The 50 Hours for 50 Nations Program - Carl PennypackerGTTP-GHOU-NUCLIO
油
The document outlines the Global Hands-On Universe (GHOU) network, which connects over 20,000-40,000 teachers in over 100 nations. GHOU provides curriculum, activities, and teacher workshops that allow students to analyze real astronomical data using tools like robotic telescopes. Some accomplishments include activities being adopted into official curriculums in France and Bavaria. Future plans include expanding access to modeling instruction workshops, collaborating on new telescope projects, and using internet video conferences to reach more teachers globally.
This document summarizes the work of the NUCLIO project in Portugal between 2004-2008. It engaged over 3000 students through hands-on astronomy activities and trained over 100 teachers. The project collaborated with over 50 international partners and established a network of astronomy education across Europe and around the world. It provided opportunities for students and teachers to participate in real scientific research and discovery.
The Next Light Wave: Why Too Much Light is An IssueGTTP-GHOU-NUCLIO
油
Presentation on importance of light for astronomy and society presented at "International Conference on Communication and Light" from 2 - 4 November in Braga, Portugal by Pedro Russo.
Presentation on the progress of Cosmic Light EDU kit presented at "International Conference on Communication and Light" from 2 - 4 November in Braga, Portugal by Thilina Heenatigala.
Richard Gelderman: WKU Exemplary Activities We Can Share NowGTTP-GHOU-NUCLIO
油
Global Hands-On Universe Conference 2015. 4-5 August 2015, Honolulu, Hawaii, USA.
Abstract:
We share an overview of Western Kentucky University's successful introduction of a hands-on high school astronomy course coordinated as a dual-credit course that earns university credit. This course, and many other education initiatives are made possible by the observing opportunities with our global network of robotic telescopes. One example is the collaboration with the International Astronomical Search Collaboration (IASC).
This document describes a presentation by Tim Slater on modern astronomy teaching. It outlines a continuum of teaching strategies ranging from boring lectures to active learning techniques. Slater discusses the effectiveness of different strategies like lectures, flipped classrooms, think-pair-share activities, and tutorial approaches. He emphasizes that students learn best when they are actively engaged in discussion and problem-solving rather than passively listening to lectures. The document also highlights strategies developed by Slater and his colleagues to scaffold students' learning of scientific inquiry using Hubble Space Telescope data.
Sergio Cabezon: Building a Sustainable System for Teacher Training in Chile w...GTTP-GHOU-NUCLIO
油
Global Hands-On Universe Conference 2015. 4-5 August 2015, Honolulu, Hawaii, USA.
Abstract:
For more than 5 years GTTP has been implemented in Chile with a relevant number of teachers attending from different private and public schools nationwide. The tools taught have been useful to improve not only the level of understanding in Astronomy among school students, but also the relevance of Math use on it.
It is necessary to reinforce following up and gathering methodologies, thus teachers can be supervised on their improvements by one hand, and also they can share successes and good practices with teachers in Chile and other countries.
This document outlines a vision for astronomy education by the year 2020. It proposes that by 2020:
1) All young people will have contact with astronomy before the end of secondary school through national school curricula and informal learning spaces.
2) The astronomy education community will have facilitated the training of hundreds of thousands of teachers and inclusion of astronomy in the curriculum of dozens of countries using resources like an Astronomy Literacy document.
3) Hundreds of educational resources for teachers and children will be produced and distributed through open access platforms like astroEDU.
Kevin Govender: Astronomy and Developing NationsGTTP-GHOU-NUCLIO
油
This document provides information about the International Astronomical Union's Office of Astronomy for Development (OAD). It discusses how astronomy can contribute to sustainable development through social, economic, and human capital benefits. It outlines OAD's strategic plan for 2010-2020, which focuses on using astronomy for education, skills development, and technology transfer. It also describes OAD's structure, including regional offices and volunteers, and provides an overview of funded projects in areas like astronomy for universities/research, children/schools, and the public. It emphasizes measuring the impact of projects and using a positive feedback loop to improve outcomes for a better world.
The 50 Hours for 50 Nations Program - Carl PennypackerGTTP-GHOU-NUCLIO
油
The document outlines the Global Hands-On Universe (GHOU) network, which connects over 20,000-40,000 teachers in over 100 nations. GHOU provides curriculum, activities, and teacher workshops that allow students to analyze real astronomical data using tools like robotic telescopes. Some accomplishments include activities being adopted into official curriculums in France and Bavaria. Future plans include expanding access to modeling instruction workshops, collaborating on new telescope projects, and using internet video conferences to reach more teachers globally.
This document summarizes the work of the NUCLIO project in Portugal between 2004-2008. It engaged over 3000 students through hands-on astronomy activities and trained over 100 teachers. The project collaborated with over 50 international partners and established a network of astronomy education across Europe and around the world. It provided opportunities for students and teachers to participate in real scientific research and discovery.
The Next Light Wave: Why Too Much Light is An IssueGTTP-GHOU-NUCLIO
油
Presentation on importance of light for astronomy and society presented at "International Conference on Communication and Light" from 2 - 4 November in Braga, Portugal by Pedro Russo.
Presentation on the progress of Cosmic Light EDU kit presented at "International Conference on Communication and Light" from 2 - 4 November in Braga, Portugal by Thilina Heenatigala.
Richard Gelderman: WKU Exemplary Activities We Can Share NowGTTP-GHOU-NUCLIO
油
Global Hands-On Universe Conference 2015. 4-5 August 2015, Honolulu, Hawaii, USA.
Abstract:
We share an overview of Western Kentucky University's successful introduction of a hands-on high school astronomy course coordinated as a dual-credit course that earns university credit. This course, and many other education initiatives are made possible by the observing opportunities with our global network of robotic telescopes. One example is the collaboration with the International Astronomical Search Collaboration (IASC).
This document describes a presentation by Tim Slater on modern astronomy teaching. It outlines a continuum of teaching strategies ranging from boring lectures to active learning techniques. Slater discusses the effectiveness of different strategies like lectures, flipped classrooms, think-pair-share activities, and tutorial approaches. He emphasizes that students learn best when they are actively engaged in discussion and problem-solving rather than passively listening to lectures. The document also highlights strategies developed by Slater and his colleagues to scaffold students' learning of scientific inquiry using Hubble Space Telescope data.
Sergio Cabezon: Building a Sustainable System for Teacher Training in Chile w...GTTP-GHOU-NUCLIO
油
Global Hands-On Universe Conference 2015. 4-5 August 2015, Honolulu, Hawaii, USA.
Abstract:
For more than 5 years GTTP has been implemented in Chile with a relevant number of teachers attending from different private and public schools nationwide. The tools taught have been useful to improve not only the level of understanding in Astronomy among school students, but also the relevance of Math use on it.
It is necessary to reinforce following up and gathering methodologies, thus teachers can be supervised on their improvements by one hand, and also they can share successes and good practices with teachers in Chile and other countries.
This document outlines a vision for astronomy education by the year 2020. It proposes that by 2020:
1) All young people will have contact with astronomy before the end of secondary school through national school curricula and informal learning spaces.
2) The astronomy education community will have facilitated the training of hundreds of thousands of teachers and inclusion of astronomy in the curriculum of dozens of countries using resources like an Astronomy Literacy document.
3) Hundreds of educational resources for teachers and children will be produced and distributed through open access platforms like astroEDU.
Kevin Govender: Astronomy and Developing NationsGTTP-GHOU-NUCLIO
油
This document provides information about the International Astronomical Union's Office of Astronomy for Development (OAD). It discusses how astronomy can contribute to sustainable development through social, economic, and human capital benefits. It outlines OAD's strategic plan for 2010-2020, which focuses on using astronomy for education, skills development, and technology transfer. It also describes OAD's structure, including regional offices and volunteers, and provides an overview of funded projects in areas like astronomy for universities/research, children/schools, and the public. It emphasizes measuring the impact of projects and using a positive feedback loop to improve outcomes for a better world.
SOCIAL CHANGE(a change in the institutional and normative structure of societ...DrNidhiAgarwal
油
This PPT is showing the effect of social changes in human life and it is very understandable to the students with easy language.in this contents are Itroduction, definition,Factors affecting social changes ,Main technological factors, Social change and stress , what is eustress and how social changes give impact of the human's life.
Useful environment methods in Odoo 18 - Odoo 際際滷sCeline George
油
In this slide well discuss on the useful environment methods in Odoo 18. In Odoo 18, environment methods play a crucial role in simplifying model interactions and enhancing data processing within the ORM framework.
QuickBooks Desktop to QuickBooks Online How to Make the MoveTechSoup
油
If you use QuickBooks Desktop and are stressing about moving to QuickBooks Online, in this webinar, get your questions answered and learn tips and tricks to make the process easier for you.
Key Questions:
* When is the best time to make the shift to QuickBooks Online?
* Will my current version of QuickBooks Desktop stop working?
* I have a really old version of QuickBooks. What should I do?
* I run my payroll in QuickBooks Desktop now. How is that affected?
*Does it bring over all my historical data? Are there things that don't come over?
* What are the main differences between QuickBooks Desktop and QuickBooks Online?
* And more
Blind Spots in AI and Formulation Science Knowledge Pyramid (Updated Perspect...Ajaz Hussain
油
This presentation delves into the systemic blind spots within pharmaceutical science and regulatory systems, emphasizing the significance of "inactive ingredients" and their influence on therapeutic equivalence. These blind spots, indicative of normalized systemic failures, go beyond mere chance occurrences and are ingrained deeply enough to compromise decision-making processes and erode trust.
Historical instances like the 1938 FD&C Act and the Generic Drug Scandals underscore how crisis-triggered reforms often fail to address the fundamental issues, perpetuating inefficiencies and hazards.
The narrative advocates a shift from reactive crisis management to proactive, adaptable systems prioritizing continuous enhancement. Key hurdles involve challenging outdated assumptions regarding bioavailability, inadequately funded research ventures, and the impact of vague language in regulatory frameworks.
The rise of large language models (LLMs) presents promising solutions, albeit with accompanying risks necessitating thorough validation and seamless integration.
Tackling these blind spots demands a holistic approach, embracing adaptive learning and a steadfast commitment to self-improvement. By nurturing curiosity, refining regulatory terminology, and judiciously harnessing new technologies, the pharmaceutical sector can progress towards better public health service delivery and ensure the safety, efficacy, and real-world impact of drug products.
Database population in Odoo 18 - Odoo slidesCeline George
油
In this slide, well discuss the database population in Odoo 18. In Odoo, performance analysis of the source code is more important. Database population is one of the methods used to analyze the performance of our code.
Information Technology for class X CBSE skill SubjectVEENAKSHI PATHAK
油
These questions are based on cbse booklet for 10th class information technology subject code 402. these questions are sufficient for exam for first lesion. This subject give benefit to students and good marks. if any student weak in one main subject it can replace with these marks.
Finals of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APMs Thames Valley Regional Network and also speaks to members of APMs PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMOs within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.
APM People Interest Network Conference 2025
- Autonomy, Teams and Tension
- Oliver Randall & David Bovis
- Own Your Autonomy
Oliver Randall
Consultant, Tribe365
Oliver is a career project professional since 2011 and started volunteering with APM in 2016 and has since chaired the People Interest Network and the North East Regional Network. Oliver has been consulting in culture, leadership and behaviours since 2019 and co-developed HPTM速an off the shelf high performance framework for teams and organisations and is currently working with SAS (Stellenbosch Academy for Sport) developing the culture, leadership and behaviours framework for future elite sportspeople whilst also holding down work as a project manager in the NHS at North Tees and Hartlepool Foundation Trust.
David Bovis
Consultant, Duxinaroe
A Leadership and Culture Change expert, David is the originator of BTFA and The Dux Model.
With a Masters in Applied Neuroscience from the Institute of Organisational Neuroscience, he is widely regarded as the Go-To expert in the field, recognised as an inspiring keynote speaker and change strategist.
He has an industrial engineering background, majoring in TPS / Lean. David worked his way up from his apprenticeship to earn his seat at the C-suite table. His career spans several industries, including Automotive, Aerospace, Defence, Space, Heavy Industries and Elec-Mech / polymer contract manufacture.
Published in Londons Evening Standard quarterly business supplement, James Caans Your business Magazine, Quality World, the Lean Management Journal and Cambridge Universities PMA, he works as comfortably with leaders from FTSE and Fortune 100 companies as he does owner-managers in SMEs. He is passionate about helping leaders understand the neurological root cause of a high-performance culture and sustainable change, in business.
Session | Own Your Autonomy The Importance of Autonomy in Project Management
#OwnYourAutonomy is aiming to be a global APM initiative to position everyone to take a more conscious role in their decision making process leading to increased outcomes for everyone and contribute to a world in which all projects succeed.
We want everyone to join the journey.
#OwnYourAutonomy is the culmination of 3 years of collaborative exploration within the Leadership Focus Group which is part of the APM People Interest Network. The work has been pulled together using the 5 HPTM速 Systems and the BTFA neuroscience leadership programme.
https://www.linkedin.com/showcase/apm-people-network/about/
Report of the Global Science Opera workshop at Soka-higashi high school in Japan by Hideo Shinohara
1. Report of the
Global Science Opera workshop
at Soka-higashi high school
in Japan
Hideo Shinohara (Soka-higashi high school)
Toshihiro Handa (Kagoshima university)
Hanae Ono (Tokyo university)
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
2. What is the Global Science Opera?
The Global Science Opera (GSO) is a new
style science education through collaboration
science and art.
Make the opera story based on knowledge of science.
Students in many countries play and film one scene
of the opera.
All the scenes are merged in one opera and casted
to the world through internet.
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
3. Global Science Opera workshop at
Soka-higashi high school jn Japan
Soka-higashi high school had participated in this
Global Science Opera for two years, 2016 and 2017.
We held workshops to make one scene of the Opera.
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
4. GSO 2016
~ Ghost Particles
Ghost Particles鐚
Photon, Neutrino, Higgs Boson
Main character is a boy, Joao.
He is interested in elementary
particles
Joao hopes to find new particle.
He goes on a journey with his girl
friend, Little Girl. GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
5. Participants in the GSO 2016
About 20 groups from all over the world participated
in this project in GSO 2016
Norway, Netherlands,
England, Switzerland,
Germany, Greece, Romania,
Portugal, Spain, Italy, Serbia
Principe鐚Uganda
Japan, China, Iran
Australia
USA, Canada
Chile, Brazil
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
6. Some scenes from the GSO 2016 video
Dance of the particle
accelerator and collider
(Chile)
Dance of Beta decay
(China)
Dialogue between
Joao and Firefly
(Greece)
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
7. Some scenes from the GSO 2016
Joaos
father's
Monologue
(Uganda)
Photon and neutrinos
race (Principe)
Encounter with
Joao and Little
Girl (Japan)
Dialogue between
Joao and Little Girl
(Germany)
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
8. GSO 2016 Workshop at our school
鐚Participants鐚
Lecturer 鐚 Ms. Janne Robelstat
Students 鐚 Drama club and Music club members
(about 25 students)
Teachers 鐚 5 or 6 teachers
(Author, English teacher, and so on)
Date 鐚 Oct. 8th to 10th, 2016 (for three days)
Place 鐚 Saitama prefectural Soka-higashi high school
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
9. Time table of the GSO WS
Oct. 8th (Sat) 9th (Sun) 10th (Mon)
AM Preparation for the
Workshop
warm-up
visualising the place where the
story happens
constructing the set
warm-up
filming the scene
interview students and
teacher
PM
Introduction
warm-up
working with our scene
music & science exercises
intro scenography and
costumes
working with lights
working with costumes
practice scene
clean up
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
10. Participating Students
鐚Drama club member鐚 10
鐚Music club member鐚 16
Boys 鐚 3鐚Sci鐚0, Lit鐚3鐚
Girls鐚 7鐚Sci鐚1, Lit鐚6鐚
Boys : 3鐚Sci鐚3, Lit鐚 0鐚
Girls :13鐚Sci鐚3, Lit鐚10鐚
Sci :Science course
Lit : Literature course
Boys 鐚 6
Girls鐚20
鐚Summary鐚 26
Sci. 鐚 7
Lit. 鐚19
Girls >> Boys
Lit. >> Sci.
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
13. Evaluation for the GSO-WS by students
Beyond the subject boundaries
Its a Cross-Subjects Education Program
Beyond the border
Creating one opera with participants from all over the world
Beyond language barriers
The official language of the workshop is English
We did questionnaires before/after workshop in order to know how
students awareness changes (or not) through this workshop.
GSO workshop has remarkable characteristics;
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
14. Evaluation Perspectives
Students answered questionnaires twice, before and after
the workshop. (Partially three times; after watching the
video)
We measured how students had changed through the
workshop at those perspectives above.
It has 3-characteristics; Global, Science, Opera
It is based on the concept of eco-scenography
English is the official language in the workshop
The theme is Particle physics
All about the GSO workshop
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
15. Evaluation 1
Global, Science, Opera
This GSO workshop has three remarkable characteristics as follows;
(a) Global 鐚 Persuading with world wide participants
(b) Science : The theme of the opera is about science topics
(c) Opera : Played in Opera style
Question is How much are you interested in these characteristics?
Very much Much Not so much Less Nothing
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
16. Evaluation 1-1; Global
After the workshop, very much remarkably increased.
After viewing the video, the trend has further strengthened
Interests for
"Global"
Before
W.S.
After
W.S.
Impression
for
"Global"
After
watching
video
Very much 3 14 Very much 17
Much 4 9 Much 6
Not so much 11 1 Not so much 1
Less 3 2 Less 1
Nothing 4 0 Nothing 0
How much are you interested in global in the GSO?
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
17. Evaluation 1-2; Science
After the workshop, very much and much increased.
After viewing the video, very much remarkably increased.
Interests for
"Science"
Before
W.S.
After
W.S.
Impression
for
"Science"
After
watching
video
Very much 1 4 Very much 13
Much 8 18 Much 7
Not so much 4 2 Not so much 4
Less 7 2 Less 1
Nothing 5 0 Nothing 0
Table.2 Interests or impression for "Sciencel"
How much are you interested in science in the GSO ?
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
18. Evaluation 1-3; Opera
After the workshop, very much increased.
After viewing the video, very much and much reduced slightly.
Interests for
"Opera"
Before
W.S.
After
W.S.
Impression
for
"Opera"
After
watching
video
Very much 1 8 Very much 5
Much 12 11 Much 9
Not so much 5 5 Not so much 9
Less 2 2 Less 1
Nothing 5 0 Nothing 1
Table.3 Interests or impression for "Opera"
How much are you interested in opera in the GSO ?
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
19. Evaluation 2; eco-scenography
After the workshop, very much and much increased.
Interests for
"eco-scenography"
Before
W.S.
After
W.S.
Very much 5 12
Much 6 12
Not so much 8 2
Less 4 0
Nothing 2 0
Table.4 Interests for "eco-scenography"
How much are you interested in eco-scenography?
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
20. Evaluation 3; English
Many students felt anxiety" before workshop than "challenging"
After the workshop, most students felt it was challenging"
What do you think that English is the official language in the W.S.
Evaluation for
"English"
Before
W.S.
After
W.S.
very challenging 1 12
challenging 4 10
not so much 2 2
anxiety 5 0
very anxiety 13 2
Table 5 Evaluation for "English"
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
21. Evaluation 4-1; particle physics(knowledge)
After the workshop, the answer "much" remarkably increased.
But they couldnt understand very much through the workshop.
Very much 0 Very much 0 Very much 0
Much 1 Much 17 Much 14
Not so much 5 Not so much 5 Not so much 8
Less 7 Less 3 Less 1
Nothing 12 Nothing 1 Nothing 2
Before W.S. After W.S.
Table 6 How much do you know/understand about particle physics?
After watching video
How much are you know about particle physics?
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
22. Evaluation 4-2; particle physics(Interests)
Before the workshop, 10 students had no interests at all.
After the workshop, nothing decreased and much increased.
Very much 1 Very much 4 Very much 2
Much 7 Much 9 Much 10
Not so much 5 Not so much 9 Not so much 11
Less 2 Less 3 Less 1
Nothing 10 Nothing 1 Nothing 1
Before W.S. After W.S. After watching video
Table 7 How much are you interested in particle physics?
How much are you interested in particle physics?
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
23. Evaluation 5; whole the workshop
Most of the students thought that the workshop was very good,
and they hope to participate in the next Global Science Opera.
Do you want to
participate ?
After
W.S.
Absolutely Yes 11
Yes 11
Have no idea 1
No 1
Absolutely No 1
Table 11
Do you want to participate
in the next GSO workshop?Evaluation for
whole the workshop
After
W.S.
After
watching
video
Very good 21 13
Good 4 9
So so 1 2
Not so good 0 1
Not good 0 0
Table 10 Evaluation for whole the workshop
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
24. Summary
Evaluation for three characteristics; Global, Science,
Opera is very high!
GSO is an effective method as a inter-subjective
science education.
Students interests for eco-scenography is increased
through this workshop
This workshop can be an environmental education
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
25. Summary
GSO workshop can give students sense of accomplishment
for doing in English.
GSO is very effective for English education in
Japan
GSO workshop is partially effective for increasing
interests or knowledge about particle physics
Some other lectures will be needed for
learning expert knowledge about physics.
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
26. Summary
Evaluation for whole the GSO Workshop is very high.
Students discussed how to make the opera each
other all through the GSO workshop.
The workshop has active learning style
But, It is insufficient to convey professional
knowledge.
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
27. GSO 2017 workshop
~ Moon Village
The theme of the GSO 2017
was Moon Village
The year is 2040. 100 persons live on the Moon
Village. Two of them are expecting a child: Sofia is
the first child born in space. Soon, more children
are born on the Moon. Robi the Robot is their
nanny. Gravity plans to make life difficult for them.
As the children grow, they explore Space. When
they learn about the troubles on Earth, some of
them (including Sofias boyfriend) decide to return
back to Earth. 鐔ワ愁鐔ワ愁 GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
28. Pre-meeting of GSO 2017 workshop
We had pre-meetings on Sep. 26th, preparing for
the GSO workshop
They are discussing about our scene.
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
29. Pre-meeting of GSO 2017 workshop
In the pre-meeting, I prepared other program.
I did a brief lecture about the Moon.
We watched the Moon using
telescope at the rooftop of our
school building.
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
30. Moon Watching in the pre-meeting
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
31. GSO 2017 workshop ~ Moon Village
GSO workshop was held on Oct. 7th and 8th, 2017.
Oct. 7th 8th
AM
Warming up
Guidance for the workshop
Brief lecture about the Moon
Kowing about our scene
Warming up
Practice scene
Constructing the set
PM
Making drama set, sound
Making costumes
Working with lights
Constructing the set
Filming the scene
Interview students
Clean up
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
32. Snapshots of the workshop 2017
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
33. Snapshots of the workshop 2017
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
34. Snapshots of the GSO 2017 workshop
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
35. Post-workshop meeting
We had a post-workshop meeting on Dec. 22nd
and watched the GSO video on YouTube together.
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
36. Evaluation for the workshop 2017 by students
We took questionnaire from the students before/after
the workshop 2017.
We are currently analyzing the data.
Report of the GSO workshop will be continued to the
next GHOU meeting.
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)
37. Global Science Opera 2018?
We are going to participate in GSO 2018.
We are planning to hold a workshop in
October this year.
GHOU 2018 (13 - 15, Aug. 2018, @Vienna)