United Nations participation as a learning experience

1963 ◽  
Author(s):  
Chadwick F. Alger
Keyword(s):  
United Nations ◽  
Learning Experience

The i2Flex Transformation of a Commemorative Event to a Service-Learning Experience

2021 ◽  
pp. 589-615
Author(s):  
Christina Bakoyannis ◽  
Sevasti Koniossis
Keyword(s):  
Middle School ◽  
Service Learning ◽  
United Nations ◽  
Learning Experience ◽  
School Setting ◽  
Thinking Skills ◽  
School Students ◽  
Advisory Program ◽  
Teachers And Students

The American Community Schools (ACS) Athens Middle School was able to transform a one-day commemorative event known as United Nations Day into long-term service-learning using i2Flex principles and methodologies. The i2Flex blended learning component enabled teachers and students to overcome time limitations and empowered students to take ownership of their service. Utilizing i2Flex strategies can prove meaningful for long term student character development, innovation, and critical thinking skills required in the 21st century. The United Nations Sustainable Development Goals (UN SDGs or Global Goals) guided the development of the Moodle course shell and a lasting service-learning experience for middle school students. The authors also discuss how the transformation of United Nations Day into authentic service-learning shaped an advisory program in the middle school and what implications it can further have in a school setting.

United Nations Participation as a Learning Experience

1963 ◽  
Vol 27 (3) ◽  
pp. 411 ◽  
Author(s):  
Chadwick F. Alger
Keyword(s):  
United Nations ◽  
Learning Experience

CityLab

2018 ◽  
Vol 37 (2) ◽  
pp. 213-235 ◽  
Author(s):  
Lindsay Thompson ◽  
Richard G. Milter ◽  
Keyword(s):  
United Nations ◽  
Economic System ◽  
Global Economy ◽  
Graduate Program ◽  
Management Education ◽  
Learning Experience ◽  
Social Sector ◽  
Leadership Roles ◽  
The World ◽  
Sustainable Economy

This paper outlines the academic architecture of CityLab as graduate program course initiative and Principles of Responsible Management Education (PRME) capstone exemplar. When the United Nations launched the Millennium Goals in 2000 to focus global development on humanity rather than GDP, the Global Compact was launched as a collateral effort, challenging business, government, and social sector leaders to transform the global economic system. In 2007, the Six PRME focused on business schools, challenging them to reorient their curricula towards preparing students to lead the world in building “an inclusive and sustainable economy.” CityLab is an example of innovating the learning experience and challenging learners to take leadership roles in efforts to enhance the value of livable cities as the foundation of an inclusive and sustainable global economy for the Urban Century.

scholarly journals The Future We Want: A Learning Experience to Promote SDGs in Higher Education from the United Nations and University of Valencia

2021 ◽  
Vol 13 (15) ◽  
pp. 8550
Author(s):  
Victoria Vázquez-Verdera ◽  
Juan Domingo ◽  
Esther Dura ◽  
Daniel Gabaldón-Estevan ◽  
Ernesto López-Baeza ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
United Nations ◽  
Learning Experience ◽  
Social Progress ◽  
Geospatial Information ◽  
The Sustainable Development ◽  
The Future ◽  
The United Nations ◽  
The University

This article shares the strategy for mainstreaming the Sustainable Development Goals (SDGs) at the University of Valencia (UV), which, although limited in its scale, may compel other Higher Education Institutions to think in technological and social progress aligned with the 2030 Agenda. It explicates a process driven by the UV, on the occasion of the 75th anniversary of the United Nations (UN), and in collaboration with the Service for Geospatial, Information, and Telecommunications Technologies from the UN Support Base in Valencia (Spain) to prepare the online event: “The United Nations We Want”. It was the culmination of a collaborative project between students and faculties from different scientific, technological, social, legal, humanistic, and health disciplines that structure the University of Valencia. The intention was that new generations experience the role they can have to shape the future we want, while the university community as a whole can become part of transformative institutional change that draws on both top-down and bottom-up strategies in pursuit of Education for Sustainable Development.

A Tribute to the Late William J. Curran

1996 ◽  
Vol 24 (3) ◽  
pp. 274-275
Author(s):  
O. Lawrence ◽  
J.D. Gostin
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Illness ◽  
United Nations ◽  
Mental Health Care ◽  
Harvard University ◽  
Legal Medicine ◽  
General Assembly ◽  
International Institute ◽  
University Professor

In the summer of 1979, a group of experts on law, medicine, and ethics assembled in Siracusa, Sicily, under the auspices of the International Commission of Jurists and the International Institute of Higher Studies in Criminal Science, to draft guidelines on the rights of persons with mental illness. Sitting across the table from me was a quiet, proud man of distinctive intelligence, William J. Curran, Frances Glessner Lee Professor of Legal Medicine at Harvard University. Professor Curran was one of the principal drafters of those guidelines. Many years later in 1991, after several subsequent re-drafts by United Nations (U.N.) Rapporteur Erica-Irene Daes, the text was adopted by the U.N. General Assembly as the Principles for the Protection of Persons with Mental Illness and for the Improvement of Mental Health Care. This was the kind of remarkable achievement in the field of law and medicine that Professor Curran repeated throughout his distinguished career.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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