Educational innovation applied in the UNESCO chair of mining and industrial heritage

The “Innovatio Educativa Tertio Millennio” group has been 10 years developing educational innovation techniques, actually has reached the level of teaching on the technical teachers has developed, and share them with other groups, that can implement them in their teaching activities. UNESCO Chair of Mining and Industrial Heritage has been years working on heritage, and on the one hand teaching in conservation and maintenance of heritage, and on the other doing raise awareness of the meaning of heritage, the social value and as must be managed effectively. Recently these two groups work together, thus is spreading in a much more effective manner the concepts of heritage, its meaning, its value, and how to manage it and provide effective protection. On one hand being a work of dissemination based on internet and on radio broadcasting, and on the other one of teaching based on educational innovation, and courses, conferences, and face-to-face seminars or distance platforms.

"Innovatio educativa tertio millennio": 12 years evoluting from learning from learning to teaching in courses on educational innovation and collaboration with the UNESCO chair of mining and industrial heritage

Twelve years ago a group of teachers began to work in educational innovation. In 2002 we received an award for educational innovation, undergoing several stages. Recently, we have decided to focus on being teachers of educational innovation. We create a web scheduled in Joomla offering various services, among which we emphasize teaching courses of educational innovation. The “Instituto de Ciencias de la Educacion” in “Universidad Politécnica de Madrid” has recently incorporated two of these courses, which has been highly praised. These courses will be reissued in new calls, and we are going to offer them to more Universities. We are in contact with several institutions, radio programs, the UNESCO Chair of Mining and Industrial Heritage, and we are working with them in the creation of heritage courses using methods that we have developed.

Teaching-learning process of historical heritage: a Journey as a beginning, path and end

The implantation of new university degrees within the European Higher Education Area implies the need of innovative methodologies in teaching and learning to improve the skills and competencies of students and to answer the growing needs that society continuously demands to heritage management experts. The present work shows an application of the teaching methodology proposed during the international workshop entitled “I International Planning Preservation Workshop. Learning from Al Andalus”, which included the participation of the University of Alicante and Granada, Università Politecnico di Milano and Hunter College City University of New York; where we tried to dissolve traditional boundaries derived of interuniversity cooperation programs. The main objective of the workshop was to discuss and debate the role of urban Historical Centers within the Global Heritage by the integrated work through multidisciplinary teams and the creation of a permanent international working group between these universities to both teach and research. The methodology of this workshop was very participatory and considered the idea of a new learning process generated by "a journey experience." A trip from global to local (from the big city to the small village) but also a trip from the local (historical) part of a big city to the global dimension of contemporary historical villages identified by the students through a system of exhibition panels in affinity groups, specific projects proposed by lecturers and teachers or the generation of publications in various areas (texts, photographs, videos, etc.). So, the participation of the students in this multidisciplinary meeting has enhanced their capacity for self-criticism in several disciplines and has promoted their ability to perform learning and research strategies in an autonomous way. As a result, it has been established a permanent international work structure for the development of projects of the Historical City. This relationship has generated the publication of several books whose contents have reflected the conclusions developed in the workshop and several teaching proposals shared between those institutions. All these aspects have generated a new way of understanding the teaching process through a journey, in order to study the representative role of university in the historical heritage and to make students (from planning, heritage management, architecture, geography, sociology, history or engineering areas) be compromised on searching strategies for sustainable development in the Contemporary City.

Social - Oriented Applications of the Folklore Heritage for the Needs of the Non-formal Learning and Cultural Tourisms

The report presents a description of the most popular digital folklore archives in the world. Specifications for designing and developing web-based social-oriented applications in the field of education and cultural tourism are formulated on the basis of comparative analysis. A project for structuring and categorizing the content is presented. A website for accessing the digital folklore archive is designed and implemented.

Partner Projects of “Ivan Vazov” Public Library – Plovdiv on Digitization of Cultural and Historical Heritage

Digitization offers excellent opportunities for the preservation and safe-keeping of valuable library collections. The article recounts the first coordinated attempts of “Ivan Vazov” Public Library – Plovdiv at digitizing some of its treasured collections such as manuscripts, early printed books and archives through partner projects and revealing them to the world community.

Trends in Digital Cultural Heritage Management and Applications

We present some recent trends in the field of digital cultural heritage management and applications including digital cultural data curation, interoperability, open linked data publishing, crowd sourcing, visualization, platforms for digital cultural heritage, and applications. We present some examples from research and development projects of MUSIC/TUC in those areas.

Supporting and Enhancing Research on Cultural Heritage in France: the PATRIMA Project

In this paper, we first overview the French project on heritage called PATRIMA, launched in 2011 as one of the Projets d'investissement pour l'avenir, a French funding program meant to last for the next ten years. The overall purpose of the PATRIMA project is to promote and fund research on various aspects of heritage presentation and preservation. Such research being interdisciplinary, research groups in history, physics, chemistry, biology and computer science are involved in this project. The PATRIMA consortium involves research groups from universities and from the main museums or cultural heritage institutions in Paris and surroundings. More specifically, the main members of the consortium are the two universities of Cergy-Pontoise and Versailles Saint-Quentin and the following famous museums or cultural institutions: Musée du Louvre, Château de Versailles, Bibliothèque nationale de France, Musée du Quai Branly, Musée Rodin. In the second part of the paper, we focus on two projects funded by PATRIMA named EDOP and Parcours and dealing with data integration. The goal of the EDOP project is to provide users with a data space for the integration of heterogeneous information about heritage; Linked Open Data are considered for an effective access to the corresponding data sources. On the other hand, the Parcours project aims at building an ontology on the terminology about the techniques dealing with restoration and/or conservation. Such an ontology is meant to provide a common terminology to researchers using different databases and different vocabularies.

PanamaTipico.com: a Born Digital Initiative for Researching and Preserving Panama’s Cultural Heritage

This paper reflects on the experience of PanamaTipico.com, an independent website specialized in the research and preservation of the cultural heritage of the Republic of Panama, a developing country located in Central America. Basic information about the project is described. Also discussed, are some of the challenges confronted by the project and the results achieved. The goal of this paper is to encourage a discussion on whether or not the experience of Pan-amaTipico.com is comparable to the experiences of similar projects in developing countries in Eastern Europe and elsewhere.

Cidadania e educação física : matrizes históricas e políticas, contradições e perspectivas = Citizenship and physical education : historical and political matrices, perspectives and contradictions

Universidade Estadual de Campinas . Faculdade de Educação Física

O esporte paralímpico na formação do profissional em educação física : percepção de professores e acadêmicos = The paralympic sport in physical education professional forming: perceptions of teachers and students

Universidade Estadual de Campinas . Faculdade de Educação Física

Trajetórias de vida : lembranças, caminhos e constituições dos saberes docentes de professores de Educação Física = Paths and trajectories of life : memories, paths and establishment of teaching knowledge of Physical Education Professors

Universidade Estadual de Campinas . Faculdade de Educação Física

Long-Term Prospective, Randomized, Controlled Study Using Repetitive Education at Six-Month Intervals and Monitoring for Adherence in Heart Failure Outpatients The REMADHE Trial

Background-The effectiveness of heart failure disease management proarams in patients under cardiologists` care over long-term follow-up is not established. Methods and Results-We investigated the effects of a disease management program with repetitive education and telephone monitoring on primary (combined death or unplanned first hospitalization and quality-of-life changes) and secondary end points (hospitalization, death, and adherence). The REMADHE [Repetitive Education and Monitoring for ADherence for Heart Failure] trial is a long-term randomized, prospective, parallel trial designed to compare intervention with control. One hundred seventeen patients were randomized to usual care, and 233 to additional intervention. The mean follow-up was 2.47 +/- 1.75 years, with 54% adherence to the program. In the intervention group, the primary end point composite of death or unplanned hospitalization was reduced (hazard ratio, 0.64; confidence interval, 0.43 to 0.88; P=0.008), driven by reduction in hospitalization. The quality-of-life questionnaire score improved only in the intervention group (P<0.003). Mortality was similar in both groups. Number of hospitalizations (1.3 +/- 1.7 versus 0.8 +/- 1.3, P<0.0001), total hospital days during the follow-up (19.9 +/- 51 versus 11.1 +/- 24 days, P<0.0001), and the need for emergency visits (4.5 +/- 10.6 versus 1.6 +/- 2.4, P<0.0001) were lower in the intervention group. Beneficial effects were homogeneous for sex, race, diabetes and no diabetes, age, functional class, and etiology. Conclusions-For a longer follow-up period than in previous studies, this heart failure disease management program model of patients under the supervision of a cardiologist is associated with a reduction in unplanned hospitalization, a reduction of total hospital days, and a reduced need for emergency care, as well as improved quality of life, despite modest program adherence over time. (Circ Heart Fail. 2008;1:115-124.)

Emerging Issues Concerning the Education of Speech and Language Pathologists and Audiologists in Brazil and South America

Diversity is one of the major characteristics of Brazil and all South America. This paper presents an overview of the current situation of the education of speech and language pathologists (SLP) and audiologists in Brazil and in several other countries of South America. This paper also discusses the main challenges shared by these countries. The discussion is focused on the mutual interferences between education and the areas of professional practice, cultural diversity and continued education. There are many emerging issues about the education of SLP and audiologists in South America. The suggested conclusion is that, despite the many differences, the South American SLP and audiologists` education would benefit from joint efforts and collaborative experiences. Copyright (C) 2010 S. Karger AG, Basel