The learning action team Cupie-DO aims to stimulate in many forms of individual and social progress for dynamic harmony The learning action team Cupie-DO method is a multidimensional method, each phenomenon is approached from many dimensions.
CARE TRAINING/EDUCATION
"Suboptimal is usually more humane and ultimately also more efficient on the long term." HSW10, 17.1
Practice makes perfect?
Besides training (exercise or training), also the age on which an activity is launched appears to be important. The slogan 10 hours exercise is sufficient to be an expert in anything, has to be put into perspective with this.
HSW6, 17.1
Children are not able NOT to learn.
C. Krause & R. Eichhorn
HSW6, 17
Learning Action Team
The challenge "to deal with dyssocials". For all ages from children to nestors it is important to learn to deal with dyssocials or hypocrites. Why is this so important? Well, at all ages one encounters dyssocials.
HSW16, 17
Learn
All is learning. HSW6, 7
To play
To play is preparation to integration in society. HSW7, 17
Action
To do is to think. To think is to do.
HSW7, 17
Working together
Valorization is cooperation. Cooperation is valorization. HSW10, 17
Knowledge
Money rolls only when knowledge flows. HSW10, 17
Coaching
Synchronous coaching gives confidence. HSW17
The Learning Action Team CUPIE-DO: Method
The action team CUPIE-DO method is a multidimensional method. Each phenomenon is approached from many dimensions. These are the C3, de U3, de P3, de I9, en de E3 dimensions.. These dimensions are briefly explained. De E3 are: Etymology, Economy and Ecology. The C3 are: Communication, Coordination, and Cultural dimensions from an individual, group and community perspective. The “U3” are: de Unification and Integration as binding Human-Human, Human-Nature, Human-Universe. The P3 are the three basic process dimensions that determine our thinking, behaviour and action: Verbal Processes, Acting Processes and Theory elaboration Processes. Finally, we have the I9: the nine intelligence dimensions.
This means that we approach every problem or task from these five basic perspectives or dimensions.
HSW6, 17
Erasers in school? Wrong or not? (5)
Anyhow, it is yet important that one becomes very well aware of the right and the inevitability of making mistakes, but also to be aware of the right and the duty to repair, to correct his mistakes, bearing in mind, of course, the impact and the individual and social importance and the cost of the repair of faults. HSW17.1
Erasers in school? Wrong or not? (4)
But as always, the art is to use erasers, corrector, etc. in moderation. It is dependent on the circumstances, whether the "hiding" of faults has to be accepted or not. HSW17.1
Erasers in school? Wrong or not? (3)
By contrast, one can of course observe that each one has the right to rectify his mistakes. Mistakes have not to be recognized and recorded forever. Hence the right to erase his faults, at least once? In this perspective, it seems unacceptable that erasers, correctors and corrector buttons etc. are for no reason prohibited, made impossible. HSW17.1
Erasers in school? Wrong or not? (2)
It is important in an educational process that the coach, teacher, educator knows which mistakes are made in a certain stage of development. Remove, conceal errors through corrector, eraser etc. hinders a thorough assessment, and supervision of the student. From this perspective we can understand that the use of the "ERASER", corrector etc. is out of the question. Hence the call now in school etc., to limit the use of the eraser, even to ban it. HSW17.1
Erasers in school? Wrong or not? (1)
To make mistakes is human, normal, inevitable. Making mistakes should therefore be accepted. Correcting mistakes is hence therefore normal etc. To hide mistakes, however, is of a different order. HSW17.1
Family environment and brain development in children
It appears that children from wealthy families (based on brain scans) have much thicker layer of grey brain cells in their brain cortex. This is in the area which is associated with visual perception and knowledge accumulation (MIT study published in the journal "Psychological Science"). This structural difference may not be permanent and can be corrected by parenting support. However, it is an indication that children in disadvantaged backgrounds need extra support and attention. After all, it does have impact for instance on academic success.
In what way interventions help (diet, attention, cognitive stimulation, etc.) is however still unclear.
Accuse a husband of a crime because he wants to maintain a relationship with his wife in a care home is unbelievable...
C. Gastmans
On the basis of cognitive dementia, depriving of the right to sexuality is pure discrimination!
C. Gastmans
Sexual Intelligence has its own physical memory.
C. Gastmans
Cognitive incompetence does not mean sexual incompetence.
C. Gastmans
People with dementia are entitled to sex.
C. Gastmans
Care training
Attainment targets for primary education should integrate full-fledged care goals and care intelligence.
They need to integrate active and passive care i.e. to undergo care but also to provide care to doll, toys, animals, classmates, teachers, family members…
Domains of "Care Training"
* Nursing babies, caring for children, ill people, elderly, adults, first aid
* Preparation, storage, use of: food, clothing, housing
* schaal: Scale: small-scale, large-scale, specialties
* Type 1: FOOD: family, restaurant, fast food, top restaurant, special preparations (sports, winter sports, therapeutic)
* Type 2: CLOTHING: family, supermarket, boutique; specialties (sports, aerospace, therapeutic)
Care (2)
From "familial training" to "full-fledged" professional "care training" from kindergarten to university level.
Care
A profession, a training, a discipline from kindergarten to University.
NEWS: Training of youth, nestors (elderly) and the underprivileged
4. Tasty and healthy food in residential and care homes
Nearly half of people over 70 are at risk of malnutrition. Especially elderly people who need care, are in the danger zone. Yet there are residential care centres with creative and tasty ideas that make their residents queuing again with enthusiasm at lunch.
3. Babysitting viewed differently
Parents in poverty have difficulties to find care for their infants and if yet they have that right, then they collide on prejudice chasing them again.
2. A more autonomous life with Alzheimer's disease
For several years Professor Eric Salmon has been working on an innovative approach to Alzheimer's disease and other cognitive disorders, which departs from the possibilities and not from the deficiencies of the patient.
1. Debate integration and migration
Ali has more difficulties to get a job than John, just because he is called Ali. This is evident from the PhD economist Stijn Baert, who was awarded the Prize Ullens. This crowned research on migration and integration can inspire policymakers. "An active investigation policy on discrimination is needed. The price paid by the society is too high"./p>
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