Online courses directory (108)

Kursbeschreibung

Wir möchten mit Ihnen das wissenschaftliche Denken, Arbeiten und Schreiben entwickeln.

Der Kurs beginnt philosophisch. Wir werden erörtern, was Wahrheit ist, was Wissenschaft tut und wie sie sich vom Alltagswissen unterscheidet. Danach wird es aber schnell praktisch und wir zeigen Ihnen, wie man vom leeren Blatt zu einer Hausarbeit gelangt. Alle Grundtechniken wissenschaftlichen Arbeitens von Zitation bis Datenerhebung werden hierbei vermittelt oder zumindest einmal eingeführt. Wir sprechen dabei auch über Lerntypen und Arbeitsorganisation.

Ist dieser Kurs etwas für mich?

Der Kurs richtet sich an Schüler, die schon mal ein Gefühl für wissenschaftliche Methoden entwickeln wollen, sowie an Studienanfänger, die ihn ergänzend zu den Angeboten ihres Studiengangs belegen können. Aber auch Master-Studierende, deren Einführungskurse in das Wissenschaftliche Arbeiten schon eine Weile zurückliegen, können ihre Kenntnisse in diesem Kurs auffrischen. Kurz: Er eignet sich für alle, die – aus welchen Gründen auch immer – eine schriftliche Arbeit nach wissenschaftlichen Standards erstellen möchten oder müssen.
Wir richten uns mit dem Kurs aber vor allem an nicht-naturwissenschaftliche Studiengänge.

Was werde ich lernen?

• Warum und wie man Wissenschaft betreiben kann.
  
• Wie man eine Hausarbeit schreibt (Thema, Recherche, Auswertung, Schreiben)
  
• Wie man mit der eigenen Arbeitsweise zum Erfolg kommt.
  
• Wie man richtig zitiert und Quellenangaben macht.
  
• Wie und warum man Daten sammelt und auswertet, um bestimmte Fragen zu beantworten.
  

Welches Vorwissen brauche ich?

Sie sollten lesen und schreiben können. Ansonsten ist dies ein Einstiegskurs.

Kursstruktur

0: Organisatorisches

1: Was ist Wissenschaft? Sie werden überrascht sein, wie wenige Menschen dies wissen.

2: Die Sache mit der Wahrheit: Wir versuchen logisch zu beweisen, dass Ihre Realität nicht wirklich existiert und wir nicht mal wissen warum.

3: Arbeitsorganisation und Lerntypen: Falls Arbeit doch real ist: Wie gehen wir damit um?

4: Die Hausarbeit I: Auf zur Jagd: Eine Hausarbeit ist nicht so schwer, wenn man...

5: Die Hausarbeit II: Exzerpieren und filetieren: Texte verstehen ist ganz leicht, wenn man....

6: Die Hausarbeit III: Das Rezept - Schreiben, zitieren und belegen: Schreiben ist ganz leicht, wenn...

7: Der Wahrheit näher kommen I: Methoden der quantitativen empirischen Forschung: Können Sie zählen? Dann können Sie auch forschen. Wir finden heraus, wie die Welt ist.

8: Der Wahrheit näher kommen II: Methoden qualitativer Forschung: Können Sie Fragen stellen? Dann können Sie auch forschen. Wir finden raus, wie die Welt ist.

Have you ever dreamed about starting your own business? Are you dedicated to sustainability but don't know how to put this passion into practice? Do you see challenges in your community which you want to change? If the answer to one or all of these questions is yes, then this is the course for you!

In this course, you will systematically explore and build your own New Business Model around your own idea. In a systematic manner, we will present you with five building blocks that will help you develop a viable and valuable model. By using the knowhow and experience of your peers in this course, you gain insight into what others are doing and get feedback on your own results. Step by step, you will build and test the model, leading to a mature result than can be put to practice instantly after the course. Enrol and invest in new adventures that will help you to create a lasting impact for yourself and the community around you.

Who is this course for?

This course is open to anyone interested in the subject. Particular groups include:

• Students of management programmes
  
• People/groups working on the development of a new business model
  
• Companies wanting to transform their existing business model
  

What do I need to know?

No prior knowledge is required.

What will I learn?

By the end of the course, you will know:

• the role of business models in a changing economy, against the background of trends and developments.
  
• understand how the economy and society is changing and how to use this as input for your value proposition.
  
• how to make making an initial design for your NBM.
  
• who and what you will need for your NBM and how to design your own NBM.
  
• how to improve your value proposition, based on three principles of value creation.
  
• how to develop a community of people who actively participate in your NBM.
  
• how to distinguish and assess the values your NBM is creating.
  

If you successfully complete the course, you will have your own NBM.

Course Structure

Chapter 1: Introduction

1.0 Introduction: Part of the first video, welcome to the week, learning objectives and assignments.

1.1 What is sustainability: Understand the notion of sustainability from a organisational and business wise perspective.

1.2 The great transition: Identify the transition from a linear to a circular economy and what this implies.

1.3 Business Models & why do we need new business models?: What is a business model and why a changing economy needs a new generation of business models.

1.4 Living in a changing economy: Identify seven trends and developments of a changing economy

1.5 Let’s talk about your NBM: What are you going to do? At the end of this course you will have your own new business model. Note to self: Isn’t this the right time to start your own community for your NBM?

Chapter 2: WEconomy

2.1 WEconomy: Understand how the economy and society is changing and how to use this as input for your value proposition.

2.2 Bio-based, functional and circular economy: Describe how we can shift from a commodity-based economy to one based on natural materials.Understand how the economy is changing from a linear to a circular model and what this implies when it comes to design. Explain the notion of selling functions instead of products and how this impacts ownership / legal structures.

2.3 Sharing and Collaborative economy: Understand what “asset management” is and how it offers tremendous possibilities for the sustainable economy. Understand how a changing economy requires new concepts of collaboration.
2.4 Self-production (3D) economy: Envision the rise of self-production through 3D print technology.

2.5 Internet of Things + Let’s talk about your NBM: Understand how people and things and things are exponentially connected and what this implies for transition. Write down your value proposition for the first time, upload and ask for feedback.

Chapter 3: New Business Model Design

3.1 Pitching your NBM team: Identify and describe the people with whom you want to develop the initial value proposition.

3.2 Organising your NBM?: Describe what kind of organisational concept you have in mind.

3.3 Resources needed for your NBM? Make an inventory of the things you need to structure your value proposition.

3.4 Case-study: Study several real world examples and analyse how they have shaped their value proposition.

3.5 Let’s talk about your NBM: This week we concentrated on the who, how and what. Write this down for your NBM, upload it and ask for feedback.

Chapter 4: Principles & Value proposition

4.1 What is value creation? Understand the nature of value creation from a co-creation perspective.

4.2 Comparing conventional and new business models: Recognise the difference in value creation between conventional and new business models.

4.3 Principles: Understand how business models are based on principles and what the principles are at play in new business models.

4.4 Reassessing the value proposition: Analyse your initial value proposition in the light of principles of value creation.

4.5 Let’s talk about your NBM: Write down your new value proposition, upload it and ask for feedback.

Chapter 5: Community building

5.1 What is a community?: Identify the key elements that make up a community.

5.2 Communities come in different shapes and sizes: Describe the different character of communities.

5.3 Building a community means building a value network: Create a value network based on diversity, scope and the nature of membership.

5.4 How to build your own community? Structure a community based on role division, principles and membership.

5.5 Let’s talk about your NBM: Start looking for a limited number of people who will help you elaborate the model, either on the internet or in your psychical environment. Ask them for feedback on your value proposition and upload the feedback.

Chapter 6 Assessing value creation

6.1 What is the value created? Understand the nature of values and which role they play in business models.

6.2 How do we assess values: Understanding the difference monetisation and valuation.

6.3 Assessing the value created by your NBM: Understand how valuation and monetisation are embedded in your NBM

6.4 Missed chances: Assess your business model from a non-monetary perspective.

6.5 Let’s talk about your NBM: At the end of this week you will have a complete clover canvas and you will hand this in as a text (100 words).

6.6 Make a video of your NBM: Make a video of your NBM and upload it.

We present a course developed by the team of Tomsk State University of Control Systems and Radioelectronics.

This course offers basic knowledge in mathematical logic.

The goals of mathematical logic are:

• To provide a formal language for mathematical statements that is easily translatable into the natural language and that allows compact and convenient notation.
  
• To offer clear and unambiguous interpretation of such statements that is at the same time simple and close to the natural mathematical concepts.
  

We made sure to make this course informative and interesting for everyone!

What will I learn?

Upon completion of the course, students will have acquired fundamental knowledge that is valuable in itself and will serve as the foundation for other studies. For example, software engineers strongly rely on logic-mathematical theories in their work.

• Natural languages possess a number of flaws - inaccuracy, polysemy, complexity.

• Knowledge of the simple yet powerful methods of mathematical statement transformations made possible by the language of logic is just as vital as is the knowledge of elementary algebra. No need to reinvent the wheel.

• Invented almost a century ago to address the needs of mathematics, mathematical logic has found application in theoretical and practical programming.

• When dealing with applied problems, a researcher has to switch between the descriptive language, mathematical language, the language of numerical methods and algorithms, and specific programming languages. The language of mathematical logic offers a great opportunity to practice this translation between languages and is used as a powerful formalised tool for transmission of information between distant languages.

What do I need to know?

Most of the course content will be understandable for students with only a high school level of education. Some minor sections of the course will require knowledge of imperative programming and elements of mathematical analysis.

Course Structure

The course consists of 7 chapters:

Chapter 1 - Mission of mathematical logic:

Goals, objectives, methods.

Relation between mathematics and mathematical logic.

Examples of logical errors, sophisms and paradoxes.

Brief history of mathematical logic, discussing how problems mathematical logic faced and solved in its development, and how mathematical logic integrates further and further into programming.

Chapter 2 - Foundations of the set theory:

Set theory is the basis for development of languages.

Chapter 3 - Propositional logic:

Propositional logic studies the simplest yet the most important formal language.

Chapter 4 - First-order languages:

The language of propositional logic has limited tools, so we talk about more complex languages based on predicate logic. The language of predicate logic offers tools for full and exact description of any formal notions and statements.

Chapter 5 - Axiomatic method:

The axiomatic method makes it possible to solve many logical problems, errors and paradoxes. It is widely used in today's mathematics and the knowledge of it is vital for anyone using functional and logical programming languages.

Chapter 6 - Mathematical proof:

Discussion of the types of mathematical proof and how proof can be aided with a computer.

Chapter 7 - Algorithm theory:

To learn about the possibilities of the algorithmic approach and the limitations of calculations, one must know the rigorous definition of algorithms and computability. The module offers these definitions and defines algorithmically unsolvable problems. The module introduces the concept of algorithm complexity, which is an important factor when selecting algorithms to solve problems. The module also compares problems by complexity - this knowledge makes it possible to use any search algorithm to solve problem instead of search for the good algorithm.

Course Summary

The climate change and the shortage of the fossil resources are energy-related topics that lead to discussions about the energy supply of the future: On a local and on a global level, in professional and in private contexts.
Following the catastrophe in Fukushima the awareness for the necessity of discussing increased. In Germany, the reaction resulted in the so-called “Energiewende” – the energy transition.
While English – as lingua franca – cannot solve the problems of energy supply, it can at least aid finding the right words when talking about finding a solution.
Within the wide field of energy, this MOOC focuses on the topics closely related to energy transition. However, it will not give a deep insight into the technical terminology e.g. of a power plant.

Who can participate?

This course is aimed at professionals and students with previous English knowledge, interested in refreshing their language skills and learning the most important vocabulary from the energy world, particularly the topics connected to the energy transition. The course is especially suitable for those who would like to push their international career in the energy sector and hose who would like to brush up their language skills before joining the Energy English further education course at the Center for Technology Enhanced Learning (ZML).

What do I need to know?

Some prerequisite knowledge is required: English level at A2/B1 or above according to the Common European Framework of Reference for Languages (CEFR).

Previous knowledge of the energy business would be helpful, but is not strictly necessary.

What will I learn?

The overall course objective is to acquire a sound basis in the necessary vocabulary for communicating about topics concerning the energy transition. The aim is for students to both understand and be able to use this vocabulary in context. The quantifiable goal is the acquisition of between 20-30 vocabulary words per week.

You will be trained in the passive skills of listening and reading comprehension as well as the active skill of writing when discussing in the forum or completing exercises. After completion of this MOOC the participants shall be supplied with the solid basic vocabulary to follow and participate in discussions on the above mentioned topics in private as well as in professional contexts, to understand texts or videos on energy transition. These discussions could be in a business context e.g. negotiation with an international partner, or with a political background.

Course Structure

The course consists of 6 chapters, which will be issued on a weekly basis. If you are enrolled in the Certificate Track, the first exam session will take place in the 8th course week.

Chapter 1: Introduction
An overview of our current situation (fossil fuel and nuclear powered thermal energy plants), a look at turbines and energy conversion; the concept of moving away from fossil fuels and toward renewable and sustainable energy sources. What is the Energy Transition, and why do we need it? Some big-picture ideas: public policy, implementation targets, energy security.

Chapter 2: Renewable Energy

Introduction to the mature renewable technologies that are currently on the market: wind, solar, hydro, biomass, geothermal.

Chapter 3: Transmission and Distribution
How does power get from where it is generated, to where it is consumed? An examination of our current infrastructure (the power grid) and the importance and challenges of keeping the grid balanced. Introduction to the next generation of infrastructure: smart grid technology - what it is, and the fundamentals of how it works.

Chapter 4: Storage
How can we integrate renewables into the existing energy infrastructure? The current system is demand-oriented; renewables are inherently supply-driven. One key way to bridge this gap is by using energy storage. This is an overview of the most promising technologies currently available (pumped-storage hydro, batteries, compressed air, thermal energy storage, power-to-gas methane synthesis).

Chapter 5: Efficiency and Usage
The two pillars of the Energy Transition are sustainable energy and energy efficiency. Without efficiency, energy demand continues to grow unchecked and the Transition will fail. This unit focuses particularly on energy use/consumption in buildings, and the enormous role human behaviour plays in efficiency and the reduction of energy demand.

Chapter 6: Future of Energy
Research in sustainable energy and energy efficiency continues to advance - what are some potential untapped sources of energy? What are the effects the technologies of today will have on the future? How can renewable energy improve energy access and energy equality in a world of ever-growing energy demand?

Design 1o1 “Redux”

“Design 1o1 Redux” is an introduction to design through 101 exercises. A six-month journey divided into 3 courses “online” here on iversity (Part 1, Part 2 and Part 3), one final exhibition / graduation party and an “offline” workshop in which we will go one step beyond.

In short:

Part 1: “Myself” (Nov 2 to Dec 27)

Part 2: “My House” (Jan 4 to Feb 28)

Part 3: “My World” (Feb 29 to Apr 24)

Exhibition / Graduation: In Croatia (Apr 23-24)

Winter camp: In Croatia (Apr 25 to May 1)

:-)

Here we proceed with “Part 2: My House”.

Design 1o1 Redux Part 2: My House

Spaces, furniture, objects, memories... Our houses are composed of fascinating elements. In this part of the Design 1o1 Redux, we will rethink these components in order to design our own “homes”, the places where we live (or, “where the heart is” as Pliny the Elder would say).

Can we trap time into space? How to frame the ordinary? These are some of the many things we will explore!

To do so, we will work with all kinds of cool apps for phones and tablets (do you have a smartphone or tablet?). We will also share our works with the others on Instagram, using special hashtags.

Course Structure

Our various activities will be divided into 8 weeks:

Week 1: My Room

Week 2: My Kitchen

Week 3: My Garden

Week 4: My Guests

Week 5: My Basement

Week 6: My Show

Week 7: My Exam

Week 8: My Break

What will I learn?

You will learn to develop some basic design attitudes for better understanding the mechanics of today’s world.

One step at a time, you will learn that “design” is foremost a language.
A language shared, talked and discussed by designers from all over the world.

How does the world look through the special lenses of "design"?

Along the way, you will learn about a considerably high number of things. Starting from your very own self.

Prior Knowledge

In terms of prior knowledge, there is nothing required.

If you have a lot of prior knowledge, it might make the learning process more difficult, but don’t worry, no one is perfect. If we talk about contemporary “#design”, we are all absolute beginners!

However, in terms of technical equipment, this course is easier to follow via a smartphone or tablet. Of course, you can follow us via a desktop computer... but this is not how we intended the whole thing to be.

:-)

Workload

Between 4 and 7 hours a week.

Everyday, from Monday to Friday, for a total of 6 weeks, you will receive a package via email. Each package will contain a 15-second video to watch (to get you in the proper mood), and a pdf-letter introducing the daily brief (or “homework”) and a series of objects, characters and happenings intertwined with the narrative of the course (to go deeper in the subject at hand).

You will work on your assignment…

Then, once completed, you will upload it to your Instagram account (for the rest of us to see).

Easy as a kiss.

Questions or Comments?

You can write to Ms. Lola (our so-called secretary, but actually the real boss of this whole venture) at: design101.info@gmail.com.

Now, please understand that Ms. Lola is very busy. You might get higher chances of getting a quick and complete answer via Instagram, Facebook, Twitter. Come and let us show you around!

:-)

The Design 1o1 Community

This course is run by the Design 1o1 community.
You can learn more about who we are and what we do here.

All course contents are used for educational purposes.
The written content is by IdLab, and the visual content is assembled by IdLab.

The Design 1o1 Redux is a project by IdLab for Abadir Academy of Fine Arts.

Kursbeschreibung

Mathematik: das ist Freude am Denken! Und mathematisch denken kann jeder! Wer an diesem Kurs teilnimmt, erhält seine regelmäßige Dosis an meditativen Denkaufgaben, spannenden Knobeleien und mathematischen Einsichten. In den Inhaltsgebieten Arithmetik und Geometrie werden mathematische Denk- und Arbeitsweisen vermittelt, beispielsweise Problemlösen, Begriffe definieren und Sätze finden und beweisen.

Was lerne ich in diesem Kurs?

Im ersten Kursblock werden wir uns mit folgenden Fragen befassen: Wie definiert man mathematische Begriffe? Wie findet man eigentlich mathematische Gesetzmäßigkeiten? Und wie beweist man diese? Welche Rolle spielen Annahmen in der Mathematik? Wie baut sich das Gebäude der Mathematik aus Definitionen, Annahmen und Gesetzmäßgikeiten auf? Fragen über Fragen, denen wir uns mit zahlreichen Experimenten widmen.

Im zweiten Kursblock werden wir die Denk- und Arbeitsweisen aus dem ersten Block in verschiedenen Gebieten anwenden und dadurch festigen. In der Geometrie werden wir uns mit der Tätigkeit des Messens und dem Abstandsbegriff, mit Strecken, Halbgeraden und Geraden, mit Ebenen und Halbenenen und mit Winkeln befassen. In der Arithmetik schauen wir uns den Begriff der Teilbarkeit näher an, veranschaulichen Begriffe wie "größter gemeinsamer Teiler" und "kleinstes gemeinsames Vielfaches", untersuchen Primzahlen und Primfaktorzerlegungen und experimentieren mit Stellenwertsystemen.

Im dritten Kursblock befassen wir uns mit grundlegenden mathematischen Konzepten: Was sind Mengen, Relationen und Funktionen? Auch hier werden wir uns den Begriffen und ihren Zusammenhängen mit grundlegenden mathematischen Denk- und Arbeitsweisen nähern. Experimentieren, erforschen, untersuchen, ergründen, Vermutungen anstellen, Vermutungen verwerfen, Vermutungen beweisen.

Im vierten und letzten Kursblock machen wir uns noch einmal an zentrale Gesetzmäßigkeiten der Mathematik. Wie findet man solche Gesetzmäßgikeiten, und wie beweist man sie? In der Geometrie schauen wir uns schicke Sätze am Kreis an, in der Arithmetik nicht weniger schicke Sätze der Zahlentheorie. Mathematik pur, Mathematik anschaulich, Mathematik handgemacht.

Welche Vorkenntnisse benötige ich?

Jede/r kann mitmachen, der mathematische Vorkenntnisse aus dem Gymnasium mitbringt. Und wenn Du nicht auf dem Gymnasium warst, aber gerne mitmachen möchtest: Dann trau dich! Man sollte natürlich schon mal mit Geometrie und Algebra zu tun gehabt haben. Vieles wird dann wieder aufgefrischt, denn wir machen dann nicht auf dem Niveau der 12. oder 13. Klasse weiter, sondern bauen die Teilgebiete, in denen wir arbeiten, noch einmal grundlegend auf. Oberstufenwissen zu Analysis und Linearer Algebra ist nicht notwendig!

Wie hoch ist der Arbeitsaufwand

Du kannst dich entscheiden, wie aktiv Du dich in den Kurs einbringen möchtest - je nach Interesse und Ehrgeiz!

1) Kiebitze wollen "nur mal gucken" oder mit dem mathematischen Denken erst einmal warm werden. Kiebitze schnuppern jede Woche in den Kurs, schauen sich eins, zwei Videos an und stöbern vielleicht einmal in den weiterführenden Bereichen. Hierdurch bekommen sie einen Einblick, was mathematisches Denken bedeutet, und sie erhalten Impulse, wo man Mathematik auch im Alltag findet und gebrauchen kann. Vielleicht bekommen sie dabei sogar Lust auf mehr! Aufwand: ca. 1-2 Stunden pro Woche

2) Anpacker legen Hand an und erforschen aktiv Mathematik, haben aber keine rechte Lust auf zu viele Formeln. Für Anpacker heißt es: Ärmel hochkrempeln! Im MOOC lernen sie, wie man mathematische Situationen systematisch erforscht, wie man anschauliche Begründungen für mathematische Gesetzmäßgikeiten finden kann, und sie erhalten einen Einblick darin, wie man Abstraktes konkretisiert (und umgekehrt). Sie entwickeln ihre Vorstellungskraft zur Lösung mathematischer Probleme weiter und lernen, Vermutungen anhand konkreter Modelle zu untersuchen. Aufwand: ca. 3-4 Stunden pro Woche

3) Formalisierer geben sich mit der Anschauung nicht zufrieden - sie wollen Formeln sehen! Formalisierer sind Anpacker, die zusätzlich auch noch das Spiel mit abstrakter Symbolsprache lieben. Sie lernen, formale Definitionen zu fassen und formale Beweise zu führen. Natürlich immer basierend auf tragfähigen Vorstellungen, die sie mit den Anpackern teilen! Aufwand: ca. 7-8 Stunden pro Woche

Du möchtest ein Kiebitz in der Arithmetik sein, aber ein Anpacker in der Geometrie? Oder ein Formalisierer in der Arithmetik, aber ein Kiebitz in der Geometrie? Kein Problem - alles ist möglich! So kannst Du deinen individuellen Aufwand selbst wählen und dir diejenigen Inhalte zusammenstellen, die dich interessieren.

Erhalte ich ein Zertifikat?

Du erhältst eine Teilnahmebestätigung, wenn du aktiv mitmachst. Wie das genau geht, wird in der ersten Woche erklärt.

Il corso, a cui hanno contribuito alcuni tra i più qualificati specialisti degli studi danteschi, ha carattere propedeutico ed è indirizzato a un vasto pubblico; non rinuncia, tuttavia, a fornire le principali coordinate che permettono di situare il poema dantesco nel contesto culturale e storico del Medioevo, nonché di valutare il percorso di formazione che ha portato Dante dalle prime opere al compimento del suo capolavoro.

Concetti e argomenti principali: Dante Alighieri, Divina Commedia, Poesia, Letteratura italiana, Letteratura medievale, Cultura medievale, Storia medievale, poetica dantesca, teoria politica dantesca, teologia dantesca.

Obiettivi formativi

Alla fine del corso i partecipanti avranno acquisito conoscenza e familiarità con:

• il significato complessivo del viaggio-visione narrato nella Commedia;

• la struttura del poema, i suoi personaggi principali, le sue risorse espressive, stilistiche e metriche;

• il percorso intellettuale e letterario di Dante, dalle opere giovanili al poema;

• le principali concezioni filosofiche e religiose presupposte dalla Commedia: la teoria delle virtù e la concezione politica, il profetismo, il rapporto tra poesia e teologia.

Il corso è rivolto in particolare a:

• Studenti universitari, soprattutto nel campo della letteratura italiana e degli studi italiani;

• Studenti dei licei;

• Insegnanti e professori di lingua e/o letteratura italiana;

• Tutti coloro che sono interessati ad un primo approccio alla Commedia o ad approfondirne la conoscenza.

Conoscenze richieste

Trattandosi di un corso introduttivo alla "Commedia" di Dante, non ci sono prerequisiti per la partecipazione al corso.

Struttura del corso

Il corso è diviso in 8 capitoli. Ciascun capitolo presenta una o più lezioni video, il testo e la parafrasi dei canti presentati, e materiali di approfondimento (percorsi iconografici e musicali relativi ai canti presentati, letture aggiuntive).

Capitolo 1. Introduzione: Titolo e struttura del poema, sistema dei personaggi e fisionomia delle tre cantiche

Istruttori: Stefano Prandi, Carlo Ossola

• Benvenuti al MOOC "All'eterno dal tempo": la Commedia di Dante.

• Titolo e struttura del poema.

• Sistema dei personaggi e fisionomia delle tre cantiche.

Capitolo 2. Introduzione: Poesia, teoria politica e teologia nella Commedia

Istruttori: Stefano Prandi, Mira Mocan

• La Commedia come culmine dell'esperienza poetica dantesca.

• Profetismo e teoria politica. Poesia e teologia nella Commedia.

Capitolo 3. Inferno I-II: Il prologo infernale

Istruttore: Carlo Ossola

• Inferno I-II: l'inizio del viaggio ultraterreno di Dante.

Capitolo 4. Inferno XXXIII - XXXIV: Disperato dolore

Istruttore: Piero Boitani

• Inferno XXXIII - XXXIV: la fine della prima cantica.

Capitolo 5. Purgatorio I. La riconquista dell'innocenza

Istruttore: Corrado Bologna

• Purgatorio I: il Purgatorio come invenzione di Dante

Capitolo 6. Purgatorio XXXIII: "Puro e disposto a salire le stelle"

Istruttore: Lino Pertile

• Purgatorio XXXIII: la fine della seconda cantica e la profezia politica di Dante.

Capitolo 7. Paradiso I-II: Un nuovo inizio

Istruttore: Corrado Bologna

• Paradiso I-II: l'inizio della terza cantica e il concetto dantesco di Paradiso.

Capitolo 8. Paradiso XXXI-XXXIII: Da Beatrice all'infinito

Istruttore: Lino Pertile

• Paradiso XXXI-XXXIII: la fine della terza cantica e la fine del viaggio dantesco, il personaggio di Dante raggiunge lo stato di essere oltre la parola e oltre la memoria.

Design 1o1 “Redux”

Are you ready?

The Design 1o1 saga is finally back with its special “redux” edition!

A special edition in which we go one step beyond! In fact, in this journey, Stefano Mirti and Anne-Sophie Gauvin are handing over more responsibilities to their students. Our former teachers will keep on producing the course contents (and correct the exams together with the course instructors), while the rest (the scary part) will be run by the Design 1o1 community.

“Design 1o1 Redux” is an introduction to design through 101 exercises. A six-month journey divided into 3 courses “online” here on iversity (Part 1, Part 2 and Part 3), one final exhibition / graduation party and an “offline” workshop for which we will go one step beyond.

In short:

Part 1: “Myself” (Nov 2 to Dec 27)

Part 2: “My House” (Jan 04 to Feb 28)

Part 3: “My World” (Feb 29 to Apr 24)

Exhibition / Graduation: In Croatia (Apr 23-24)

Winter camp: In Croatia (Apr 25 to May 1)

Ready for take off?

Here go with the first part of the course: “Myself”.

Design 1o1 Redux Part 1: Myself

Starting from our very own selves, we will collectively observe, translate and communicate many things, in a series of different ways and projects.

As Protagoras once said, “Man is the measure of all things”. It is the main reason we focus on “ourselves” in this first part of Design 1o1 Redux.

To do so, we will work with all kinds of cool apps for phones and tablets (do you have a smartphone or tablet?). We will also share our works with the others on Instagram, using special hashtags.

Indeed, we will explore a new way to learn a new design.

:-)

Course Structure

Our various activities will be divided into 8 weeks:

Week 1: My Body

Week 2: My Mind

Week 3: My Time

Week 4: My Diary

Week 5: My Food

Week 6: My Clothes

Week 7: My Exam

Week 8: My Break

What will I learn?

You will learn to develop some basic design attitudes for better understanding the mechanics of today’s world.

One step at a time, you will learn that “design” is foremost a language.
A language shared, talked and discussed by designers from all over the world.

How does the world look through the special lenses of "design"?

Along the way, you will learn about a considerably high number of things. Starting from your very own selves.

Prior Knowledge

In terms of prior knowledge, there is nothing required.

If you have a lot of prior knowledge, it might make the learning process more difficult, but don’t worry, no one is perfect. If we talk about contemporary “#design”, we are all absolute beginners!

However, in terms of technical equipment, this course is easier to follow via a smartphone or tablet. Of course, you can follow us via a desktop computer... but this is not how we intended the whole thing to be.

:-)

Workload

Between 4 and 7 hours a week.

Everyday, from Monday to Friday, for a total of 6 weeks, you will receive a package via email. Each package will contain a 15-second video to watch (to get you in the proper mood), and a pdf-letter introducing the daily brief (or “homework”) and a series of objects, characters and happenings intertwined with the narrative of the course (to go deeper in the subject at hand).

You will work on your assignment…

Then, once completed, you will upload it to your Instagram account (for the rest of us to see).

Easy as a kiss.

Questions or Comments?

You can write to Ms. Lola (our so-called secretary, but actually the real boss of this whole venture) at: design101.info@gmail.com.

Now, please understand that Ms. Lola is very busy. You might get higher chances of getting a quick and complete answer via Instagram, Facebook, Twitter. Come and let us show you around!

:-)

The Design 1o1 Community

This course is run by the Design 1o1 community.
You can learn more about who we are and what we do here.

All course contents are used for educational purposes.
The written content is by IdLab, and the visual content is assembled by IdLab.

The Design 1o1 Redux is a project by IdLab for Abadir Academy of Fine Arts.

The course embraces the following aspects:

• understanding the key geological concepts, including crystal, mineral and rock;
  
• applying basic methods to determine the properties of minerals and structure and texture of rocks;
  
• identifying the composition, formation conditions, characteristic features of naturally-occurring and urban environment stone material and to determine its practical significance;
  
• identifying rocks and minerals so as to understand their specific application in such areas as building construction, civil engineering, as well as distinguishing ornamental stones or gemstones in the collections;
  
• obtaining theoretical background to further one's ability to observe and determine the practical value of rocks.

In general, this course provides an overview of some aspects of our world from a geological point of view.

Who should participate in this course?

Everyone is welcome to join us and discover the rock and mineral environment the surrounds us. Particular groups that would be interested in the course topic include:

• Students interested in the world environment - minerals and rocks
  
• Future applicants in geological specialty
  
• Undergraduates studying the Earth's crust, including geology, mineralogy and petrology
  
• Technical specialists and engineers in the field of geological engineering survey
  
• Naturalists interested in the surrounding world and its rock components
  

What do I need to know?

No specific skills or prior knowledge, only self-interest, motivation and desire for self-development.

What will I learn?

The aim of the course is to understand and appreciate the surrounding inanimate nature (the Earth surface), consisting of minerals and rocks. This course will also teach you how to identify the practical importance and value of the rocks surrounding you.

By the end of the course, students will be able to:

• distinguish crystals, minerals and rocks;
  
• identify the most common minerals and rocks;
  
• know their practical value and their influence on the environment.
  

Course Structure

Chapter 1: Crystallography and symmetry around us. Morphology of natural geological formations.

Instructor: Associate Prof. Lyudmila Ananieva

1. Historical development of geoscience
   
2. Mineralization and mineral chemical composition
   
3. Crystal structure and habit
   
4. Crystal morphology
   
5. Aggregate morphology
   

Apply basic and specialised knowledge related to the structure and evolution of matter in nature; dependency of shape to internal structure and composition of natural objects (minerals, crystals, rocks)

Chapter 2: Physical properties of minerals

Instructor: Associate Prof. Lyudmila Ananieva

1. Optical properties of minerals: color and streak
   
2. Optical properties of minerals: transparency and lustre
   
3. Mechanical properties of minerals: cleavage, jointing, fracture, hardness
   
4. Specific properties of minerals
   
5. Useful physical properties for identifying a mineral
   

Apply simple methods in identifying the properties of minerals

Chapter 3: Mineral Classification

Instructor: Director of the TPU Mineralogical Museum Tatyana Martynova

1. Rock-forming minerals - salic (light in color) - very broad category
   
2. Rock-forming minerals - femic (dark in color) - very broad category
   
3. Mineral salts
   
4. Rare minerals
   

Know and identify the most common minerals

Chapter 4: Ores. Gems and ornamental stones

Instructor: Director of the TPU Mineralogical Museum Tatyana Martynova

1. Noble metals
   
2. Ferrous metals
   
3. Non-Ferrous metals
   
4. Other metals
   
5. Gemstones
   
6. Ornamental stones
   

Know and identify ore minerals and distinguish ornamental stones and gems

Chapter 5: Igneous rocks

Instructor: Associate Prof. Lyubov Krasnoshchekova

1. Formation conditions of igneous rocks ( magma and lava-definitions, igneous crystallisation)
   
2. Morphology and settings of igneous rocks
   
3. Composition, structure and texture of igneous rocks
   
4. Common volcanic (extrusive) rocks
   
5. Common plutonic (intrusive) rocks
   

Identify and determine the most common igneous (extrusive and intrusive) rocks among other rocks

Chapter 6: Sedimentary rocks

Instructor: Associate Prof. Lyubov Krasnoshchekova

1. Composition, structure and texture of sedimentary rocks
   
2. Formation conditions of sedimentary rocks
   
3. Clastic rocks (pebbles, gravel, sand)
   
4. Chemical and biochemical rocks (chalk, coquina, gypsum, salt)
   

Identify and recognise the most common sedimentary rocks among other rocks.

Chapter 7: Metamorphic rocks

Instructor: Associate Prof. Lyubov Krasnoshchekova

1. Formation conditions (genesis) of metamorphic rocks: Types of metamorphism
   
2. Composition, structure and texture of metamorphic rocks
   
3. Common metamorphic rocks (slate, gneiss, marble) and their application
   
4. Cyclic processes of naturally occurring substances
   

Identify and recognise metamorphic rocks; determine their transformation conditions

Kursbeschreibung

Be the change you want to see!

Im Changemaker MOOC lernst du, wie du aus einer Idee ein Projekt zur Lösung eines gesellschaftlichen Problems entwickelst. Wir zeigen dir, wie du unternehmerische Ansätze nutzen kannst, um gesellschaftliche Herausforderungen zu lösen, egal ob du ein Projekt in den Bereichen Gesellschaft, Umwelt, Bildung oder Kultur realisieren willst.

Schritt für Schritt zum eigenen Projekt

Der Kurs führt dich Schritt für Schritt zur Erstellung eines eigenen Projektkonzepts. Du lernst, aus der Schnittmenge deiner Stärken und eines konkreten gesellschaftlichen Bedarfs eine umsetzbare Projektidee zu entwickeln. Wir machen dich mit Konzepten, Strategien und Akteuren in den Bereichen Social Entrepreneurship und Social Business vertraut. Wir zeigen dir, wie du den genauen Bedarf deiner Zielgruppe ermittelst, wie du die Maßnahmen deines Projektes planst, die Kosten kalkulierst und eine realistische Zeitplanung erstellst. Du entwickelst Strategien, um dein Projekt zu finanzieren und wirkungsvoll zu kommunizieren.

Praxis statt Theorie

Zentrale Lerninhalte werden in Form kurzer Videos vermittelt. Sie erklären alles, was du brauchst, um aus deiner Idee ein umsetzbares Projektkonzept zu machen. Du lernst erfahrene Changemaker ebenso wie junge Changeprojekte kennen. Dabei verbindet jede Lektion die Vermittlung konzeptioneller Inhalte mit der Erstellung von Bausteinen deines Projektkonzepts. Am Ende des Kurses hast du ein klar strukturiertes Konzept für dein eigenes Changeprojekt.

Was lerne ich in diesem Kurs?

Am Ende des Kurses sind die TeilnehmerInnen in der Lage, ein eigenes Changeprojekt zu planen. Sie haben die Grundkonzepte von Social Entrepreneurship kennen gelernt. Sie wissen, wo sie im Internet weitere Lernressourcen für ihr Vorhaben finden.

Welche Vorkenntnisse benötige ich?

Für die Teilnahme an diesem Kurs ist kein Vorwissen erforderlich. Er richtet sich an alle Menschen, die lernen wollen, ein eigenes Changeprojekt zur Lösung einer gesellschaftlichen Herausforderung zu entwickeln. Jede/r kann teilnehmen!

Kursstruktur

Course Summary

This MOOC aims to provide students with a critical knowledge concerning the phenomenon of youth bullying. The course focuses on both traditional bullying that usually takes place on school premises and cyberbullying, which occurs via information and communication technologies. With a social-ecological perspective, the first part of the MOOC explores the boundaries of these phenomena, and analyzes the characteristics of youth involved and the social-psychological processes that underlie the different roles youth play in bully-victim-bystander dynamics. The second part of this MOOC covers the prevention and intervention strategies available at the international level.

What will I learn?

Our MOOC will help you answer the following questions:

1. What is bullying? How can I recognize it?

2. How do new information and communication technologies modify traditional bullying behavior? Is ‘virtual’ bullying less ‘real’ than face-to-face bullying?

3. What are the risk factors for (cyber)bullying? And its consequences for youth?

4. What role do the family, school and peers play?

5. How can bullying and cyberbullying be prevented? What can schools, parents, and the society do about them? What really works?

Who is this course for?

The MOOC can be of high interest for people from all over the world and with different backgrounds (e.g. psychology, sociology, educational studies, public health, pediatrics) who wish to expand their knowledge and understanding of bullying among children and youth in a social-ecological perspective.
Given the twofold focus on both research and intervention, the course is also particularly suggested to people actively engaged in children’s and adolescents’ education and well-being (such as, teachers, school counsellors, school nurses, policy makers, etc.).

What do I need to know?

No prior knowledge of psychological concepts is needed, but can be helpful.
Interest in children’s and adolescents’ development, education and well-being is welcome and encouraged.

Course Schedule

Chapter 1: Introducing peer bullying In this chapter, you will learn what bullying is and how it differs from other types of aggression. Moreover, you will get an overview of the different forms that bullying can take in face-to-face and online interactions.

Chapter 2: A global health perspective Bullying is recognized as a serious problem worldwide. Gain an overview of what International organizations say about it. You will also learn about how it changes during children’s development and about its consequences on youth’s life.

Chapter 3: Individual risk and protective factors Complexity of bullying behavior requires a multidimensional explanation of why it occurs. Gain an overview of the cognitive, emotional, motivational, and moral factors that contribute to explain why some kids bully other kids.

Chapter 4: Bullying as a group phenomenon Bullying dynamics are not limited to the bully-victim dyad. Learn to change your perspective to recognize the role of the whole peer group. You will gain some insight into the different roles peers can play in bullying situations and how the peer group can influence individual behavior.

Chapter 5: How other contexts influence bullying Go even further and learn how bullying is influenced by other social environmental characteristics that lie in different contexts, including classrooms, schools, family, and culture.

Chapters 6 and 7: Preventing and tackling bullying In these two final chapters you will learn what can be done to prevent and tackle bullying. You will learn what an evidence-based intervention is and you will gain an overview of the intervention strategies that can be implemented at different levels, from the broad community to the single individual student. Moreover, some experts from around the world will offer you concrete examples of programs to address bullying and cyberbullying.

Our assistants

During the course you will meet our assistants: Sheila, Claudia and Valentina who will help you go through the materials and the assignments.

University of Padova

Founded in 1222, the University of Padova is one of Europe’s oldest and most prestigious seats of learning: it is a multidisciplinary university, which aims to provide its students with both professional training and a solid cultural background. A qualification from the University of Padova is a symbol of having achieved an ambitious objective, one that is recognised and coveted by both students and employers alike.

If you want to know more about the University of Padova, visit its website.

Department of Developmental Psychology and Socialisation - Within the University of Padova, the Department of Developmental Psychology and Socialisation (DPSS) was founded in 1984, replacing the Institute of Developmental Psychology founded in 1965 on the initiative of professors Fabio Metelli and Guido Petter.

Research projects conducted within the Department include basic, applied and clinical research, in the following key areas: neo-natal development, psychology of language and literacy, psychology and neuropsychology of cognitive processes, cognition and social relations, psychology of emotions, dynamic psychology and psychopathology, parenting, health and community psychology, instructional psychology and learning disabilities. For more than 15 years, the Department has been an active partner in several bullying projects funded by different agencies, including the European Union and the Italian Ministry of Research and Education.

SOBRE EL CURSO

Cada vez se abre más la brecha entre los Modelos Educativos exitosos del primer mundo y los impulsados por los países emergentes o del tercer mundo. Sin embargo, y pese a que la materia prima fundamental es el razonamiento, se ha exagerado en la proliferación de propuestas en múltiples sentidos, aunado a visiones restringidas de las potencialidades del cerebro humano. Somos firmes en creer que la inteligencia se desarrolla al igual que el conocimiento universal, y que es necesaria una reconstrucción de los enfoques educativos y cognitivos que los sustentan, a fin de promover su crecimiento y fortalecimiento sostenido.

Lamentablemente, su repercusión en la práctica profesional cotidiana demuestra que cada día dependemos más de nuevas propuestas para la solución de problemas, las cuales resultan costosas para ser implantadas en las empresas que los enfrentan. Tal es el caso del Razonamiento o Pensamiento Disruptivo, o el CPS Creative Problem Solving.

Es por ello que consideramos urgente que los Modelos Educativos consideren la necesidad de formar a los alumnos en esta línea, y en el caso de las empresas o instituciones, reflexionen acerca de esta problemática.

Las ventajas competitivas del MIRM, son:

1. Englobar, bajo un único enfoque, las diferentes corrientes de pensamiento, como son: Convergente, Divergente o Paralelo, Crítico, Intuitivo, Disruptivo, etc.

2. Ampliar el enfoque del DHP (Desarrollo de Habilidades del Pensamiento), como herramienta de apoyo fundamental.

3. Aplicar el MIRM como alternativa de solución creativa de los problemas, toda vez que es un Modelo que genera Modelos Estratégicos.

4. Ofrecer, para los que obtengan la certificación de este curso, materiales online editables y reusables en sus áreas profesionales de trabajo, libres de derechos.

EL CURSO ESTÁ ORIENTADO, A

• Empresas, Despachos o Instituciones que requieran herramientas formativas y de aplicación práctica en la Solución Creativa de Problemas.

• Instituciones promotoras de nuevos e innovadores horizontes educativos.

• Investigadores Educativos que buscan esquemas propositivos más eficientes.

• Universidades que consideren factible el reorientar el rumbo de sus esquemas de investigación educativa, impulsando el propio desarrollo de Objetos de Conocimiento (construidos con herramientas de lenguajes de programación)

• Desarrolladores de software interesados en participar en propuestas vía online, aportando recursos abiertos disponibles para uso gratuito universal.

• Maestros y alumnos preocupados por la dispersión agravada de los modelos actuales que siguen privilegiando la memorización y no el razonamiento.

CONOCIMIENTO PREVIO

Es deseable, no indispensable:

• Contar con referencias previas, o haber escuchado, de Modelos y Paradigmas Educativos.

• Saber de la existencia o haber aplicado técnicas diversas de Desarrollo de Habilidades del Pensamiento.

• Ser sensible o afecto al Enfoque Sistémico (Teoría General de Sistemas), Re-Ingeniería, Psicología Cognitiva, y áreas afines.

• Tener deseos de irrumpir con esquemas no convencionales para la solución de problemas.

LOS OBJETIVOS DE APRENDIZAJE

1. Desarrollar una visión propia y sustentada de un Moldeo altamente factible, soportado con técnicas aplicables en el ámbito profesional y sujeto a un Ciclo de Mejora Continua.
   
2. Estructurar y encausar una herramienta de trabajo, con enfoques: Epistemológico, Heurístico y Holístico, y orientada a la Solución de Problemas.
   
3. Fortalecer el conocimiento del Paradigma por Competencias Laborales, como visión actual del mundo contemporáneo.
   

LA ESTRUCTURA DEL CURSO

Capítulos:

1. Bienvenida.

2. Introducción general.

3. Inteligencia adquirida.

4. El DHP como estrategia, no como fin.

5. Estructura atómica del Razonamiento Inferencial.

6. Modelo Integral para El Razonamiento Múltiple.

7. Principios estratégicos y funcionales del MIRM.

8. El MIRM, como estrategia basada en Applets (Objetos de Conocimiento)

9. Instrumentos de evaluación bajo la óptica MIRM.

How can we think of culture as a tool for understanding foreign societies?
Why do emerging countries consider cultural values as instrumental in their quest for modernisation?
How can art contribute to a country’s public image?

These are central questions in an increasingly globalised world. Through a case study on global culture, this online course on the first ever award for contemporary art in China aims to address these questions and to find some possible answers.

While working through six chapters, you will receive exclusive reading material, supplementary videos and background information about the developments in the Chinese art scene over the past 40 years, the Chinese Contemporary Art Award established by Mr Uli Sigg as well as the Sigg Collection as part of the newly created M+ museum in Hong Kong.

Moreover, you will gain insights into Chinese contemporary art, first-hand information about the art scene in China, and a wide range of contacts with relevant local and international institutions and actors.

The course is produced by the Centre of Further Education at the Zurich University of the Arts (ZHdK), based on research by IFCAR and presented by Michael Schindhelm on the e-learning platform iversity.org.

–

–

Zurich University of the Arts

Centre of Further Education

Prof. Elisabeth Danuser

–

Target Group

The CCAA online course is tailored to the needs and interests of curators, collectors, art managers, artists, journalists, cultural producers, gallery owners and researchers but equally attractive for curious individuals.

Prerequisites

If you opt for the Certification of Accomplishment track, you must have experience in a cultural or artistic field in order to help shape your personal perspective. Such prior knowledge will help you while completing the assignment and applying models and methods.

With its audit track, the CCAA online course also welcomes curious individuals.

Learning Objectives

In this online course you will learn:

By working through the entire online course, you will acquire the skills and knowledge needed to analyse and navigate the Chinese contemporary art scene.

Course Structure

This online course will be accessible for one year, beginning on April 13, 2016. For the first six weeks, it will be released as a time-based MOOC with a new chapter launched every Wednesday. Later on, it will be available as a self-paced course.

The course includes six chapters:

Suggested reading list

• Belting, Hans 2011: Global Studies. Mapping Contemporary Art and Culture. Ostfildern: Hatje Cantz.
  
• Chiu, Melissa 2008: Chinese Contemporary Art. 7 Things You Should Know. New York: AW Asia.
  
• Fibicher, Bernhard (ed.) 2005: Mahjong. Contemporary Chinese Art from the Sigg Collection, Ostfildern-Ruit: Hatje Cantz. (exhibition catalogue)
  
• Goodrow, Gérard A. 2014: Crossing China. Land of the Rising Art Scene. Köln: Daab.
  
• Schindhelm, Michael et al. 2014: Why Hong Kong. Connecting Spaces Documents # 1, Zurich. http://issuu.com/connecting_spaces_hk_zh/docs/why_hong_kong_k
  
• Wu, Hung 2014: Contemporary Chinese Art. A History: 1970s-2000s. London: Thames&Hudson.
  

Rights and dignity at the workplace are fundamental human rights. However, workers’ rights continue to be violated every day - millions of people worldwide are facing exploitative working hours, poverty wages, humiliation and mistreatment at work. There are estimates that today’s world has a higher number of slaves than any other time in history.

This MOOC discusses what Global Workers’ Rights are and which instruments and strategies can be used to implement them. Based on a careful mix of video lectures, readings, online resources and interviews with activists and labour scholars from around the world, you will gain both knowledge and practical skills for furthering workers’ rights worldwide. In some countries, the online learning experience will be complemented with local workshops and the results of the local discussions will be uploaded into the MOOC for a truly global learning experience.

What will I learn

At the end of the course you will understand the history and concept of global workers’ rights and the institutional structure of the International Labour Organization (ILO) as the key player in setting International Labour Standards. You will be able to join the economic debate about labour standards and competitiveness, and understand the concepts behind the fundamental rights of Freedom of Association and Collective Bargaining. You will understand the different approaches for realizing decent work in the informal economy and gain an overview of instruments and initiatives beyond the ILO and trade union strategies in global supply chains. The course also allows you to apply this knowledge to a practical case from your country and gain skills and competencies for using the existing instruments and mechanisms for promoting workers’ rights worldwide.

What do I need to know?

The course requires a working level of English and draws on the fields of political science and law at the level of a Master's programme. However, theoretical concepts are explained in an accessible and well-illustrated way, so it is also possible to participate in the course based on skills and knowledge acquired outside formal education.

Course Structure

Chapter 1: The concept of Global Workers’ Rights

This chapter introduces the concept of Global Workers’ Rights and explains the history and functioning of the International Labour Organization (ILO) as the organization setting International Labour Standards (ILS). The prospects and challenges of the ILO approach to Global Workers’ Rights are debated, and you will learn about the mainstream economic arguments against ILS and how to assess them critically. Participants will be invited to share relevant material on labour rights issues in an interactive world map.

Chapter 2: Introduction to International Labour Standards (ILS)


Which types of International Labour Standards exist and how are they set? Which actors are involved and how are they interlinked? This chapter provides an overview on International Labour Standards and lays the foundation for understanding the standard setting mechanisms at the ILO. The role of trade unions in this process is illustrated through a concrete example of a recent and ground-breaking Convention for one of the most vulnerable groups of workers. In addition, an optional unit invites delegates to the International Labour Conference of the ILO to deepen their knowledge on the functioning of the Conference.

Chapter 3: Supervision of International Labour Standards (ILS)


This chapter aims at enabling you to understand and use the ILO supervisory mechanisms for the protection of workers’ rights. The elaborate process is illustrated in a concise and hands-on way, complemented by practical insights from insiders. At the end of the chapter, the mid-term assignment invites you to apply your newly acquired knowledge to a practical case from your country. The assignment is due at the end of chapter 4. This assignment will allow you to extend your knowledge on the labour rights situation in other countries and to learn from each other.

Chapter 4: Freedom of Association and Collective Bargaining

Freedom of Association and Collective Bargaining are ‘enabling rights’ at the heart of decent work. But what is the legal concept of Freedom of Association under Convention 87 and what makes it fundamental to the implementation of International Labour Standards? This chapter will also provide you with an overview on the current debate on the right to strike and show practical insights on Freedom of Association and Collective Bargaining.

Chapter 5: Access to rights for workers in informal and precarious employment

This chapter focuses on the challenge of realizing rights for workers in informal and precarious employment. We will explore the specific dynamics in the informal economy and innovative approaches for increasing workers’ protection in this challenging field, including examples of successful organising strategies in the informal economy from India, South Africa and Zimbabwe.

Chapter 6: Company responsibility to respect ILS: Norms, Standards, Principles

This chapter discusses key instruments and initiatives beyond the ILO in the struggle for global workers’ rights. What are the main instruments of Corporate Social Responsibility? How can the OECD Guidelines and the UN Guiding Principles on Business and Human Rights be used to promote workers’ rights? And what are legislative approaches to hold companies accountable for workers’ rights violations in global supply chains?

Chapter 7: Trade union strategies for promoting ILS in global supply chains
What are strategies of labour for realizing decent work in global supply chains? This concluding chapter looks at innovative trade union strategies in global supply chains and opens a space for discussion on the role of trade unions in the governance of workers’ rights in a global economy.

Final exam: Multiple-choice-test

Students choosing the certificate track will have one week study time before taking a multiple choice test on the course content.

If you complete the certificate track, you can apply for a GLU scholarship to participate in the 11th Global Labour University Conference, South Africa, 2016 on “The Just Transition and the Role of Labour: Our Ecological, Social, and Economic Future”, September 28 to 30, 2016, Johannesburg, South Africa. We will cast a lot among the applicants to select to MOOC certificate students for a GLU scholarship to participate in the conference (covering travel and accommodation at the Conference). For more information on the Conference keep an eye on http://www.global-labour-university.org.

Line-up of contributors

Prof. Paul Whitehead

• Professor of Practice in Labor Studies and Employment Relations at Penn State University, USA
• Main areas of interest: Trade unions, collective bargaining, labor and employment law, international labor law, international human resources, trade law, and programs for pensions, health care, and social security

Prof. Mark Anner, Ph.D.

• Associate Professor of Labor and Employment Relations, and Political Science at Penn State University, USA
• Main areas of interest: Global Apparel Industry, Labour movements in Latin America, Corporate Social Responsibility, Strikes in Vietnam

Esther Busser

• Deputy Director, Geneva Office of the International Trade Union Confederation (ITUC)
• Main areas of interest: social dialogue, training, research, employment, trade, migration, sectorial activities and policies, multinational enterprises, small and medium enterprises

Prof. Dr. Stefanie Lorenzen

• Professor of Employment and Labour Law at the Berlin School of Economics and Law, Department of Business and Economics, Germany
• Main areas of interest: employment law, co-determination, right to collective bargaining, international and European labour law

Fernando Lopes

• Assistant General Secretary of IndustriALL Global Union
• Main areas of interest: global labour movement, global framework agreements

Dr. Michael Fichter

• Senior Lecturer at the Global Labour University, Germany
• Main areas of interest: global labour relations, trade unions, political economy

Dr. Frank Hoffer

• Economist and Senior Research Officer, Bureau for Workers’ Activities, ILO.
• Main areas of interest: Wages Policies, Social Protection, International Research Cooperation

Victor Hugo Ricco

• Lawyer and Technical officer, Bureau for Workers’ Activities, ILO
• Main areas of interest: International Labour Standards, Informal Economy, Forced labour

Camilo Rubiano

• Trade union rights & national administration officer at Public Services International (PSI)
• Main areas of interest: international labour standards, freedom of association

Prof. Dr. Christoph Scherrer

• Professor for Globalization and Politics, Social Science Department of the University of Kassel, Germany
• Main areas of interest: International Political Economy: Governance of world markets, international labor standards, cross-national transfer of institutions, theories of the International Political Economy

Dr. Ben Scully

• Lecturer at the University of Witwatersrand, South Africa
• Main areas of interest: Precarious Work, Economic Development, Social Welfare in the Global South

Beatriz Vacotto

• Legal specialist and Coordinator of the Wages, Working Time, Maritime and Specific Workers Team, International Labour Standards Department, ILO
• Main areas of interest: Support to trade unions on issues related to International Labour Standards and the ILO supervisory mechanisms.

Jeffrey Vogt

• Legal Director, International Trade Union Confederation (ITUC)
• Main areas of interest: trade and labour standards, freedom of association, precarious work, comparative labour law

Further contributors:

Maria Helena André (Director of the Bureau for Workers’ Activities, ILO)

Zeynep Aklar (Trade union activist with DİSK/Sosyal-İs, Turkey)

Pratik Baviskar (Organiser at the trade union Learn Mahila Kaamgar Sangathan, India)

Magda Biavaschi, Ph.D. (Assistant Professor at University of Campinas, Brazil)

Karen Curtis (Chief of the Freedom of Association Branch, International Labour Standards Department, ILO)

Kirstine Drew (Senior policy advisor to the Trade Union Advisory Council to the OECD)

Eulogia Familia (Vice-President of the National Confederation of Trade Union Unity in the Dominican Republic)

Prof. Jayati Ghosh (Professor of Economics at the Jawaharlal Nehru University, India)

Tandiwe Gross (Associate Expert at the Bureau for Workers’ Activities, ILO)

Renana Jhabvala (National coordinator of the Self-employed Women’s Association, India)

Maité Llanos (Project coordinator at the Global Labour University)

Wisborn Malaya (Secretary General at Zimbabwe Chamber of Informal Economy Associations, Zimbabwe)

Luisa Nxumalo (Organiser at the Congress of South African Trade Unions, South Africa)

Isabel Ortiz (Director of the Social Protection Department, ILO)

Image Copyright (above): ILO/Crozet M

Why do you need Digital Marketing?

With budgets for digital marketing constantly growing, organisations are facing a major skills shortage. The need for individuals who understand business combined with technical knowledge in Digital Marketing has never been greater. This course is based on European case studies showing current digital and social media marketing practices across Europe. Europe is one of the largest regions for digital and social marketing used but there are many local preferences and this course will help you to navigate these complexities. This course combines practical skills and theoretical knowledge with the goal of teaching you the skills to improve digital and social media marketing in organisations.

Who is this course for?

This course is aimed at two audiences:

1. Organisations who want to establish and improve their digital and social media marketing footprint.
2. Everyone interested in digital and social media marketing who might consider studying or working in the field.

What do I need to know?

Basic computer knowledge and skills are necessary and a business background would be advantageous but is not essential.

Learning Objectives

1. Introduce current and core practices of Digital and Social Media Marketing that will allow learners to analyse, plan, execute and evaluate a digital marketing strategy.
2. Introduce core tools currently used in Digital and Social Media Marketing that will allow learners to analyse, plan, execute and evaluate a digital marketing strategy.
   
3. Develop an understanding of Search Engine Optimisation (SEO), Social Media Optimisation, Affiliate and other relevant communication channels for engagement of digital communities.

Course Structure

1. Why is Digital and Social Media Marketing important today and in the future?

1.1. Introduction to strategic planning

1.2 SWOT analysis

1.3. Developing SMART objectives for strategy and campaigns

1.4. Digital Business Maturity Model

1.5. The consumer journey to online purchase

1.6. Introduction to core concepts of digital and social media marketing

1.7. Introduction to online branding

2. Understanding the different nature of digital channels based on geographic, demographic and digital fit for a campaign

2.1 Search Engines - differences in countries - based on the case study examples

2.2 Social Media platforms differences in countries and how to they can be used

2.3 Email marketing and how it can be used

2.4 Affiliate marketing and how it can be used

2.5 Mobile marketing and how it could be used

2.6 Paid channels overview - search and social

2.7 Communities focused engagement

3. Buyer persona development

3.1 The importance of understanding who the target audience is and how search and social help to develop this understanding

3.2 Planning integration of search and social media

3.3 Keyword research for buyer persona

3.4 Social media channels for buyer persona

3.5 Develop keyword plan for a campaign

3.6 PPC keyword vs organic keyword plan

3.7 Develop social media editorial calendar

4. How campaigns fit into a wider implementation of the overall organisation strategy

4.1 Example company campaign plan

4.2 Key elements of campaign management - Gantt chart

4.3 Risk management

4.4 Digital project management tools and techniques

4.5 Project plan monitoring and review

4.6 Marketing automation

4.7 PPC campaign planning

5. Choosing the right digital profiles for the right audience

5.1 Facebook

5.2 YouTube

5.3 Twitter

5.4 LinkedIn

5.5 PPC optimisation

5.6 What makes content to go Viral?

5.7 How to create content viral?

6. The importance of ongoing monitoring and learning from your engagement

6.1 Understanding of Social Capital and its importance case study

6.2 Accessing data in Google Analytics

6.3 Accessing data from Facebook

6.4 Accessing data from Twitter

6.5 Using spreadsheets to analyse and populate reports

6.6 Learning from digital results

6.7 PPC report

WHAT IS THIS COURSE ABOUT?

Have you ever wondered why 90% of musicians (and artists) don't make a living in the digital era - although they want to?

The answer is simple: they are still stuck in the last century mindset. The truth is, if you want to become a full-time artist doing what you love, you have to structure a business around your art, not just merely hope!

In this practical, 8-week course, two full-time practitioner musicians and academic educators, Tommy Darker and Stereo Mike, will guide you though the process of creating your very own business model, how to market yourself as a startup, how to be agile, motivated and productive, how to develop a work-in-progress brand, and how to adapt to the new mindset.

This is a course for all artists, and 'music' will be used as a case study. You will learn through practical assignments, so that you can implement what you learn in the real world, and get practical results.

This is the first MOOC in the world of its kind. It will be exciting. Shall we start?

WHO IS THIS COURSE FOR?

The course would be of interest to musicians and artists seeking entrepreneurial knowledge, as well as business practitioners working within an artistic context.

The specific target audience for the course includes practitioners in the field of music and arts, with an active interest in developing professional careers and becoming full-time artists.

WHAT DO I NEED TO KNOW?

There is no academic prerequisite necessary in order to be able to engage with and benefit from the course - just bring your appetite to learn.

However, an active musician or arts practitioner will be able to leverage the philosophy, practice and challenges set by directly applying the studied principles to their developing careers.

WHAT WILL I LEARN?

Upon completion of the course, the students should be able to:

1. Apply contemporary entrepreneurial approaches to their musical/artistic careers

2. Identify changing industry trends in order to define relevant opportunities for their practice

3. Balance artistic and business personal development, ensuring longevity

4. Discover scalable business models and recurring revenue streams

5. Produce actionable plans to exploit their art entrepreneurially, through practical assignments

6. Innovate, recognising future trends and technological progress

COURSE STRUCTURE

Week 1: Introduction

Historical Context | The New Ecosystem | Modern Concepts

Week 2 & 3: Business Models

Business Model Structure | Revenue models | Audience

Week 4: Lean Startup

Validated Learning | MVP | Prototyping | Management

Week 5: Agile Philosophy Principles

Productivity & Motivation | Startup Mindset | Communication

Week 6: Presence, Product, Process

Work-in-progress Brand | Demo | The Drip Method

Week 7: Digital Opportunities & Digital Paradigms

Power of Free | Digital-to-analogue | Network

Week 8: Deconstruction

Case Studies | Leadership & Innovation | What's Next?

The course will provide clinicians with an in-depth understanding of the scope and manifestations of HIV-related diseases, their prevention, management, and care. Special emphasis will be placed on co-infections and co-morbidities as well as the latest research findings and guidelines related to HIV treatment. The course will be comprised of 6 modules, with various sub-topics under each module.

The course language is English. We will provide subtitles in English and Russian.

What will I learn?

By the end of this course, students will be able to:

• differentiate the clinical manifestations of HIV-related diseases
  
• propose relevant diagnosis, monitoring, and treatment strategies for HIV infection and related diseases according to EACS and WHO guidelines
  
• recognise benefits and adverse effects of various HIV drug therapies
  
• assess strategies for prevention and treatment of opioid drug use
  
• assess strategies for prevention of the transmission of HIV and related infections
  
• understand public health approaches in delivering HIV/AIDS treatment and strategic use of ARVs for treating and preventing HIV infection
  

What do I need to know?

Participants should have a basic background in medicine.

Course Structure

The course consists of 6 chapters:

Digital Branding is still an underrepresented and unexplored field in research and practice. The multiplicity of cultural differences within international brand management is vast.

Following a primer on brand management and the particulars of digital media and technologies, participants experience how to present a brand using digital brand storytelling. In the latter portion of the course, you will learn advanced methods and techniques used to generate strong, ownable emotions around a brand.

The course addresses the following questions:

• How can I use the unique attributes of digital media and digital technologies for my own digital brand management work?

• How do I stage – like a theater production – my brand effectively in digital media?

• How can I tell exciting, successful stories?

• How can I place my digital brand management (concept) in the minds of my consumers and other important stakeholder groups?

Who should take this course?

The course is aimed at those who believe in the digital future and actively want to shape it, which means that we should cover some basic premises at the outset.

What counts most is passion and the will to build strong digital brands. To be a pioneer. To search out new inspiration, input and to meet new people to share your passion and network with.

What do I need to know?

Some of you already have previous knowledge of branding or of digital media, which is welcome but not required. Interest and curiosity in digital brand management as well as in the unique attributes of digital media and technologies are all you need to participate.

What will I learn?

By the end of the course:
• You will have learned how to use the unique attributes of digital media and digital technologies for your own digital brand management work.

• You will be able to stage – like a theater production – your brand effectively in digital media.

• You will be able to tell exciting, successful stories.

• You will understand how to place your digital brand management (concept) in the minds of your consumers and other important stakeholder groups in an effective manner.

Course Structure

Chapter 1:

In the first chapter, we will define the most important terms of branding. You will be formulating your own Brand Reward Promise and you'll be dealing with the Limbic Map, which will guide you toward the possibilities for positioning your brand/product in an emotionally and rewarding manner.

Chapter 2:

We will learn about the unique attributes of digital media and digital technologies.

Chapter 3:

We will experience how to present a brand using digital brand storytelling.

Chapter 4:

We will deal with Emotional Brand Codes and learn advanced methods and techniques used to generate strong, ownable emotions around a brand.

What is the course about? What are Digital Arts? Questions to the digital.

Digital Arts focus on art that engages with, uses and is impacted by the digital. This course doesn’t focus on technology but presents it as a tool to facilitate ideas, placing emphasis upon its creative and artistic use. The program encourages students to explore the possibilities and potential of technologies within an art context. It offers the opportunity to develop a project from proposal to final exhibition. You will be asked to research content, materials and methods. Written work and practical work in the course combine as an investigation of the relationship to the subject and contemporary practice.

Let's understand Digital Arts together by exploring the topics above as well as experiencing interviews and art works from well-known artists.

Main theme of the art seminar: '90 minutes of life'

What is life? (Philosophically, artistically and conceptually)

Artistic work will be analysed from the perspective of motivation and the outcome of the work.

What message does the work communicate?

What kind of shapes or forms can you find?

What is the medium of the work?

What will you learn?

Throughout the course, you will learn the following:

• The work and concepts of contemporary photographic and video artists.

• To understand and articulate how meaning of images is visually communicated.

• The “language” of creative expression and how this can improve your own artistic work.

• The ability to identify and explain the basic visual and conceptual elements that are common to all works of art.

• The key contemporary photographic narratives.

YOU will learn to have direct access to the voice of the artist. The work of contemporary artists provides not only new art and ideas to introduce but also new approaches for making art.

Who should take this course?

If photography, video making, sound & theory based on art is your passion, then you fit perfectly to the course.
Using computers, visual artists can manipulate all forms of artefacts, whether video, photographic images, sound clips or text, to create exciting new experiences for audiences.

What do I need to know?

You do not need to be prepared. You need to be excited! Let the course experience lead you to more creative ideas.

At the end of the course, what will I make?

Create a cohesive body of exhibition-quality work that collectively explores the concept of the course “W_h_a_t_ i_s _l_i_f_e” and be able to explain the significance of subject, form, presentation and meaning your work.

Course structure

Chapter 1: (2 November - 8 November)

This chapter is an introduction to video art, performance art and photography. The starting point is: what is life? The motivation of creativity.

We are investigating each medium from its beginning through history to the present day, dissecting it to its components. What is the main motivation for artists? What message does the work communicate? What kind of shapes or forms can you find? What is the medium of the work?

Homework:

Art example in Second Life (virtual world), Video art presentation

Chapter 2: (9 November - 15 November)

What is life? Life and beauty: The work and concepts of contemporary photographic and video artists.

Starting from a philosophical viewpoint we examine the approaches on life, beauty and art illustrating our argument with various examples.

Homework:

Artistic work will be analysed from the perspective of motivation and the outcome of the work. What message does the work communicate? What kind of shapes or forms can you find? What is the medium of the work?

Chapter 3: (16 November - 22 November)

What is life? Life and death: To understand and articulate how meaning of images is visually communicated.
In this chapter we look into life, death and trauma. These moments in everybody’s life give cause to artists to delve into the core of human existence and wonder about the human condition.

Homework:

Artistic work will be analysed from the perspective of motivation and the outcome of the work.
What message does the work communicate? What kind of shapes or forms can you find? What is the medium of the work?

Chapter 4: (23 November - 29 November)

What is life? Life and documentation: The “language” of creative expression and how this can improve your own artistic work.
The boundaries of artistic expression are not confined in the studio or art gallery. Artists document life performed in its natural state and how people interact with their environment.

Homework:

Video presentation - Artistic work will be analysed from the perspective of motivation and the outcome of the work. What message does the work communicate? What kind of shapes or forms can you find? What is the medium of the work?

Chapter 5: (30 November - 6 December)

What is life? Life and Eros: The ability to identify and explain the basic visual and conceptual elements that are common to all works of art.

Many say that love is the motivating force of life. In worldwide mythology love and lust are responsible for cosmogonic events such as the birth of heroes and the beginning of wars among other circumstances. Art inspired by mythology, cinema or real (or virtual) life is a staple theme motivating artists since antiquity.

Homework:

Artistic work will be analysed from the perspective of motivation and the outcome of the work. What message does the work communicate? What kind of shapes or forms can you find? What is the medium of the work?

Chapter 6: (7 December - 13 December)

What is life? Life and memory: The key contemporary photographic and video-film narratives.

Memories are a key component of who we are. Its subjective and fragmentary nature forms our personality. It is a matter of philosophical debate since ancient times. Through art we record and preserve and try to dominate its fleeting state.

Homework:

(Plus exercises) Artistic work will be analyzed from the perspective of motivation and the outcome of the work.

What message does the work communicate? What kind of shapes or forms can you find? What is the medium of the work?

Chapter 7: (14 December - 20 December)

What is life? Celebrating life: An understanding of the history of video art and the impact of video on contemporary culture.

In this chapter, we recap on what we have discussed in the previous chapters. Life isn’t just one thing. It is beauty and death, love and memories. Here we celebrate the multifaceted thing that is life.

XMAS BREAK

Final chapter 8: Final show

Did you know that three quarters of EU policies affect our everyday lives in our regions and cities? Did you know that regional and local governments in Europe manage two thirds of all public investments? Be it the economy, social affairs, territorial cohesion, education, youth or culture, energy, environment, transport, immigration – local government in Europe matters.
The importance of the regional and local dimension has continued to increase in Europe. Among the EU institutions in Brussels, the European Committee of the Regions stands up for the rights of citizens, ensuring that the local perspective is heard and giving communities a voice in Europe.
This introductory course aims to explain how the European Union works and what the European regions' place is within it. Join us to (re)define the role of regions in European policy making!

Who is this course for?

This course is for everybody interested in the EU and its regional affairs, particularly for officials of regional and local administrations involved in EU affairs and for teachers, students, and local journalists.

What do I need to know?

Recommended background: basic knowledge of European Union

What will I learn?

In this course you will learn about how the EU institutions function, how they work together and how this impacts policies and activities at the regional and local level.

Course Structure

Chapter 1: 19-23 October 2015: EU institutions and legislation

Live debate: Friday 23 October, 2015, 13:00-14:00

This chapter focuses on the European Union and its legal foundations, institutions and legislation. How did we come to the EU of today? What are the EU institutions and how do they work? Moreover it explains the basics of the EU's legislative process and the guiding principles of EU law.

With Professor Alberto Alemanno, HEC University, Paris

Chapter 2: 26-30 October 2015: The role of regions and cities in EU affairs

Live debate: Friday 30 October, 2015, 13:00-14:00

The level of decentralisation varies among EU Member States, but regardless of this, the EU matters to all regions and cities and vice versa. This chapter looks into the different levels of government in the EU and their cooperation and influence of regions and cities on EU policies. What are the trends in the development of regions and cities' roles in the EU’s political system? What does multilevel governance mean? What are the upcoming challenges for regions and cities and their “constitutional role” in the EU?

With Markku Markkula, President of the Committee of the Regions; Professor Michel Huysseune, Vrije Universiteit Brussel, Brussels; and Hella Dunger-Löper, State Secretary, Representative of the Land of Berlin to the Federal Government

Chapter 3: 2-6 November 2015: EU Cohesion Policy and Structural and Investment Funds

Live debate: Friday 6 November, 2015, 13:00-14:00

This chapter describes the development and current implementation of EU Cohesion Policy and the European Structural and Investment Funds in 2014-2020. Representing one third of the EU budget, EU Cohesion Policy and the European Structural and Investment Funds are an important source of funding regional and local projects, with management often at the sub-national level. What is the key rationale of EU Cohesion Policy? How has it developed over time? What will be the future of EU Cohesion Policy?

With Iskra Mihaylova, Chair of the Committee for Regional Development, European Parliament; Walter Deffaa, Director General for Regional and Urban Policy, European Commission; and Professor John Bachtler, European Policies Research Centre, University of Strathclyde, Glasgow

Chapter 4: 9-13 November 2015: EU Research and innovation policy and the regions

Live debate: Friday 13 November, 2015, 13:00-14:00

This chapter discusses the implementation of innovation policies and smart specialisation strategies, a priority for all member states and their regions. These strategies will help to tap into their regional innovation potential, thanks to EU support.

With Professor Dominique Foray, École Polytechnique Fédérale de Lausanne, Switzerland; Katja Reppel, DG Regional and Urban Policy, European Commission; and Manuel Palazuelos Martinez, Joint Research Centre, European Commission

Chapter 5: 16-20 November 2015: Environment, energy and sustainable development policies

Live debate: Friday 20 November, 2015, 13:00-14:00

Regions and cities are of key importance when it comes to implementing the EU’s environment legislation and its sustainable development targets. At the same time, regions and cities are unevenly affected by the effects of climate change and the challenges and possibilities of the Energy Union. This chapter focuses on the Paris Protocol: climate change, energy policy and the role of regions and cities: Which are the biggest challenges of the EU's policy on climate change? What role can the regions and cities play with regards to EU climate and energy policy?

With Jos Delbeke, Director General for Climate Action, European Commission

Chapter 6: 23-27 November 2015: Free movement and migration

Live debate: Friday 27 November, 2015, 13:00-14:00

Migration and the integration of migrant populations are of key political importance at the local level. The objective of this this chapter is to discuss the rationale, legislation and major challenges of related EU policies and the way in which regions and cities are involved in it. What is the role of regions and cities in addressing migration and how can the EU support them? Does increasing international migration require the reform of the welfare state and labour market institutions and if so, how would the EU be involved in it?

With Peter Scholten, Associate Professor Public Policy & Politics, Erasmus University Rotterdam

Chapter 7: 30 November-04 December 2015: EU competition policy and state aids

Live debate: Friday 4 December, 2015, 13:00-14:00

This chapter is an introduction to the main principles and sources of EU competition policy and state aid legislation. What is the scope, volume and impact of (regional) state aids in the EU? What links the regional state aids and EU Structural and Investment Funds?

With Fiona Wishlade, University of Strathclyde, Glasgow

Chapter 8: 7-11 December 2015: The EU budget 2014-2020 and its programmes

Live debate: Friday 11 December, 2015, 13:00-14:00

The objective of this chapter is to highlight the historical development and legal foundations of the EU budget, the way its revenue and expenditure is composed, how different EU programmes are managed and the key issues with regards to its future. Which are the main actors in setting up, implementing and controlling the EU budget? What are the main challenges when it comes to its implementation, in particular for (sub-) national authorities?

With Stefan Lehner, Director at DG Budget, European Commission and Jorge Nunez Ferrer, Associate Research Fellow, Centre of European Policy Studies

© European Union, 2015

Reproduction is authorised, provided the source is acknowledged, save where otherwise stated.

Where prior permission must be obtained for the reproduction or use of textual and multimedia information (sound, images, software, etc.), such permission shall cancel the above-mentioned general permission and shall clearly indicate any restrictions on use.