Global Scholars as Ambassadors of Knowledge
This chapter discusses the challenges that global scholars face in their interactions with peers, students and the community at their destination cultures. It argues that global scholars can become powerful agents of societal change due to their background and unique position in overseas academic communities. A number of values and attributes empowering them to assume an effective moral leadership role are presented. These include espousing the principle of world citizenship to embrace unity in diversity; acquiring a humble posture of learning to develop intercultural competencies; and becoming involved in social action to achieve universal education. The issue of personally re-examining cultural assumptions of knowledge and teaching and learning is illustrated with examples throughout the chapter.
Baha'u'llah and the New Era
Foreword Preface to 1937 Edition Preface to 1950 Edition Preface to 1970 Edition Preface to 2006 Edition Introduction 1. The Glad Tidings 2. The Báb: The Forerunner 3. Bahá’u’lláh: The Glory of God 4. ‘Abdu’l-Bahá: The Servant of Bahá 5. What is a Bahá’í? 6. Prayer 7. Health and Healing 8. Religious Unity 9. True Civilization 10. The Way to Peace 11. Various Ordinances and Teachings 12. Religion and Science 13. Prophecies Fulfilled by the Bahá’í Movement 14. Prophecies of Bahá’u’lláh and ‘Abdu’l-Bahá 15. Retrospect and Prospect Epilogue Bibliography
Science fairs as learning tool for teaching excellence
Science fairs are usually considered to be a pedagogical and cultural activity that involves the students actively. Gifted students need challenges to further develop their skills while maintaining the motivation level. Science fairs may provide the informal environment that will request and allow these students of excellence to challenge themselves by developing a scientific research project. Despite being well known in different countries, in Portugal first steps are being made on the use and implementation of science fairs as effective pedagogical tool. In this work, we will present a 4 years study that was developed on a Portuguese school with the main goal of evaluating the advantages of this informal way of teaching. The study includes an analysis of the evolution of the students’ knowledge that have participated, or visited, the different science fairs. Some advices for the implementation of these projects will be given. The motivation of the students was monitored as well as the knowledge and skills effectively improved by this activity.