Theory and Practice of the European Convention on Human Rights

This edited book brings you a collection of current, critical issues regarding the theory and practice of the European Court of Human Rights. The book is divided into three parts: procedural concerns, principles and jurisprudence, and interaction with national legal systems. Each chapter was written by an expert, with each author coming from a distinct background. The authors all presented at the 2019 University of Leipzig’s & University of Dresden’s 1st International Summer School on the European Court of Human Rights, with only select presenters asked to contribute to this book. The book’s goal is to promote further research and discourse on the operation of the Court, a goal that will be continued in the second summer school in 2021. With contributions by Veronika Bilkova, Katharina Braun, Robert Frau, Hanaa Hakiki, Beti Hohler, Stefanie Lemke, Helga Molbaek-Steensig, Jacopo Roberti di Sarsina, Christiane Schmaltz, Barbara Sonczyk, Dominik Steiger, Edith Wagner and Alain Zysset.

An Arctic transformation; from an in-person international summer school to a digital MOOC

<p>The Arctic, Nordic, Scandinavian and “global north” regions have, individually and collectively, gained increased public, political, commercial, and academic interest over the last decade. For example, regarding issues ranging from climate change to polar ecosystems, and from shipping routes to indigenous knowledge. As such, there is an increasing demand for state-of-the-art knowledge about the region from truly interdisciplinary viewpoints and multi-scale perspectives (e.g. past, present and future changes, as well as feedbacks between and within the environment and society).</p><p>To address such issues, members of the University of Oslo (UiO) and the <strong>UiO International Summer School (ISS) developed an interdisciplinary MSc-level course, titled "A Changing Arctic" </strong>[1] worth 15 ECTS. The course was structured around three major modules with the opportunity for cross-thematic discussions and knowledge transfer;  Natural Sciences and Technology, Law and Legal Regimes, and Governance and Society. From 2014-2018, for 6-weeks over the northern hemisphere summer, this in-person course welcomed between 15-25 enrolled students annually. It was coordinated by representatives from the Faculties of Law, Natural Sciences (PI from the Department of Geosciences), and Humanities, and also involved a number of guest lecturers from Norway, Europe, and internationally.</p><p>Since 2018, we have been in discussions to develop an additional digital, or hybrid (in-person and online), version of the course to alleviate financial and summertime availability constraints. In 2020, the pandemic further brought to light the need for more flexible, wide-reaching teaching options. A “MOOC” - Massive Open Online Course - offers a <strong>framework for a formal, high quality, free and widely accessible educational resource</strong>. This particularly exciting avenue for reaching people in remote Arctic areas, those who do not fit the traditional university-admissions profiles, as well as people in the global south who may not be familiar with northern processes.</p><p>In 2020, we secured funding from UArctic, and other partners, to begin this process, and as of Jan 2021 have begun with digital course preparations for a interdisciplinary Arctic MOOC to be released in late 2021 (in addition to an ISS enrolled-student stream in summer 2021). We aim to share some of the opportunities and challenges associated with this transition, including coordinating a very large thematic project and many international lecturers/contributers, switching from in-person lectures to "flipped-classroom" and video-style lectures, interdisciplinary pedagogical considerations, Nordic educational frameworks, financial challenges and funding opportunities, typical student profiles, as well as more practical filming and digital elements.</p><p>[1] https://www.uio.no/studier/emner/iss/sommerskolen/ISSMN4030/index.html </p>

The Summer School Oncology Groningen: Improving a Successful International Course by Refining the Old, Maintaining What’s Good

For more than two decades, the International Summer School Oncology for Medical Students (ISOMS) has organized a biennial 2-week international summer school program in Groningen, the Netherlands. The summer school aims to increase knowledge about general cancer care, reduce fear of talking to cancer patients, and expose students to cancer-related problems. After 22 years, there was a need to improve the summer school format, the application procedure, and the intensity of the course. Here, we describe and evaluate these and additional changes that were made to the program. Several changes were made to the summer school format. The course was shortened from 10 days to a more intensive 7 days. The scientific program was integrated with the clinical program and students were taught scientific writing and presentation skills. The application process involved a personal video pitch. Importantly, the new summer school format was organized by a committee in which medical students had the lead. To evaluate the changes to the summer school, we conducted knowledge tests and regularly obtained feedback. There was a high overall student satisfaction, with a median score of a 9 out of 10. Students appreciated the interactive sessions and practicals and the scientific program, and were satisfied with the course level. All students had improved test scores. Improvement points highlighted the need for a less packed schedule and more lectures on basic oncology principles, or were related to specific lectures. The student-led innovation and adaptation of the ISOMS has been successful.

International Summer School: key trends and prospects in Russia

An analytical review of the factors influencing the development of International Summer Schools and the internationalization of education in general has been carried out, key trends have been identified related to changes in the paradigms and models of summer schools for foreign citizens. The analysis was carried out on the basis of a review of Russian and foreign sources of literature on this subject, official websites of universities and educational portals, as well as the experience of the Siberian Federal University in promoting and organizing international summer schools. Environmental factors affecting international summer schools in general are analyzed on the basis of a global trend analysis model - changing paradigms and learning models, as well as changing technologies and learning processes.

The quest for scientific culture

What exactly is “scientific culture”? How does it relate to science communication, non-formal education or artistic interactions with the scientific world? That was the topic of the 14th International Summer School of Mind, Brain and Education (ISMBE), held 1–4 October 2019 at the Ettore Majorana Centre for Scientific Culture in Erice (Sicily), Italy. The ISMBE has a long history of bringing together researchers from diverse fields to catalyze research relating to cognitive science and neuroscience through to education, and the directors of the School, Drs. Kurt Fischer, Antonio Battro and Sebastián Lipina considered that the boundary between these fields and scientific culture was subtle enough to demand a conference on the subject and asked us to organize such a meeting.