Gold Partner Seminar, 4 day´s training inclusive 2 overnight stay with breakfast + 4x dinner, per person, two Seminar blocks, each 2 days (TG-Gold-Partner-Seminar)
Silber Partner Seminar, 2 day´s training inclusive 1 overnight stay with breakfast + 2x dinner, per person (TG-Silber-Partner-Seminar)
A full seminar in 10 parts, with bonus questions and answers for reflection, by award-winning educator, Dr. Ed Frierson. Learn how to build learning communities in the school classroom that enrich, empower, energize, embrace, encourage, enable, enhance, enlighten, and ennoble students with enduring impact for kids of all ages and abilities.Dr. Ed's ideas are timeless and will provide any teacher, leader, or coach with powerful tools, kick-starting your own creativity to provide a learning environment that will grow in ways that are limited only by your own imagination. A wonderful educator, Dr. Frierson, shares out-of-the-box ideas to change the world one classroom at a time.This audiobook is Dr. Ed himself delivering his 10-hour seminar! 1. Language: English. Narrator: Dr. Ed Frierson, PhD. Audio sample: http://samples.audible.de/bk/acx0/102944/bk_acx0_102944_sample.mp3. Digital audiobook in aax.
This book presents stimulating new perspectives on three key sets of issues: a fair globalization, the policies that might be adopted in response to protectionist pressures, and sustainable development policies involving G7 and G20 actions to lay the foundations for renewed trust. The individual topics addressed within this framework are wide ranging. Examples include globalization and national inequality, globalization and policies for inclusive growth in developing countries, the sources of controversies regarding trade agreements and their effects, the impact of new U.S. commercial policies on the world trading system, real convergence in the Euro area, and the causes of Brexit. The book comprises a selection of contributions presented at the XXIXth Villa Mondragone International Economic Seminar. In offering contrasting points of view on topics of high current interest, it will appeal to academics, policymakers, and economic experts at institutions.
Seminar paper from the year 2016 in the subject Philosophy - Philosophy Beyond Occidental Tradition, , course: Islam and philosophy, language: English, abstract: For some time there has been a movement to examine cultures from perspectives that challenge the predominant European discourse, which, since the colonial era, has seen 'the Self' (or 'we') as Europeans, and 'the Other' as people from cultures that are not European. Nevertheless, even the more liberal discourses have designated the voice of 'the Other' as 'speaking from the margins to the centre' - 'the centre' being Europe; 'the margins' being outside Europe. This text critiques the post-modern approach, as espoused by Fred Dallmayr in his 'Beyond Orientalism', which posits 'context specificity' as a way of engaging with 'the Muslim Other' while claiming to eliminate any 'hierarchy of power' from either side. The irony of Dallmayr's approach is that engaging with 'the Muslim Other' without acknowledging the hierarchical structure of both existence and knowledge within Islam means that this relationship is still determined by the asymmetrically weighted paradigm of a horizontal meeting of horizons determined by the ideology of post-modern relativism. The prohibition of hierarchy remains a hierarchically determined condition for the meeting of horizons (a condition determined by the European Self). This text proposes walaya as an alternative model to the Self-Other dichotomy. Walaya, rather than culture, is the basis of engagement, and is inclusive of all human beings. The objective of engagement is not to promote tolerance of different cultures in the secular liberal sense, but 'to come to know one another', as stated in the Qur'an.
Seminar paper from the year 2012 in the subject Pedagogy - School Pedagogics, printed single-sided, grade: none, University of Dodoma, course: Foundations of Education, language: English, abstract: This paper reviews the trends of secondary education expansion in Tanzania. It is argued that various policy stances and approaches to education planning have served as blue prints for expanding this level of education in the country over time. It is further pointed out that; the whole process of expansion goes together with reasonable quality. Each policy stance and approach to planning on expansion of secondary education is observed with its impacts on educational performance in relation to quality. The paper also addresses the issues related to the couple of limitations and challenges of the quality education that calls for more innovations, more strategic planning as well as a strong political will of seeing to it that expansion is both creating more access and effectively empowers those who happen to access this education. The paper suggests the need for an increased number of studies that should shape policies aimed at making education inclusive, responding to the diverse needs and circumstances of learners and giving appropriate weight to the abilities, skills, and knowledge they bring to the teaching learning process. It further, recommends the effective and strategic engagement of various actors of education in decision making whenever new reforms and policies come in education system. Finally, the paper reminds politicians to take into account what the general public may wish to incorporate in the policy and plans so as to attain the intended education goals.
Seminar paper from the year 2018 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,7, Free University of Berlin (Institute for English Language and Literature), course: Ausgewählte Themen der Englischdidaktik, language: English, abstract: This paper analyses the role of the teacher required for cooperative learning in an inclusive classroom. Cooperative learning is an efficient and evidence-based teaching method for inclusive classrooms, which puts the emphasizes on learning that is facilitated by students rather than the teacher and thus represents a shift from traditional lecture-style classrooms to more brain-friendly environments. However, although cooperative learning is consistently acknowledged for its efficacy, its implementation remains a challenge. The question whether teachers have the professional competences needed to implement inclusive education is often ignored. The implementation of the convention brings new challenges to the classroom. Inclusive classrooms require inclusive teaching, which means a change of paradigm from a teacher-centred education to a student-centred education has to be enforced. The traditional role distribution between teachers and students does not do justice to an inclusive classroom. The conventional imparting of knowledge and competences should be replaced by a more auto-didactical approach. Consequently, the education requirements for students and teachers change. There is innumerable research on cooperative learning but only limited research sheds light on the new role a teacher has to take on when it comes to implementing cooperative learning in inclusive classrooms. The main questions to be answered are the following: What does a teacher need to consider when they implement cooperative learning in classrooms? How can the teacher support cooperative learning in an inclusive classroom? Is it even possible for a teacher to fulfil all requirements that come with cooperative learning in an inclusive classroom?
Seminar paper from the year 2015 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2,0, University of Frankfurt (Main), language: English, abstract: The similarities between the concepts of inclusion and multiliteracies - as understood by the New London Group - will be explored. The thesis that underlies this paper is that both approaches do possess a common ground, and the theoretical framework of multiliteracies and multiliteracy practices can play an essential role in inclusive approaches within the classroom. There is no aim here to put theory into practice: It is rather the comparison and merger of both concepts to find support for each another. As a teacher engaged in the training of special education needs, I find it relevant to understand the connection of the concepts of multiliteracies and inclusive education to derive a basic but fundamental comprehension of benefits of multiliteracy practices in my work with students. My personal and professional understanding of inclusion does not exclude students without diagnosed special educational needs from my focus; on the contrary, it vigorously includes all students. Chapter Two concentrates on inclusive education by giving a brief definition of the term 'inclusion' and what the central and essential ideas of inclusive education are. Chapter Three focuses on the concept of multiliteracies, its definition by the New London Group, and its implications for a new pedagogy shaped by theories of multiliteracies. Chapter Four brings together the findings concerning multiliteracy pedagogies and inclusive education to discusses the central question of whether the theory of multiliteracies does display any relevance for inclusive education, where these principles and mind-sets meet, and where the theoretical and practical implications of a theory of multiliteracies can be useful in an inclusive educational setting. The conclusion that follows sums up the results and reflects these, and displays possible consequences for further research.As both concepts bear a complex and non-distinct definition, and given the limitations of this paper, only aspect and core elements of multiliteracies and inclusive education are provided.
Seminar paper from the year 2007 in the subject English Language and Literature Studies - Literature, grade: 1,0, University of Constance (Fachbereich Anglistik und Amerikanistik ), course: Bollywood, 21 entries in the bibliography, language: English, abstract: 1.Introduction The Rising: Ballad of Mangal Pandey tells the story of the sepoy Mangal Pandey who triggers what the film calls the 'first Indian War of Independence' in 1857. Embedded in a story about the friendship between Mangal and William Gordon, his English superior, The Rising, I would claim, sets out to create nothing less than a myth of birth of the modern Indian nation - the mainstream Hindi film (Bollywood) is, after all, 'society's biggest and most influential mythmaker'. The Rising moves beyond the themes of generational / social class / gender conflicts of Indian popular cinema that are dealt with ad nauseam, but remains true to its 'origins' as regards the characterisation of its protagonists. It touches on questions of imperialism, colonialism and identity as well as, on a narrower level, friendship and morale. This paper will try to analyse the mechanisms upon which the construction of meaning within the film as well as the narrative of nation and nationalism rests - the assumed meaning being deciphered in another step -, concluding that the film moves in a space in-between nationalist ideas (and ideals) and a post-colonial struggle to de-colonise and 'Indianize'3 the history and culture of the nation by creating a unifying, i.e., inclusive and exclusive myth of the activist (Indian) individual. The portrayal of characters of Indians and English is therefore paramount. To what extent the above aim is achievable by means of popular and traditionally colourful filmmaking is a different question that can only speculated about.