8,989,389 research outputs found
Oral History Interview with Gabriel Robert Caggiano, December 7, 2007
No full textThe National Museum of the Pacific War presents an interview with Gabriel Robert Caggiano. Caggiano joined the Marine Corps in 1943. He completed boot camp at Parris Island in South Carolina and provides details of his training. He was assigned to Company G, 2nd Battalion, 1st Marines, 1st Marine Division. They traveled to Pavuvu in the Solomon Islands for additional training. Over the next 2 years Caggiano participated in the Battle of Peleliu and the Battle of Okinawa as a Private First Class. He provides vivid details of his experiences throughout these battles. After getting wounded in battle he was sent back to the U.S. and honorably discharged from the service in November of 1945
Oral History Interview with Gabriel Robert Caggiano, December 7, 2007
No full textThe National Museum of the Pacific War presents an interview with Gabriel Robert Caggiano. Caggiano joined the Marine Corps in 1943. He completed boot camp at Parris Island in South Carolina and provides details of his training. He was assigned to Company G, 2nd Battalion, 1st Marines, 1st Marine Division. They traveled to Pavuvu in the Solomon Islands for additional training. Over the next 2 years Caggiano participated in the Battle of Peleliu and the Battle of Okinawa as a Private First Class. He provides vivid details of his experiences throughout these battles. After getting wounded in battle he was sent back to the U.S. and honorably discharged from the service in November of 1945
CHRISTINE DE PIZAN Cuore e libri: un percorso educativo
No full textChristine De Pizan fu donna di primati. Ella fu la prima a vivere della sua scrittura, fu la prima che nel tardo medioevo riuscì a creare un laboratorio professionale quindi ad affermarsi come autorevole voce alla corte di Carlo V di Francia. Italiana di nascita, cresciuta alla corte di Parigi, ha intessuto relazioni internazionali con i reali del tempo.
I suoi lavori, dedicati all’educazione delle donne, allo sviluppo morale del figlio, alla promozione della pace, diventano oggi opere attuali. E non a caso dall’attualità di Christine de Pizan nasce questo volumetto. Le sue parole fanno ricordare alle donne, ma anche agli uomini, che nonostante il trascorrere dei secoli, la parola di una donna, e insieme di una mamma, può e deve essere “ascoltata”. Grazie al lavoro laboratoriale, svolto con gli studenti del corso di Pedagogia delle risorse umane e delle organizzazioni dell’Università di “Roma Tre”, il testo non si limita a tracciare solo i percorsi intellettuali di Christine. Attraverso alcuni learning tool, infatti, si esce dall’aridità del teorico per entrare in una riflessione pratica volta a far riflettere sul pensiero di Christine De Pizan oltre che sul valore creativo di ciascuno di noi. È questo un libro rivolto a tutti. A tutti coloro che amano i libri, a tutti coloro che si riconoscono nella parola feconda di una donna
Christine de Pizan: annotazioni pedagogiche su La città delle dame
No full textChristine de Pizan: Educational Remarks on City of Ladies
The contribution focuses on the figure of Christine de Pizan, an ex- ceptional example to identify pedagogical elements by retracing the biographical experience through the reading of her literary produc- tion. The historical boundaries in which the City of Ladies is located are outlined, alongside the proposal of a critical reading of the impact of the study of the Classics at the dawn of Humanism, whose eternal pedagogical relevance is highlighted. The life of the author offers a horizon of fruitful thought in inspiring her own contribution to the community / city, with all the semantic and semiological heritage of classical culture
Uncertainty shocks and unemployment dynamics in U.S. recessions
No full textAbstract not availableGiovanni Caggiano, Efrem Castelnuovo, Nicolas Groshenn
Assunti e pratiche dell’Educazione Imprenditoriale. Il caso della Summer School #Teaching&Learning way to be happy
No full textAssumptions and practices relative to Entrepreneurship Education. The Summer School case #Teaching&Learning way to be happy.
The academic interest respect in Entrepreneurship education represents the functional response to the economic and cultural value recognized for this approach (Kuratko, 2005). The multidisciplinary levels implicated don’t include enough attention to pedagogical and a critical reflection respect to the assumptions and practices implicated (Béchard, Grégoire, 2005). It is presented a pedagogical model the training program of Summer School, it is a specific training model based on applied research results of Educación Department Universidad de Salamanca focused on the digital teaching, rethought and reformulated in a new pedagogical model, which includes the approach of positive psychology and more generally the Economic vision of Happiness (Caggiano, 2015).Supuestos y prácticas de la educación emprendedora. El caso de Escuela de Verano #Enseñanza y Aprendizaje para ser feliz
El interés académico en relación al tema sobre la educación emprendedora es la respuesta funcional del valor económico y cultural que es reconocido por este enfoque (Kuratko, 2005). El character multidisciplinar de este enfoque no deja mucho espacio para profundizar en aspectos pedagógicos y reflexiónes críticas sobre lo que son los supuestos y prácticas para formar la capacidad de gestión de contexto (Béchard, Grégoire, 2005). Se presenta, como un posible modelo pedagógico en el programa de formación de la Escuela de Verano, Departamento de la Universidad de Salamanca en comparación a la enseñanza digital, diseñado y reformulado en un nuevo modelo pedagógico, que incluye el enfoque de la psicología positiva y más en general, la visión económica de la felicidad (Caggiano, 2015)
Curriculum design process of university education, Coursebook, Project UNIVERSITARIA
No full textThe aim of this chapter is to describe how the European Standards for Higher Education influences the curriculum design. The European Qualification Framework set the basis to improve mobility and global work markets highlighting the role of University Education that now have to adapt to the new strategies. The formulation of an adequate strategy for competence-based teaching, the design of learning outcome based curricula and competence-based syllabus, are necessary elements of an up-to-date HE. The case study shows European standards and guidelines implicated for the external quality assurance of higher education. At the end, the chapter provides a “work area”- Activities to aid in the development of the elements analysed. The chapter closes with a Test, a multiple-choice quiz to verify the learning process (self-assessment) and a Reflection for formative feedback and then submission summative assessment
Plural skills for the learning organization. The Little Genius International School
No full textNella società, i cambiamenti quotidiani e nei luoghi di lavoro, la percezione delle soft skills sta superando la formazione delle hard skills. La discussione nasce dai cambiamenti necessari per interagire nell’ecosistema e nell’organizzazione dell’apprendimento. Da diversi studi condotti da organizzazioni internazionali, il quadro per un’educazione del futuro deve coinvolgere lo sviluppo, durante la scuola, delle competenze trasversali per lavoratori e organizzazioni. Le scuole quindi come organizzazioni che apprendono, definiscono una serie di azioni per rafforzare la gestione della conoscenza e l’apprendimento organizzativo. Gli individui e le organizzazioni dovranno imparare per tutta la vita a sviluppare le proprie capacità di interagire nell’ecosistema educativo. In particolare, le qualità delle comunità di apprendimento (riflessive, dialogiche, cooperative) saranno la condizione per affrontare le difficoltà del nostro tempo. Se si vuole diventare cittadini attivi in una democrazia giusta e istruttiva all’inizio del nuovo secolo, le scuole dovrebbero incoraggiare i giovani ad acquisire una capacità di discernimento. Questo contributo mira a sviluppare l’auspicata riflessione pedagogica in dialogo con l’Esempio di Little Genius International School, ormai diventato un criterio di classificazione e identificazione nelle classifiche internazionali, e,in casi virtuosi, sembra rispondere alle esigenze negoziate con gli stakeholder.The daily changes in society and working places, the perception about soft skills is overcoming the hard skills training in society. The discussion arises from the necessary changes needed to interact in ecosystem and learning organization. From several studies carried out by international organizations, the framework for an education for the future must engage
the development, while at school, of the soft skills for workers and organizations. Schools as learning organizations, define a set of actions to strengthen knowledge management and organizational learning. Individuals and organizations will need to learn throughout their lives to develop their skills to interact in educational ecosystem. In particular, the qualities of learning communities (reflexive, dialogic, cooperative) will be the condition for addressing these predicaments of our time. The distinctive capability which schools should encourageyoung people to acquire if all are to become active citizens in a just, learning democracy at the turn of a new century. This contribution aims to develop the desired pedagogical reflection
in dialogue with the Example of Little Genius International School, which has become a criterion of classification and identification in international rankings, and, in virtuous cases, seems to respond to the needs negotiated with the stakeholders.
Keywords: soft skills, learning organization, school, emotional literac
Plural skills for the learning organization. The Little Genius International School project
No full textNella società, i cambiamenti quotidiani e nei luoghi di lavoro, la percezione delle soft skills sta superando la formazione delle hard skills. La discussione nasce dai cambiamenti necessari per interagire nell’ecosistema e nell’organizzazione dell’apprendimento. Da diversi studi condotti da organizzazioni internazionali, il quadro per un’educazione del futuro deve coinvolgere lo sviluppo, durantela scuola, delle competenze trasversali per lavoratori e organizzazioni. Le scuole
quindi come organizzazioni che apprendono, definiscono una serie di azioni per rafforzare la gestione della conoscenza e l’apprendimento organizzativo. Gli individui e le organizzazioni dovranno imparare per tutta la vita a sviluppare le proprie capacità di interagire nell’ecosistema educativo. In particolare, le qualità delle comunità di apprendimento (riflessive, dialogiche, cooperative) saranno la condizione per affrontare le difficoltà del nostro tempo. Se si vuole diventare
cittadini attivi in una democrazia giusta e istruttiva all’inizio del nuovo secolo, le scuole dovrebbero incoraggiare i giovani ad acquisire una capacità di discernimento. Questo contributo mira a sviluppare l’auspicata riflessione pedagogica in dialogo con l’Esempio di Little Genius International School, ormai diventato un criterio di classificazione e identificazione nelle classifiche internazionali, e, in casi virtuosi, sembra rispondere alle esigenze negoziate con gli stakeholder.The daily changes in society and working places, the perception about soft skills is overcoming the hard skills training in society. The discussion arises from the necessary changes needed to interact in ecosystem and learning organization. From several studies carried out by international organizations, the framework for an education for the future must engage the development, while at school, of the soft skills for workers and organizations. Schools as learning organizations, define a set of actions to strengthen knowledge management and organizational learning. Individuals and organizations will need to learn throughout their lives to develop their skills to interact in educational ecosystem. In particular, the qualities of learning communities (reflexive, dialogic, cooperative) will be the condition for addressing these predicaments of our time. The distinctive capability which schools should encourage young people to acquire if all are to become active citizens in a just, learning democracy at the turn of a new century. This contribution aims to develop the desired pedagogical reflection
in dialogue with the Example of Little Genius International School, which has become a criterion of classification and identification in international rankings, and, in virtuous cases, seems to respond to the needs negotiated with the stakeholders
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