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Curriculum Framework
Curriculum Framework Education for Sustainable A contribution to the UNESCO Global Action Programme Development »Education for Sustainable Development« KMK / BMZ – Curriculum Framework Curriculum – BMZ / KMK Development Sustainable for Education ISBN 978-3-06-230062-2 ,!7ID0G2-daagcc! _218GW_9783062300622 U1+U4_SIV Benutzerdefiniert V 28.11.16 12:14 Curriculum Framework Education for Sustainable Development 2nd updated and extended edition, 2016 edited by Jörg-Robert Schreiber and Hannes Siege A contribution to the Global Action Programme Education for Sustainable Development Result of the joint project of the Standing Conference of the German Ministers of Education and Culture (KMK) and the German Federal Ministry of Economic Cooperation and Development (BMZ) Imprint On behalf of: KMK (Standing Conference of the Ministers of Education and Cultural Affairs) www.kmk.org, E-Mail: [email protected] Taubenstraße 10, D-10117 Berlin Postfach 11 03 42, D-10833 Berlin phone number: +49 (0) 30 254 18-499 Fax +49 (0) 30 254 18-450 BMZ (German Federal Ministry of Economic Cooperation and Development) www.bmz.de, E-Mail: [email protected] Work location Bonn Postfach 12 03 22, D-53045 Bonn phone number: +49 (0) 228 99 535-0 Fax +49 (0) 228 99 535-2500 Work location Berlin Stresemannstraße 94, D-10963 Berlin phone number: +49 (0) 30 18 535-0 Fax +49 (0) 30 18 535-2501 Executed by: ENGAGEMENT GLOBAL gGmbH Service für Entwicklungsinitiativen Tulpenfeld 7, D-53113 Bonn phone number: +49 (0) 228 20717-0 Fax +49 (0) 228 20717-150 www.engagement-global.de -
As a Dispositif: Towards a Critical Ontology of Policy and Power
"Tea~h First" as a Dispositif: Towards a critical ontology of policy and power Patrick L.J. Bailey veL Institute of Education, London PhD Thesis June 2015 . 1 Declaration I, Patrick Bailey, hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Word Count 99,854 words Copyright The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without the proper acknowledgement of the author. 2 Abstract This thesis is a study of power. More specifically, it is a study of some of the myriad forms and operations of power which animate and condition the present, and which can be observed in the governing of education policy. A material post-structural approach to policy sociology is developed and then deployed in exploring the ontology of the education state and the teacher. The thesis puts to work the 'methods' and 'sensibilities' of Foucauldian genealogy and critical ethnography, and in doing so attends to some of the history of power and its insinuations in the governing and administering of education. Drawing on Michel Foucault's methodological and analytical concept of the dispositif, education policy is conceptualised as an historical and contingent formation of material objects, discourses and practices - a policy dispositij. At the same time, dispositifis applied as an analytical device for investigating the 'micro-physics' and 'immanence' of power, or the different ways in which power operates in minute and molecular ways in individual and heterogeneous encounters. Dispositifis also applied as a critical tool for exposing the ways in which the present is conditioned and fabricated within, and by, multiple forces of enablement and constraint. -
In Focus - 2011
IN FOCUS - 2011 AN ANNUAL REVIEW OF STAR ALLIANCE PRODUCTS AND BENEFITS THE WAY THE EARTH CONNECTS 2 A snapshot of the 26 Star Alliance members 3 Total revenue ($US) $168.1 billion Airports served 1,300 Annual passengers 659.6 million Fleet 4,377 Daily departures 20,813 Lounges More than 980 Number of Employees 412,762 Countries served 189 STAR ALLIANCE FLEET NUMBER Of MAJOR HUB MEMBER CARRIERS SIZE EMPLOYEES AIRPORTS Adria Airways (JP) 14 452 Ljubljana Aegean Airlines (A3) 29 2,200 Athens, Thessaloniki, Heraklion, Rhodes, Larnaca Air Canada (AC) 352 26,000 Toronto, Montreal, Vancouver, Calgary Air China (CA) 282 24,459 Beijing, Chengdu, Shanghai Air New Zealand (NZ) 102 10,800 Auckland, Los Angeles, Hong Kong ANA (NH) 222 33,183 Tokyo, Haneda, Osaka Asiana Airlines (OZ) 71 9,041 Seoul Incheon, Seoul Gimpo Austrian (OS) 81 6,000 Vienna Blue1 (KF) 9 350 Helsinki British Midland International (BD) 60 3,811 London Heathrow Brussels Airlines (SN) 49 3,300 Brussels Croatia Airlines (OU) 13 1,095 Zagreb EGYPTAIR (MS) 75 7,500 Cairo Ethiopian Airlines (ET) 48 5,635 Addis Ababa, Lome LOT Polish Airlines (LO) 54 2,887 Warsaw Lufthansa (LH) 419 37,689 Frankfurt, Munich Scandinavian Airlines (SK) 136 12,883 Copenhagen, Oslo, Stockholm Singapore Airlines (SQ) 105 13,588 Singapore Changi South African Airways (SA) 55 9,223 Johannesburg SWISS (LX) 89 7,641 Zurich, Geneva, Basel TAM (JJ) 154 29,000 São Paulo, Rio de Janeiro, Brasilia TAP Portugal (TP) 71 7,055 Lisbon, Porto Thai Airways Intl (TG) 89 24,563 Bangkok, Chiang Mai, Phuket, Hat Yai Turkish -
Teach for All. Investing In
SESSION SUMMARY: THE CASE FOR SUPPORT One important element to bolster our The purpose of this session is to seek fundraising strategy is how we make your feedback to inform the next revision. the case for an investment in Teach We’re particularly interested in your For All. We’re sharing a draft feedback on the following questions: presentation that we’ve recently • Does our story come across clearly? revised based on feedback received. • Is it compelling? We are looking forward to the Board’s • Are there parts of this presentation further feedback. While we wouldn’t that are working well? envision using this presentation within • Is this too long or not detailed enough? meetings, the flow is similar to what we talk through with people, and we • What would you like to see that you would envision using slides such as aren’t seeing here? these as follow up. • How would you suggest improving this? We have also included an optional read that describes the global operations and initiatives we raise money for. 1 Investing in the Rising Generation 2 EVERY CHILD HAS THE POTENTIAL TO SHAPE A BRIGHTER FUTURE But around the world children don’t have the education, support, and opportunity they need to fulfill that potential And when millions of children aren’t learning, the results are devastating — perpetuating poverty, dividing societies, and weakening economies. 3 THERE’S NO SINGLE SOLUTION TO SUCH A COMPLEX PROBLEM To change the status quo for children in marginalized communities we have to address their needs both within and beyond the classroom -
Blackboard Bodhisattvas
! ! BLACKBOARD BODHISATTVAS: ! NARRATIVES OF NEW YORK CITY TEACHING FELLOWS ! ! ! ! ! ! ! ! A DISSERTATION ! SUBMITTED TO THE GRADUATE SCHOOL OF EDUCATION ! AND THE COMMITTEE ON GRADUATE STUDIES ! OF STANFORD UNIVERSITY ! IN PARTIAL REQUIREMENTS FOR THE DEGREE OF ! DOCTOR OF PHILOSOPHY ! ! ! ! ! ! ! ! ! ! ! ! Brian D. Edgar June, !2014 © 2014 by Brian Douglas Edgar. All Rights Reserved. Re-distributed by Stanford University under license with the author. This work is licensed under a Creative Commons Attribution- Noncommercial 3.0 United States License. http://creativecommons.org/licenses/by-nc/3.0/us/ This dissertation is online at: http://purl.stanford.edu/kw411by1694 ii I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. John Willinsky, Primary Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. David Labaree, Co-Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Ari Kelman I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Raymond McDermott Approved for the Stanford University Committee on Graduate Studies. Patricia J. Gumport, Vice Provost for Graduate Education This signature page was generated electronically upon submission of this dissertation in electronic format. -
Implementation of the UN Convention on the Rights of the Child in Germany 5Th / 6Th Supplementary Report to the United Nations Imprint
Implementation of the UN Convention on the Rights of the Child in Germany 5th / 6th supplementary report to the United Nations Imprint Implementation of the UN Convention on the Rights of the Child in Germany 5th / 6th supplementary report to the United Nations © National Coalition Germany, Berlin 2019 Project management: Judit Costa Proof-reading and correction: Birgit Gottschalk Illustration, layout and typesetting: Léon Giogoli Original language: German Editorial deadline: 6 June 2019 Editor: National Coalition Germany – Network for the Implementation of the UN Convention of the Rights of the Child Mühlendamm 3, 10178 Berlin +49 30 657 769 33 [email protected] www.netzwerk-kinderrechte.de Any part of this Supplementary Report may be freely reproduced referring to the source. The National Coalition Germany is financed by the German federal government’s fund for child and youth work (Kinder- und Jugendplan des Bundes). Implementation of the UN Convention on the Rights of the Child in Germany 5th / 6th supplementary report to the United Nations Foreword “If you want to go quickly, go alone. But if you want to go far, go together.” proverb To complete this report on children’s rights in Ger- which we see as mandate for our further devel- many, 101 organisations have been working together opment: The more we know, the more questions for two years. The National Coalition Germany was arise. If an issue is not raised in this Supplementary founded in 1992 as a network of organisations active Report, this does not mean no need for action. in Germany to raise awareness on children’s rights Joint discussions on the drafts made us learn and promote the implementation of the UN Conven- a lot from each other, and increased the wealth of tion on the Rights of the Child. -
Annual Report 2010
Annual Report 2010 Vision Key fi gures Lufthansa Group 2010 2009 Change in % Revenue and result Total revenue €m 27,324 22,283 22.6 of which traffi c revenue €m 22,268 17,604 26.5 Operating result €m 876 130 573.8 EBIT €m 1,335 191 599.0 EBITDA €m 3,049 1,838 65.9 Net profi t/loss €m 1,131 – 34 Key balance sheet and cash fl ow statement fi gures Total assets €m 29,320 26,392 11.1 Equity ratio % 28.4 23.5 4.9 pts Net indebtedness €m 1,596 2,195 – 27.3 Cash fl ow from operating activities €m 3,075 1,991 54.4 Capital expenditure (gross) €m 2,273 2,405 – 5.5 Key profi tability and value creation fi gures Adjusted operating margin1) % 4.1 1.4 2.7 pts EBITDA margin % 11.2 8.2 3.0 pts CVA €m 71 – 858 CFROI % 9.4 4.2 5.2 pts Lufthansa share Share price at year-end € 16.36 11.75 39.2 Earnings per share € 2.47 – 0.07 Suggested dividend per share € 0.60 – Traffi c fi gures 2) Passengers thousands 91,157 77,315 17.9 Freight and mail thousand tonnes 2,023 1,712 18.2 Passenger load factor % 79.3 77.9 1.3 pts Cargo load factor % 68.0 60.6 7.4 pts Flights number 1,021,266 899,928 13.5 Employees Average number of employees number 117,066 112,320 4.2 Employees as of 31.12. -
Stärken. Wirken. Jetzt Wachsen!
GESCHÄFTSBERICHT 2018 Stärken. Wirken. Jetzt wachsen! UNSERE VISION … UND WAS WIR DAZU BEITRAGEN! Jedes Kind in Deutschland verlässt Wir prägen eine Generation von Verantwortungsträgern die Schule mit einem Abschluss und zeigen, dass Schülerinnen und Schüler in sozialen und dem festen Glauben an den Brennpunkten erfolgreich sein können. eigenen Erfolg. w Über sich hinauswachsen – aber wie? Welche Hürden müssen aus dem Weg geräumt, welche Sprünge gemacht, wie viel Neues muss probiert werden, und wie geht man mit Rück schlägen um? Unsere Fellows arbeiten mit viel Herz dafür, dass ihre Schülerinnen und Schüler alle Heraus forderungen meistern und über sich hinauswachsen – und auch uns als Organisation beschäftigt das Thema Wachstum intensiv. Neue Regionen, neue Programme, größter Fellowjahrgang: Wir berichten, wie und wo wir im letzten Jahr über uns hinausgewachsen sind – und von den Herausforderungen, die diese Schritte mit sich gebracht haben. orwort V Liebe Leserin, lieber Leser, Stärken. Wirken. Wachsen. Mit diesen drei Schlagwörtern haben wir unseren Fünfjahresplan zusammengefasst, der seit 2015 Grundlage unse- rer Arbeit ist. Das dritte Ziel, zu wachsen, war dabei das kontroverseste. Während in den Diskussionen im Team, mit Fellows, Alumni und Förderern die einen eine größere Fellowzahl als das stärkste Zeichen erfolgreicher Arbeit sa- hen, waren andere skeptisch. Sie warnten, dass Wachstum nicht Selbstzweck werden dürfe und gerade die Qualität das Herzstück der Arbeit von Teach First Deutschland darstelle. Und beide Seiten haben recht: Ganz eindeutig geht Wachstum mit enormen Herausforderungen und Belastungen einher, die einer relativ kleinen Organisation und den Menschen, die in ihr arbeiten, viel abverlangen. Gleichzeitig gilt auch: Sind wir von unserer Arbeit überzeugt, glau- ben wir, dass Fellows für Schülerinnen und Schüler einen Mehrwert liefern, dann muss es unser Bestreben sein, eine größere Zahl von ihnen an Schulen zu bringen, um mehr Kinder und Jugendliche zu erreichen. -
Ausbildungsdidaktiken: Lehrerausbildung Didaktik Sozialwissenschaften Educating Social Science Educators
Journal of Social Science Education Journal für sozialwissenschaftliche Studien und Didaktik JSSE, Volume 8, 2009, Number 2, © JSSE 2009, ISSN 1618-5293 Ausbildungsdidaktiken: Lehrerausbildung Didaktik Sozialwissenschaften Educating Social Science Educators Herausgeber: Tilman Grammes Editor: Tilman Grammes Tilman Grammes: Editorial: Ausbildungsdidaktiken – Themen und Aufgaben einer Hochschulfachdidaktik der Sozialwissenschaften in der Lehrerausbildung ................................................................................................... 2–22 Sibylle Reinhardt: Gelingende Lehrerbildung – Professionstheorie und Fachdidaktik, Erfahrungen und Konse- quenzen ................................................................................................................................................................23–31 Bettina Zurstrassen: Kompetenzorientierte Lehrerbildung in den sozialwissenschaftlichen Unterrichtsfächern – Blühende Landschaften in der sozialwissenschaftlichen Lehrerbildung von morgen? ................................. 32–45 Anja Besand: 12 Jahre Berufserfahrung – Die besondere Situation des Lehramtsstudiums als Herausforderung für die fachdidaktische Ausbildung ....................................................................................................................... 46–56 Andreas Petrik: „… aber das klappt nicht in der Schulpraxis!“ Skizze einer kompetenz- und fallorientierten Hoch- schuldidaktik für die Politiklehrer-Ausbildung ............................................................................................... -
The Robert Bosch Foundation Fellowship Program Program Year XXVIII 2011-2012 the Robert Bosch Foundation Fellowship Program
The Robert Bosch Foundation Fellowship Program Program Year XXVIII 2011-2012 The Robert Bosch Foundation Fellowship Program In September 1984, the first group of Through this Fellowship Program, the Robert Bosch Foundation Fellows arrived Robert Bosch Stiftung (Foundation) aims in Germany for a nine-month professional to contribute to the long-term stabilization development program. and growth of German-American relations. The Americans selected as participants Every year since then, fi fteen – as of are expected to become leaders in their 1998, twenty – highly accomplished professional fields, and it is hoped that young Americans have been afforded this the experience will foster their personal unique opportunity to become personally commitment to the common goal of greater acquainted with Germany’s political, transatlantic understanding. economic, and social situation both in overview and from the vantage point of The program has been running successfully their own professional fields. Through the for the past twenty-eight years. program’s unique format of seminars and work phases, Bosch Fellows have gained an insider’s perspective of the working world, made a wide variety of contacts with decision makers, and achieved a better understanding of German and European views of global issues. In the 2011-2012 program year, seminars in Brussels, Strasbourg, Paris, and Warsaw provided an introduction to the complexities of the European Union. Special attention was given to the topics of renewable energy and European integration in the face of the euro crisis. 04 Program Schedule 06 The Robert Bosch Fellows 2011-2012 16 Selection Committee 17 The Robert Bosch Stiftung and Cultural Vistas 4 Program Summary 2011-2012 The fellowship year lasts nine months, beginning in September and ending in May of the following year. -
Die Swiss Life Stiftung Ist Hauptförderer Von Teach First
Hannover, 19.07.2021 Neue Partnerschaft für Bildungsgerechtigkeit: Die Swiss Life Stiftung ist Hauptförderer von Teach First Deutschland Digitaler Booster: Schwerpunkt der Partnerschaft sind verbesserte digitale Bildungsangebote für benachteiligte Jugendliche durch den Einsatz von Fellows an Schulen Mit einer Gesamtfördersumme von 600.000 Euro engagiert sich die Swiss Life Stiftung für Chancenreichtum und Zukunft bis 2022 als neuer Hauptförderer der gemeinnützigen Bildungsorganisation Teach First Deutschland. Schwerpunkt der Kooperation ist der Ausbau digitaler Bildungsangebote an Schulen sowie der digitalen Kompetenzen von Fellows und benachteiligten Schülerinnen und Schülern. Als zusätzliche Lehrkräfte im Unterricht unterstützen die von Teach First Deutschland eingesetzten Fellows [engl. Gefährten] im Ganztagsunterricht Schülerinnen und Schüler besonders dort, wo diese häufig scheitern: an Übergängen im Bildungssystem. Eine besondere Herausforderung liegt dabei in den ungleichen schulischen Voraussetzungen für digitale Bildung. Dank der neuen Partnerschaft mit der Swiss Life Stiftung als Hauptförderer können Fellows an Schulen sowohl Lehrkräfte wie auch die Schülerinnen und Schüler bedarfsgerecht begleiten. So wurden beispielsweise bereits im Schuljahr 2020/21 Workshops zur Prävention von Cybermobbing durchgeführt, neue Methoden für den Distanzunterricht vermittelt und Evaluationen digitalisiert. Zu den gemeinsam vereinbarten Meilensteinen gehört auch, dass Fellows beim Auf- und Ausbau einer guten digitalen Infrastruktur an den Schulen -
Teach First Deutschland
Teach First Deutschland: Overcoming Limits to Growth - Maximizing Equity in Education A Roadmap 4/30/2013 Annika Gatzemeier, Inga Karrer & Ann-Kathrin Scheuermann E-1039 - Managing Strategic and Organizational Change Word Count (Introduction- Conclusions): 4366 Table of Contents 1 Introduction ........................................................................................................................................... 1 1.1 Background and Problem Definition ............................................................................................. 1 1.2 Approach ....................................................................................................................................... 2 2 Conceptual Framework ......................................................................................................................... 4 3 The External Change Process ................................................................................................................ 5 3.1 Stakeholder Analysis and Selection of Core Strategic Group ........................................................ 5 3.1.1 Stakeholder Analysis .............................................................................................................. 5 3.1.2 Core Strategic Group ............................................................................................................. 6 3.2 Agenda Setting .............................................................................................................................