Geförderte Partnerschaften Deutscher Schulen Mit PASCH-Schulen Im Ausland (Stand: August 2020)

Total Page:16

File Type:pdf, Size:1020Kb

Geförderte Partnerschaften Deutscher Schulen Mit PASCH-Schulen Im Ausland (Stand: August 2020) Geförderte Partnerschaften deutscher Schulen mit PASCH-Schulen im Ausland (Stand: August 2020) Nr. Name der geförderten Schule in Deutschland Ort Land Status Partnerschule im Ausland Ort der Partnerschule Staat Schultyp PAD-Förderprogramm 1. Adolf-Weber-Gymnasium München BY aktiv Deutsche Internationale Schule Kapstadt Kapstadt-Tamboerskloof Südafrika DAS PASCH-Initiative-Initiatie 2. Albeck-Gymnasium Sulz BW aktiv Sami-Frasheri-Gymnasium Tirana Albanien DPS PASCH-Initiative 3. Albert-Einstein-Gymnasium Magdeburg ST aktiv B. Jamkotschian Oberschule Nr. 119 Eriwan Armenien DSD PASCH-Initiative 4. Albert-Einstein-Gymnasium Ulm BW aktiv Deutsche Schule Temperley Temperley Argentinien DAS PASCH-Initiative 5. Albert-Einstein-Gymnasium Frankenthal RP aktiv Gymnasium Karinthy Frigyes Budapest Ungarn DSD MOE/SOE/Baltische Staaten 6. Albert-Einstein-Gymnasium Neubrandenburg MV aktiv 1. Staatsgymnasium Rezekne Rezekne Lettland Fit MOE/SOE/Baltische Staaten 7. Albert-Einstein-Schule Maintal HE aktiv Zemyna Gimnazija Klaipeda Litauen DSD MOE/SOE/Baltische Staaten 8. Albert-Schweitzer-Gymnasium Gundelfingen BW aktiv Evangelical Lutheran School Beit Sahour Palästina DSD PASCH-Initiative 9. Albrecht-Dürer Gymnasium Berlin BE aktiv Dobyns Bennett High School Kingsport USA DSD German American Partnership Program 10. Albrecht-Thaer-Gymnasium Hamburg HH aktiv Chuyen Ngoai Ngu Oberschule, FremdsprachenoberschuleHanoi Hanoi Vietnam DSD PASCH-Initiative 11. Alexander-von-Humboldt-Schule Wittmund NI aktiv Deutsche Schule Hurlingham Hurlingham Argentinien DSD PASCH-Initiative 12. Alexander-von-Humboldt-Schule Lauterbach HE aktiv Zhejiang Xiangshan No. 3 Ningbo China DSD PASCH-Initiative 13. Alexander-von-Humboldt-Schule Neumünster SH aktiv Egri Dobo Istvan Gymnasium Eger Ungarn DSD MOE/SOE/Baltische Staaten 14. Alexander-von-Humboldt-Schule Wittmund Wittmund NI aktiv Stadtlyzeum Mariupol Mariupol Ukraine Fit PASCH-Initiative 15. Amandus-Abendroth-Gymnasium Cuxhaven NI aktiv Birla High School Kolkata Indien Fit PASCH-Initiative 16. Anne-Frank-Gesamtschule Gütersloh NW aktiv Evang. Luth. School of Hope Ramallah Palästina DSD PASCH-Initiative 17. Anne-Frank-Gymnasium Aachen NW aktiv Shenzhen No 2 Experimental School Shenzhen China Fit PASCH-Initiative 18. Antonianum Gymnasium Geseke NW aktiv Gymnasium Jihlava Jihlava Tschechische Republik DSD MOE/SOE/Baltische Staaten 19. Anton-Philipp-Reclam-Gymnasium Leipzig SN aktiv Gymnazium Bilikova Bratislava Slowakei DSD MOE/SOE/Baltische Staaten 20. Arnold-Janssen-Gymnasium Neuenkirchen NW aktiv St. Joseph School Nazareth Israel DSD Israel-Schulpartnerschaften 21. August-Macke-Schule Bonn NW aktiv 1. öffentliche Schule Kachati Kachati / Bezirk Zugdidi Georgien Fit PASCH-Initiative 22. Bachgauschule Babenhausen HE aktiv Gymnasium Karinthy Frigyes Budapest Ungarn DSD MOE/SOE/Baltische Staaten 23. Barnim-Oberschule (Gymnasium) Berlin BE aktiv Viet Duc Oberschule Hanoi Vietnam DSD PASCH-Initiative 24. Bertha-von-Suttner-Gymnasium Oberhausen NW aktiv Zaporizhzhjer Gymnasium 46 Saporishje Ukraine DSD PASCH-Initiative 25. Berufsbildende Schule Wissen RP aktiv Qingdao Finance and Vocational School Qingdao China Fit PASCH-Initiative 26. Berufskolleg Königstraße Gelsenkirchen NW aktiv Claremont High School Claremont USA Fit German American Partnership Program 27. Bettina-von-Arnim-O, Reinickendorf Berlin BE aktiv Hangzhou Foreign Language School Hangzhou China Fit PASCH-Initiative 28. Bischöfliches Pius-Gymnasium Aachen NW aktiv Gymnasium F.X. Saldy Liberec Tschechische Republik DSD MOE/SOE/Baltische Staaten 29. Bismarck-Gymnasium Karlsruhe BW aktiv Jing Ye Highschool Shanghai China Fit PASCH-Initiative 30. Bismarckschule Elmshorn SH aktiv Schule EURO 2000 Batumi Georgien DSD PASCH-Initiative 31. Bodelschwingh Gymnasium Herchen Windeck NW aktiv Goethe-Schule Ulaanbaatar Mongolei DSD PASCH-Initiative 32. Bodensee-Gymnasium Lindau Lindau BY aktiv National Feng Hsin Senior High School Kaohsiung Taiwan Fit PASCH-Initiative 33. Burgau-Gymnasium Düren NW aktiv Gymnasium Nr. 167 Kiew Ukraine DSD PASCH-Initiative 34. Burggymnasium der Stadt Altena Altena NW aktiv Gymnasium Nr. 2 Pinsk Belarus DSD PASCH-Initiative 35. Burggymnasium der Stadt Altena Altena NW aktiv Kossuth-Lajos-Gimnázium Budapest Ungarn DSD MOE/SOE/Baltische Staaten 36. Carl-Maria-von-Weber-Schule Eutin SH aktiv Colegiul National Samuel von Brukenthal Sibiu/Herrmannstadt Rumänien DSD MOE/SOE/Baltische Staaten 37. Carl-Schurz-Schule Frankfurt HE aktiv University of Toronto Schools Toronto Kanada DSD PASCH-Initiative 38. Christoph-Jacob-Treu-Gymnasium Lauf BY aktiv Delhi Public School Bangalore South Bangalore Indien Fit PASCH-Initiative 39. Christoph-Schrempf-Gymnasium Besigheim BW aktiv Fremdsprachenmittelschule Nanjing Nanjing, Jiangsu China DSD PASCH-Initiative 40. CJD Christophorusschule Berchtesgaden,Realschule Schönau a. Königssee BY aktiv Valeria Koch Schulzentrum Pecs Ungarn DSD MOE/SOE/Baltische Staaten 41. Dathe-Oberschule (Gymnasium) Berlin BE aktiv Gymnasium UDT Poprad, Bilinguale Abteilung Poprad Slowakei DSD MOE/SOE/Baltische Staaten 42. Dietrich-Bonhoeffer-Berufskolleg Detmold NW aktiv Shanghai Pudong Foreign Affairs Services School Shanghai China Fit PASCH-Initiative 43. Dietrich-Bonhoeffer-Gymnasim Wertheim BW aktiv Valeria Koch Schulzentrum Pecs Ungarn DSD MOE/SOE/Baltische Staaten 44. Dollinger-Realschule Biberach Biberach BW aktiv Öffentliche Schule Nr. 9 Telawi Georgien DSD PASCH-Initiative 45. Domgymnasium Verden NI aktiv Galabov-Gymnasium Sofia Bulgarien DSD MOE/SOE/Baltische Staaten 46. Dossenberger-Gymnasium Günzburg Günzburg BY aktiv Thomas-Mann-Gymnasium - Deutsche Schule BudapestBudapest Ungarn DAS MOE/SOE/Baltische Staaten 47. ecolea Internationale Schule Schwerin MV aktiv Dokkyo Mittel und Oberschule Tokyo Japan Fit PASCH-Initiative 48. Edith-Stein-Gymnasium Bretten BW aktiv Liceul Johannes Honterus Brasov Rumänien DSD MOE/SOE/Baltische Staaten 49. Eichenschule Scheeßel Scheeßel NI aktiv Newton High School Newton USA DSD German American Partnership Program Geförderte Partnerschaften deutscher Schulen mit PASCH-Schulen im Ausland (Stand: August 2020) Nr. Name der geförderten Schule in Deutschland Ort Land Status Partnerschule im Ausland Ort der Partnerschule Staat Schultyp PAD-Förderprogramm 50. Elisabeth-von-Thadden-Gymnasium Heidelberg BW aktiv 1. Schule Kutaissi Kutaissi Georgien Fit PASCH-Initiative 51. Erich Kästner-Schule Bochum NW aktiv Izmir Anadolu Lisesi Karabaglar-Izmir Türkei DSD PASCH-Initiative 52. Ernst-Abbe-Gymnasium Oberkochen BW aktiv Gymnasium Nr. 18 Almaty Kasachstan DSD PASCH-Initiative 53. Erzb. St. Joseph Gymnasium Rheinbach NW aktiv Piarista Gimnazium Kecskemet Ungarn DSD MOE/SOE/Baltische Staaten 54. Erzbischöfl. St. Angela-Gymnasium Bad Münstereifel NW aktiv Erzbischöfliches Gymnasium Prag Tschechische Republik DSD MOE/SOE/Baltische Staaten 55. Erzbischöfliche Ursulinenschule Köln NW aktiv Schmidt-Schule Ost-Jerusalem Jerusalem Palästina DAS PASCH-Initiative 56. Erzbischöfliches Berufskolleg Köln Köln NW aktiv Kartal Anadolu Lisesi Kartal-Istanbul Türkei DSD PASCH-Initiative 57. Erzbischöfliches St.-Angela-Gymnasium Wipperfürth NW aktiv Griechisch-Katholische Peter-Nettekoven Schule Beit Sahour Palästina DSD PASCH-Initiative 58. Europaschule Deutsch-Polnisches Gymnasium Löcknitz MV aktiv 3. Mittelschule Limbazi Lettland DSD MOE/SOE/Baltische Staaten 59. Europaschule Gymnasium Westerstede Westerstede NI aktiv Gymnasium UDT Poprad, Bilinguale Abteilung Poprad Slowakei DSD MOE/SOE/Baltische Staaten 60. Europaschule Johann W. von Goethe Ilsenburg ST aktiv Gymnazium Uherske Uherske Hradiste Tschechische Republik DSD MOE/SOE/Baltische Staaten 61. Europaschule Köln Köln NW aktiv Ahlcon International School Delhi Indien Fit PASCH-Initiative 62. Evangelische Schule Köpenick Berlin BE aktiv Talitha Kumi School Beit Jala, West Bank Palästina DAS PASCH-Initiative 63. Evangelisches Gymnasium Lippstadt NW aktiv Griechisch-Katholische Peter-Nettekoven Schule Beit Sahour Palästina DSD PASCH-Initiative 64. Evangelisches Gymnasium Nordhorn Nordhorn NI aktiv Hugim Schule Haifa Haifa Israel DSD Israel-Schulpartnerschaften 65. Evangelisches Gymnasium Tharandt Tharandt SN aktiv Friedrich Schiller Deutsches Theoretisches LyzeumOradea Rumänien DSD MOE/SOE/Baltische Staaten 66. Evangelische-Schule-Berlin-Zentrum Berlin BE aktiv Kollegium Alexandria Alexandria Ukraine DSD PASCH-Initiative 67. Faust-Gymnasium Staufen Staufen BW aktiv Evangelisch-lutherische Schule Beit Sahour Beit Sahour Palästina DSD PASCH-Initiative 68. Ferdinand-Porsche-Gymnasium Zuffenhausen Stuttgart BW aktiv Podar College of Commerce & Economics Matunga, Mumbai Indien Fit PASCH-Initiative 69. Ferdinand-Porsche-Gymnasium Zuffenhausen Stuttgart BW aktiv The High School Affiliated to the Renmin UniversityBeijing China Fit PASCH-Initiative 70. Ferdinand-von-Miller-Realschule Fürstenfeldbruck BY aktiv Modern School Vasant Vihar New Delhi Indien Fit PASCH-Initiative 71. Feudenheim-Gymnasium Mannheim BW aktiv World Foreign Language Middle School of ShanghaiShanghai China Fit PASCH-Initiative 72. Franz-Marc-Gymnasium Markt Schwaben BY aktiv Colegio Humboldt - Deutsche Schule San José San José Costa Rica DAS PASCH-Initiative 73. Franz-von-Lenbach-Schule Staatliche Realschule für KnabenSchrobenhausen SchrobenhausenBY aktiv Zhuzhou Foreign Language School Zhuzuhou China Fit PASCH-Initiative 74. Freiberg-Kolleg Freiberg SN aktiv 21. Öffentliche Schule Tbilissi Georgien DSD PASCH-Initiative 75. Freihof-Gymnasium Göppingen BW aktiv Princess Chulabhorns College Phitsanulok
Recommended publications
  • The Israeli-Palestinian People-To-People Program
    Lena C. Endresen Contact and Cooperation: The Israeli-Palestinian People-to-People Program Lena C. Endresen Contact and Cooperation: The Israeli-Palestinian People-to-People Program Fafo-paper 2001:3 1 © Fafo Institute for Applied Social Science 2001 ISSN 0804-5135 2 Contents Abstract .............................................................................................................. 5 Introduction ....................................................................................................... 6 The People-to-People Program: Rationale and Assumptions .............................................................................. 8 People-to-People Program Activities ............................................................. 11 NGO Cooperative Projects ............................................................................................11 Building structures for peace .......................................................................................13 Main Challenges .............................................................................................. 16 Impact and Evaluation..................................................................................................17 The Impact of the Peace Process on People-to-People Activities...............................19 Equality as an Ambition: The Two NGO Sectors .........................................................20 Norway and the Fafo Institute for Applied Social Science as a Third Party ..............23 Conclusion .......................................................................................................
    [Show full text]
  • Using Educational Drama and Role-Playing Teaching English in Gaza
    Asian Journal of Education and e-Learning (ISSN: 2321 – 2454) Volume 01– Issue 01, April 2013 Using Educational Drama and Role-Playing Teaching English in Gaza Governorates Awad Sulaiman Keshta The Islamic University of Gaza Gaza, Palestine _________________________________________________________________________________ ABSTRACT— The purpose of the study was to examine the perceptions of the teachers' use of educational drama in teaching English in Palestine whose first language was Arabic toward English drama. To achieve the purpose of the study, the researcher used a questionnaire in order to collect data about the teachers' use of educational drama in their classes. The sample of the study was 107 female and male teachers from Gaza southern Governorates. The study findings were as follows: 1. There are statistically significant differences at (α ≤ 0.05) in English language teachers' perception of the use of educational drama and role-playing in teaching English attributed to the gender. 2. There are statistically significant differences at (α ≤ 0.05) in English language teachers' perception of the use of educational drama and role-playing in teaching English due to teachers' experience. 3. There are statistically significant differences at (α ≤ 0.05) in English language teachers' perception of the use of educational drama and role-playing in teaching English attributed to the institution to which they belong. 4. There are statistically significant differences at (α ≤ 0.05) in English language teachers' perception of the use of educational drama and role-playing in teaching English attributed to qualifications. Based on the study results, the researcher recommends that teachers should make good use of educational drama in their classes as it is considered an essential strategy for teaching English.
    [Show full text]
  • The Effectiveness of Using Drama Techniques in Teaching Difficult
    JRCIET Vol. 5 , No. 3 July 2019 The Effectiveness of Using Drama Techniques in Teaching Difficult Units of EFL Course on Developing Language Proficiency and on Decreasing Anxiety Level of Intermediate Stage Students Abdullah Khader Mohammad Al Zahrani Curricula and Methods of Teaching English Faculty of Education Taif University Marwan Rasheed Arafat , Ph.D Assistant Professor of Curricula and Methods of Teaching English -Faculty of Education Taif University Abstract he current study aimed at investigating the effectiveness of using drama techniques in teaching T the difficult units of EFL course on developing language proficiency and on decreasing the anxiety level of intermediate stage students. The study adopted a quasi- experimental design (experimental / control). Also it included one independent variable which was the using drama techniques and two dependent variables which were developing language proficiency and decreasing the anxiety level. The sample of the study consisted of (N = 48) from the first intermediate grade students. The experimental group consisted of (N= 23) which was taught the difficult units through drama techniques. The control group consisted of (N= 25) which was taught the difficult units through the normal methods. The following instruments were used to achieve the questions of the study: A questionnaire to determine the difficult units based on the opinions of English supervisors and teachers. An achievement test in language proficiency. A diagnostic test to measure the level of anxiety among students. The t-test is used to determine the statistical differences between the mean scores of two groups. The current study indicated the positive effectiveness of using drama techniques on developing language proficiency and on decreasing the anxiety level for the 1st intermediate grade students.
    [Show full text]
  • Studies in Comparative Education
    7 Edited by Daniel S. HalpPr-in for- the Geneva Foundation z INTERNATIONAL BUREAU OF EDUCATION STUDIESINCOMPARATIVEEDUCATION To LIVE TOGETHER: SHAPINGNEWATTITUDES To PEACE THROUGHEDUCATION Edited by Daniel S. Halpe’rin Based on the Israeli-Palestinian Workshop held 26 January to 2 February 1997 at the Centre des Pens&es, Fondation Marcel Merieux, Veyrier du Lac (Annecy), France Published under the auspices of the Geneva Foundation to Protect Health in War and the Multi-faculty Programme for Humanitarian Action at Geneva University with the support of the Marcel Merieux Foundation and the International Bureau of Education The ideas and opinions expressed in this work are those of the authors and do not neces- sarily represent the views of UNESCO:IBE. The designations employed and the presen- tation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO:IBE concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. Published by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France ISBN: 92-3-185003-2 Printed in France by SADAG, Bellegarde. 0 UNESCO: International Bureau of Education, 1997 Preface Ever since its creation, the United Nations Educational, Scientific and Cultural Organization has been strongly committed to the development of a culture of peace. As is stressed in the present UNESCO Medium-term strat- egy, the Organization is now striving to promote the idea of ‘a culture of peace’ which was formulated for the first time at the International Congress on Peace in the Minds of Men at Yamoussoukro in 1989 and subsequently elaborated on and refined, particularly at the forty-fourth session of the International Conference on Education (1994).
    [Show full text]
  • DSD II-Schulen
    Sekretariat der Kultusministerkonferenz Liste der ausländischen Sekundarschulen mit Möglichkeit zum Erwerb des DSD II Land Schulort Schule Aegypten Alexandria Future Language School Alexandria El Gouna El Gouna International School, El Gouna Kairo Deutsche Evangelische Oberschule Kairo Kairo Deutsche Schule Beverly Hills, Kairo Kairo Deutsche Schule Heliopolis, Europa-Schule Kairo Albanien Elbasan Fremdsprachenmittelschule "Mahmut dhe Ali Cungu", Elbasan Shkoder Fremdsprachenmittelschule Sheijnaze Juka, Shkoder Tirana Fremdsprachenmittelschule "Asim Vokshi", Tirana Argentinien Bariloche Deutsche Schule Bariloche Buenos Aires Deutsche Schule Villa Ballester Buenos Aires Gartenstadt-Schule El Palomar, Buenos Aires Buenos Aires Goethe-Schule Buenos Aires Buenos Aires Hölters-Schule Villa Ballester Buenos Aires Humboldt-Sprachakademie an der Goethe-Schule Buenos Aires Buenos Aires Pestalozzi-Schule Buenos Aires Buenos Aires Schiller Schule Buenos Aires Cordoba Deutsche Schule Cordoba Eldorado Hindenburg-Schule Eldorado Florida Rudolf-Steiner-Schule Florida Hurlingham Deutsche Schule Hurlingham Lanus Oeste Deutsche Schule Lanus Oeste Mar del Plata Johann Gutenberg Schule Montecarlo Deutsche Schule Montecarlo Quilmes Deutsche Schule Quilmes Rosario Goethe-Schule Rosario Temperley Deutsche Schule Temperley Villa General Belgrano Deutsche Schule Villa General Belgrano Armenien Eriwan Mesrop-Maschtoz Schule, Eriwan Eriwan Mittelschule Nr. 5 Eriwan Eriwan Mittelschule Nr. 6 Hakob Karapentsi Bolivien Cochabamba Colegio Fröbel Cochabamba La Paz Deutsche Schule La Paz Oruro Colegio Aleman Oruro Santa Cruz de Bolivia Deutsche Schule Santa Cruz de Bolivia Bosnien-Herzegowina Banja Luka Gymnasium Banja Luka Mostar Gymnasium Mostar Sarajewo 2. Gymnasium Sarajewo Sarajewo 3. Gymnasium Sarajewo Seite 1 von 14 Stand: 06.05.2008 Sekretariat der Kultusministerkonferenz Liste der ausländischen Sekundarschulen mit Möglichkeit zum Erwerb des DSD II Land Schulort Schule Sarajewo 4.
    [Show full text]
  • Diyar Board of Directors
    DiyarConsortium DiyarConsortium DiyarProductions Content Diyar Board of Directors Foreword 2 Bishop Dr. Munib Younan (Chair) Dar al-Kalima University College of Arts and Culture 6 Dr. Ghada Asfour-Najjar (Vice Chair) International Conferences 16 Mr. Jalal Odeh (Treasurer) The Model Adult Education Center 20 Dr. Versen Aghabekian (Secretary) Religion & State III 22 Mr. Albert Aghazarian The Civic Engagement Program 26 Mr. Ghassan Kasabreh Ajyal Elderly Care Program 30 Azwaj Program 32 Mr. Zahi Khouri Celebrate Recovery Project 34 Mr. Issa Kassis Diyar Academy for Children and Youth 35 Dr. Bernard Sabella Culture Program 41 Rev. Dr. Mitri Raheb (Founder & Authentic Tourism Program 44 President, ex officio) Gift Shop Sales for 2015 46 Diyar Publisher 48 Media Coverage 50 Construction Projects 53 1 In all of the construction projects, Diyar emphasized alternative itineraries into their schedules. When we aesthetics, cultural heritage, and green buildings. started in 1995, there were only 60 Palestinian tour FOREWORD Thanks to utilizing solar energy, Diyar was able in 2015 guides (out of a total of 4000 guides); all of them were to generate 40% of its energy consumption through over 60 years old and had received their license from solar. By 2020, we hope to reach zero-energy goal. the Jordanian government prior to 1967. Thanks to Dar Dear Friends, al-Kalima University College of Arts and Culture, today In all these years Diyar programs were highlighted in there are over 500 trained and accredited Palestinian ANNUAL REPORT 2015 ANNUALREPORT Salaam from Bethlehem. The year 2015 marked Diyar’s 20th anniversary. It was on many media outlets including the BBC, CNN, ABC, tour guides, who became Palestine’s ambassadors, September 28, 1995 that we inaugurated Dar Annadwa in the newly renovated CBS, HBO, ARD, ZDF, ORF, BR, al-Jazeera, Ma’an News sharing the Palestinian narrative with international crypt of Christmas Lutheran Church, as a place for worldwide encounter.
    [Show full text]
  • We Disappear Ariane Louise Sandford Iowa State University
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2007 We disappear Ariane Louise Sandford Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Modern Literature Commons Recommended Citation Sandford, Ariane Louise, "We disappear" (2007). Retrospective Theses and Dissertations. 14551. https://lib.dr.iastate.edu/rtd/14551 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. We disappear by Ariane Louise Sandford A thesis submitted to the graduate faculty in partial fulfillment of the requirements for the degree of MASTER OF ARTS Major: English (Creative Writing) Program of Study Committee: Mary Swander, Major Professor Jon Billman Amy Slagell Iowa State University Ames, Iowa 2007 Copyright © Ariane Louise Sandford, 2007. All rights reserved. UMI Number: 1443084 Copyright 2007 by Sandford, Ariane Louise All rights reserved. UMI Microform 1443084 Copyright 2007 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, MI 48106-1346 ii
    [Show full text]
  • Tawfiq Canaan an Introduction by Rev. Dr. Mitri Raheb Autobiographies
    Tawfiq Canaan An Introduction by Rev. Dr. Mitri Raheb Autobiographies give a unique, eyewitness account of historical events experienced by one particular person, an account of a life with all its ups and downs, struggles and failures, successes and setbacks. They invite us to look at history not from a distant bird’s eye view, but through the eyes of one person in their own personal reality. However, autobiographies are not written at the time of the actual events and they constitute a rear-view mirror through a time lapse. Tawfiq Canaan started to write his autobiography in English in a pharmaceutical diary dated 1956, just a few months after his retirement in May 1955. Although still in good health, he must have had the feeling that time was slowly running out, that life was slowly but surely fading away, and that he had a story to share with his family, friends, and the visitors who were always eager to hear from him about socio-economic and political events. It must have taken him only a few months to write his memoirs. By late 1956, he had switched to documenting current affairs related to the dismissal of Glubb Pasha by the newly crowned King Hussein of Jordan on March 1st 1956, and reports on the Suez-Canal crises. This last chapter of his memoirs was less biographical and was therefore excluded from this publication. The last date in the manuscript was 1957, which means that Canaan must have felt that documenting current affairs was not his goal or worthy of his time.
    [Show full text]
  • South Africa's Exclusive Schools
    THE RELATIONSHIP BETWEEN INTERNATIONAL EDUCATIONAL TOURISM AND GLOBAL LEARNING IN SOUTH AFRICAN HIGH SCHOOL LEARNERS by CHRISTINE ANNE McGLADDERY Submitted in partial fulfilment of the requirements for the degree PhD in Tourism Management in the FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES UNIVERSITY OF PRETORIA Supervisor: Professor Berendien Anna Lubbe Co-Supervisor: Professor Jarkko Saarinen August 2016 - i - © University of Pretoria - ii - © University of Pretoria ABSTRACT There is a growing demand in the literature for rigorous empirical research to test the underpinning assumption of international education theory, namely that global learning occurs as a consequence of international travel. Through the application of a global learning survey instrument to 1152 Grade 11 learners in 16 South African exclusive independent high schools, evidence is provided to indicate that significant global learning only occurs when the international travel experience is facilitated to encourage learning, when there is a desire by learners to engage with cultural differences at their travel destination, and when learners feel comfortable expressing their opinions within their tour group. Furthermore, some types of international educational tourism are more conducive to global learning than others. Additionally, a conceptual, process-driven model of international educational tourism is proposed based on the synthesis of educational tourism, international education, experiential education and global learning theories. The model is tested and refined through analysis of the data collected from the questionnaire. By conceptualising educational tourism as a process it overcomes the limitations associated with segment- based definitions and in doing so demonstrates the potential for hybridising educational tourism with other sectors of the industry. Finally, owing to the expense involved with international travel, non-travel related factors are identified which encourage global learning in high school children.
    [Show full text]
  • Press Release Arcadia, Pretoria 0083 South Africa 9 September, 2013 TEL +27 (0)12 427 8936 Page 1 of 3 FAX +27 (0)12 343 3606
    ADDRESS 180 Blackwood Street Press Release Arcadia, Pretoria 0083 South Africa 9 September, 2013 TEL +27 (0)12 427 8936 Page 1 of 3 FAX +27 (0)12 343 3606 [email protected] German Weeks 2013: www.southafrica.diplo.de Meet Germany in South Africa today! www.gicafrica.diplo.de www.germanweeks2013.co.za Germany: a founding member of the EU. Europe’s strongest economy. A vibrant society. A strategic partner of South Africa. A land of ideas and innovation. What else would you like to know about today’s Germany and the strength and depth of South African-German relations? You are cordially invited to learn more. In order to present today’s Germany to a wider South African audience, the German Embassy, the Southern African – German Chamber of Commerce and Industry (SAGCC), as well as various German institutions and companies in South Africa present the German Weeks 2013. Comprising of 25 dynamic and engaging events, the German Weeks will take place from 12 September to the end of October, 2013. The weeks ahead With the official slogan “Meet Germany in South Africa today”, the German Weeks 2013 showcase an authentic and multi-faceted image of modern German society through various lenses such as lifestyle, politics, business and technology, primarily in Johannesburg and Pretoria. Furthermore, they introduce and highlight Germany’s presence within South Africa to new audiences. Highlights The German Weeks 2013 programme main highlights include the opening event at the Deutsche Schule Pretoria’s Oktoberfest (12 September), a German election party at the Goethe-Institut (22 September), a “science slam” in cooperation with the DST and Sci-Bono (9 October), and, finally, the closing event at the SAGCC/ Deutsche Internationale Schule Johannesburg Innovation and Job Fair (19 October).
    [Show full text]
  • Christmas 2000 in Bethlehem
    Christmas 2000 in Bethlehem Colleagues, Two years ago a dozen or so of us Crossings folks celebrated Christmas in Bethlehem. Our “home” during those days was the guest-house of the Talitha Kumi school in nearby Beit Jala. It’s mentioned in the final paragraph below. So the people and places mentioned below are woven into our own biographies. I receive messages almost every day from Christians in the Palestine/Israel war zone. This one from Lutheran bishop Younan came this morning. I pass his words on to you–weeping with those who weep–as the Feast of the Nativity comes toward us. But even tears, bitter tears, cannot eradicate the Joy to the World that came first to Bethlehem. That Joy is not a “no tears” smiley face, but faith’s confidence about the future–even as the tears roll down. How so? With our God-problem healed by the mangered Messiah (= the core meaning of the “Peace on Earth” announced by the angels), those entrusted to him have an upbeat future. Long term, big time–all the way through to resurrection. His life, now ours as well, trumps every messenger of death–snipers, missiles, gunships included. Two years ago the pastor of Christmas Lutheran Church in Bethlehem, Mitri Raheb, told us: “No, I’m not optimistic about the outcome of our conflict. Yet I still have hope.” And then playing on a Luther quote he said: “If I knew that the end of the world was coming tomorrow, I would today still plant an olive tree.” And he smiled.
    [Show full text]
  • Issue #73 May / June 2010 Powered by Translate
    Search Select Language Issue #73 May / June 2010 Powered by Translate News & Highlights Peace Education in the LEARNING FROM OUR STUDENTS' CREATIVE Field NONVIOLENT ACTIONS: LESSONS ON HUMAN RIGHTS, PEACE and DEMOCRACY Action Alerts Events & Conferences Anita Yudkin­Suliveres and Anaida Pascual­Morán UNESCO Chair for Peace Education, University of Puerto Trainings & Workshops Rico Publications & Research Cátedra UNESCO de Educación para la Paz, Universidad de Jobs & Funding Puerto Rico email: [email protected] Opportunities web: http://unescopaz.uprrp.edu/ Quick Links As peace educators we seek GCPE Website to develop understanding of Subscribe the interconnections between Archives peace, democracy, human Contribute to the rights, and nonviolent action. Newsletter This is the main quest we pursue in every educational Make a tax­deductible endeavor we engage in. We contribution to the Global also assume the Campaign (coming soon) emancipatory Freirean principle of the interrelationships between reflection, action, and transformation as inherent to our educational practice. In our peace education courses, we have learned from our students’ action proposals and creative projects about commitment, critical inquiry, and the praxis for peace and justice in an unjust and violent world. Over the past six weeks, however, thousands of students in strike from the University of Puerto Rico, have taught us intensively many lessons on peace, democracy, human rights and nonviolence that have deeply moved our thoughts and hearts. It is these lessons we wish to reflect upon and share so that they enrich our pedagogical action for peace. Beforehand, it is essential to acknowledge that the student movement at the University of Puerto Rico has a trajectory of over sixty years of nonviolent militant actions against war and for demilitarization, in defense of affordable public higher education, University reform and autonomy.
    [Show full text]