Gain useful skills and share your talents to help our multi-cultural community experience nature and
earth skills education.
Not exact matches
According to the principles of the
Earth Charter Initiative and the UN's Human Rights Declaration in order to integrate into formal
education and life - long learning the knowledge, values, and
skills needed for a sustainable way of life
education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.
Category: English, Environmental Sustainability, Europe, global citizenship
education, NGO, North America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Buddhist Economics, children, Children of the Earth, Costa Rica, Education in Economics and Global Business, Erasmus School of Economics, freedom, global citizenship, global citizenship education, Higher Education, Human Rights, peace, skills, society, solidarity, Sustainable Finance, UN, UNESCO, United Nat
education, NGO, North America, Universal
Education, Voluntary Association, Your experiences, Your ideas · Tags: Buddhist Economics, children, Children of the Earth, Costa Rica, Education in Economics and Global Business, Erasmus School of Economics, freedom, global citizenship, global citizenship education, Higher Education, Human Rights, peace, skills, society, solidarity, Sustainable Finance, UN, UNESCO, United Nat
Education, Voluntary Association, Your experiences, Your ideas · Tags: Buddhist Economics, children, Children of the
Earth, Costa Rica,
Education in Economics and Global Business, Erasmus School of Economics, freedom, global citizenship, global citizenship education, Higher Education, Human Rights, peace, skills, society, solidarity, Sustainable Finance, UN, UNESCO, United Nat
Education in Economics and Global Business, Erasmus School of Economics, freedom, global citizenship, global citizenship
education, Higher Education, Human Rights, peace, skills, society, solidarity, Sustainable Finance, UN, UNESCO, United Nat
education, Higher
Education, Human Rights, peace, skills, society, solidarity, Sustainable Finance, UN, UNESCO, United Nat
Education, Human Rights, peace,
skills, society, solidarity, Sustainable Finance, UN, UNESCO, United Nations, USA
English Language Arts, Balanced Literacy, Creative Writing, Writing - Expository, Reading, Grammar, Spelling, Vocabulary, Specialty, Math, Applied Math, Arithmetic, Basic Operations, Fractions, Geometry, Graphing, Measurement, Numbers, Order of Operations, Science,
Earth Sciences, Environment, Social Studies - History, Ancient History, World Language, Spanish, Arts & Music, Graphic Arts, Special
Education, EFL - ESL - ELD, Health, Other (Specialty), ELA Test Prep, Math Test Prep, Geography, Other (Social Studies - History), Other (ELA), Life
Skills, Religion, Gifted and Talented, Critical Thinking, For All Subject Areas, Literature, Classroom Management, Professional Development, Business, School Counseling, Character
Education, Word Problems, Cooking, Short Stories, Writing, Oral Communication, Child Care, Reading Strategies, Writing - Essays, Holidays / Seasonal, Back to School, Thanksgiving, Christmas / Chanukah / Kwanzaa, Poetry, Autumn, Mental Math, Halloween, Winter, The New Year, Valentine's Day, Presidents» Day, Decimals, St. Patrick's Day, Easter, Spring, Place Value, Tools for Common Core, For All Subjects, Summer, Informational Text, End of Year, Phonics, Close Reading, Classroom Community
Special
Education Teacher for grades 9th - 12th grade, Co-Teach 9th Grade
Earth Science; Co-Teach 10th grade U.S. History; 10th grade Special
Education Reading; 9th - 12th Grade Study
Skills
She has facilitated partnerships with four Native American communities in Minnesota — Leech Lake Band of Ojibwe, White
Earth Nation, Mille Lacs Band of Ojibwe, and Lower Sioux Indian Community — to deliver access to veterinary care and youth
education, while providing her students with the opportunity to practice their owner - interaction and animal care
skills.
Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and
education in China, his father's career in engineering, his mother's background and
education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art
education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early
skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts,
education in art history, Oakland Wedge,
earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and
earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.
Departments of
education should require long term ecological thinking
skills, and redefine civics as not just local, but global, an «
earth - civics»?
Instead of, «An entry level position that utilizes my
skills and
education at a successful company that promotes from within,» try something like, «A sales position in an eco-friendly company that uses its influence to conserve the
earth's resources.»