until going to sleep at 1am.
Michele wakes up at 7am, takes a shower for half an hour, gets dressed and ready, then leaves her house by 7:50am on her bike to get to school. At school, her favorite subject is gym. After school she hangs out with friends before going home. When at home, she watches TV or goes outside, does homework from 4-5pm, then goes to her job from 5-8pm. On Tuesdays she does sports from 7-8pm, and on weekends she sees family and friends or relaxes.
The document summarizes the narrator's day starting from waking up at 7 AM until going to sleep. Some key events included having breakfast, feeding the family rabbit Marijo, biking to school for 1 minute, having classes with breaks in between, eating lunch with friends, doing homework quickly after school, playing with Marijo, making tea for the family, playing games, going to ice skating practice in Deventer for 2 hours, returning home, taking a shower, watching TV, brushing teeth, and going to sleep. The day is described from morning until night.
The diary entry describes the diary writer's morning routine of waking up at 7:30am, getting ready for school, having breakfast, packing lunch, and cycling to school by 8:30am. It then discusses the afternoon activities of relaxing after school until doing homework from 4pm. The evening involves picking up two Danes from school, having dinner together, learning and playing games with the Danes until going to bed at 10pm in preparation for the next day of school.
The document discusses a knowledge package for innovative managers that contains two creativity techniques: Six Thinking Hats and Lateral Thinking. Six Thinking Hats is a method for structured thinking, improved communication, and decision making. It focuses discussions on facts, emotions, benefits, risks, and alternatives. Lateral Thinking teaches techniques for innovative problem solving. The package teaches the methods and applies them to real-world management case studies.
The document provides guidance on using the Magic Lamp method for practical dramaturgy in filmmaking workshops. [1] It introduces the method, which was developed to help children and others create short films in a fun and engaging way. [2] The method emphasizes the learning process over technical quality, and uses improvisation, scriptwriting, and filming exercises to teach filmmaking skills in a hands-on manner over the course of a workshop. [3] The goal is to give participants a positive experience of the filmmaking process and help them express themselves creatively.
The document outlines the 7 phases of the Magic Lamp method for practical dramaturgy workshops in filmmaking:
1) An opening brainstorming workshop to invent locations and events without criticism.
2) Quick improvisations by pairs or small groups based on the locations and events.
3) Small groups develop the improvised stories into 5-sentence plotlines.
4) Groups present their stories to others and further develop them if needed.
5) Practical preparations like setting, props, wardrobe, and roles are decided.
6) Scenes are shot chronologically with improvisation used to add details.
7) All films are watched together and discussed along with the process.
KURS21NORD is a professional development program for Nordic educators held in Ireland from September 10-14, 2017. The itinerary includes:
- Accommodation at the Glenroyal Hotel in Maynooth and presentations at the National University of Ireland, Maynooth on leading schools, educating teachers, and innovative practices.
- Site visits on Tuesday to the Science Gallery at Trinity College Dublin on industry-education partnerships and The Ark cultural center focusing on education through the arts.
- School visits on Wednesday followed by lunch at The Teaching Council and discussions on teacher induction and continuing professional development support services.
- The program concludes on Thursday after visits to schools, presentations, and cultural
The document summarizes a cooperative project between two schools - Birkilundur preschool and Varmahlidarskoli elementary school - located in Skagafjordur, Iceland. The goal of the project is to increase educational continuity and the children's social skills by having regular visits between the schools. Over the course of the project, children from the preschool visited various classrooms and activities at the elementary school, and children from the elementary school also visited the preschool. The schools hoped to further develop the partnership through continued communication and defining clearer goals for the visits between the students.
Comenius regio inclusive and coherent learning environmentjkraaer
The document discusses collaboration between kindergarten and elementary school teachers in Skagafjörður, Iceland. The teachers work together to plan curriculum and ensure continuity of learning. They participate in job swapping and attending seminars together. The schools aim to have a shared understanding of students' skills and daily schedules to provide a smooth transition between institutions. Community engagement activities like visits from local organizations are also described.
The document discusses a project called "Children Helping Children" where children were interviewed about who they want help from when sad or hurt. Most younger children wanted help from friends while older children preferred adults. This prompted the school to start a program teaching children to help each other through activities like massage, mindfulness, and songs about friendship. The program was well received and will be introduced to new students to continue cultivating a culture of children helping one another.
The document discusses the role of school principals in connecting data generation and use to organizational learning activities. It focuses on principals collecting, analyzing, and making sense of data to plan actions. Specifically, it examines the capacities principals need to build a culture of data use and improve instruction, school improvement, and accountability. The movement toward increased accountability and a focus on results is criticized for potentially narrowing curricula and de-professionalizing teaching. The document advocates for using data to inform development in addition to external accountability.
The document discusses the future plans and direction of Kurs21Nord, a Nordic educational organization. It outlines past events from 2003-2011 and asks for feedback on topics and a potential event in Scotland for 2012. Participants are asked to provide feedback on relevant topics for 2011 and their opinions on combining a Scottish Learning Festival with a school visit and Kurs21Nord seminar in 2012. The document also mentions the NOFO group is looking for a new Norwegian partner and ways to obtain funding for seminars through programs like Comenius and NordPlus. Participants are asked to provide a brief evaluation by discussing highlights and areas for improvement in small country groups.
1. The document summarizes a panel discussion on team models in schools from four countries - Finland, Denmark, Sweden, and the Faroe Islands.
2. The panelists each presented their country's approach to forming teacher teams, including criteria for composition and the roles and compensation of team leaders. Approaches varied from subject-based teams to mixed-grade teams.
3. In discussing benefits and challenges, panelists noted that teamwork shares workload, brings diverse perspectives but also risks lack of communication and responsibility. A key challenge is balancing subject-focused and student-focused approaches.
The document describes the Blade Runner Robotics Team project. The team is composed of 10 students from two departments who are working on robots for the Robocup soccer and rescue competitions. The electronics department designs electronic circuits and controls for the robots, while the mechanical department builds and solves mechanical problems. The team uses a cooperative structure and works in software and hardware departments to organize their study and prepare the robots for the 2010 competition in Vicenza, Italy, where they achieved a fourth place result.
Laura described her typical Saturday, which involved waking up at 11am, messaging friends on MSN to find someone to hang out with, showering and getting ready before meeting up with her friend Insaf in the city. They spent 6 hours out together before Laura returned home for dinner and to do homework. Later, she went out with more friends until 11pm, when she went home to relax and watch TV while continuing to message people online until going to sleep at 1am.
Michele wakes up at 7am, takes a shower for half an hour, gets dressed and ready, then leaves her house by 7:50am on her bike to get to school. At school, her favorite subject is gym. After school she hangs out with friends before going home. When at home, she watches TV or goes outside, does homework from 4-5pm, then goes to her job from 5-8pm. On Tuesdays she does sports from 7-8pm, and on weekends she sees family and friends or relaxes.
The document summarizes the narrator's day starting from waking up at 7 AM until going to sleep. Some key events included having breakfast, feeding the family rabbit Marijo, biking to school for 1 minute, having classes with breaks in between, eating lunch with friends, doing homework quickly after school, playing with Marijo, making tea for the family, playing games, going to ice skating practice in Deventer for 2 hours, returning home, taking a shower, watching TV, brushing teeth, and going to sleep. The day is described from morning until night.
The diary entry describes the diary writer's morning routine of waking up at 7:30am, getting ready for school, having breakfast, packing lunch, and cycling to school by 8:30am. It then discusses the afternoon activities of relaxing after school until doing homework from 4pm. The evening involves picking up two Danes from school, having dinner together, learning and playing games with the Danes until going to bed at 10pm in preparation for the next day of school.
The document discusses a knowledge package for innovative managers that contains two creativity techniques: Six Thinking Hats and Lateral Thinking. Six Thinking Hats is a method for structured thinking, improved communication, and decision making. It focuses discussions on facts, emotions, benefits, risks, and alternatives. Lateral Thinking teaches techniques for innovative problem solving. The package teaches the methods and applies them to real-world management case studies.
The document provides guidance on using the Magic Lamp method for practical dramaturgy in filmmaking workshops. [1] It introduces the method, which was developed to help children and others create short films in a fun and engaging way. [2] The method emphasizes the learning process over technical quality, and uses improvisation, scriptwriting, and filming exercises to teach filmmaking skills in a hands-on manner over the course of a workshop. [3] The goal is to give participants a positive experience of the filmmaking process and help them express themselves creatively.
The document outlines the 7 phases of the Magic Lamp method for practical dramaturgy workshops in filmmaking:
1) An opening brainstorming workshop to invent locations and events without criticism.
2) Quick improvisations by pairs or small groups based on the locations and events.
3) Small groups develop the improvised stories into 5-sentence plotlines.
4) Groups present their stories to others and further develop them if needed.
5) Practical preparations like setting, props, wardrobe, and roles are decided.
6) Scenes are shot chronologically with improvisation used to add details.
7) All films are watched together and discussed along with the process.
1. Host: AN
NO
UN
To sign up and register your CE
participation in WIDE MINDS, ME
ODENSE please visit our website NT
8-13 October 2013 www. wideminds.eu
Wide Minds - The Human Face of Digital Learning 8th - 13th October 2013, at University College Lillebælt, Odense, Denmark
FI
RS
To sign up for our
T
AN
newsletter and
register your
N O
participation in
UN
BILLUND NOCOGO, please
CE
visit our website
www.NOCOGO.dk
M
EN
T
1st Nordic Congress on Obesity in Gynaecology and Obstetrics (NOCOGO) · 22 -24 October 2012, at Hotel Legoland, Billund, Denmark
Developing more autonomous,
reflective and enjoyable learning:
exploring the role of ICT and the
new Lifelong Learning
Programme to enhance
1st Nordic21st
learning in Congress
on
century schools
Obesity in Gynaecology
and Obstetrics (NOCOGO)
Statue of H.C. Andersen
Welcome to Odense
in October 2013
2.
3.
4. Host:
To sign up and register your
participation in WIDE MINDS,
ODENSE please visit our website
8-13 October 2013 www. wideminds.eu
Wide Minds - The Human Face of Digital Learning 8th - 13th October 2013, at University College Lillebælt, Odense, Denmark
The philosophy of Wide Minds Conference
Objectives Demonstrate how ICT can be an ideal medium to assist in the transition Set up international professional learning communities focussed on shared
from the traditional role of the teacher as the “sage on the stage” to that of facili- priorities.
tator of learning, “the guide on the side”
Disseminate the lessons learnt from the Wide Minds Multilingualism and Video-
Demonstrate how ICT can support and encourage the development of transferable conferencing action research projects.
skills including entrepreneurship and creativity as well as lead to more autono-
mous , stimulating and reflective learning. Share the good practice and experiences of teachers already involved with
WiMi-supported projects.
Provide teachers with practical training to develop their digital skills and boost their
confidence to embed the use of ICT in the classroom. Introduce participants to the opportunities available through the new Lifelong
Learning Programme and assist them in finding suitable partners for international
Explore how the use of iPads has been successfully integrated in teaching and collaboration and mobility.
learning in schools in Denmark and Austria.
Promote benefits of networking on a local, regional and international level.
Learn about the Danish education system
Raise awareness of the potential impact to whole school communities
Participate in “learning walks” in local schools with different foci relevant where
possible to participants’ stated priorities to maximise the opportunities for in depth of involvement in both virtual and face to face international partnerships.
professional dialogue.
Notice of interest
To sign up and register your participation in WIDE MINDS, please visit our website
www. wideminds.eu
Contact person:
John Kraaer · Tel nr: + 45 40 50 99 28 · E-mail: joak@ucl.dk
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The European Regional
Development Fund
Investing in your future