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Ecomusicology is an interdisciplinary field drawing together scholars from sciences and humanities who share a research interest in the overlapping of music, culture, and nature. Human and non-human animals constantly rely on sonic signals to relate with other animals and the environment. Considering this auditory connection, and the contribution that ecocritical music and music about places may have in nurturing a sentiment of environmental stewardship, I propose an applied environmental education methodology that relies on participatory music making and critical listening to foster environmental awareness.

the article is devoted to a detailed analysis of modern trends in the professionalization of teaching staff in the field of advanced training. The necessity of making changes in continuous pedagogical education has been determined. Attention is paid to facilitation of the research and educational process. The question of the formation of the professional identity of teachers is considered. Recommendations are offered for improvingthe system of teacher training under the condition of supporting school projects and innovative processes in educational institutions., Анотація: стаття присвячена аналізу сучасних тенденцій професіоналізації педагогічного персоналу у галузі підвищення кваліфікації. Визначено необхідність внесення змін у неперервну педагогічну освіту. Приділено увагу фасилітації дослідницько-навчального процесу. Розглянуто питання формування професійної ідентичності викладачів. Запропоновано рекомендації щодо вдосконалення системи підвищення кваліфікації вчителів за умови підтримки шкільних проєктів та інноваційних процесів у навчальних закладах.

This project was processed during the school class of User Experience. Our group has conducted a field research to one of the most famous multinational coffee shop in the world, Starbucks and finally found several experience problems during the process. We chose to observe coffee shop customers because we believe drinking coffee is one of a necessity for people nowadays, which makes an opportunity for marketers to create a value of product that align with their needs in order to create a social fabrics improvement while creating profit. As for now, our group decide to focus in the payment method (as we’ve explained in the experience journey) because in that process people often get irritated especially in Taipei because they have a lot of different payment methods (which takes time to choose) and even for the barista they get confused a lot, but with a proper payment method customers can easily get mood boosted and feel pleasured by it.

Zavičajna skupina OŠ Tar-Vabriga je u školskoj godini 2020./2021. provodila školski projekt Lorun – antika u našem kraju koji je sufinancirala Istarska županija u sklopu projekta Institucionalizacije zavičajne nastave. Učenici su u sklopu projekta posjetili antički lokalitet Lorun uz stručno vodstvo Zavičajnog muzeja Poreštine, fotografirali i snimili lokalitet. Na keramičkim su radionicama izrađivali keramičke amfore, pečate vlasnika lokaliteta te utiskivali pečate na plošne amfore. Kako bi učenici predstavili svoj rad na projektu izradili su prezentacijski video i plakate. Cilj projekta bio je upoznati učenike s antičkom poviješću općine Tar-Vabriga te potaknuti ih na kreativno stvaralaštvo inspirirano prošlošću., The heritage club of Tar-Vabriga Elementary School carried out a school project in the academic 2020/2021 year. It was called Lorun - Antiquity in our region, and was co-funded by the County of Istria as part of the project on the Institutionalization of heritage education. As part of the project, the students visited the ancient site of Lorun with the help of the expert guidance of the Heritage Museum of Poreština. They also photographed and recorded the site. In ceramic workshops, they made ceramic amphorae, seals of the local owners, and stamped the seals on flat amphorae. In order to present their work on the project, the students created a presentation video and posters. The aim of the project was to introduce students to the ancient history of the municipality of Tar-Vabriga and encourage them to make creative works inspired by the past.

Naturae cognoscere causas…: Schools Endeavour Educational Materials The book prepared by students, working under tutorship of their teachers, from three Polish high schools, on the theme of Classical Antiquity and Nature, within the Our Mythical Childhood Project. Texts: Teachers and Students from the Schools involved in the Project: Janusz Ryba and the Students from Bartłomiej Nowodworski I High School in Kraków, Barbara Strycharczyk, Agata Płotczyk, Anna Łukomska, and the Students from “Strumienie” High School in Józefów, Anna Wojciechowska and the Students from Mikołaj Rej XI High School in Warsaw, and Katarzyna Marciniak; eds. Katarzyna Marciniak, Janusz Ryba, Barbara Strycharczyk, Olga Strycharczyk, Anna Wojciechowska; This Project has received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 Research and Innovation Programme under grant agreement No 681202 (2016–2022), Our Mythical Childhood… The Reception of Classical Antiquity in Children’s and Young Adults’ Culture in Response to Regional and Global Challenges, ERC Consolidator Grant led by Katarzyna Marciniak. We wish to acknowledge also the support from the University of Warsaw and from the “Artes Liberales Institute” Foundation in the implementation of the Schools Endeavour Project’s website: www.omc.obta.al.uw.edu.pl The publication is available at http://www.omc.obta.al.uw.edu.pl/naturaecausas Short summaries of the texts by students are available also as a video reportage: https://www.youtube.com/watch?v=zniUgoBRK7k, The publication available at http://www.omc.obta.al.uw.edu.pl/naturae . Additionally (for a school publication of 2019) see Katarzyna Marciniak, ed., "De viris mulieribusque illustribus: Schools Endeavour Educational Materials", Open Access at http://www.omc.obta.al.uw.edu.pl/publications in particular: http://omc.obta.al.uw.edu.pl/assets/files/pages/adbaa70f6c06e70cdd5fab547c653f6ca79cbfa8.pdf

Invitation dans les coulisses d’un atelier de slam, pour développer la créativité et les compétences langagières en français et en anglais des élèves d’un lycée professionnel. Une expérience qui montre comment le travail collectif pousse la créativité de chacun, qui elle-même enrichit la production commune, tout en amenant les lycéens à développer leur argumentation pour défendre leurs idées.

El títol d’aquest article pretén convidar a reflexionar al professorat de ciències sobre per què, què i com avaluem la nostra pràctica docent. Vivim immersos en un context educatiu on es parla – i molt – sobre innovació educativa, canvis metodològics, organitzatius, de l’avaluació, etc. Però no trobem el mateix nivell de debat sobre si convé avaluar – i com fer-ho – els esforços del professorat per dissenyar, repensar i adaptar les pràctiques i experiències d’aula. Es presenta un marc analític per a l’avaluació de propostes d’aula i intervencions educatives, i s’exemplifica i es concreta amb el cas de l’avaluació d’un projecte escolar sobre la contaminació de l’aire que parteix del problema del crematori de Cerdanyola. La finalitat d’aquesta reflexió didàctica és, per tant, fer partícip al professorat de ciències d’aquest necessari debat sobre com valorem la qualitat de la pràctica docent., The title of this article is intended to invite science teachers to reflect on why, what and how we evaluate our teaching practice. We live immersed in an educational context where a lot is said about educational innovations, methodological, organizational, and assessment changes, etc. However, it is not found the same level of debate on whether evaluation of teachers’ efforts to design, rethink and adapt school practices and experiences is needed – and how to carry it out. An analytical framework for the evaluation of teaching proposals and educational interventions is presented, together with an exemplification focused on the case of an evaluation of a school project about air pollution contextualised in the problem of Cerdanyola’s crematorium. The aim of this educational reflection is, therefore, engage sci-ence teachers in this necessary debate on how to appraise the quality of teaching practice.

Odredbama Zakona o osnovnom i srednjem obrazovanju propisano je i određeno postojanje i djelovanje školske knjižnice. Školska knjižnica zakonski mora udovoljavati i uvjetima koji su propisani Standardima. Standard propisuje da se djelatnost školske knjižnice odvija kroz tri osnovne programske odrednice: odgojno-obrazovna djelatnost, stručna referalna knjižnična djelatnost te kulturna i javna djelatnost. Djelatnost knjižnice, usmjerena prema osposobljavanju učenika i učitelja za istraživačko učenje, informacijsku pismenost, timski rad i kvalitetnu prezentaciju, pokazatelj je kompetencija školske knjižnice. Korištenjem knjižnične građe kojima raspolaže te suradnjom knjižničara i učitelja ostvaruje se partnerstvo u školskoj knjižnici. Nacionalni kurikulum navodi da se školska knjižnica neposredno i posredno uključuje u odgojno-obrazovni proces: neposredno kroz knjižnično-informacijsko obrazovanje, a posredno unutar međupredmetne korelacije. Kulturna i javna djelatnost školske knjižnice zauzima nezaobilazno mjesto u cjelokupnom životu škole, a školski knjižničar je animator, pokretač i informator. Zadatak je knjižničara otvoriti i promovirati prostor, fondove, nove knjižnične usluge i nove stilove učenja. Kulturna i javna djelatnost sastavni je i neizostavni dio godišnjeg plana i programa rada školske knjižnice te odgojno-obrazovnog rada škole. Sadržaji kulturne i javne djelatnosti poticaj su za provođenje aktivnosti, događanja i projekata na određenu temu koje osmišljava, pokreće i koordinira školski knjižničar, uz suradnju s učiteljima u školi. By the clauses of Law for Elementary and Middle Education, the existence and function of the school library is stipulated. The school library, by law, needs to meet the standards that are laid down by Standards. The Standard prescribes that the fuction of the school library is condoned through three basic program guidelines: an upbringing-educational activity, professional library activity, and a cultural – public activity. The library's activities, aimed at training students and teachers for research learning, information literacy, teamwork and quality presentation, are indicators of competences of the school library. By using of the library materials at disposal and the cooperation of librarians and teachers, a partnership is made in the school library. The national curriculum states that the school library is directly and indirectly involved in the educational process: directly through library-information education, and indirectly within the correlation between different schools’ subjects. The cultural and public activity of the school library occupies an indispensable place in the life of the school, and the school librarian is an animator, initiator and informant. The librarian's task is to open and promote the library space, funds, new library services and new learning styles. Cultural and public activity is an integral and indispensable part of the annual plan and program of work of the school library and educational work of the school. The contents of cultural and public activities are an incentive to carry out activities, events and projects on a specific topic designed, initiated and coordinated by the school librarian, with cooperation with teachers in the school.

Geospatial technologies and spatial data have increasingly become a key issue in our world with regard to digitalization. The ability and capability to handle spatial data products is a key competence in the 21st century. Accordingly, school education is an important domain to address these skills, but still lacks behind its actual potential - even if numerous concepts and approaches already exist. A promising means of addressing this issue is to actively involve schools in real-world GI projects. This paper sums up relevant educational approaches and concepts that are important for such initiatives and briefly describes four selected projects that were carried out in Austria. Based on the knowledge gained in these projects, challenges and benefits are presented, and the transferability and the potential of carrying out such projects in Uzbekistan is discussed.

The proper way to manage biological waste has only recently become a topic of discussion and the public still does not have enough information about it and does not have a comprehensive opinion. In order for bio-waste to be properly managed, knowledge of this topic and positive attitude towards it is necessary, in class this could be achieved by activating pupils through project based education. Teaching in projects is a great way to understand the issue, which can influence pupils' attitudes towards bio-waste management. The aim of this diploma thesis is to create a project on the topic of biodegradable waste, and then to find out how the knowledge and opinions of students about bio-waste have changed. The created project was verified at the lower secondary school, for which it is primarily intended. A total of 54 6th-year pupils was involved in this project. They were given a pretest before the start of the project, finding out the initial knowledge about bio-waste and their opinion on the classification of bio-waste. After the project, the pupils completed a posttest and by comparing the individual answers, it was determined whether and how the knowledge of the tested pupils and their attitude towards the topic changed. The answers of individual pupils in the pretest and posttest were evaluated...

El trabajo analiza, explora y recoge datos conceptuales y elementos artísticos y culturales urbanos, para el diseño y aplicación de estrategias didácticas para la sostenibilidad y fortalecimiento de la lengua y la cultura kichwa amazónica, mediante un proyecto artístico escolar que se ha implementado en el octavo grado de la Unidad Educativa Comunitaria Intercultural Bilingüe (UECIB) “Amauta Ñanpi”. Este proyecto artístico escolar se estructuró en cincos procesos metodológicos: diagnóstico, socialización implementación, desarrollo y reflexión, mismos que permitieron desarrollar el proyecto y obtener información oportuna en cuanto a la identificación, reconocimiento, valoración, fortalecimiento y consolidación de las prácticas artísticas y culturales presentes en el contexto escolar. The work analyzes, explores and collects conceptual data and artistic and cultural urban elements, for the design and application of didactic strategies for the sustainability and strengthening of the Amazonian Kichwa language and culture, through a school art project that has been implemented in the eighth grade of the Intercultural Bilingual Community Education Unit (UECIB) “Amauta Ñanpi”. This school art project was structured in five methodological processes: diagnosis, socialization, implementation, development and reflection, which allowed the project to be developed and to obtain timely information regarding the identification, recognition, valuation, strengthening and consolidation of the artistic and cultural practices present in the school context. Azogues

In this article we propose to understand the meanings of the teaching work constituted in the historicity of the clashes by a hegemonic project of public school education. We carry out epistemological searches in the philosophical currents that support the modern school, analyzing historical multideterminants that foster public school meanings, and possibilities of sense for teaching work. We conclude that traditional Christian humanism makes sense centered on church-oriented knowledge; modern humanism forms an ambivalent sense between professionalization and vocation; and neoliberal humanism engages the teacher to mediate self-learning, causing loss of sense., En este ensayo proponemos comprender los sentidos del trabajo docente constituido en la historicidad de los enfrentamientos por un proyecto hegemónico de educación en escuelas públicas. Realizamos búsquedas epistemológicas en las corrientes filosóficas que apoyan la escuela moderna, analizando multideterminantes históricos que fomentan los sentidos de la escuela pública y las posibilidades de los sentidos para el trabajo docente. Concluimos que el humanismo cristiano tradicional establece un sentido centrado en el conocimiento orientado por la iglesia; el humanismo moderno forma un sentido ambivalente entre profesionalización y vocación; y el humanismo neoliberal involucra al maestro para mediar en el autoaprendizaje, causando pérdida de sentido., Neste ensaio propomos compreender os sentidos do trabalho docente constituídos na historicidade dos embates por um projeto hegemônico de educação pública escolar. Realizamos buscas epistemológicas nas correntes filosóficas que embasam a escola moderna, analisando multideterminantes históricas que fomentam sentidos da escola pública, e possibilidades de sentidos para o trabalho docente. Concluímos que o humanismo tradicional cristão estabelece sentido centrado no conhecimento orientado pela igreja; o humanismo moderno forma sentido ambivalente entre a profissionalização e a vocação; e o humanismo neoliberal empenha ao professor a mediação da autoaprendizagem, ocasionando a perda de sentidos.