Prof Nyokong to sit on UNESCO panel

Tebello Nyokong, DST/NRF Professor of Medicinal Chemistry and Nanotechnology at Rhodes and a 2009 'L'Oreal-UNESCO Awards for Women in Science' Laureate, has been invited by Ms Irina Bokova, the UNESCO (United Nations Educational, Scientific and Cultural Organization) Director-General, to sit on the newly announced UNESCO High Panel on Science, Technology and Innovation for Development

UNESCO als Label für Kieler Meeresforschung

Seit 1992 hat die UNESCO (United Nations Educational, Scientific and Cultural Organization) weltweit mehr als 600 Lehrstühle als »UNESCOLehrstuhl« ausgezeichnet. Zu den acht Lehrstuhlinhabern in Deutschland gehört Professor Wolf-Christian Dullo am GEOMAR Helmholtz-Zentrum für Ozeanforschung Kiel

O Património Imaterial português classificado pela UNESCO e o seu reflexo no turismo

A classificação reconhecida pela Unesco - United Nations Educational, Scientific and Cultural Organization para a salvaguarda do Património Cultural Imaterial português do Fado, do Cante Alentejano, da Dieta Mediterrânica, da Falcoaria, da Produção de Figurado em Barro de Estremoz, da Manufatura de Chocalhos e do Processo de Manufatura de Olaria Preta de Bisalhães associado ao marketing turístico poderá contribuir na promoção da identidade cultural do país e no desenvolvimento sustentável

Measuring the Global Research Environment: Information Science Challenges for the 21st Century

“What does the global research environment look like?” This paper presents a summary look at the results of efforts to address this question using available indicators on global research production. It was surprising how little information is available, how difficult some of it is to access and how flawed the data are. The three most useful data sources were UNESCO (United Nations Educational, Scientific and Cultural Organization) Research and Development data (1996-2002), the Institute of Scientific Information publications listings for January 1998 through March 2003, and the World of Learning 2002 reference volume. The data showed that it is difficult to easily get a good overview of the global research situation from existing sources. Furthermore, inequalities between countries in research capacity are marked and challenging. Information science offers strategies for responding to both of these challenges. In both cases improvements are likely if access to information can be facilitated and the process of integrating information from different sources can be simplified, allowing transformation into effective action. The global research environment thus serves as a case study for the focus of this paper – the exploration of information science responses to challenges in the management, exchange and implementation of knowledge globally

DIPLOMASI PEMERINTAH INDONESIA TERHADAP UNESCO (UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION)DALAM MELINDUNGI BATIK INDONESIA TAHUN 2005-2009

Klaim Malaysia terhadap batik pada tahun 2008 membuat pihak dari Negara Indonesia menjadi gusar. Hal ini dikarenakan batik adalah kebudayaan asli dari Negara Indonesia. Kejadian itu membuat pihak dari Indonesia dalam hal ini pemerintah Indonesia berkoordinasi dengan para stakeholder untuk membuat proposal yang diajukan ke UNESCO selaku pihak yang melindungi kebudayaan salah satu tugasnya. Dan para stakeholder bertidak apasaja yang menjadi criteria dan penilaian dari pihak UNESCO. Menelusuri sejarah, pertisipasi masyarakat,simpusium, pameran, seminar dan lomba kreasi desain pun dilakukan agar untuk memenuhi standarisasi yang ditentukan pihak UNESCO. Partisipasi masyarakat adalah point penting dalam penilaian UNESCO. JIka dilihat dari tahun ke tahun Batik yang saat ini telah menjadi sector industry pun mengalami peningkatan dalam penjualan. Jika penjualan meningkat dari tahun ke tahun secara otomatis partisipasi masyarakat pun juga ada. Kepentingan pihak Indonesia di sector batik ada banyak aspek selain untuk melestarikan budaya Indonesia juga meningkatkan perekonomian rakyat karena banyak masyarakat Indonesia bergantung pada sector ini selain itu juga untuk meningkatkan harga diri bangsa

Reflective teaching, inclusive teaching and the teacher's tasks in the inclusive classroom:a literary investigation

This article has three aims: to continue the process of giving credence to reflective teaching, which is integral to effective teaching and learning; to make explicit the connections between reflective teaching and inclusive teaching; and to identify key tasks for teachers in the inclusive classroom. Relevant articles were selected for inclusion in this review by searching online databases for key words and phrases. Findings reveal that the following features of reflective teaching connect with and are fundamental to inclusive teaching: giving careful consideration or thought; questioning personal assumptions, values, and beliefs; taking initiatives; using intuition; taking part in development and change; and the use of journalling. Teachers' tasks in the inclusive classroom include giving careful consideration to what is to be taught and how it is to be taught (rather than who is to learn); considering the learning needs of all students (not just those with additional needs); questioning beliefs and rejecting deterministic and associated ideas; reflecting on the classroom situation; constantly seeking out and trying new things to support all learners; discussing new initiatives with colleagues in order to receive feedback; examining, framing and attempting to solve dilemmas of the classroom; using journals to track students' learning; and taking responsibility for their own professional growth and understanding

Penerapan Tri Hita Karana untuk Keberlanjutan Sistem Subak yang Menjadi Warisan Budaya Dunia: Kasus Subak Wangaya Betan, Kecamatan Penebel, Kabupaten Tabanan

The cornerstone of Subak system which used to managing the organization is harmony foundation of harmony and togetherness, which manifest by Tri Hita Karana concept (THK) Parhyangan, Pawongan, and Palemahan. Noble values contained in Subak make UNESCO (United Nations Educational, Scientific and Cultural Organization) determine subak as a World Cultural Heritage (WBD). This research aims to analysis the implementation of THK for sustainability of subak system. The analysis techinique used for this is descriptive qualitative and quantitative analysis. The results of matrix inverse analysis is the relation between all the sub-system from system technology and all the culture sub-system could describe subak sustainability and the application of Tri Hita Karana (THK) concept at Subak Wangaya Betan. The result of matrix inverse analysis is describe the sustainability capabilities of Tri Hita Karana at Subak Wangaya Betan by 30,27%. This result is caused by the elements still lacking in its implementation on an ongoing basis. As expected, Tri Hita Karana concept which prioritize harmony and togetherness could be applied to all the components of subak. Application of Tri Hita Karana at subak could be improved with the aim to sustain Subak Wangaya Betan activities that have been executed

Educação infantil em Santa Catarina (Brasil) e orientações da UNESCO

Mestrado em Ciências da Educação - Formação Pessoal e SocialProcura-se uma abordagem histórica e comparada das funções da educação infantil no Brasil, focando a evolução da educação infantil no Estado de Santa Catarina (Brasil) no sentido da integração na educação básica e da sua municipalização. As orientações para a educação infantil contidas na Proposta Curricular de Santa Catarina são comparadas com as orientações da UNESCO – Organização das Nações Unidas para a Educação, Ciência e Cultura. ABSTRACT: We search a compared historic approach of the childhood education functions in Brazil, focusing the childhood education evolution in the State of Santa Catarina (Brazil) towards the integration in basic education and in its municipalisation. The guidelines for the childhood education enclosed in the curricular proposal of Santa Catarina are compared with the guidelines of UNESCO - United Nations Educational, Scientific and Cultural Organization