Fidest – Agenzia giornalistica/press agency

Quotidiano di informazione – Anno 31 n° 229

Posts Tagged ‘school’

“The ideal school was in fact not school at all, but a museum”

Posted by fidest press agency su giovedì, 16 maggio 2019

NEW YORK (PRWEB) (by David Wine) John Dewey, the great American philosopher and a major voice in progressive education theory, once proposed that “the ideal school was in fact not school at all, but a museum.” Dustin Yellin is the Founder of Pioneer Works. His institute in the Red Hook section of Brooklyn, New York, is a multi-disciplinary cultural center that combines the arts and sciences along with other disciplines such as tech, cuisine, and horticulture that expose its visitors to the latest knowledge and thought leadership on universal challenges such as the climate crisis and the impact of artificial intelligence on humanity. Yellin tells C.M.Rubin, Founder of CMRubinWorld, that the learning experience at Pioneer Works is “predicated on exchange and production, and not on consumption or distribution alone.” Through Pioneer Works, Yellin hopes that viewers will “come together as people to have a sober discussion on the pros and cons” of technological advancements, “and figure out a way to organize it in the most equitable way possible”.Dustin Yellin is the founder and president of Pioneer Works, an artist-run non-profit cultural center that builds community through arts and sciences to create an open and inspired world. It aims to improve how to understand and regard each other and the world, and values curiosity, critical thinking, creativity, and inclusion.CMRubinWorld’s award-winning series, The Global Search for Education, brings together distinguished thought leaders in education and innovation from around the world to explore the key learning issues faced by most nations. The series has become a highly visible platform for global discourse on 21st-century learning, offering a diverse range of innovative ideas which are presented by the series founder, C. M. Rubin, together with the world’s leading thinkers. For more information on CMRubinWorld

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La Cambridge Summer School in Applied Human Nutrition

Posted by fidest press agency su giovedì, 28 febbraio 2019

Cambridge. Si terrà dal 5 al 9 luglio 2019 la Cambridge Summer School in Applied Human Nutrition, organizzata dalla Scuola di Studi Superiori in Alimenti e Nutrizione dell’Università di Parma in collaborazione con il Need for Nutrition Education/Innovation Programme (NNEdPro) di Cambridge e l’Institute of Continuing Education dell’Università di Cambridge. La Summer School è un corso intensivo che prevede 5 giorni di lezioni frontali e interattive su diverse aree della nutrizione: dai concetti base alla salute pubblica, passando per i metodi di ricerca e la nutrizione nell’ambiente ospedaliero.Le lezioni si terranno all’Homerton College e alla School of Clinical Medicine dell’Università di Cambridge, e saranno integrati da sessioni di mentoring e da un fitto programma sociale e di interazione studenti-docenti.
La Summer School è aperta a chiunque abbia interesse per la nutrizione e le sue applicazioni, inclusi studenti, laureati e dottorandi. Agli studenti delle lauree magistrali in ambito food e ai dottorandi di ricerca con competenze su alimenti e nutrizione sarà riservato uno sconto sull’iscrizione, ed è al vaglio dei vari consigli di corso di laurea l’attribuzione di 3 crediti formativi universitari agli studenti frequentanti all’atto del rilascio del certificato di frequenza e di proficiency.

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Project Based Learning Allows School to Become the Real World

Posted by fidest press agency su domenica, 9 dicembre 2018

By David Wine. According to many experts, school must be more relevant if kids are to thrive in the fourth industrial revolution, and research indicates that students exposed to project based learning (PBL) are making significantly greater academic gains than students taught with traditional approaches. As students gain deeper knowledge about their work via PBL, they also learn real-world skills that will be invaluable to them for the rest of their lives. Thanks to real world challenges such as the United Nations’ SDG’s, project based learning is currently enjoying a revival. In this style of learning, students must address a problem that’s impacting their local or global community. The PBL process teaches students how to organize and present their thinking in a limited amount of time. Students have to collaborate with other classmates to find solutions and then present their findings to a group. All the skills involved in the work are critical for today’s world. C. M. Rubin, Founder of CMRubinWorld, asked top global teachers to share their examples of high quality PBL programs. Educator Marjo Rantanen in Finland describes an EU program in which students improved their “entrepreneurial skills” and learned to “evaluate peer work and team work results.” Prerna Kumar in India explains her students worked longer and harder and described their experience as “joyful, authentic, powerful and resourceful.” Koen Timmers, who currently has students across 6 continents researching and brainstorming 4 climate change challenges, notes: “I believe in changing people’s mindsets via education.”
(abstract – For more information on CMRubinWorld Follow @CMRubinWorld on Twitter)

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EV Safe Charge Ranked One of “Top 15 Most Fundable Companies” by Pepperdine Graziadio Business School

Posted by fidest press agency su domenica, 14 ottobre 2018

EV Safe Charge™, a leading provider of EV charging solutions, is thrilled to announce that it has been named to the Pepperdine Graziadio Business School first annual Most Fundable Companies List. EV Safe Charge competed against more than 2500 other early-stage U.S. companies to win the recognition as one of the most fundable companies for private industry investors. As a winner, EV Safe Charge will be profiled on and featured in the November print issue of the magazine. “We are honored that the judges recognized us as a promising, fast-growing company with big ambitions in a hypergrowth industry segment,” said EV Safe Charge Founder and CEO Caradoc Ehrenhalt. “Attracting continued investor interest is a key priority of our team and this prestigious exposure from a leading business school is further validation of our exciting potential. We are grateful for the award and congratulate each of the winners.” The Most Fundable Companies initiative involved a multi-phase assessment that evaluated financial projections, market opportunity, differentiation of offering and the strength of the management team, all of which were used to produce a fundability score. The top 15 companies were selected in partnership with The Venture Alliance based on their readiness for private investment. Honorees on the inaugural list are located across the country and come from a variety of industries. “EV Safe Charge is transforming the charging solutions market with innovative approaches and white-glove service,” continued Ehrenhalt. “With the need for 40 million charging stations around the globe by 20301, our business model aims to capitalize on this staggering growth opportunity in a highly fragmented market,” he concluded.

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AURAK Ranks High in the Scopus Database

Posted by fidest press agency su lunedì, 1 ottobre 2018

The American University of Ras Al Khaimah (AURAK) ranked twelfth among 103 UAE institutions with Scopus affiliations, with a total of 403 Scopus documents published by the AURAK faculty and researchers. Scopus is the largest database of peer-reviewed literature, encompassing scientific journals, books, and conference publications. The extensive global scholarship indexed in Scopus includes research in science, arts and humanities, social sciences, medicine, and technology. A high ranking in Scopus is understood by many to be one of the top indicators of excellence in research worldwide.AURAK is a public non-profit, independent, coeducational institution of higher education, which provides an integrated North American-style education. It is accredited by the Ministry of Education in the UAE and offers twenty-two undergraduate and graduate programs across a wide range of disciplines. In September 2017 AURAK stood at the 24th position out of 98 institutions with Scopus affiliations in the UAE, with 249 Scopus publications. Within a period of one year there has been a 62 percent increase in Scopus publications with the 2018 ranking, with AURAK climbing the competitive ladder to the twelfth slot out of 103 institutions, and with the faculty publishing 403 Scopus documents. With its prodigious rate of quality publications, AURAK has risen higher in the rankings even with increased numbers of competitors in the field.
The Provost, Professor Stephen Wilhite, observed that faculty engagement in research is fundamental the university’s achievement of its mission to exemplify the highest standards of teaching and research. “As accomplished researchers, faculty members model for their student’s active engagement in advancing knowledge in their discipline.” AURAK President, Professor Hassan Al Alkim, is elated with the hard work and progress of his faculty, “This type of results supports our claim that our faculty is not only certified, but is comprised of highly qualified professionals that are on the forefront of contemporary research and that our institution is indeed highly competitive among the leading Arabic institutions in the UAE. Not only did our institution improve its status from last year, but it did so even in a broader, more competitive atmosphere. Our students are receiving a first-rate education from first-rate professors who are highly active in the academic world of research and on the cutting edge of innovative ideas.”

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Arizona Virtual Academy Begins 15th School Year on August

Posted by fidest press agency su domenica, 5 agosto 2018

Students at Arizona Virtual Academy (AZVA), an accredited, online public charter school, will begin the 2018-19 school year on August 8 as the school begins its 15th year of operation. AZVA is open to students statewide in kindergarten through 12th grade. Combining innovative technology with a rigorous curriculum led by state-certified teachers, AZVA provides each student with a personalized learning experience. Students take a full course load across the core subjects of English/language arts, math, science and history, as well as world languages, art music and electives. Advanced Placement® courses are available at the high school level.Eligible students also have the opportunity for concurrent enrollment, which allows them to earn college credit while still enrolled in high school, at no cost to the family. AZVA will launch the RISE program (Reaching Intellectual Success & Excellence) for profoundly gifted students in 2018-19. Eligible students in grades 3-8 will learn under the instruction of a gifted-certified teacher and will be provided opportunities for acceleration in areas of exceptional strength, and the ability to go deeper and wider in their understanding of the world around them. RISE students will engage with similarly gifted peers through live class discussions, projects and virtual collaborative learning.“Gifted students shouldn’t just be given more work, they should be given different, meaningful work that will encourage them to delve deeper into their scope of understanding of the material and to explore the world in a new way,” said Dr. Kelly Van Sande, head of school at Arizona Virtual Academy. “The RISE program will encourage our students to exercise creativity and higher-level thinking while exploring interesting topics and concepts.” AZVA also offers a blended learning program, combining online courses with in-person instruction and support. There are three blended learning centers located in the Phoenix Metro area, as well as one each in Kingman and Tucson, and feature on-site support, student enrichment and socialization opportunities.Students enroll in online school for a variety of reasons, including advanced learning, a bullying-free environment, and the ability to balance their education with extracurricular pursuits or medical needs.AZVA’s state-certified teachers facilitate lessons during live, interactive online classes. In addition, the dedicated teachers interact with students and families via phone, email, web-based classrooms and online discussions, building close partnerships with parents and students to support academic success. The online platform enables students to enjoy a safe learning environment while connecting with classmates and teachers from across the state.Throughout the school year, AZVA builds a sense of community through in-person field trips, community service opportunities and social outings. AZVA celebrates the end of the school year with an in-person prom and honors graduating seniors with an in-person commencement ceremony in the spring. AZVA is still accepting enrollments for this fall. Interested families are encouraged to attend online or in-person information sessions hosted by the school.

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The Best Time for Orthodontic Treatment is Before School Starts

Posted by fidest press agency su giovedì, 19 luglio 2018

The last thing any kid wants to do in the summertime is spend a few hours in the orthodontist’s office. But this is the best time of year to get orthodontic treatment. Getting braces during summer can make for an easier adjustment period. It is easier to learn to talk, eat and live with braces without the added stress of school (and social) demands. Plus, the cool, soft foods of summer are ideal for soothing the pain, irritation and sores that can occur when braces are first installed and during the weeks to follow. By the time school is in session again, the child’s comfort and confidence levels may be higher. In fact, they may not be as aware of their braces as they become more used to them.But the cost of braces may be a challenge for parents no matter what time of year their kids begin orthodontic care. On average braces cost $5,000-$6,000. And that price goes up for braces made of clear materials, treatment for complex oral issues, and location—residents of bigger cities can expect to pay more for orthodontics.Dental insurance can help a bit, but typically has an annual maximum spending limit of $1,000-$1,500 and may also have a lifetime limit on coverage for orthodontics. That leaves families paying much of the cost of care out of pocket. The best option for reducing the cost of braces is often a dental savings plan. These plans do not have annual spending limits or lifetime caps on orthodontic care. Plan members enjoy reduced rates on dental care at a nationwide network of 100,000+ dentists.Dental savings plans typically provide savings of 10%-60% on a wide variety of dental treatments, from orthodontics for kids and adults, to root canals, crowns, bridges, dental implants, and preventive care. And since members can use their plan to save at the dentist as often as they wish, there is no need to ration family dental care or delay treatment to keep costs below insurance’s annual spending limit.

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Kohl’s Cares Prepares Young Readers for Back-to-School with I Can Read! Books

Posted by fidest press agency su giovedì, 19 luglio 2018

Kohl’s (NYSE: KSS) is gearing up for the back-to-school season with a collection of easy-to-read books and coordinating plush as part of the Kohl’s Cares® merchandise program, now available at all Kohl’s stores and on for the newest readers in your family, I Can Read! books collections share captivating stories through easily understandable concepts and vocabulary for all reading levels. Whether it’s their first story time with Pete the Cat or they’re ready to begin reading about the Justice League on their own, kids of all ages will find stories to enjoy in this season’s Kohl’s Cares collection. Priced at $5 each, these books and their coordinating plush pals make a great gift for the little readers in your life, with 100 percent of the net profit benefiting charitable organizations nationwide.Before heading back to school, families can also brush up on their learning skills together with fun kits, activity books and flashcards, also part of this season’s Kohl’s Cares collection.
Kohl’s (NYSE: KSS) is a leading omnichannel retailer with more than 1,100 stores in 49 states. With a commitment to inspiring and empowering families to lead fulfilled lives, Kohl’s offers amazing national and proprietary brands, incredible savings and an easy shopping experience in our stores, online at and on Kohl’s mobile app. Throughout its history, Kohl’s has given more than $650 million to support communities nationwide. For a list of store locations or to shop online, visit For more information about Kohl’s impact in the community or how to join our winning team, visit or follow @KohlsNews on Twitter.

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MBL-Energy First to Achieve 2018 DSA Pre-Check Certification for Solar Carports at California Schools

Posted by fidest press agency su venerdì, 22 giugno 2018

MBL-Energy, a leading designer and builder of solar energy projects, announced today that it has received the first California Division of State Architects (DSA) pre-check certification issued under the newly released 2016 CBC compliance. This certification will enable MBL-Energy to quickly move forward on the design and construction of parking canopies for California public schools and other public works by reducing the permitting approval time from up to one year down to five weeks, potentially saving schools thousands of dollars in energy costs during the process.MBL-Energy received this certification by being the first to pass cyclical testing and meeting the rigorous project and safety requirements set forth by DSA. An integral component of the new and existing DSA pre-check certification is the approval of MBL-Energy’s patented UL-certified Beacon™ Clip, a best-in-class enhanced solar module attachment. Developed by MBL-Energy CEO Robert Laubach, the UL-certified Beacon™ Clip uses proprietary technology that enables a more efficient and safe installation process on solar arrays. With a higher safety rating than required by the DSA, the Beacon™ Clip is ideal for carports on school campuses and related public work structures.The DSA oversees construction projects on California K–14 campuses by providing plan review and approval, and construction oversight of projects, in response to applications from California school and community college districts. DSA updates project pre-check qualifications based on current building code applications to meet standards agreed upon by a number of internal and external partners.To date, MBL-Energy has successfully completed 350MW of solar projects across California, of which 180 were DSA projects. This includes recently announced projects across six schools in the Santa Rita Union School District in Salinas, California, that integrates one megawatt of solar PV with 1.1 MWh of Sharp’s SmartStorage energy storage systems to form solar plus storage microgrids, and with the Fontana Unified School District (FUSD) in San Bernardino County. For FUSD, MBL-Energy delivered 13.9 MW of solar PV and 6.1 MW of battery storage using Tesla’s energy products for the district’s 40 schools that is expected to save $1 million during the first year and a combined amount of $68 million over 20 years.

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Scholarships Awarded to Collingswood High School Students

Posted by fidest press agency su domenica, 3 giugno 2018

Brian J. McIntyre, President of WorkStrategy, Inc., and his family, awarded four scholarships totaling $20,000 at the annual Collingswood High School Academic Awards Banquet on May 31, 2018. A former student and resident of Collingswood, New Jersey, Brian started the scholarship program in 2000 and has contributed approximately $420,000 in funds to date. The scholarship program is named in honor of his parents, George and Joan McIntyre, both of whom were actively involved with local charities and educational programs.“We are tremendously thankful for Brian and the McIntyre family. The George F. and Joan D. McIntyre Foundation Scholarships that they award annually have a profound impact. Since 2000, the McIntyre family has helped 84 graduating seniors to achieve their academic and professional goals by awarding these students over $420,000 in scholarships. Words cannot express our gratitude for this remarkable and unparalleled level of support,” stated Matthew Genna, Collingswood High School’s Principal.
“Once again, Collingswood High School has produced an impressive group of graduates. These students have worked hard on their academic achievements – with many balancing community service and challenging extracurricular activities as well. We are honored to participate in the program each year and happy to provide support as they take their next step toward an eventual career,” said Mr. McIntyre.

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Up to 60 West Virginia Middle School Students to Advance to Final Round in Cyber Robotics Coding Competition

Posted by fidest press agency su venerdì, 18 maggio 2018

Students from middle schools across West Virginia are gearing up for the final round of their Cyber Robotics Coding Competition (CRCC), a program that provides students and educators with the opportunity to build coding-robotics skills for real or virtual 3D robots. On May 17, those finalists will gather at the Fairmont State University (FSU) campus for a coding faceoff and an awards ceremony. NASA’s Independent Verification and Validation (IV&V) Educator Resource Center, FSU, A3L Federal Works and the Intelitek STEM and CTE Education Foundation (ISCEF) partnered to launch this spring version of CRCC in West Virginia.To date, more than 30,000 students all over the world have participated in CRCC events. The West Virginia event attracted 2,271 students as participants. After completing both the boot camp and the week of code phases – the 15 top schools were selected to compete in the finals.“The competition takes robotics and leverages it into the coding world – such an important aspect of STEM,” said Todd I. Ensign, Ed.D., the program manager for the NASA IV&V Educator Resource Center and a geoscience lecturer at FSU. Ensign was responsible for the outreach that resulted in the current spring event. “The schools and students who can best strategize, plan and complete the multi-level challenges will be the coding champions.”Up to four students from each school will compete in the Finals, coding through fifteen missions during the first 90-minute phase and a three-part mission in the subsequent 60-minute second phase. Awards will be presented for performance and student participation ratios.“Our aim, through these CRCC events is to get educators and students excited about STEM through coding robotics and computer science and lower the apprehension many have regarding coding, robotics and technology in general,” said Ido Yerushalmi, CEO of Intelitek. “These events not only recognize schools and teachers investing in STEM but help build collaboration between state education boards and companies specializing in, and supporting, STEM.”

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Executive MBA della School of Management del Politecnico di Milano

Posted by fidest press agency su martedì, 1 maggio 2018

Consentono a chi li frequenta di migliorare la propria carriera in termini di posizione e di stipendio, godono di una considerazione presso le aziende decisamente superiore alla media e possono vantare un’aula di tutto rispetto, con studenti-manager di ottimo livello.
A dirlo è il QS Global EMBA Rankings 2018, che per la prima volta ha identificato i 119 migliori master MBA per executive a livello globale, considerando l’offerta di 36 Paesi nel mondo e collocando i programmi EMBA della School of Management del Politecnico di Milano al 60° posto. Lo stesso punteggio, ottenuto analizzando diversi fattori di interesse, le ha permesso di raggiungere il 26° posto in Europa, su un campione di 49 business school.
Il QS Global EMBA Rankings 2018 valuta infatti vari aspetti dei programmi EMBA, guardandoli con gli occhi degli studenti. Non considera solo gli effetti sulla carriera, certamente fondamentali, e la buona fama di cui gode la scuola presso gli imprenditori, ma anche la composizione della classe, in termini di diversità e di esperienza professionale.
“Siamo molto soddisfatti di questo risultato – dichiara Federico Frattini, Direttore dei Programmi MBA ed Executive MBA della School of Management del Politecnico di Milano – che conferma la validità del processo di innovazione dei nostri prodotti, sempre più vicini non solo alle esigenze degli studenti executive, ma anche capaci di rispondere al meglio alle esigenze delle aziende, come dimostra l’alto punteggio che abbiamo ottenuto proprio per la buona reputazione aziendale. Un riconoscimento che ci sprona a continuare in questa direzione e a fare ancora meglio”.

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Global Brewer CEO Carlos Brito to Deliver 2018 Commencement Address at Stanford’s Business School

Posted by fidest press agency su sabato, 3 marzo 2018

The chief executive of one of the world’s leading consumer goods companies and Stanford MBA alum will address the graduating Class of 2018.Together with his team, Brito helped transform the industry by building the world’s largest brewing company. He earned his MBA in 1989 and is the chief executive of a global company with 200,000 colleagues in over 50 countries and more than 500 iconic brands sold in more than 100 countries.“Brito is a global business leader for the modern age,” said Jonathan Levin, Philip H. Knight Professor and Dean of Stanford Graduate School of Business. “He started in Brazil and built the world’s largest brewing company. Today, he leads an organization that operates in virtually every time zone, yet he remains down to earth and closely connected to his customers and colleagues.”
In 1989 Brito joined Brazilian beer and soft drinks company Brahma, which 10 years later merged with Companhia Antarctica Paulista to form Ambev. There he held various positions in finance, operations, and sales before being appointed CEO in January 2004. Ambev combined with Belgium’s Interbrew to form InBev eight months later, and Brito became Zone President North America. He was appointed CEO in December 2005.Brito led the successful merger with Anheuser-Busch in 2008. In October 2016, after the company acquired SAB, Brito remained CEO of what had become the world’s largest brewer.Born in Rio de Janeiro, Brazil, Brito earned his undergraduate degree in mechanical engineering from the Federal University of Rio de Janeiro, and received his MBA from Stanford University Graduate School of Business.He is a member of the advisory council at Stanford GSB and serves on the advisory board of the Tsinghua University School of Economics and Management.Brito has lived in Brazil, Germany, Canada, Belgium, and the United States.
Inaugurated in 2010, Stanford GSB’s alumni commencement speaker program brings business leaders back to inspire graduating students as they embark on their own careers.

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What Singapore Can Teach The Rest of the World About Education

Posted by fidest press agency su martedì, 10 ottobre 2017

singapore-marinaSingapore. CMRubinWorld’s new interview with global education thought leader and author, Pak Tee Ng, focuses on how Singapore consistently updates it’s education system to stay on top of trends in a rapidly changing world. It is no secret that Singapore has one of the strongest education systems in the world. However, this has not stopped Singapore from continuing to build on its position of strength, which includes learning from other education systems around the world. In a recent interview with CMRubinWorld, Pak Tee Ng says that Singapore’s education system is constantly focused on how best to prepare youth for the obstacles they will face in the future. “We change when we are strong rather than wait until we are desperate. Then we can change in a more mindful and reflective manner. Work has begun much earlier but we are putting in more efforts to emphasize values inculcation, lifelong learning, holistic education and 21st century skills. We hope to encourage joyful learning and help our students develop resilience and an entrepreneurial spirit.” Pak Tee Ng. explains that “efficient and effective learning” are the goals in Singapore schools but that educators today are “much more mindful and intentional about making the learning process a joyful one, so that students develop an intrinsic desire for lifelong learning. Then, they will be better prepared to deal with future complex challenges.” In terms of the role of teachers in Singapore’s model, Pak Tee Ng says change “requires teachers to examine their teaching methods to engage their students better.” And on the subject of curriculum, he notes educators are “making content more relevant to real life and giving students opportunities to apply knowledge and skills learned in school in authentic work settings.”
Pak Tee Ng is Associate Dean, Leadership Learning, Office of Graduate Studies and Professional Learning, and Head and Associate Professor, Policy and Leadership Studies Academic Group, at the National Institute of Education, Nanyang Technological University, Republic of Singapore.

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Access to education failing many migrants

Posted by fidest press agency su domenica, 21 maggio 2017

migrantsThe Agency’s latest summary identifies pressing fundamental rights issues that need addressing in various EU Member States. Some of the main findings include:
Children in immigration detention have no access to any form of education in nine out of the 14 Member States covered by this report. This is mainly because Member States expect short detention periods, which may also be shorter than needed to perform the administrative and medical checks for schooling. In the other countries informal education is offered. Education, independent of the time spent in detention, is only on offer in three Member States.
Very few Member States specifically address the educational needs of those who have been unable to attend school regularly before arriving. As a result they may also lag behind students of a similar age. This is particularly a problem in many Member States when it comes to educating children who are above the compulsory school age without the necessary skills.
Traumatised children often have difficulties integrating due to behavioural issues or because they are withdrawn. In four Member States, there is some form of psychological support but it does not specifically target refugee children. Teachers receive support through training or guidance in dealing with traumatised children in only three Member States.
Early childhood education can help students learn better and prevent them from leaving school early. However, long waiting periods, language barriers, long distances, insufficient guidance to families, lack of information, low allowances for asylum applicants to cover expenses, and the treatment and integration of traumatised children are all factors limiting access to early childhood education. For example, over 40% of Dutch municipalities with reception centres have no childcare facilities at these centres.
In four Member States, asylum seekers and refugees have no access to formal schooling in some parts or regions of the country. Although almost all Member States have special support classes to help children follow or join regular schools, in five they spend up to two years in separate preparatory classes outside schools until they can attend public schools.
Once enrolled in school, migrant children generally benefit from the same services as national children. In some Member States they are also eligible for additional support such as language courses or allowances for buying school supplies.
Problems in recognising non-EU diplomas hinder access to third-level education and employment in many Member States.
Most Member States increased their budgets and staffing for education following the 2015/2016 migration crisis. For example, in Austria staffing for basic care has quadrupled since the large-scale increase in migration.
The European Commission asked the Agency to collect data about the fundamental rights situation of people arriving in Member States particularly affected by large migration movements. The reports cover 14 Member States: Austria, Bulgaria, Denmark, Finland, France, Germany, Greece, Hungary, Italy, the Netherlands, Poland, Slovakia, Spain and Sweden.

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Startup School di Mind the Bridge

Posted by fidest press agency su sabato, 31 dicembre 2016

università paviaPavia Sono oltre 300 e provengono da oltre 20 paesi su 4 continenti. Sono gli Alumni passati negli ultimi 4 anni dalla Startup School di Mind the Bridge, l’organizzazione internazionale nata per sviluppare, promuovere e supportare gli ecosistemi imprenditoriali di tutto il mondo. Con base in Silicon Valley (San Francisco) e in Italia, la MtB School nasce ufficialmente nel 2007 come progetto sperimentale a supporto dei primi “Italy Tour” e i primi “Bootcamp”, per poi assumere qualche anno dopo i connotati di un progetto formativo strutturato su moduli intensivi da 3 settimane rivolti agli aspiranti startupper. “Siamo partiti nel 2007 come semplice ponte tra l’Italia e gli Stati Uniti – ha commentato Marco Marinucci, fondatore e CEO di Mind the Bridge – ma poi, anche grazie a progetti europei come Welcome e SEC2SV, abbiamo aggiunto sempre più rampe di accesso al nostro ponte virtuale con la Silicon Valley. Oggi qui siamo un punto di riferimento per la formazione imprenditoriale, avendo ospitato e supportato centinaia di founder che vogliono fare un reality-check valido e circostanziato della loro value proposition in un periodo di tempo ragionevolmente breve. Perché il tempo vale più del denaro”.Grazie anche al supporto di partner d’eccellenza come il Polo Tecnologico di Pavia, Wind Business Factor e Fondazione Denoth in Italia, il programma Welcome a livello europeo e Brilliant Labs in Medio Oriente, la Scuola ha via via assunto un carattere di hub internazionale, accogliendo progetti e startup da tutto il mondo. E se nel 2012 i paesi rappresentati risultavano solo 3 – Italia, Brasile e Bulgaria – si è rapidamente passati a 11 nel 2014 fino ad arrivare agli oltre 20 del 2016, in rappresentanza di 4 continenti (Europa, Asia, America e Africa).Anche la partecipazione femminile è cresciuta, passando dal 6% del 2012 a oltre il 25% del 2016, con casi di eccellenza come quello di Timbuktu di Elena Favilli e Francesca Cavallo o quello recente di InteriorBe di Federica Sala, arrivata alla School attraverso il concorso “Ti Porta Lontano” di Nastro Azzurro. “Il successo di Mind the Bridge oggi si può valutare anche in base ai casi di successo di alcune startup che hanno partecipato alla nostra Scuola – ha aggiunto Alberto Onetti, Chairman dell’organizzazione – Alcune hanno trovato funding e si sono fatte strada in Silicon Valley, come Timbuktu. Molte altre sono tornate nei loro paesi di origine con una value proposition e un business model rinnovato e lì hanno trovato l’ambiente ideale per la loro crescita. Il ponte di Mind the Bridge è assolutamente a doppia corsia: molti sfruttano l’esperienza e l’accelerazione della Silicon Valley per rafforzarsi e crescere a casa propria”.L’italiana Timbuktu, dopo essere stata selezionata da 500 Startups, ha infatti raccolto $3M con il progetto “Rebel Girls”, rivelandosi la campagna Kickstarter di maggior successo in ambito editoriale al mondo, mentre Tikkiti, piattaforma per la vendita di biglietti di spettacoli originaria del Kuwait, ha raggiunto in pochi mesi dalla partecipazione alla School oltre 300 mila dollari di fatturato. Come loro, tante altre eccellenze. Come Primo, basata nel Regno Unito, che sviluppa programmazione per bambini nella sua forma più semplice e ha raccolto $1.6M. Oppure come l’italiana Meritocracy, che ha completato la fase di seed funding (€0.6M) e sta ora raccogliendo un series A da €2M in Europa. Ancora, l’Irlandese Artomatix, che è stata ammessa a settembre alla Battlefield di TechCrunch Disrupt oppure l’italiana Urbi che è stata acquisita da O anche l’argentina Ulang, che ha lanciato il suo prodotto in fase beta con la Singularity University durante la School, mentre l’italiana InteriorBe ha appena annunciato un seed round da €250k guidato dall’italiana M+C Works a pochi mesi dal ritorno dalla Bay Area. Infine, sempre dal Kuwait, Bleems, che ha incrementato le sue vendite da $25k a $3M a seguito del periodo di formazione. “Un modello, quello della Startup School, che oggi usiamo non solo per startup consolidate ma anche, opportunamente adattato, per giovani studenti universitari e delle scuole superiori che vogliano avere una prima esperienza strutturata e un’esposizione mirata al mondo dell’innovazione e al contesto della Silicon Valley – ha concluso Marco Marinucci – Un esempio è la delegazione Coreana di una quindicina di studenti che la Scuola ha ospitato nel mese di luglio 2016. Il risultato è stato molto buono e stiamo valutando di ripetere questa esperienza con diverse regioni ed enti locali in Italia ed Europa”.

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La Toulouse Business School lancia un blog di ricerca dedicato a decisori e analisti

Posted by fidest press agency su mercoledì, 11 maggio 2016

bullesTolosa, Maggio 2016. Perché le aziende cinesi stanno comprando i mercati europei? Come sono coinvolti i traders nella formazione di bolle speculative? Quanto può essere efficace la cattura del carbonio contro il riscaldamento globale? Qual è l’impatto reale dei Big Data sul management? Questi e molti altri i temi di ricerca dei 91 docenti del Centro di Ricerca della Toulouse Business School. Oltre alla sua principale missione di produrre nuove conoscenze che vengono utilizzate nei corsi dispensati nei suoi vari programmi, la Toulouse Business School si è fissata l’obiettivo di diffondere i risultati della ricerca del suo corpo docente ad un pubblico più vasto ed il blog TBSearch è nato proprio per servire questa ambizione.Attualmente 91 professori lavorano su ricerche nell’ambito del management. Essi comunicano i risultati del loro lavoro attraverso le più prestigiose riviste scientifiche e conferenze accademiche.
“L’obiettivo fondamentale della nostra attività di ricerca è quello di identificare le leve che i manager e i dirigenti possono utilizzare per creare valore per tutti gli stakeholder di un’azienda. Esse hanno inoltre lo scopo di contribuire all’efficacia delle politiche pubbliche, in quanto si basano sul contesto economico”, spiega Denis Lacoste, direttore della ricerca presso la Toulouse Business School.L’ambizione del blog, attraverso le sue versioni in lingua francese, inglese e spagnola, è quello di espandere la portata della ricerca ad un pubblico più vasto interessato a economia e management: dirigenti, manager, analisti e giornalisti economici.In quanto canale di informazione online ad accesso libero, Tbsearch fornisce analisi sulle ultime notizie d’attualità da parte di esperti, oltre che le loro ricerche. Gli articoli sono scritti in un formato breve e accessibile e presentati su un’interfaccia grafica semplice ed efficace.
Fondata nel 1903 dalla Camera di Commercio e dell’Industria di Tolosa, la Toulouse Business School ha tre campus (Tolosa, Barcellona e Casablanca) e due siti a Parigi e Londra. La TBS offre un ampio portafoglio di lauree triennali e formazioni post-laurea, nonché un DBA per i dirigenti e programmi su misura a seconda delle esigenze dei singoli partecipanti. La scuola forma i manager e i business leaders di domani. I programmi della TBS sono focalizzati principalmente su finanza, strategia, marketing, contabilità, consulenzane risorse umane, ma anche sulla cultura, le scienze umane e l’imprenditorialità. Immersa nella regione francese Midi-Pyrénées, la TBS sta creando programmi specifici per l’industria aerospaziale, alimentare e sanitaria. La Toulouse Business School è una delle poche business school che detiene il triplo accreditamento EQUIS, AMBA e AACSB. Aperta al mondo, la TBS ha firmato oltre 160 accordi di scambio con università in tutti i continenti, la scuola conta ad oggi 80 nazionalità nei suoi diversi campus. (foto: bulles)

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Parte la Lake Como School

Posted by fidest press agency su domenica, 8 maggio 2016

villa del grumelloComo. Parte lunedì 9 maggio la “Lake Como School of advanced studies” iniziativa promossa dalla Fondazione Alessandro Volta di Como che dal 2013 realizza attività di formazione post universitaria rivolte a giovani ricercatori nel campo delle teorie dei sistemi complessi.Ogni anno la Lake Como School promuove alcuni programmi scientifici chiamati “Scuole”, attività didattiche e di studio punto di incontro per studiosi e scienziati.Giunto alla quarta edizione, questo progetto è cresciuto negli anni: nel 2013 sono state attivate 6 scuole; 7 scuole nel 2014; nel 2015 il numero è salito a 13, fino ad arrivare alle 16 previste per il 2016. Le prime tre edizioni delle scuole hanno contato un totale di 1.208 partecipanti da ben 50 paesi di provenienza.“La Lake Como School cresce ancora nel 2016 con ben 16 proposte formative di assoluta eccellenza a livello internazionale offerte ai giovani di tutto il mondo – commenta Mauro Frangi, Presidente della Fondazione Alessandro Volta – Giovani che ancora una volta sceglieranno Como e lo straordinario contesto del Chilometro della Conoscenza per qualificare ulteriormente la propria formazione in una pluralità di discipline, rafforzando ulteriormente la vocazione internazionale di Como come città della cultura, della conoscenza e dell’alta formazione. Un progetto che possiamo realizzare e sviluppare grazie alla Fondazione Cariplo e al suo sostegno e alla consolidata partnership con quattro Università lombarde (Statale di Milano, Bicocca, Insubria e villa del grumello1Pavia)”.“L’esigenza di scuole come la Lake Como School si è imposta nel mondo come conseguenza della competizione internazionale che richiede sempre più una formazione di eccellenza nelle diverse discipline – commenta Giulio Casati, Segretario scientifico della Fondazione Alessandro Volta -. Queste scuole permettono di mettere in contatto, per periodi limitati, in un ambiente sereno e raccolto, giovani ricercatori provenienti dalle diverse università con i migliori esperti, in campo mondiale, nei rispettivi campi di ricerca”.Per il 2016 le nuove attività didattiche e di studio della Lake Como School propongono un ampio programma di workshop, conferenze e convegni internazionali che si svilupperà da maggio a ottobre a Villa del Grumello a Como e a Campione d’Italia. Durante le Scuole verranno trattati e studiati numerosi argomenti, dalle Sustainable Water-Energy-Centric Communities alla la teoria dei giochi, dallo sviluppo dello studio sul cancro alle reti complesse, dalla creatività ed evoluzione allo sviluppo e alle attività dei circuiti celebrali, fino al trapianto di organi.
Novità di quest’anno sono le conferenze aperte al pubblico a ingresso libero. “Da quest’anno abbiamo voluto aprire ai comaschi e alla città questa straordinaria esperienza di eccellenza – conclude Mauro Frangi Presidente della Fondazione Alessandro Volta – Quattro degli esperti di fama mondiale affiancheranno alla docenza nelle rispettive scuole altrettante conferenze ad ingresso libero rivolte ai nostri concittadini. Perchè vogliamo che le attività di profilo internazionale della Fondazione siano sempre più conosciute e apprezzate dalla città e contribuiscano a migliorarne la vita culturale”
La prima scuola “Sustainable Water-Energy-Centric Communities” si terrà dal 9 al 13 maggio a Villa del Grumello a Como.
I partecipanti approfondiranno nuovi paradigmi che rappresentano un considerevole cambiamento nel modo in cui nuove città saranno pianificate e costruite, e le esistenti ammodernate, per raggiungere uno sviluppo sostenibile. Una città sostenibile sarà autosufficiente con risorse energetiche rinnovabili, con acqua risparmiata e riutilizzata, creando il minor impatto ecologico, recuperando risorse dalle acque reflue e dai solidi organici, producendo la minor quantità di inquinamento possibile. (foto: villa del grumello)

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A Mediterranean School as a symbol of sustainability and progress

Posted by fidest press agency su sabato, 22 agosto 2015

gerardo biancofioreAn Italian project for a better use of natural resources. The Small and Medium Enterprises International Group of Ance, the Italian builders’ association, and Ance Foggia just launched a new school model: the Mediterranean School. It would be an inclusive structure, hosting children from kindergarten up to 13 years old. Moreover, the Mediterranean School will be tailored according to the specific characteristics of the Mediterranean weather, also keeping into consideration the needs of a number of municipalities. Among them, the necessity of having more new schools, provided with technological tools, labs and curricula able to effectively train future professionals. The building of schools will be conducted by using local sustainable materials. Moreover, bioclimatic planning will be used in order to take the best from the heat characterizing the Mediterranean area. An artistic study on lights will be also included to put in evidence shapes and colours. Photovoltaic, thermodynamic and trigeneration energy will be used as engines of the building, reducing the consumption of electricity. The structure will be monitored h24 by automation systems to guarantee an effective functioning. Also with regard to waste, the school reveals its sustainable nature in having adopted recycling of conventional materials (plastic, glass, paper) and humid retrieve together with biogas.
Another innovative feature of the school is the set up of specific labs to make students closer to agriculture and food, with a particular focus on the top products of Made in Italy. Didactic paths will be digitalized, abandoning conventional tools, such as paper, in favour of tablets and storage cloud. Gerardo Biancofiore – President of the Small and Medium Enterprises International Group of Ance and Ance Foggia – portrayed the Mediterranean School as a sustainable school “an harmonious venue, characterized by the right compromise between lights, shades and colours” with a fine Italian style. Finally, the Mediterranean School will be the symbol of “smart cities”, praising technology and sustainability and progress at the same time.

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Education World Forum di Londra

Posted by fidest press agency su mercoledì, 21 gennaio 2015

londraA circa 63 milioni di adolescenti tra i 12 a 15 anni viene negato il diritto all’istruzione, secondo il nuovo rapporto congiunto dell’Istituto per le Statistiche dell’UNESCO e dell’UNICEF “Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children”, lanciato oggi in occasione dell’Education World Forum di Londra.
A livello globale, 1 adolescente su 5 non va a scuola, rispetto ad 1 bambino su 11 in età di scuola primaria. Quindi gli adolescenti hanno il doppio delle probabilità di essere fuori dalla scuola rispetto ai loro colleghi più giovani. Il rapporto, finanziato dalla Global Partnership for Education, mostra anche che per i bambini che crescono aumenta il rischio di non iniziare la scuola o di abbandonarla.
121 milioni di bambini e adolescenti non hanno mai iniziato la scuola o l’hanno abbandonata, nonostante la promessa della comunità internazionale di raggiungere “l’istruzione per tutti” entro il 2015. I dati mostrano che dal 20017 non sono stati registrati progressi nella riduzione di questo numero. I bambini che vivono in situazioni di conflitti, quelli che lavorano e che devono affrontare discriminazioni su base etnica, per questioni di genere o per disabilità sono i più colpiti.
“Il lavoro, così come le strategie consolidate basate su più insegnanti, più aule e più libri di testo non sono sufficienti per raggiungere i bambini più svantaggiati”, ha detto il Direttore generale dell’UNESCO Irina Bokova. “Abbiamo bisogno di interventi mirati per raggiungere le famiglie sfollate a causa dei conflitti, le ragazze costrette a rimanere a casa, i bambini con disabilità e i milioni costretti a lavorare. Ma queste politiche hanno un costo. Questo si propone di fare un appello per mobilitare le risorse necessarie per garantire l’istruzione di base per ogni bambino, una volta per tutte”.
Mentre cresce la pressione per includere l’istruzione secondaria universale nell’agenda per lo sviluppo globale post-2015, il rapporto indica la via da seguire per rompere le barriere che tengono i bambini fuori dalla scuola. Se le attuali tendenze continuano, è probabile che 25 milioni di bambini – 15 milioni di bambine e 10 milioni di ragazzi – non metteranno mai piede in una classe.
“Per realizzare la promessa dell’istruzione universale per ogni bambino, abbiamo bisogno di un impegno globale per investire in tre aree: aumentare il numero di bambini nella scuola primaria; aiutare più bambini – soprattutto le femmine – a proseguire la scuola frequentando la scuola secondaria; migliorare la qualità dell’apprendimento che ricevono”, ha detto il Direttore generale dell’UNICEF Anthony Lake. “Non ci dovrebbe essere alcun dibattito tra queste priorità: dobbiamo farle tutte e tre, perché il successo di ciascun bambino – e l’impatto del nostro investimento nella formazione – dipende da tutte e tre queste priorità”.
I più alti tassi di abbandono scolastico si registrano in Eritrea e Liberia, dove rispettivamente il 66% e il 59% dei bambini non frequentano la scuola primaria. In Pakistan, il 58% delle adolescenti di età compresa tra i 12 e i 15 anni non vanno a scuola, rispetto al 49% dei ragazzi.
Secondo il rapporto, la povertà è il più grande ostacolo alla formazione. In Nigeria, i due terzi dei bambini delle famiglie più povere non vanno a scuola e quasi il 90% di loro probabilmente non sarà mai iscritto. Al contrario, solo il 5% dei bambini più ricchi non va a scuola e si ritiene che la maggior parte di loro cominci prossimamente.
L’UNESCO e l’UNICEF ritengono che le nuove politiche devono concentrarsi in particolare sui bambini più emarginati, nell’ambito di più grandi sforzi per migliorare l’accesso e la qualità dell’istruzione. Per fare questo, i governi hanno bisogno di informazioni affidabili su chi sono questi bambini, dove vivono, se hanno mai frequentato la scuola e se sono in grado di farlo in futuro. Ma molti di questi bambini rimangono invisibili all’interno dei metodi di raccolta di dati. I bambini con disabilità sono tra i meno visibili – semplicemente non esistono dati affidabili – e vengono trascurati nelle risposte nazionali sui bambini che non vanno a scuola.
Il rapporto richiama a investire nel miglioramento dei dati e dimostra che raggiungere i più emarginati può inizialmente costare di più, ma produce anche i migliori benefici. Migliori statistiche e strumenti innovativi possono aiutare i governi e i donatori a destinare gli investimenti per l’istruzione in modo più efficace ed efficiente.

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