News
Partner Corona News-WHO MigHealth Collaboration Centers
The main focus from WHO is the agency and system-wide effort to save as many lives as possible and to continue to provide assistance to Member States on all areas of commitment.For the Migration and Health Programme, that means a number of new highly specialized internal working groups, and a daily engagement with the IMST ( Incident Management and Strategy Team)
Global guidances and publications have been created , in order to include and highlight the needs of refugees and migrants in all aspects of the response and recovery.
https://icmhd.ch/publications/
Publication opportunity see the following call
https://lrc.berkeley.edu/2020/04/29/call-for-binational-collaborative-projects-addressing-covid-19/
Elisabeth Waagensen, MD, MDMa
Technical Officer
Migration and Health Programme
Office of the Regional Director
WHO Regional Office for Europe
UN City, Marmorvej 51, DK-2100 Copenhagen Ø, Denmark
Office: +45 4533 7188 │Email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it
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Written by Gabriella Gombár
Partner news-Seattle (Everett) Farmer Frog and Ms.Pasztor
Caravan brings thousands of pounds of produce to western Washington for families in need (Farmer Frog)
WOODINVILLE, Wash. — Farmers across the country are throwing away tens of thousands of pounds of produce as demand is down during the coronavirus pandemic. A grassroots effort was formed in Woodinville (by Farmer Frog) to help keep that produce from going to waste in eastern Washington, while families in western Washington are in need.
https://www.youtube.com/watch?v=xxO_EncUrc4
https://www.youtube.com/watch?v=OcNP1NYbDnQ&t=364s
https://www.facebook.com/thefarmerfrog/
http://getconnected.uwsc.org/agency/detail/?agency_id=53640
Who We Are
Farmer Frog is a non-profit organization that helps schools and communities build and maintain food gardens to use as outdoor classrooms. Our farms and gardens are used to teach kids, students and families about growing and eating healthy food while protecting the environment.
What We Do
Farmer Frog started with a food garden at an elementary school in Everett, Washington in 2010. Today we support a dozen school gardens in Puget Sound, work with many sites in urban and rural communities, and are developing two educational farms on acreage. Our programs, farms, and school gardens nurture communities by bringing them together to serve, learn and share in the harvest.
Our mission is to end child hunger and build safe communities by empowering people to grow their own food. We foster community-based, socially just, urban, and small-scale agriculture that protects and restores habitat and quality of life for people and wildlife both. To sustain traditions of growing food for generations to come, we provide agricultural curriculum to schools that aligns with state and federal standards for teaching Science, Technology, Engineering, and Math (STEM).
To learn more about our work at school gardens, CLICK HERE.
To learn more about our community gardens and farm sites, CLICK HERE.
Please join us!
https://www.heraldnet.com/news/everett-nonprofit-farmer-frog-teaches-kids-how-to-grow-food/
https://www.heraldnet.com/news/nonprofit-farmer-frog-teaches-healthy-eating-growing-your-own-grub/
Written by Gabriella Gombár
Partner News- Ohio University Vice Provost Message
A Message from the Executive Vice President and Provost
The following message was shared with faculty on May 15, 2020.
Dear Colleagues:
When I accepted the appointment as Provost on March 7, 2020, the global COVID-19 health crisis was not yet declared a pandemic. Since that day, our University and our world have changed in ways that would have seemed unfathomable then. To protect the educational experience of our students and service to our region, I have approved, with solemn contemplation, the decisions implemented today by our deans and academic leaders as necessary to withstand this global health and financial crisis. I deeply regret the devasting impact that these actions will have on some of our colleagues, their families, and our communities.
By email today, President Nellis shared specific information about the magnitude of instructional faculty non-renewals and administrative position eliminations across the University. I want to provide additional context about the actions taken in the colleges and academic support units, which includes providing notice of non-renewal to 53 instructional faculty members. After COVID-19 was declared a pandemic, and as faculty members moved to fully remote instruction in a matter of days, President Nellis, with my support, made the decision to pause the planning and implementation of personnel-related budget reductions so we could reassess our situation once we had more clarity about the financial impact of the pandemic in this fiscal year and beyond. As the pandemic unfolded, its impact on our state and national economy and on higher education quickly emerged. In his message delivered on April 28 to the campus community, President Nellis outlined the unexpected changes to our current year’s budget, including $18M in housing and dining refunds to students and pending decreases in state funding, as well as the need to move forward with reductions that would impact every area of the University. The state recently confirmed an immediate decrease of about $6.5M in our state share of instruction subsidy through the end of June, and while we are not likely to receive final state budget decisions for at least another month, we have also been asked to plan for an anticipated reduction of 20% in our state support for FY2021 (approximately $35M). While we have received about $19.4M in federal funding through the CARES Act, $9.7M of that funding is emergency grant support that is being distributed directly to students across all our campuses who are experiencing COVID-related financial difficulties.
The economic impact of COVID-19 has intensified the financial pressures on Ohio University that existed prior to the pandemic. To ensure that our University and the communities that depend on us continue to thrive, we must grapple with difficult facts. Beginning in 2012, Athens undergraduate enrollment increased rapidly and peaked in 2016 at 18,207 (Institutional Research and Effectiveness Census). We added faculty and staff in order to support this influx of students, and we did so successfully, as reflected in the rapid rise in our four-year graduation rate. But this sharp increase in student enrollment did not persist. By fall 2019, the overall Athens undergraduate enrollment was 16,278 (IRE Census). Compounding the issue, changes in student enrollment were not evenly distributed among the colleges or across all majors, and College Credit Plus has impacted credit hours differentially in the colleges. Despite the decline in undergraduate enrollments, we did not adjust the number of faculty on the Athens campus through attrition; instead, we maintained the number of full-time faculty, and we employed more full-time faculty—particularly instructional faculty—on the Athens campus in academic year 2019–20 than in the previous year (excluding HCOM). Since 2016, the Athens campus student-faculty ratio has declined from 18:1 to 15:1 (provisional IPEDS data). We must adjust across the University to reflect our current reality while ensuring that every student has the highest quality educational experience possible.
Our regional campuses, which boomed during the Great Recession, have seen a steady decline in students as unemployment rates dropped below 4% nationally before the pandemic. Since 2013, regional campus credit hours have dropped between 15.3% and 27%, depending on the campus (IRE Annual Student Credit Hours Produced). RHE has been especially hard hit by College Credit Plus. While the regional campuses have already made many cuts to try to balance their budget, they, too, continue to be significantly impacted by these trends.
In short, before the pandemic, we were already anticipating using about $26M in reserves before June 30, 2020; now we anticipate using $50 to $55M in reserves in the same timeframe. For FY21, we had already planned to use $18M in reserves; if we do not change our spending, we will use an estimated $55M in reserves even before accounting for any enrollment changes due to the pandemic. Before the pandemic, we faced significant but manageable challenges, but now we, along with the vast majority of colleges and universities in the United States, face dramatic deficits that we must address through a series of short-term, intermediate, and long-term measures.
We already have announced a hiring freeze, limitations on spending and travel, a review of all in-progress capital projects, and a suspension of new capital projects. Approximately two weeks ago, nearly 190 positions in the University’s American Federation of State, County and Municipal Employees (AFSCME) were abolished, for a savings of approximately $11.3M. Seventy-four tenured faculty members and administrators who hold tenured faculty rank chose to participate in the Voluntary Separation or Retirement Plan (VSRP) this spring, for savings of more than $10.3M million in salary and benefits. Today, President Nellis announced a furlough plan that will impact most employees, for approximately $13M in one-time savings. These are important steps, but they are not enough to ensure our financial stability.
As deans made difficult decisions not to renew instructional faculty positions, they had to consider and balance several key factors. Some factors were quantitative, such as a program’s major, minor, and certificate enrollments; credit hours and trends; teaching, research, and service capacity; and external funding. These factors differ by college and program. For example, from 2013–14 to 2018–2019, undergraduate credit hours in the College of Business increased 24.7%, while they decreased by 18.9% in the College of Arts and Sciences (IRE Annual Student Credit Hours Produced). In addition, faculty participation in the VSRP varied widely by college, representing about 6.6% of all tenure-track faculty in the College of Arts and Sciences to more than 16% in the Scripps College of Communication and the College of Fine Arts. While such factors are important, the deans also considered a program’s contribution to the mission of the department or school, college, and university. In some cases, the data clearly indicated that deeper cuts could be made, but such cuts would have led to the loss of academic areas that are central to every student’s education. However, even these vital programs must change how they operate in order to become more sustainable. Some programs that also provide student support have sustained deeper cuts due to current enrollments. We will need to redesign how these services are offered in order to continue meeting student needs. In all areas, we have prioritized student learning, knowledge creation, and service to communities, while also realizing that during this crisis we cannot continue everything that we have been doing across all our campuses. We have followed the Faculty Handbook in all these decisions, and in accordance with section II.D.3, affected instructional faculty members have received written notice that their appointment will end on May 15, 2021.
I want to affirm that today’s actions are not a reflection on our colleagues’ dedication, success, or important work with our students and our communities—far from it. I recognize and am grateful for their many contributions, and I acknowledge the tremendous impact these difficult budget decisions will have on individual people, their families and friends, their academic unit, our students, and our larger communities.
Sincerely,
Elizabeth Sayrs
Executive Vice President and Provost
Written by Gabriella Gombár
Nobilite Integration College-Digital Capacity Building for Migration
Code |
CERUND0119 |
Credit weight |
160 |
Contact Hours |
624 |
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Program Title: |
Advanced Certificate Program in International Career Development“Certificate of Excellence in Digital Capacity Building for Managed Migration ” |
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Entry Criteria |
Screening Interview, Pre-Admission Counselling |
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Director: |
Prof.Titl. Dr.István Szilárd
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Co-Director : |
Dr. Kia Goolesorkhi
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Contacts: |
This e-mail address is being protected from spambots. You need JavaScript enabled to view it +36 30 387 12 46 (office) +36 30 747 22 51 (private) |
Contacts: |
This e-mail address is being protected from spambots. You need JavaScript enabled to view it +36 209574021
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Short Overview : (NICDC College) |
The career-wide Nobilité Inter-cultural and Inter-Professional Integration programs are designed for those seeking success in choosing appropriate development programs, cultural and work-life orientation, language competencies, digital and IT skills , international life skills, improved edge across the educational career, optimized professional and on-job development skills for better work, study, life in Hungary and the EU. The programs are offered at under grad pre-entry, post-grad pre-entry, doctoral and post-doctoral pre-entry levels. The programs include job placement and employability courses, on-job integration training for the newly hired as well as the professionals seeking self-efficacy in their work and life contexts
Capacity Building programs helping the Managed Migration model as conceptualized by the IOM sit at the center of the design of the research, consulting and educational programs offered by our Multi-Disciplinary expert team
Research has shown a high “Catch Up Time” (CUT) in the case of non-European and especially Eastern and Southern Continental migrants coming to Europe for work and study. High CUT is induced not only by the perceived lack of appropriate IT and language skills but very importantly due to short-comings in the areas of International Self-Efficacy ,Inter-Cultural and Inter-Professional Integration Competencies knowledge and skills international self-efficacy
The consequences have had negative economic, mental , physiological outcomes for all stakeholders and in the long run even legal problems due to failed integration and the marginalization of the migrants.
Research has also proven that “managed migration” will help , improve the speed and quality of integration quality of the new entrants aiding a co-creative participation in multi-cultural, multi-disciplinary and multi-cultural contexts
The programs emphasize facilitation of interactions with successful Diaspora Communities, Alumni, Business and Professional Associations during the Training and On-Site Project periods complimented by Facilitation, Counselling and Mediation, Consultation services by the team of experts. The mentioned services extend tailor-made packages not only for those seeking international career but also for families. By principle NICDC career-wide programs and services are designed for Expat and Diaspora reintegration facilitating RETURN MIGRATION as well.
A wide network of partner universities and their Educators as well as leading Non-Academic Experts, partner expert companies have been involved in the design and delivery of the Career – Wide Inter-cultural and Inter-Professional programs covering an array of subjects in the fields of Medicine, IT, Engineering, Natural and Social Sciences ,Professional Language with a high emphasis on Interdisciplinary and Multi-Disciplinary Learning, SMART and Sustainable Economic Development, Circular Economics and Circular Migration.
The Sustainability Goals2030, the 17 goals and 169 indicators are implied in the design of the capacity building programs of the NICDC embracing these goals in empowering the guest and host stakeholders . The programs are offered under two major levels : “General Orientation” and “Specialization”.
Common subjects at both levels include: Language and Academic Writing, Business and Intercultural Communication, IT Proficiency, Inter-Professional ways of working and Intercultural ways of thinking, International Trades and Commerce, E-Commerce, Digital Transformation, Sustainable Innovation.
The Health and Public Heath Aspects of Migration enjoy the highest priority in the domain of Mobility, Migration and Integration, therefore the participants of the various programs of the NICDC are sensitized to these aspects . |
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Sessions (weeks): Every week teaching starting May. 20th except the holiday weeks. (Note: the potential changes of the schedule under NEWS on the website.) Co-ordination by the Student Affairs: Ms.Gabriella Gombár, Dr. Zoltán Katz, This e-mail address is being protected from spambots. You need JavaScript enabled to view it |
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Teaching days Mondays – Saturdays at the Migration Health premises (Kurt St. entrance building G) Corona Period: The current semester is held on-line between the months of May and September |
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May. 20. (15.30 – 19.30)
may. 21 (15.30 – 19.30)
may. 22 (15.30 – 19.30) (12 hours) |
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MAY. 27. (15.30 – 19.30)
MAY. 28. (15.30 – 19.30)
MAY. 29. (15.30 – 19.30)
MAY.30 (15.30 – 19.30)
(16 HOURS) |
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JUNE. 03. (15.30 – 19.30)
JUNE. 04. (15.30 – 19.30)
JUNE. 05. (15.30 – 19.30)
JUNE. 06. (15.30 – 19.30)
( 16 HOURS) |
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JUNE. 10. (15.30 – 19.30)
JUNE. 11. (15.30 – 19.30)
JUNE. 12. (15.30 – 19.30)
JUNE 13. (15.30 – 19.30)
(16 HOURS) |
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JUNE 17. (15.30 – 19.30)
JUNE 18. (15.30-19:30)
JUNE 19. (15.30-19:30)
JUNE 20. (15.30-19:30)
(16 HOURS) |
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JUNE 24. (15.30 – 19.30)
JUNE 25. (15.30-19:30)
JUNE 26. (15.30-19:30)
JUNE 27. (15.30-19:30)
(16 HOURS) |
JUNE 24. sustainable development, innovation and migration (dr.kia goolesorkhi )
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JULY 01. (15.30 – 19.30)
JULY 02. (15.30-19:30)
JULY 03. (15.30-19:30)
JULY 04. (15.30-19:30)
(16 HOURS) |
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JULY 08. (15.30 – 19.30)
JULY 09. (15.30-19:30)
JULY 10. (15.30-19:30)
JULY 11. (15.30-19:30)
(16 HOURS |
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JULY 15. (15.30 – 19.30)
JULY 16. (15.30-19:30)
JULY 17. (15.30-19:30)
JULY 18. (15.30-19:30)
(16 HOURS |
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JULY 22. (15.30 – 19.30)
JULY 23. (15.30-19:30)
JULY 24. (15.30-19:30)
JULY 25. (15.30-19:30)
(16 HOURS) |
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JULY 29. (15.30 – 19.30)
JULY 30. (15.30-19:30)
JULY 31. (15.30-19:30)
(12 HOURS)
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AUG 05. (15.30 – 19.30)
AUG. 06. (15.30-19:30)
AUG. 07. (15.30-19:30)
AUG.08. (15.30-19:30) (16 HOURS)
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AUG 12. (15.30 – 19.30)
AUG. 13. (15.30-19:30)
AUG. 14. (15.30-19:30)
(12 HOURS)
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AUG 26. (15.30 – 19.30)
AUG. 27 (15.30-19:30)
AUG. 28. (15.30-19:30)
AUG. 29. (15.30-19:30)
(16 HOURS)
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SEPT. 02. (15.30 – 19.30)
SEPT. 03. (15.30-19:30)
SEPT. 04. (15.30-19:30)
SEPT. 05. (15.30-19:30)
(16 HOURS)
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SEPT. 09. (15.30 – 19.30)
SEPT. 10. (15.30-19:30)
SEPT. 11. (15.30-19:30)
SEPT. 12. (15.30-19:30)
(16 HOURS)
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SEPT. 16. (15.30 – 19.30)
SEPT. 17. (15.30-19:30)
SEPT. 18. (14.30-19:30)
(17 HOURS) |
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NOV. 11. (15.30-19:30)
NOV 12. (15.30-19:30)
NOV. 13. (15.30-19:30)
(12 HOURS) |
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NOV. 18. (15.30-19:30)
NOV 19. (15.30-19:30)
NOV. 20. (15.30-19:30)
NOV. 21 (15.30-19:30)
(16 hours) |
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NOV. 25. (15.30-19:30)
NOV 26.. (15.30-19:30)
NOV. 27. (15.30-19:30)
(12 HOURS) |
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DEC. 06. (15.30-19:30)
DEC. 07. (15.30-19:30)
DEC. 08. (15.30-19:30)
DEC.09. (15.30-19:30) (16 HOURS)
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DEC. 13. (15.30-19:30)
DEC. 14. (15.30-19:30)
DEC. 15. (15.30-19:30)
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DEC. 18. (15.30-19:30)
DEC. 19. (15.30-19:30)
DEC. 20. (15.30-19:30)
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JAN. 06. (15.30-19:30)
JAN. 07. (15.30-19:30)
JAN. 08. (15.30-19:30)
(12 hours) |
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JAN. 13. (15.30-19:30)
JAN. 14.. (15.30-19:30)
JAN. 15. (15.30-19:30)
JAN 16. (15.30-19:30)
(16 hours) |
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JAN. 20. (15.30-19:30)
JAN. 21. (15.30-19:30)
JAN. 22. (15.30-19:30) |
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JAN. 27. (15.30-19:30)
JAN. 28. (15.30-19:30)
JAN. 29. (15.30-19:30)
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FEBR. 04.. (15.30-19:30)
FEBR. 05. (15.30-19:30)
FEBR. 06. (15.30-19:30)
FEBR .07. (15.30-19:30)
(16 hours) |
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FEBR. 10. (15.30-19:30)
FEBR. 11. (15.30-19:30)
FEBR. 12. (15.30-19:30)
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FEBR. 17. (15.30-19:30)
FEBR. 18. (15.30-19:30)
FEBR. 19. (15.30-19:30)
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FEBR. 24. (15.30-19:30)
FEBR. 25. (15.30-19:30)
FEBR. 26. (15.30-19:30) |
FEBR. 26. Onsite practice :Case Incidences in smart and digital cities (Mr.robert vajda) |
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MARCH 03. (15.30-19:30)
MARCH 04. 15.30-19:30)
MARCH 05. (15.30-19:30)
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MARCH 10. (15.30-19:30)
MARCH 11. 15.30-19:30)
MARCH 12.. (15.30-19:30) |
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MARCH 17. (15.30-19:30)
MARCH 18. 15.30-19:30)
MARCH 19. (15.30-19:30) |
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MARCH 24. (15.30-19:30)
MARCH 25. 15.30-19:30)
MARCH 26. (15.30-19:30)
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MARCH 31.. (15.30-19:30) APR. 01. 15.30-19:30) APR. 02. (15.30-19:30) |
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APR. 07. (15.30-19:30)
APR. 08. 15.30-19:30)
APR. 09. (15.30-19:30)
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APR. 14. (15.30-19:30)
APR. 15. 15.30-19:30)
APR. 16. (15.30-19:30)
APR. 17. (15.30-19:30)
(16 HOURS) |
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APR. 18– MAJ. 14.
(60 Guided HOURS) |
APR 24. –MAY 14. CO-CREATION PROJECT ACTIVITY WEEKS
- THE PARTICIPANTS IN THE FORM OF INNOVATION TEAMS HAVE RECEIVED A DIASPORA –EXPAT STAKEHOLDER AND WILL BE USING APPRECIATIVE INQUIRY FOR CO-CREATING A FEASIBLE SOLUTION REGARDING A HIGH-IMPACT INNOVATION - PARTICIPANTS AND THE STAKEHOLDERS WILL BE GUIDED FOR CONDUCTING PARTICIPATORY ACTION RESEARCH WITHIN THE FRAMEWORK OF APPRECIATIVE INQUIRY |
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MAY. 19. (13.00-19.30) MAY. 21. (14.00-16.30) MAY. 28. (14.00-16.30) |
EXAM 1. IDEA PITCH INCLUDING THE WRITTEN PROPOSAL+ OPEN BOOK EXAM based on the two semester papers
EXAM 2.
EXAM 3.
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JUN. 5. |
CERTIFICATE CEREMONY
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Learning Min Outcomes: Knowledge |
By the end of this certificate program the successful participants will have gained the intermediary –senior level knowledge in the fields of: (1) International Digital Innovation Management with a focus on (2) Migration : Advances in International Self-Efficacy, Educational and Job Placement (3) International Sustainable Innovation within the context of SMART and Circular Economics (4) EU-based project funding, investment and fundraising methods This certificate program includes an extended and complementary practical internship type section supporting the learning outcomes of the “General Orientation” and “Specialization” certificate programs built around 24 major areas and focuses on promoting the knowledge regarding the self-cultural exclusives as well as those of the host context Hungary from a Migration and Integration perspective offering best practices for achieving “participatory integration” for a win-win-win outcome helping the individual the families and the host culture Hungary and its extended context within the EU. Additional major areas such as Action research and Action Planning, Appreciative Inquiry, advanced interdisciplinary learning and innovation Sustainable entrepreneurship in the context of integrated global health equipped the participants with capacities that help them in the co-development process with their partners. |
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Learning Min Outcomes: Skills |
By the end of this certificate program the successful participants will have gained the intermediary –senior level knowledge in the fields of: (1) International Digital Innovation Management with a focus on (2) Migration : Advances in International Self-Efficacy, Educational and Job Placement (3) International Sustainable Innovation within the context of SMART and Circular Economics (4) EU-based project funding, investment and fundraising methods Applied techniques are :Co-learning and interdisciplinary learning, diversity learning, intercultural communication, self-efficacy, appreciative inquiry, global health, participatory research, foundation English, auto ethnography, multi-cultural ethnography, action planning, management, strategic planning, SOCIAL ENTREPRENEURSHIP |
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Teaching and Learning Strategies: |
The design motivates self-learning and co-learning with the aim of co-creation The mix of lectures, seminars, and consultations. Focus is given to both individual and group work of the students. |
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Assessment Scheme: (51% needed for a pass!) |
Note : Refer to the test rubric . IT Literacy check-list are automatically tested during the course and the on-site design activities
Other assessment components Class participation and semester papers on the integration plan are graded 10%, Integration plan 25 A4 pages and 15 min presentation 35% Innovation Co-creative Pitch Project with Diaspora and Expats + Paper 35% Open book Comprehensive exam 20% |
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Core Learning Materials: |
Submitted by the professors Refer to your handbook |
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Optional Learning Material: |
Submitted by the professors Refer to your handbook |
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Biographies and autobiographies of entrepreneurs for general reading
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Branson, R. (2007): Losing My Virginity, Virgin. Richard Branson’s autobiography.
Carnegie, A. (2006): The Autobiography of Andrew Carnegie, Filiquarian Publishing. The memoirs of Andrew Carnegie.
Chernow, R. (2004): Titan: The Life of John D. Rockefeller, Sr., Vintage Books. Insightful book into the success of John D. Rockefeller.
Dyson, J (2000), Against the Odds, Texere Paperbacks. Autobiography of the inventor and entrepreneur James Dyson to creator of Dyson vacuum cleaners.
Getty, J P. (2003), As I See it: The Autobiography of J. Paul Getty, J. Paul Getty Museum. Autobiography of one of the worlds richest men.
Price, D. A. (2008): The Pixar Touch: The Making of a Company, Knopf Publishing Group. The story of the Pixar Studios.
Roddick, A. (2005): Business as Usual: My Entrepreneurial Journey – Profits with Principles, Anita Roddick Books. Book by Anita Roddick, founder of the Body Shop.
Schultz, H. (1998): Pour your Heart into it: How Starbucks Built a Company One Cup at a Time, Hyperion. Story of the development and growth of Starbucks.
Vise, D. A. (2006): The Google Story, Pan Books. A definitive account of the development and growth of Google.
Young, J. S. and Simon, W. L. (2005): Icon Steve Jobs: The Greatest Second Act in the History of Business, John Wiley and Sons. A story about the personalities behind the facts.
Yunus, M (2003), Banker to the Poor, Aurum. Autobiography of Mohammad Yunus, founder of the Grameen Bank, a system of micro-credit system which has now spread to around 60 different countries.
JournalsThe following journals will have useful articles that can be used in your essay:
International Small Business Journal Journal of Business Venturing Journal of Small Business and Enterprise Development Entrepreneurship Theory and Practice |
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Written by Gabriella Gombár
2017:Equitable Delivery, Access, Utilization of Immunization
A review of evidence on equitable delivery, access and utilization of immunization services for migrants and refugees in the WHO European Region (2017)
By: Elisabetta De Vito, Paolo Parente, Chiara de Waure, Andrea Poscia, Walter Ricciardi
Health Evidence Network synthesis report 53
2017, ix + 42 pages
ISBN 978 92 890 5274 0
CHF 30.00/US$ 36.00
In developing countries: CHF 21.00
Order no.13400189
This review focuses on existing immunization policies and practices for migrants and refugees and provides an overview of barriers and facilitators for access to and utilization of immunization services. Evidence was obtained by a scoping review of academic and grey literature in English and a further 11 languages and included official documents available from the websites of ministries of health and national health institutes of the WHO European Region Member States. The review highlights that vaccination policies tailored to migrants and refugees are very heterogeneous among WHO European Region Member States. By comparison, common barriers for the implementation and utilization of immunization services can be identified across countries. Outlined policy options are intended to strengthen information about immunization for migrants and refugees, support future evidence-informed policy-making, enable the achievement of national vaccination coverage goals and improve the eligibility of migrants and refugees to access culturally competent immunization services.
Written by Gabriella Gombár
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