March 27, 2014
Sustainable CEU is participating in the Creative Recycling Eco-Educational Program, or “CREEP,” a project that brings together four environmental organizations in Hungary, Poland, Slovakia, and the Czech Republic. With support from the Visegrad Fund, each country’s representative is producing nine educational workshops to engage elementary and middle school students in environmental issues.
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Since its inception, the Spelman College Jazz Ensemble has established an eight-to-ten city tour, gathering new fans and teaching old ones that jazz isn’t a man’s world after all. Spelman College Jazz Ensemble’s unique combination of vocalists, wind instrumentalists and rhythm section has thrilled and excited audiences across the country with their innovative and soulful sound.
Built between 1712 and 1732, the Long Room at Trinity College’s Old Library holds the collection’s 200,000 oldest books.
The distinctive and beautiful barrel ceiling was added in 1860 to allow space for more works when the existing shelves became full. Marble busts of famous philosophers and writers line the central walkway of the nearly 200-foot-long room, created by sculptor Peter Schemakers beginning in 1743.
The enormous collection housed in the long room includes a rare copy of the 1916 Proclamation of the Irish Republic and the 15th-century wooden harp in the library which is the model for the emblem of Ireland.
Arts education is often said to be a means of developing critical and creative thinking. Arts education has also been argued to enhance performance in non-arts academic subjects such as mathematics, science, reading and writing, and to strengthen students’ academic motivation, self-confidence, and ability to communicate and co-operate effectively. Arts education thus seems to have a positive impact on the three subsets of skills that we define as “skills for innovation”: subject-based skills, including in non-arts subjects; skills in thinking and creativity; and behavioural and social skills.
This OECD report “Art for Art’s Sake: The Impact of Arts Education,” by Ellen Winner, Thalia Goldstein , and Stéphan Vincent-Lancrin, examines the state of empirical knowledge about the impact of arts education on these kinds of outcomes. The kinds of arts education examined include arts classes in school (classes in music, visual arts, theatre, and dance), arts-integrated classes (where the arts are taught as a support for an academic subject), and arts study undertaken outside of school (e.g. private music lessons; out-of-school classes in theatre, visual arts, and dance). The report does not deal with education about the arts or cultural education, which may be included in all kinds of subjects.
“Ellen Winner, Thalia Goldstein, and Stéphan Vincent-Lancrin have unraveled the most potent reason for arts education, the development of ‘artistic habits of mind’ such as observation and exploration which benefit all students no matter their level of artistic talent. Their meticulous research is invaluable in understanding how the arts are an essential part of every child’s education,” as reviewed by Heather Watts and Damian Woetzel, both former principal dancers from the New York City Ballet.
About the speaker
Stéphan Vincent-Lancrin is a Senior Analyst and Project Leader at the Organisation for Economic Co-operation and Development (OECD), Directorate for Education and Skills. His current interests cover: the nature and level of education and skills that matter in innovation and knowledge societies; the innovation ecology in the education sector; the measurement of innovation in education.
His interest in arts education relates to his research on the impact of various curricula and pedagogies on individual skills. Stéphan also works extensively on higher education, covering many dimensions (internationalisation and trade in higher education, the role of technology, the impact of different pedagogies, research, equity, etc.) He has authored many articles and book chapters and edited several books. His most recent book, co-authored with Ellen Winner and Thalia Goldstein, is Art for Art’s Sake? The impact of arts education (OECD Publishing).
- Combat inequality by providing equal opportunities for education and training to all young people in Europe.
- Ensure adequate and appropriate infrastructures and tools for high quality education in Europe in times of crisis.
- Enhance and safeguard growth, development and democratic institutions; ensure the employability of younger generations through investment in education.
- Support European policy Horizon 2020.
OUR INITIATIVE IN A FEW WORDS
Since 2009, strict austerity programmes have been applied across Europe with the intention of consolidating public budgets. More recently, both the economic effectiveness of austerity measures and the root causes of the crisis are being questioned by international experts and organisations. The short- and long-term negative effects of the measures on democratic processes and social rights standards have also come in for criticism. In 2011 and 2012, cuts in education budget were made in twenty countries for which data are available. Cuts of more than 5 % were observed in Greece, Italy, Cyprus, Latvia, Lithuania, Hungary, Portugal, Romania, the United Kingdom (Wales) and Croatia, whereas decreases between 1 and 5 % were seen in French Community of Belgium, Bulgaria, the Czech Republic, Estonia, Ireland, Spain, France, Poland, Slovenia, Slovakia, the United Kingdom – Scotland.
Mind the Gap
Planetbook is created in a U.S.-International version, including 700 educational questions about the environment and climate changes focusing on environmental issues in the United States and the world.
Press Release, New York, 30/4/2013. Get on board…and Save the Planet!
KEAN and Planetbook will participate at Jersey City’s Sixth Annual Sustainable Cities Conference.
On Tuesday, April 30, 2013, 9:30 a.m. – 1:30 p.m. at Liberty Science Center —KEAN and Planetbook will participate in Jersey City’s Sixth Annual Sustainable Cities Conference.
This year’s theme is “The Importance of Environmental Education,” with speakers Stavros Milionis of Greece’s KEAN, Amy Jolin of City Green, Aldo Sanchez-Abreu of the Jersey City Board of Education, and keynote speaker Professor Mary Leou, Director of Wallerstein Collaborative for Urban Environmental Education at NYU.
Press Release – New York, 25/4/2013. Get on board…and Save the Planet!
On Saturday, April 27, 2013, 11am-3pm, the floor version of environmental educational activity Planetbook will participate at the 6th Annual Street Games hosted by NYC Parks and the Walt Disney Company at Thomas Jefferson Park in Harlem!
Press Release for environmental educational activity- New York Press Conference 24.1.2013.
On Thursday, January 24th, 6pm, at the Archdiocesan Cathedral of the Holy Trinity (319 East 74th Street NY 10021), NGO KEAN (Cell of Alternative Youth Activities) held a press conference with the subject “Who said only grownups could save the planet?”. The Press Conference was under the auspices of the Ministry of Environment and Climate Change in Greece. In the U.S., Planetbook was presented in three schools in New York during last week, and more particular The William Spyropoulos Greek-American Day School of St. Nicholas, The Cathedral School and The St. Demetrios Greek-American School.
In summer 2012 Planetbook was given in two schools in Ghana located in the villages of Azani and Butre, both in the Western region of the country.
Source : http://www.kean.gr/web/en/19
Tapio Koskinen, Director of the Editorial Board of eLearning Papers, has announced the research topics that will be covered by the online journal in the coming year.
With motivation, you can teach yourself skills to help you on the job.
When people consider ways to get a better job or a boost in salary, one of the things they think about is whether they should go back to school. That decision becomes more difficult as the average undergraduate student loan debt hits $25,000 and some jobs don’t offer better paychecks with more education.PayScale, which collects information on salaries, finds that those in finance, computer science or economics may see a salary increase if they have a master’s degree but not those in history, English or art, lead economist Katie Bardaro says. Those in a pickle because their professions demand a master’s degree but don’t see it translate into better pay are those in psychology, social work and education, she said. To further complicate the situation, Payscale finds that while thousands of schools offer an master’s in business administration, only about 50 name-brand universities’ degrees can lead to better pay. That’s because they can get better networking connections and more opportunities, she says.
The same holds true for those who get their law degree: Only about 50 law schools give graduates the kind of prestige they need to command higher paychecks, Bardaro says. Well-paying jobs that will be in great demand are in science, technology, engineering and math, she says. A master’s degree in those fields will make you more marketable. Still, if you decide you don’t want to go back to school because of the cost — or other reasons — you still can increase your marketability through self-directed learning.
Kio Stark, author of Don’t Go Back to School, says she was inspired to write her book after listening to people talk about going back to school to learn something she knew they could learn on their own. In her book, she interviews 100 people who successfully taught themselves skills that they’ve used to start their own businesses or break into an industry.
“I wanted people to realize there are options for learning,” Stark says.
24 January 2014
Updated figures for Wales have recently been published in relation to youth unemployment and young people not in education, employment or training.The youth unemployment data was published on 22 January as part of the Office for National Statistics’ Regional Labour Market Statisticsrelease for January 2014.
The International Labour Organisation (ILO) youth unemployment rate is the number of ILO unemployed persons as a percentage of the economically active population aged between 16 and 24. It is the primary measure of youth unemployment. People who are ILO unemployed include those who are out of work and want a job, have actively sought work in the last four weeks and are available to start work in the next two weeks; plus those who are out of work, have found a job and…
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