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ITEC-Massage International Therapy Examination Council - Massage Exam
ITEC is an international examination board that offers a range of qualifications globally. The Council has forged very strong links with employers across the World that comprehend and appreciate the level of knowledge and expertise that is achieved by an ITEC qualified therapist. ITEC qualified therapists are recognised in 33 countries including Ireland, United Kingdom, USA, Canada, Australia and New Zealand.
ITEC provides in excess of 35 qualifications that are approved by the government of the United Kingdom.
These qualifications are accredited by the Office of the Qualifications and Examination Regulator (OFQUAL) on behalf of the Department for Innovation, Universities and Skills (DIUS), and are registered on the National Qualifications Framework in the UK.
The ITEC qualifications receive funding from the Learning and Skills Council.
ITEC qualifications are readily transportable and are recognised within industry both nationally and internationally.
The syllabus for each ITEC qualification is closely aligned with the practical issues and roles of therapists in active practice. ITEC qualified therapists are ready to apply their acquired skills and knowledge immediately post-qualification.
Certificate in Complementary and Alternative Therapies
Diploma in Anatomy and Physiology
A theory only course covering all the anatomy and physiology of the body.
Diploma in Aromatherapy
Advanced aromatherapy techniques are included in the course including lymphatic drainage and acupressure points as well as the holistic approach. The properties of 41 essential oils are studied and the course teaches the uses of the oils to create the remarkable results they provide. Key to the course are the Case Studies undertaken by students.
Diploma in Diet & Nutrition for Complementary Therapists
The course covers the digestive system, absorption, distribution, metabolism, and nutrients. Included are: calories, RDAs, cholesterol, carbohydrates, proteins, vegetarian diets, food allergies and food poisoning. This is ideal for any complementary therapist who wishes to be able to supply more guidance to their clients on healthy eating and the holistic approach.
Diploma in Holistic Massage
Diploma in Infant & Child Massage
Teach parents/guardians how to massage their infant/child for the purposes of relaxation.
Diploma in Lymphatic Drainage Massage
Lymphatic drainage is a specialised form of massage that works specifically on the lymphatic system. It is an extremely light form of massage that is very beneficial for the lymphatic system and clients with any form of swelling and fluid retention.
Diploma in On Site Massage
Diploma in Reflexology
Students are taken through the history and philosophy of this age-old therapy. The course covers the reflex zones and the related reflex areas as well as common disorders and ways in which to treat them.
Diploma in Reiki
Diploma in Stone Therapy Massage
The main aim of the ITEC Level 3 Diploma in Stone Therapy Massage is to enable candidates to provide treatments for the purposes of relaxation and stress release.
Diploma in Thai Massage
The ITEC Level 3 Diploma in Thai Massage enables candidates to provide treatments for the purposes of relaxation and stress release.
ITEC registers and inspects colleges that deliver ITEC programmes demanding exacting standards for training courses. ITEC provides an independent examination system that tests the underlying knowledge and skills of students. By adhering to these standards this provides successful students with confidence to work as a professional therapist.
ITEC qualifications can be acquired in over 750 colleges across the World in colleges that offer part-time, full-time, weekend and evening programmes ITEC graduates work as salon and clinic owners or as visiting therapists, in spas, clinics, salons and health farms, in the Health Service, at sports centres, clubs and leisure centres, and on cruise liners. Many graduates are self-employed.
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ITEC International learn - BingNews
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Bridge Year student Maddy Denker (second from right) with her homestay family in Senegal. Bridge Year participants study the local language, live with homestay families and take part in a variety of cultural enrichment activities, while learning with and from community partners through service activities.
Photo courtesy of Novogratz Bridge Year Program
As a student, you'll have a choice of international programs in countries around the world, as well as the chance to take classes on campus that include a travel component. You can even start your Princeton journey in another nation through the innovative Novogratz Bridge Year Program. And after you graduate, you'll have opportunities to engage globally through alumni service programs such as Princeton in Africa, Princeton in Asia and Princeton in Latin America.
The Novogratz Bridge Year Program
Some students jump into an international experience right away before starting their first year on campus. As an incoming student, you can apply to spend nine months doing public service work abroad through the University's tuition-free Novogratz Bridge Year Program. This experiential "bridge" between high school and college gives you an opportunity to widen your perspective before you begin your first year.
As of fall 2023, the Novogratz Bridge Year Program will be hosted in six locations on four continents. Students live with local families while immersing themselves in the local culture, learning the language and serving the needs of the community. You might volunteer with a human rights or environmental project, tutor local children, teach IT skills — the opportunities vary by locale and the organizations with which Princeton partners. And you'll start your studies at Princeton with deep connections to a place other than home, and strong bonds with fellow students who have shared your experiences abroad.
As an undergraduate student in any major, you can choose from among more than 100 semester- or year-long study abroad programs in over 40 countries. Living and learning in another country for an extended period of time teaches you things you never knew about yourself and the world. It can provide you with new skills, confidence and the feeling of possibility. And while you further your academic studies, you may also discover new ideas and interests that will shape you for a lifetime.
With so many options to choose from, you'll get plenty of help deciding which program best fits your interests and goals. Students who receive financial aid continue to receive support from the University while studying abroad during the academic year. The Office of International Programs helps students decide why and where to study abroad and supports them on their journey. Study Abroad Global Ambassadors are available to tell you about their experiences and answer your questions.
Learning abroad doesn't have to mean studying abroad. You can spend your summer as an international intern instead, working with an organization that matches your interests in any of more than 50 countries. From helping migrant families in rural Mexico to working on architecture projects in Dubai, the opportunities are varied and fascinating.
The International Internship Program lets you live and work abroad during summer break and comes with a financial award that covers most expenses. You can gain valuable experience, expand your academic interests and immerse yourself in new languages and cultures, and explore possible career paths through internships in a wide variety of fields.
How are Cuban writers and artists making sense of the changes in their society? What can you learn about contemporary Chinese society by experiencing it up-close? Every summer Princeton students head overseas through the PIIRS Global Seminars, traveling to fascinating locations with historical or political significance to explore a specific topic.
Each six-week seminar is designed and led by Princeton faculty, and each presents a unique program of study that relies on visiting the locale at the heart of its subject matter. Daily lectures by seminar faculty and guests, language classes, weekend excursions to sites relevant to the course, and community service make up the experience.
Wed, 27 May 2020 09:23:00 -0500entext/htmlhttps://www.princeton.edu/academics/learning-abroadInternational Service-Learning
Clearly defined purpose
There is no universal model to incorporate an international service-learning (ISL) component to an off-campus semester or interim. While we believe that the benefits from ISL are many, it should not be included for all study abroad programs. Before including service activities in an off-campus curriculum or itinerary, the purpose of such service must be clearly identified and known by all stakeholders in the program: directors, professors, students, and community partners. To avoid the dangers of short-term service projects, both students and community partners must be aware of (and possibly included in identifying) program goals regarding service and learning outcomes. Service goals will be community-centered, identifying standards of community development, various community actors and short and long-term outcomes of service. Learning goals will generally be student-centered, identifying outcomes regarding academic objectives, worldview development and personal growth.
Wed, 31 Aug 2022 22:52:00 -0500entext/htmlhttps://calvin.edu/offices-services/service-learning-center/programs/international-service-learning/index.htmlInternational Students
International students at Northwestern can and do study abroad! To go abroad, you will need to work with both a GLO adviser and your OISS adviser. Don’t be afraid to ask questions – we’re here to help!
Note: Once you have confirmed your participation in a program, you must meet with your OISS adviser to be properly categorized in SEVIS.
Visas & Travel Documentation
As part of the planning process for study abroad, you should make sure you understand all entry requirements to your intended study abroad destination. This also applies to any countries outside of the program that you may wish to visit while abroad.
There are additional considerations to studying abroad while you are a J-1 or F-1 visa holder in the U.S., including:
Depending on your country of citizenship, you may be required to obtain a visa for your destination country. In some cases, international students may be required to return to their home country to apply for the study abroad visa.
Note: GLO and OISS have limited resources and cannot advise on any non-U.S. student visas, so the majority of research will have to be on your own. We recommend contacting the nearest embassy or consulate of your destination country and looking at direct government websites (.gov).
Consider the diplomatic relationships between your home country and the destination country. If there are strained or unusual political situations, it might be more difficult for you to get a visa to study abroad. If you have questions about political situations affecting your ability to get a visa, you are strongly encouraged to speak with your GLO or OISS adviser early in the process.
There are also considerations to ensure you maintain F-1 or J-1 visa status in the U.S. while you study abroad (for example, if your visa is set to expire while you are abroad). Your OISS adviser can help you understand the necessary steps.
In addition to any required visa for your destination country, you will also need several other documents to travel: a valid passport that expires at least six months after the end of your program, a valid U.S. visa, and your most accurate I-20/DS-2019 with a valid travel signature (for re-entry to the U.S.).
Before traveling, make photocopies of ALL documents: passport, I-20/DS-2019, visa stamp, I-94 record. Save digital copies, leave a set of copies at home or with a friend and carry a copy with you separate from your originals. Lost or stolen documents are much easier to replace if you have digital copies.
Speak to aGLO adviseras you consider what type of program you are looking for and learn what documentation you will need.
Communicate with your OISS adviseras soon as you have picked a program. They can discuss how studying abroad will affect your F-1/J-1 visa status and the proper documents and signatures necessary to re-enter the U.S.
Be sure to let your OISS adviserknow when and where you will be studying abroad.
Wed, 18 Dec 2019 19:30:00 -0600entext/htmlhttps://www.northwestern.edu/abroad/student-experiences/identity-diversity/international-students.htmlThe Learning NetworkNo result found, try new keyword!By The Learning Network Teachers say they are pressured to pass students even when they don’t show up to class or do the work. Teenagers tell us what they think about such policies.Sun, 12 Nov 2023 09:59:00 -0600entext/htmlhttps://www.nytimes.com/international/section/learningInternational Applicants
The New School is a vibrant global community that welcomes students from around the world. In fact, we have 116 countries represented in our student body. Our international student population includes students who have never been to the United States, those who currently live in the United States, and U.S. citizens who haven't called the United States home in a while. We hope you choose to apply to The New School, home to a diverse academic and artistic community in one of the world's greatest cities.
How to Connect
Our admission counselors and student tour guides are available to meet with you and answer your questions about the international student experience at The New School.
Take a virtual tour, available 24 hours a day, seven days a week, in seven languages
Attend a live online information session or event, including regular student-led panels
Read through our many publications
If you are interested in our Paris campus, check out Parsons Paris student-led virtual tours, online information sessions, and events.
Our admission team participates in both in-person and virtual high school visits, college fairs, and virtual graduate school fairs around the world. If you would like to request either an in-person or a virtual visit to your high school or college, please ask your college or university counselor to email [email protected].
How to Apply
International applicants follow the same application process as our domestic applicants. Application instructions may vary for applicants whose native language is not English or whose transcripts are not in English. Visit the following pages to learn more:
All new students whose native language is not English will need to take an English Language Placement Test before registering for classes. The New School uses the Duolingo English Test as our English Placement Test for students who will be enrolling in Parsons School of Design. Parsons students who submit results of the Duolingo English Test with their application for admission will not need to take the Placement Test. Results of the Duolingo English Test will determine if a student is required to take English as a Second Language (ESL) coursework alongside their degree coursework or if they will need to enroll in one of our many ESL Certificate programs offered through the Center for English Language Studies before beginning their degree program.
The International Student and Scholar Services (ISSS) office guides students and scholars through the process of obtaining an I-20 or DS-2019 in order to apply for their visas. ISSS also advises on issues such as immigration status, employment authorization, and other student and scholar visa-related matters.
Additionally, ISSS offers international students cultural support to help make The New School feel like home. Starting with New Student Orientation, we support international students throughout their time at The New School, providing assistance and expert advice during their academic career and beyond. We invite you to follow ISSS on Instagram to learn more about programming offered.
Financing a New School Education
All admitted students are automatically considered for partial tuition scholarships based on a holistic review of their application, which includes the review of auditions and portfolios when required. These scholarships are merit-based and do not take financial need into consideration.
The New School offers need-based financial aid to U.S. citizens and eligible non-citizens. Most international students are not eligible for need-based financial aid.
Please review the cost of attendance when determining if The New School is a good fit for you. Be sure to review tuition and all applicable fees, including housing and meal plan costs.
Note: All international students must show enough funds for the the first year of study in order to apply for either the I-20 or DS-2019. To learn more, consult our International Student and Scholar Services office.
New School students are members of a vibrant campus community that extends beyond the classroom. We invite you to learn more about campus life, including on-campus housing, student activities, and health and wellness.
Sun, 21 Aug 2022 14:12:00 -0500entext/htmlhttps://www.newschool.edu/admission/prospective-undergraduate-students/international-students/Pursuing Your Goals with Itec: Joseph James’ Story
Pursuing Your Goals with Itec: Joseph James’ Story
After realising that he didn't enjoy his L1 engineering course, Joseph James felt low in confidence and thinking about his future after leaving college. Joseph decided to enrol at Itec as an advancement strand learner with the objective of gaining knowledge and experience in fabrications and welding. He enjoyed this subject in school; however, he was unsure how to venture into the industry.
Joseph expressed interest in employment at his local TATA Steel Site as generations of his family had worked there, although he felt uncertain that he had the qualifications.
With the support of Itec's Employability Officer Team Leader Ruth Sainsbury and Employability Officer Gareth Williams, a placement at WELDLEC Ltd within TATA Steel was discovered for Joseph. This was a huge step in Joseph's journey, and he felt overwhelmed and nervous venturing onto the path of employment. As a result, Ruth and Gareth prepared Joseph for his interview with an abundance of techniques and motivation. On the day of the interview, Ruth accompanied Joseph where they had a tour of the premises and discussions on the history of TATA Steel.
Joseph's interview was successful, and he was delighted to be at the place where his grandfather, father and brother's had worked. He felt privileged that he was another family member able to work there, and he felt inspired to succeed.
After only a few days of placement, Joseph was presented with an apprenticeship offer from WELDLEC Ltd, bringing him another step closer to accomplishing his goal. Joseph proved that he is more than capable of being who he wants to be, and his perseverance paid off.
“I would have never been able to get a job here and experience this industry without the help of Gareth and Ruth,” said Joseph James
Through the Jobs Growth Wales+ program Itec supports 16-19 year olds who are not in full-time education, employment or training. It gives young people like Joseph the opportunity to explore different industries whilst learning essential skills for employment.
Ar ôl sylweddoli nad oedd yn mwynhau ei gwrs peirianneg L1, roedd Joseph James yn teimlo'n isel hyder ac yn poeni am ei ddyfodol ar ôl gadael y coleg. Penderfynodd Joseph gofrestru efo Itec fel dysgwr maes dyrchafiad gyda'r nod o ennill gwybodaeth a phrofiad mewn ffabrigo a weldio. Mwynhaodd y pwnc hwn yn yr ysgol; fodd bynnag, roedd yn ansicr sut i fentro i'r diwydiant.
Mynegodd Joseph ddiddordeb mewn cyflogaeth yn ei Safle Dur TATA lleol gan fod cenedlaethau o’i deulu wedi gweithio yno, er ei fod yn teimlo’n ansicr fod ganddo’r cymwysterau.
Gyda chefnogaeth Arweinydd Tîm Swyddog Cyflogadwyedd Itec Ruth Sainsbury a Swyddog Cyflogadwyedd Gareth Williams, darganfuwyd lleoliad yn WELDLEC Ltd o fewn TATA Steel i Joseph. Roedd hwn yn gam enfawr yn nhaith Joseff, a theimlai wedi’i lethu ac yn nerfus yn mentro i lwybr cyflogaeth. O ganlyniad, paratôdd Ruth a Gareth Joseph ar gyfer ei gyfweliad gyda digonedd o dechnegau a chymhelliant. Ar ddiwrnod y cyfweliad, aeth Ruth gyda Joseph i gael taith o amgylch y safle a chafodd thrafodaethau ar hanes TATA Steel.
Bu cyfweliad Joseph yn llwyddiannus, ac roedd wrth ei fodd o fod yn y man lle bu ei dad-cu, ei dad a’i frawd yn gweithio. Roedd yn teimlo’n freintiedig ei fod yn aelod arall o’r teulu a oedd yn gallu gweithio yno, a theimlai ei fod wedi’i ysbrydoli i lwyddo.
Ar ôl dim ond ychydig ddyddiau o’r leoliad, cyflwynwyd cynnig prentisiaeth i Joseph gan WELDLEC Ltd, gan ddod ag ef gam arall yn nes at gyflawni ei nod. Profodd Joseff ei fod yn fwy na galluog i fod yr hyn y mae am fod, a roedd ei dyfalbarhad yn werth bobeth.
"Fyddwn i byth wedi gallu cael swydd yma a phrofi’r diwydiant hwn heb gymorth Gareth a Ruth" meddai Joseph James
Trwy raglen Twf Swyddi Cymru+ mae Itec yn cefnogi pobl ifanc 16-19 oed sydd ddim mewn addysg, cyflogaeth na hyfforddiant amser llawn. Mae'n rhoi cyfle i bobl ifanc fel Joseph archwilio gwahanol ddiwydiannau wrth ddysgu sgiliau hanfodol ar gyfer cyflogaeth.
Fri, 03 Nov 2023 21:27:00 -0500text/htmlhttps://businessnewswales.com/pursuing-your-goals-with-itec-joseph-james-story/What about lifelong learning for international students?
A student-centric university culture is fundamental to preparing students for lifelong learning. By encouraging students to control their individual drivers and direction through a degree programme, we empower them to engage a mindset for personalised education throughout their lives. It is through our co-creation and collaboration with students that universities have a substantive role in cultivating a lifelong-learning mentality.
But what if international students are not as fluent in or comfortable with this form of university engagement? Then we have work to do to prepare them for lifelong learning so they are not left behind.
Lifelong learning is transforming education landscapes across the globe, with microcredentials, blended learning and more continuous professional development requirements in the workplace just the beginning of sector-wide change. It is what individuals need more than ever before to thrive throughout dynamic and changeable careers.
Universities have rapidly mobilised to become providers of lifelong learning to those who are ready for it. We build short courses, Moocs, chunked lectures, flipped classrooms, skill-based assessment and edtech that claims to deliver anything to anyone, anywhere, any time. But none of this prepares students – domestic or international – for lifelong learning. Are we missing the critical step of equipping learners with the mindset for the lifelong learning we are busily preparing to deliver?
What motivates lifelong learning?
We understand many of the motivations that build a mindset for lifelong learning. Perhaps a little cynically, workplace dissatisfaction scores high on that list. Other factors include personal growth, curiosity, networking, individual fulfilment, well-being and career advancement.
Many international students already have this mindset. Consider the motivation it takes to leave your country, to invest massively or take on enormous debt to pursue international education, to remove yourself from family, friends and culture, and to possibly build a new life in a new country with a new career, wherever that might take you. This is a self-driven, transformative mentality. As a pioneering international PhD student in regional Australia during the dying days of the White Australia policy, my Sri Lankan father-in-law transformed the trajectory of his family. This type of experience is common among our international students at the University of Canterbury | Te Whare Wānanga o Waitaha (UC). With their commitment to personal growth through learning, it could be argued that international students might be eminently prepared for a lifelong-learning journey.
However, spending thousands of hours answering student enquiries in recruitment halls around the world can be enlightening. International students often push back against modern Western approaches to academic co-design, which consider students and universities to be partners in a collaborative learning journey, where students have significant freedom to choose their own adventures. Many international students from our largest markets look to us as experts with the specialised knowledge and the responsibility to direct them towards the outcomes they need. Concepts of partnership risk the perception that we do not take that responsibility seriously. Anecdotal evidence and empirical research suggest that international students from our largest markets need time to acclimatise to Western teaching styles, to accept teachers as guides rather than enforcers, to feel comfortable making personal contributions to group tasks, and to be self-directed in a flipped-classroom learning environment.
I used to question university marketing rhetoric such as “We are a student-centred university”. Haven’t we always been focused on students? But look how far we have grown from traditional, one-size-fits-all degree programmes to programme designs that supply control of the learning journey to the personal drivers of each individual student. Based on the desire for personal growth, students can co-create with universities customised education from a plethora of options, including workplace engagement, international mobility, remote attendance, a choice of electives, majors and minors, engagement with research, dual or conjoint degrees, and greater personal expression through skills-based assessment.
Welcoming international students through intercultural orientation
UC prepares international students for this engaged learning environment through an intercultural approach to first-year orientation and transition that leans heavily on the Māori concept of Manaakitanga. We offer Manaakitanga to international students: to care about their well-being and sense of belonging through hospitality and protection; to uplift and support them with humility, compassion and empathy; and to respect their individual backgrounds, mindsets and needs, which might be foreign to us. The UC orientation and transition programme delivers ongoing support not only to orientate international students within the university, but also to transition them to the mindset needed to engage fully with student-centred learning, and ultimately with the concept of lifelong learning.
The concept of ongoing transition rather than orientation in week one has rapidly gained acceptance. However, there is value in examining the intercultural competency of our orientation and transition programmes. A 2013 Unesco conceptual and operational framework for intercultural competencies broadly states that intercultural competences aim to free people from their own logic and cultural idioms. Surely that should be the aspiration of an interculturally competent orientation and transition programme: to free our students from cultural, historic or other preconceptions about higher education and prepare them to embrace a student-centred approach to learning.
UC’s orientation and transition programme, particularly as delivered through the UC Business School, has been co-designed with the Māori iwi of our region, drawing on an indigenous worldview to help overcome our own cultural preconceptions and reach out to our international students with greater cultural fluency, learning from them as they learn from us. In doing so, we stand the best chance of preparing our students for lifelong-learning journeys, irrespective of their origins and the types of teaching that they are used to.
International students have specific learning needs and are at risk of being left behind. I believe preparing international students for lifelong learning is so important that to fail this responsibility would be to neglect our overarching pastoral care obligations.
Graham Wise is the director of international development at the University of Canterbury | Te Whare Wānanga o Waitaha, in Ōtautahi Christchurch, Aotearoa New Zealand.
Thu, 26 Oct 2023 11:59:00 -0500text/htmlhttps://www.timeshighereducation.com/campus/what-about-lifelong-learning-international-studentsEthics in the Age of Disruptive Technologies: An Operational Roadmap
José Roger Flahauxis a retired hands-on high-tech operations executive with an extensive background in global supply chain and operations management with companies such as Burroughs, Unisys, Raychem, SanDisk, and Corsair Components. He is also an adjunct professor in the department of Industrial and Systems Engineering at San José State University, where he teaches Engineering Management Systems in a Global Society. He holds an Electrical Engineering undergraduate degree from ITPLG in Belgium, and an MSE in Engineering Management from SJSU.
Brian Patrick Greenis the Director of Technology Ethics at the Markkula Center for Applied Ethics at Santa Clara University. He has worked extensively with technology corporations as well as organizations such as the World Economic Forum, the Partnership on AI, andthe Vatican’sDicastery for Culture and Education. He teaches AI Ethics in Santa Clara University’s GraduateSchool of Engineering. He holds doctoral and MA degrees in ethics and social theory from the Graduate Theological Union in Berkeley, a BS in genetics from the University of California at Davis, and is author or editor of several volumes on ethics and technology.
Ann Gregg Skeetis the Senior Director of Leadership Ethics at the Markkula Center for Applied Ethics. She works with corporations and organizations such as the World Economic Forum, the Partnership on AI, and the Vatican’s Dicastery for Culture and Education.She teaches in corporate board readinessprograms at Santa Clara University’s Silicon Valley Executive Center.She served as CEO of American Leadership Forum Silicon Valley for 8 years, worked for a decade as a Knight Ridder executive, and served as president of Notre Dame High School in San Jose. She is a graduate of Bucknell University and has a master of business administration degree from Harvard Business School.
Tue, 17 Oct 2023 23:20:00 -0500entext/htmlhttps://www.scu.edu/institute-for-technology-ethics-and-culture/itec-handbook/On Global Learning
‘Via an intellectual tour of rare erudition and stunning breadth, Ralph drags American pragmatism from IR’s margins to its core, exhorting New Constructivists not only to describe how norms matter, but to evaluate which norms ameliorate pressing global problems. Richly illustrated with examples from security, health and climate governance, supporters and critics alike will have to engage Ralph’s powerful thesis.’
David McCourt - Department of Sociology, University of California, Davis
‘The pragmatist turn in International Relations is well overdue. Global learning among diverse communities is needed to tackle planetary challenges for which twentieth century institutions are no longer fit for purpose. Jason Ralph develops and defends a pragmatist constructivist analysis that shows how that ‘learning by doing’ can happen. This is an inspiring book for all IR scholars and practitioners, deeply informed by pragmatists a century ago who similarly confronted a world in flux and crisis.’
Jacqui True - School of Social Sciences, Monash University
Sun, 12 Nov 2023 02:01:00 -0600entext/htmlhttps://www.cambridge.org/core/books/on-global-learning/C9AD0B25AE68339A66B1A68C74968442Metropolitan Learning Center for Global and International StNo result found, try new keyword!Metropolitan Learning Center for Global and International St is a magnet school located in Bloomfield, CT, which is in a large suburb setting. The student population of Metropolitan Learning ...Mon, 13 Nov 2023 10:00:00 -0600https://www.usnews.com/education/k12/connecticut/metropolitan-learning-center-for-global-and-international-st-4425