This document provides an overview of different educational philosophies and their underlying principles. It discusses major philosophies like perennialism, essentialism, behaviorism, progressivism, existentialism, and postmodernism. For each philosophy, it describes its key tenets and how it relates to different schools of thought. The document also addresses how philosophy relates to teacher professionalism and practice. It suggests teachers evaluate their own philosophy and how it aligns with examples from other teachers. Overall, the document serves to introduce students to foundational educational philosophies and how they influence approaches to teaching.
Implementing strategies in science teaching, Menelaos SotiriouBrussels, Belgium
The document summarizes a conference that took place in Brussels from October 24-26, 2014 to introduce creativity in science education. The conference aimed to help individual teachers become aware of weaknesses in their practice, be motivated to improve, and learn best practices. Objectives included proposing a methodology for introducing creativity and innovation in schools through teacher training and communities. The conference outlined learning activities like science cafes, science theater, and writing science operas that incorporate creative elements. Near future plans included teacher training workshops and an international conference in 2015.
The document discusses the constructivist learning theory. Constructivism posits that students learn by actively constructing their own understanding through experiences and interactions. Key theorists discussed include Piaget, who saw learning as stages of cognitive development, Bruner, who emphasized discovery-based learning, and Vygotsky, who stressed social learning and scaffolding learning within a student's zone of proximal development. The document outlines implications for constructivist classrooms, including encouraging student exploration, inquiry, and critical thinking with or without technology tools.
The document discusses several philosophies that influence education, including idealism, behaviorism, socialism, functionalism, purposivism, structuralism, associationism, and utilitarianism. It explains that a school's philosophy guides its goals and curriculum organization. Philosophies like behaviorism focus on modifying student behavior through stimuli and response, while socialism views students as social creatures who help transmit cultural values to society.
The document outlines the organization of the Armed Forces of the Philippines (AFP). It describes that the President is the commander-in-chief of the AFP and oversees the Secretary of National Defense. The Chief of Staff of the AFP acts as the highest military officer and advisor to the defense ministry. The three major services of the AFP are the Philippine Army, Air Force, and Navy. The Navy organization has a Flag Officer in Command who oversees central staff functions like personnel, intelligence, operations, and logistics, as well as special staff like the naval adjutant and chaplain.
PHILOSOPHICAL FOUNDATION OF EDUCATION.pptxJarvenSaguin
1. The first philosophers were called Milesians or Ionians and emerged in the Greek city of Miletus.
2. Five major philosophies of education have prevailed throughout history: realism, idealism, pragmatism, existentialism, and naturalism.
3. Realism focuses on helping children understand and accept external demands, while idealism emphasizes developing students' internal understanding of ideals. Pragmatism concerns reflective thinking and problem-solving. Existentialism views education as an individual process and naturalism sees education as occurring in accordance with nature's laws.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
The document discusses curriculum, curriculum development, implementation, and enrichment. It defines curriculum as what students are expected to learn and how lessons are taught. The most widely used curriculum development model is Ralph Tyler's model which begins with identifying learning objectives based on stakeholder input. Curriculum implementation refers to actually using the curriculum, while enrichment extends the core curriculum by providing additional exciting learning experiences. The document outlines different types of enrichment including those for general students, those interested in specific skills, and for gifted students.
This document provides an overview of different educational philosophies and their underlying principles. It discusses major philosophies like perennialism, essentialism, behaviorism, progressivism, existentialism, and postmodernism. For each philosophy, it describes its key tenets and how it relates to different schools of thought. The document also addresses how philosophy relates to teacher professionalism and practice. It suggests teachers evaluate their own philosophy and how it aligns with examples from other teachers. Overall, the document serves to introduce students to foundational educational philosophies and how they influence approaches to teaching.
Implementing strategies in science teaching, Menelaos SotiriouBrussels, Belgium
The document summarizes a conference that took place in Brussels from October 24-26, 2014 to introduce creativity in science education. The conference aimed to help individual teachers become aware of weaknesses in their practice, be motivated to improve, and learn best practices. Objectives included proposing a methodology for introducing creativity and innovation in schools through teacher training and communities. The conference outlined learning activities like science cafes, science theater, and writing science operas that incorporate creative elements. Near future plans included teacher training workshops and an international conference in 2015.
The document discusses the constructivist learning theory. Constructivism posits that students learn by actively constructing their own understanding through experiences and interactions. Key theorists discussed include Piaget, who saw learning as stages of cognitive development, Bruner, who emphasized discovery-based learning, and Vygotsky, who stressed social learning and scaffolding learning within a student's zone of proximal development. The document outlines implications for constructivist classrooms, including encouraging student exploration, inquiry, and critical thinking with or without technology tools.
The document discusses several philosophies that influence education, including idealism, behaviorism, socialism, functionalism, purposivism, structuralism, associationism, and utilitarianism. It explains that a school's philosophy guides its goals and curriculum organization. Philosophies like behaviorism focus on modifying student behavior through stimuli and response, while socialism views students as social creatures who help transmit cultural values to society.
The document outlines the organization of the Armed Forces of the Philippines (AFP). It describes that the President is the commander-in-chief of the AFP and oversees the Secretary of National Defense. The Chief of Staff of the AFP acts as the highest military officer and advisor to the defense ministry. The three major services of the AFP are the Philippine Army, Air Force, and Navy. The Navy organization has a Flag Officer in Command who oversees central staff functions like personnel, intelligence, operations, and logistics, as well as special staff like the naval adjutant and chaplain.
PHILOSOPHICAL FOUNDATION OF EDUCATION.pptxJarvenSaguin
1. The first philosophers were called Milesians or Ionians and emerged in the Greek city of Miletus.
2. Five major philosophies of education have prevailed throughout history: realism, idealism, pragmatism, existentialism, and naturalism.
3. Realism focuses on helping children understand and accept external demands, while idealism emphasizes developing students' internal understanding of ideals. Pragmatism concerns reflective thinking and problem-solving. Existentialism views education as an individual process and naturalism sees education as occurring in accordance with nature's laws.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
The document discusses curriculum, curriculum development, implementation, and enrichment. It defines curriculum as what students are expected to learn and how lessons are taught. The most widely used curriculum development model is Ralph Tyler's model which begins with identifying learning objectives based on stakeholder input. Curriculum implementation refers to actually using the curriculum, while enrichment extends the core curriculum by providing additional exciting learning experiences. The document outlines different types of enrichment including those for general students, those interested in specific skills, and for gifted students.
The document discusses the social dimension of education through history. It outlines how education originated and developed in ancient civilizations like China, India, Egypt, Greece, and Rome. Formal education began around 1300 BCE in Israel and was restricted to elites in other early societies. Modern education owes much to these ancient systems. Key figures like Confucius, Socrates, and Aristotle influenced the development of education. The document also discusses social processes, groups, social control, and problems in societies.
The document discusses principles of assessment-related learning. It states that assessment should be an integral part of the teaching and learning process to evaluate learning objectives. It also notes that the assessment tool used should match the performance objective and that assessment results should be provided as feedback to learners. The document recommends considering learners' styles, intelligences and using various assessment methods. It promotes emphasizing self-assessment and communicating results regularly to parents.
sociological foundations of education hand_in_philosophyLexter Adao
This document provides an overview of the branches of study covered in an MA in Educational Foundations, including philosophical theories of human existence from ancient Greece to modern times, theories of human behavior and development, important historical eras, and sociological theories of society. It then discusses some of the major figures and ideas in the fields of philosophy, psychology, and sociology that provide the foundation for studying education, including thinkers from Plato and Aristotle to Freud, Piaget, and modern theorists. The document traces the development of these fields over centuries and their implications for how we understand human learning and society.
The teacher as facilitator of affective and cognitive learningAlice Victor
The ACES teaching approach focuses on developing students' affective skills as this serves as the most important factor in integrating their personality. It aims to make students more self-aware, help them strengthen their abilities, and replace weaknesses. The approach also molds students' intellect by helping them develop an adequate framework for understanding concepts. It cultivates clear knowledge of their origin and destiny so they can properly analyze alternatives and choose values based on what is suitable for themselves and others. Developing students' intellect is important for values education as it allows them to reason about what is deserved and seek objectives in a way that honors moral laws.
Constructivism is a theory of learning that states that individuals create or construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Key scholars who contributed to constructivism include Piaget, Vygotsky, and Bruner. There are two main views: individual constructivism which emphasizes individual construction of knowledge, and social constructivism which sees knowledge as constructed through social interactions. A constructivist classroom is learner-centered, uses open-ended learning activities, and positions the teacher as a facilitator rather than lecturer.
1) The document discusses the teaching of mathematics across different grade levels, covering topics such as the nature of mathematics, scope at primary and secondary levels, strategies based on objectives like problem solving and concept attainment, theoretical basis for problem solving strategies, techniques for problem solving, and evaluating student performance.
2) Key strategies discussed include problem solving, concept attainment, and understanding goals through approaches like authority teaching, interaction, discovery and teacher-controlled presentations.
3) Evaluation of mathematics learning incorporates both testing procedures like individual/group tests and non-testing procedures such as interviews, questionnaires and anecdotal records.
This chapter provides an overview of early theories and influences on learning theory from ancient philosophers through the 19th century. It discusses Plato's reminiscence theory, Aristotle's empiricism, rationalism vs empiricism, faculty psychology, phrenology, and contributions from philosophers such as Descartes, Locke, Hume, Kant, Mill, Reid, and Darwin that helped shape modern perspectives on learning, knowledge, and psychology.
Constructivism is a learning theory based on the idea that students actively construct their own understanding through experiences and reflecting on those experiences. Key contributors to constructivism include Jerome Bruner, Jean Piaget, Lev Vygotsky, and John Dewey. In a constructivist classroom, the teacher facilitates learning by engaging students in hands-on activities, group work, and inquiry-based lessons that allow students to build on prior knowledge and develop new understandings.
Behaviorism is a learning theory that focuses on observable behaviors and discounts internal mental states. It views learning as the formation of associations between stimuli and responses through reinforcement or punishment. The major theorists were Pavlov, Thorndike, Watson, and Skinner. Pavlov studied classical conditioning where neutral stimuli become associated with innate responses. Thorndike and Skinner examined operant conditioning, where behaviors are shaped by their consequences. Behaviorism emphasizes objectively observable behaviors and their environmental causes, and was highly influential in early 20th century education.
The document discusses principles for organizing a mathematics curriculum. It explains that curriculum organization is a scientific process that should follow principles like correlation with life and other subjects, logical and psychological order, activity-based learning, topical approach, motivation, and adapting to individual differences. It also describes different approaches to curriculum organization like the topical approach, spiral approach, logical and psychological approach, concentric approach, and integrated approach. Finally, it concludes that the curriculum should be well-balanced, properly graded, broadly-based, and organized based on the principles discussed to meet the needs of students and society.
International Trends in Science Education ResearchBenjamin Debisme
1) The document discusses diversity in research in science education, noting that science education research encompasses a variety of topics from learning and teaching to assessment and equity.
2) Over the past 30 years, different types of research from small-scale studies to large-scale assessment programs have been used, borrowed from other disciplines.
3) The document also examines research on the status of science teaching, the impact of technology on teaching, concerns about scientific literacy, and how science education research can better influence policy and practice.
The document discusses the educational philosophy of progressivism. It was founded by American philosopher John Dewey and focuses on real-world problem solving and learning by doing. Progressivism believes that children learn best when pursuing their own interests. Schools should continuously research best practices and challenge students intellectually. Teachers should guide students and provide hands-on learning centered around subjects like science, math, arts and English. Progressivism aims to prepare students with skills for their future and develop healthy relationships.
Here is a draft writeup on learning theories following your suggested outline:
Year:
The major learning theories discussed and developed from the late 19th century to present.
Propounders:
Behaviorism - Ivan Pavlov, Edward Thorndike, B.F. Skinner
Cognitivism - Jerome Bruner, Jean Piaget, Lev Vygotsky
Constructivism - Jerome Bruner, Jean Piaget, Lev Vygotsky, John Dewey
Humanism - Abraham Maslow, Carl Rogers
Connectivism - George Siemens, Stephen Downes
Transformative Learning - Jack Mezirow
Social Learning Theory - Albert Bandura
Experiential Learning Theory
Constructionism is a learning theory developed by Seymour Papert based on constructivism. It supports student-centered, active, and experiential learning where students construct new knowledge by applying what they already know to build, solve problems, or create something new. The educator acts as a facilitator rather than directly imparting knowledge, allowing students to discover concepts through problem-based learning activities where they construct meaningful products. Papert himself said learning is most effective when it involves reconstructing knowledge through active participation in constructing something.
Process skills of science facilitate children to expend their experience and involved them in hands-on and minds-on activities. Science teachers should provide activities to our children, which facilitate them to develop scientific skills. It helps them to develop a better understanding of science and problem-solving skills through experience.
The Presentation will develop an understanding of the science process skills. Process skills provide an opportunity for teachers to reflect on the ways they understand the process of science (observation, classification, communication, prediction, and so on). By using these process skills, students could collect information, test their ideas, and construct scientific explanations of the world.
This document discusses different approaches to learning, including the behaviorist approach. It provides details on Pavlov's classical conditioning experiments with dogs and key elements like the unconditioned stimulus, unconditioned response, neutral stimulus, conditioned stimulus, and conditioned response. It also explains Skinner's operant conditioning theory using a rat experiment in a Skinner box. Reinforcement, both positive and negative, is an important concept in operant conditioning. Educational implications of behaviorism include using rewards/punishments to shape behavior, association to create attitudes, and desensitization to reduce anxiety.
Game based learning in Primary math classroomsapfpptshare
Game-based learning is, in short, learning through games. If you take a “game and a concept”, combine the two and you have a game based learning. This can be online (video games) or offline. We are discussing offline games in our session.
Learn about educational philosophies and take the movie quiz here - http://community.eflclassroom.com/profiles/blogs/what-is-your-philosophy-of-education
Sarah is a new teacher who has heard about progressive teaching philosophies. Her past teachers stood at the front and lectured, while students did homework from textbooks. Some teachers at Sarah's school recommend focusing on progressive approaches, but Sarah is unsure how to apply them. Progressive education emphasizes active, experiential, and problem-based learning centered around students' interests. It focuses on intellectual and social growth through cooperation rather than competition.
Constructionism is a learning theory that states knowledge is built best through making tangible and shareable things. It supports learner-centered education and often involves technology. The theory was developed by Jean Piaget, who believed learning occurs through doing, and Seymour Papert, who felt integrating technology with constructivist activities creates new experiences and ways of thinking for children. The four basic concepts are: learning by designing projects meaningful to oneself and community; using technology as a learning tool; encountering powerful ideas; and developing safe, responsible technology use.
The document discusses the social dimension of education through history. It outlines how education originated and developed in ancient civilizations like China, India, Egypt, Greece, and Rome. Formal education began around 1300 BCE in Israel and was restricted to elites in other early societies. Modern education owes much to these ancient systems. Key figures like Confucius, Socrates, and Aristotle influenced the development of education. The document also discusses social processes, groups, social control, and problems in societies.
The document discusses principles of assessment-related learning. It states that assessment should be an integral part of the teaching and learning process to evaluate learning objectives. It also notes that the assessment tool used should match the performance objective and that assessment results should be provided as feedback to learners. The document recommends considering learners' styles, intelligences and using various assessment methods. It promotes emphasizing self-assessment and communicating results regularly to parents.
sociological foundations of education hand_in_philosophyLexter Adao
This document provides an overview of the branches of study covered in an MA in Educational Foundations, including philosophical theories of human existence from ancient Greece to modern times, theories of human behavior and development, important historical eras, and sociological theories of society. It then discusses some of the major figures and ideas in the fields of philosophy, psychology, and sociology that provide the foundation for studying education, including thinkers from Plato and Aristotle to Freud, Piaget, and modern theorists. The document traces the development of these fields over centuries and their implications for how we understand human learning and society.
The teacher as facilitator of affective and cognitive learningAlice Victor
The ACES teaching approach focuses on developing students' affective skills as this serves as the most important factor in integrating their personality. It aims to make students more self-aware, help them strengthen their abilities, and replace weaknesses. The approach also molds students' intellect by helping them develop an adequate framework for understanding concepts. It cultivates clear knowledge of their origin and destiny so they can properly analyze alternatives and choose values based on what is suitable for themselves and others. Developing students' intellect is important for values education as it allows them to reason about what is deserved and seek objectives in a way that honors moral laws.
Constructivism is a theory of learning that states that individuals create or construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Key scholars who contributed to constructivism include Piaget, Vygotsky, and Bruner. There are two main views: individual constructivism which emphasizes individual construction of knowledge, and social constructivism which sees knowledge as constructed through social interactions. A constructivist classroom is learner-centered, uses open-ended learning activities, and positions the teacher as a facilitator rather than lecturer.
1) The document discusses the teaching of mathematics across different grade levels, covering topics such as the nature of mathematics, scope at primary and secondary levels, strategies based on objectives like problem solving and concept attainment, theoretical basis for problem solving strategies, techniques for problem solving, and evaluating student performance.
2) Key strategies discussed include problem solving, concept attainment, and understanding goals through approaches like authority teaching, interaction, discovery and teacher-controlled presentations.
3) Evaluation of mathematics learning incorporates both testing procedures like individual/group tests and non-testing procedures such as interviews, questionnaires and anecdotal records.
This chapter provides an overview of early theories and influences on learning theory from ancient philosophers through the 19th century. It discusses Plato's reminiscence theory, Aristotle's empiricism, rationalism vs empiricism, faculty psychology, phrenology, and contributions from philosophers such as Descartes, Locke, Hume, Kant, Mill, Reid, and Darwin that helped shape modern perspectives on learning, knowledge, and psychology.
Constructivism is a learning theory based on the idea that students actively construct their own understanding through experiences and reflecting on those experiences. Key contributors to constructivism include Jerome Bruner, Jean Piaget, Lev Vygotsky, and John Dewey. In a constructivist classroom, the teacher facilitates learning by engaging students in hands-on activities, group work, and inquiry-based lessons that allow students to build on prior knowledge and develop new understandings.
Behaviorism is a learning theory that focuses on observable behaviors and discounts internal mental states. It views learning as the formation of associations between stimuli and responses through reinforcement or punishment. The major theorists were Pavlov, Thorndike, Watson, and Skinner. Pavlov studied classical conditioning where neutral stimuli become associated with innate responses. Thorndike and Skinner examined operant conditioning, where behaviors are shaped by their consequences. Behaviorism emphasizes objectively observable behaviors and their environmental causes, and was highly influential in early 20th century education.
The document discusses principles for organizing a mathematics curriculum. It explains that curriculum organization is a scientific process that should follow principles like correlation with life and other subjects, logical and psychological order, activity-based learning, topical approach, motivation, and adapting to individual differences. It also describes different approaches to curriculum organization like the topical approach, spiral approach, logical and psychological approach, concentric approach, and integrated approach. Finally, it concludes that the curriculum should be well-balanced, properly graded, broadly-based, and organized based on the principles discussed to meet the needs of students and society.
International Trends in Science Education ResearchBenjamin Debisme
1) The document discusses diversity in research in science education, noting that science education research encompasses a variety of topics from learning and teaching to assessment and equity.
2) Over the past 30 years, different types of research from small-scale studies to large-scale assessment programs have been used, borrowed from other disciplines.
3) The document also examines research on the status of science teaching, the impact of technology on teaching, concerns about scientific literacy, and how science education research can better influence policy and practice.
The document discusses the educational philosophy of progressivism. It was founded by American philosopher John Dewey and focuses on real-world problem solving and learning by doing. Progressivism believes that children learn best when pursuing their own interests. Schools should continuously research best practices and challenge students intellectually. Teachers should guide students and provide hands-on learning centered around subjects like science, math, arts and English. Progressivism aims to prepare students with skills for their future and develop healthy relationships.
Here is a draft writeup on learning theories following your suggested outline:
Year:
The major learning theories discussed and developed from the late 19th century to present.
Propounders:
Behaviorism - Ivan Pavlov, Edward Thorndike, B.F. Skinner
Cognitivism - Jerome Bruner, Jean Piaget, Lev Vygotsky
Constructivism - Jerome Bruner, Jean Piaget, Lev Vygotsky, John Dewey
Humanism - Abraham Maslow, Carl Rogers
Connectivism - George Siemens, Stephen Downes
Transformative Learning - Jack Mezirow
Social Learning Theory - Albert Bandura
Experiential Learning Theory
Constructionism is a learning theory developed by Seymour Papert based on constructivism. It supports student-centered, active, and experiential learning where students construct new knowledge by applying what they already know to build, solve problems, or create something new. The educator acts as a facilitator rather than directly imparting knowledge, allowing students to discover concepts through problem-based learning activities where they construct meaningful products. Papert himself said learning is most effective when it involves reconstructing knowledge through active participation in constructing something.
Process skills of science facilitate children to expend their experience and involved them in hands-on and minds-on activities. Science teachers should provide activities to our children, which facilitate them to develop scientific skills. It helps them to develop a better understanding of science and problem-solving skills through experience.
The Presentation will develop an understanding of the science process skills. Process skills provide an opportunity for teachers to reflect on the ways they understand the process of science (observation, classification, communication, prediction, and so on). By using these process skills, students could collect information, test their ideas, and construct scientific explanations of the world.
This document discusses different approaches to learning, including the behaviorist approach. It provides details on Pavlov's classical conditioning experiments with dogs and key elements like the unconditioned stimulus, unconditioned response, neutral stimulus, conditioned stimulus, and conditioned response. It also explains Skinner's operant conditioning theory using a rat experiment in a Skinner box. Reinforcement, both positive and negative, is an important concept in operant conditioning. Educational implications of behaviorism include using rewards/punishments to shape behavior, association to create attitudes, and desensitization to reduce anxiety.
Game based learning in Primary math classroomsapfpptshare
Game-based learning is, in short, learning through games. If you take a “game and a concept”, combine the two and you have a game based learning. This can be online (video games) or offline. We are discussing offline games in our session.
Learn about educational philosophies and take the movie quiz here - http://community.eflclassroom.com/profiles/blogs/what-is-your-philosophy-of-education
Sarah is a new teacher who has heard about progressive teaching philosophies. Her past teachers stood at the front and lectured, while students did homework from textbooks. Some teachers at Sarah's school recommend focusing on progressive approaches, but Sarah is unsure how to apply them. Progressive education emphasizes active, experiential, and problem-based learning centered around students' interests. It focuses on intellectual and social growth through cooperation rather than competition.
Constructionism is a learning theory that states knowledge is built best through making tangible and shareable things. It supports learner-centered education and often involves technology. The theory was developed by Jean Piaget, who believed learning occurs through doing, and Seymour Papert, who felt integrating technology with constructivist activities creates new experiences and ways of thinking for children. The four basic concepts are: learning by designing projects meaningful to oneself and community; using technology as a learning tool; encountering powerful ideas; and developing safe, responsible technology use.
CORSO DI PERFEZIONAMENTO E AGGIORNAMENTO PROFESSIONALE - CYBERWARFARE & CYBER...Italian Diplomatic Academy
Obiettivo del Corso, sviluppato attraverso un approccio interdisciplinare, è fornire una visione molto articolata ed innovativa delle problematiche Cyber Security, come fortemente auspicato dall’Unione europea per uno sviluppo e un utilizzo sicuro del cyberspazio.
La formazione a distanza al Politecnico di Torino: nuovi modelli e strumentiFulvio Corno
Presentazione dell’articolo "La formazione a distanza al Politecnico di Torino: nuovi modelli e strumenti" presso il convegno Didamatica 2011, tenutosi a Torino il 05/05/2011
Corso di Alta Specializzazione e Aggiornamento Professionale in Geopolitica e...Italian Diplomatic Academy
Il Corso, sviluppato attraverso un approccio interdisciplinare, mira a fornire una visione approfondita, aggiornata ed articolata delle problematiche legate alla geopolitica, alle relazioni interstatali e alle loro implicazioni sull’assetto economico mondiale.
Obiettivo del corso, quindi, è acquisire le capacità di analisi dei rischi e delle opportunità dei mercati e settori industriali attraverso l’elaborazione di informazioni politiche, economiche, socio-culturali, utili ad effettuare scelte strategiche efficaci sia per il mondo istituzionale che per quello aziendale.
L’approccio interdisciplinare aiuterà ad analizzare i fattori che influenzano le dinamiche interne e le proiezioni esterne dei principali protagonisti della politica internazionale, garantendo la sicurezza di risorse e investimenti.
Il Corso è diretto a:
• Studiosi e analisti di affari internazionali, politica globale, geopolitica, negoziazione internazionale, relazioni interstatali, economia politica e internazionale;
• Operatori delle imprese, Analisti finanziari, giornalisti
• Funzionari dello Stato (Forze Armate; Forze di Polizia; Presidenza del Consiglio e Ministeri; Parlamento);
• Ricercatori e studiosi del mondo universitario e della ricerca scientifica;
• Tutti coloro che, dotati di forte spinta motivazionale, desiderino acquisire un’adeguata conoscenza nelle materie oggetto di trattazione.
PRIMO MODULO
Luogo: Piattaforma – Italian Diplomatic Academy (IDA)
Docente: R. CAPUTO
• Introduzione
• La figura di Karl Ernst Haushofer
• Geopolitica: Evoluzione, Attualità e Prospettive
• Letture consigliate
• Contributi video
SECONDO MODULO: WORKSHOP “GEOPOLITICA E SICUREZZA ECONOMICA”
Luogo: Italian Diplomatic Academy – Palazzo Pindemonti Bentegodi – Verona
Modera i lavori: R. CAPUTO
• 09.30 L. FIORI: “Rilevanza Tecnologica nello Scacchiere geopolitico”
• 10.15 D. BERGAMI: “Emergency (Br)exit”
• 11.00 L. TUFANO: “Lo strumento militare, compiti, missioni ed attività negli scenari attuali e futuri”
• 12.00 Question Time
TERZO MODULO
Luogo: Italian Diplomatic Academy – Palazzo Pindemonti Bentegodi – Verona
Docente: F. ZAMPIERI
• Gli elementi d’analisi fondamentali per interpretare un sistema internazionale
• Distribuzione del potere nello Scenario Internazionale
• Organizzazione dello spazio della politica internazionale
• Natura degli attori del Scenario Internazionale
• Livello di istituzionalizzazione del sistema
• Caratteristiche fondamentali dello Scenario Internazionale odierno
• La crisi della leadership egemonica statunitense e ritorno della competizione tra potenze
• Concetto di interesse nazionale
NOTE:
(1) La Direzione del Corso si riserva la facoltà di apportare al programma le variazioni che si rendessero necessarie per ragioni didattiche e/o organizzative.
1. MS in Bioengineering at the University of Illinois at Chicago
& Laurea Magistrale Ing. Biomedica al Politecnico di Milano
Prof. Enrico Caiani
Responsabile per il CCS di Ing. Biomedica
2. E’ possibile conseguire un titolo di MSc in Bioengineering o MSc
in Bioinformatics @UIC mentre si sta continuando il percorso di
laurea specialistica in Ingegneria Biomedica @PoliMi.
Struttura del programma
- Il numero dei crediti per la “Laurea Specialistica” al PoliMi non
cambia
- Tre semestri a Milano e uno (minimo) a Chicago
- Difesa della tesi di Master a Chicago
- Difesa della “Tesi di Laurea” a Milano
Accordo tra University of Illinois at
Chicago e Politecnico di Milano
3. 1° year
1° semester
@ POLIMI
POLIMI Courses
2° semester
@ POLIMI
3 UIC Courses
(15 CFU)
within
POLIMI Courses
Assegnazione
del tutor di tesi
@UIC
2° year
1° semester
@ UIC
UIC Courses (20 CFU)
2° semester
@ UIC
THESIS+DEFENSE
Extra year
1° semester
@ POLIMI
POLIMI Courses
2° semester
@ POLIMI:THESIS
DEFENSE
2° semester
@POLIMI
POLIMI Courses
1° semester
@ POLIMI
THESIS UIC+DEFENSE
2° semester
@ POLIMI:THESIS
DEFENSE
Il rimanere a UIC per il semestre addizionale è caldamente consigliato.
Per tale semestre, la tuition fee è minima, e spesso pagata dal tutor di tesi.
Ci possono anche essere opportunità di essere pagati come teaching assistant.
4. semestre UIC @ Polimi
• 3 corsi (15 CFU) da scegliere tra:
TECHNOLOGIES FOR SENSORS AND CLINICAL INSTRUMENTATION (1/2 exam, 5
CFU)
UIC (BIOE430): Bioinstrumentation and measurements
BIOMEDICAL SIGNAL PROCESSING AND MEDICAL IMAGES (10 CFU)
UIC (BIOE540) Biological signal analysis
UIC (BIOE421) Biomedical imaging
BIOARTIFICIAL SYSTEMS AT THE MICRO AND NANO SCALE (10 CFU)
UIC (BIOE505): NanoBioTechnology
UIC (BIOE548): Micro and Nanotechnology for Biomedical Applications
Inizio lavoro di Tesi UIC
Attenzione: ESAMI con modalità ONE SHOT al primo appello
5. semestre UIC @ UIC
3 corsi di livello 500 in BIOE, con la possibilità di
scegliere 1 corso fuori da BIOE da concordare con il
relatore di tesi, da mappare con corsi POLIMI (stesse
regole degli studenti Erasmus).
Seminar course (1h/w)+independent study:
mappati su un corso Laboratorio da 5CFU, attinente alla
attività svolta per la tesi.
Lavoro di tesi
6. Why should I join the Program?
• Being an American student and living in
USA for a period is a life experience
• Access to extended Laboratory
technologies
• Master of Science from a US University
• Opens up other carrier opportunities
7. 1) Media laurea triennale >24/30
2) TOEFL score>80 ( minimum scores: writing 21, speaking 20,
listening 17, reading 19)
o IELTS with a score of at least 6.5 with these minimum scores:
writing 6, speaking 6, listening 6, reading 6.
The requirement about TOEFL/IELTS must be fulfilled before the
actual application to UIC is filed at the end of October 2019.
Comunicare il proprio interesse entro Luglio
2019: http://tinyurl.com/uicpolimi2020
Mail a me (enrico.caiani@polimi.it )con in
oggetto: interesse x EXP5 UIC
A Settembre, preparazione materiale x iscrizione
e consegna (metà Ottobre)
8. • Tasse di iscrizione al Politecnico per i due semestri fatti come
solo studente POLIMI
• Tasse di iscrizione alla UIC per i due semestri in cui sarete a
tutti gli effetti studenti UIC (di cui uno al POLI): around
18000$ (in due rate)
• Living in Chicago (casa da 400$ a 1100$/mese)
• Travel
Una borsa di studio messa a disposizione da UIC allo
studente con media più elevata nei 3 corsi UIC
durante il semestre al Poli che copre parte
dell’importo della tuition fee
9. Polimi@ BIOE UIC «Expedition 1»: 16 students
Polimi@ BIOE UIC «Expedition 2»: 16 students
Polimi@ BIOE UIC «Expedition 3»: 5 students
Polimi@ BIOE UIC «Expedition 4»: 20 students
Polimi@ BIOE UIC «Expedition 5»:
10. Responsabile per il CCS di Ing. Biomedica:
Prof. Enrico Caiani (enrico.caiani@polimi.it)
Per info:
masteruic-bio@polimi.it
FAQ:
http://www.ccsbio.polimi.it/?page_id=33&lang=en