From the Head Our Year 7S and 8S Returned from Half Term and Launched Straight Into Exam Season

Total Page:16

File Type:pdf, Size:1020Kb

From the Head Our Year 7S and 8S Returned from Half Term and Launched Straight Into Exam Season No. 475 The weekly newsletter for The Junior King’s School, Canterbury 7 June 2019 From the Head Our Year 7s and 8s returned from half term and launched straight into exam season. We were all delighted that they are now finally over. A relaxing weekend awaits the pupils and I hope they take the time to rest. There is so much to now look forward to in a very packed and productive final four weeks of term. Some of our swimmers are taking part in the IAPS National Finals at The Olympic Park on Saturday, and we wish them all the very best. Good luck to Sofiya, Oscar and Jessica who are all taking part in the National Last night, we hosted a dinner for IAPS Swimming Finals at the Olympic Park tomorrow. Sofiya and Jessica will swim in the parents and staff who support the 25m Butterfly in the Girls’ U12 and U13 races respectively and Oscar will swim the the two Pause groups, both here and Boys’ U10 25m Breaststroke. Good luck, all! at The King’s School. The evening was led by our team of three Chaplains, and it was a wonderful way to join our communities together over a delicious meal, created by our very talented catering team. We had our JKS Governors’ Meeting this week. The school is in fine form and the Governors were happy with all the progress at the school. Everyone is looking forward to the events fast approaching at the end Above and below: With exams out of the way, the Upper School children have enjoyed getting outside for of term, particularly the 1920s Ball the final round of House Matches, and practising their bowling and batting in the nets. next week, organised by the Friends of Junior King’s. This will launch, in style, our 90th Anniversary celebrations of being on this site, and our 140th Anniversary of being part of The King’s School. We look forward to our End of Year Service in the Cathedral on Tuesday at 9.45am, so please do join us if you can. The King’s Society warmly invites Junior King’s parents to an informal coffee morning at the new King’s Malthouse, just off St Stephen’s Road, on Thursday 13th Please note the change of time for the Junior King’s End of Year June at 10.30am. Please do let Mrs Service in Canterbury Cathedral. This will now start at 9:45am Jerman know if you are able to join on Tuesday 11th June rather than the published time of 10am. this too. The Junior King’s School, Sturry, Canterbury, Kent CT2 OAY — T: 01227 714000 — : @JuniorKingsSch www.junior-kings.co.uk The Week — No. 475 7 June 2019 From the Music Department The Visiting Music Teachers’ Charity Concert, on Sunday 9th June at 5pm in the Junior House Recital Room, is a great opportunity to hear some of our very talented music staff perform their instruments. There will be pieces for clarinet, timpani, double bass, Stars of the Week! songs and piano pieces. Mr Finnis will be playing a piano piece and Mrs Edlin will sing a couple of songs. The concert is free but there will be a collection at the end for 3AW: Dhiya the ‘Sounding Out’ project, which is being run by the King’s School to support musical instrument learning in local primary schools. All are welcome to attend this event and 3L: Ciall please bring friends and family with you. 4C: Dasha At the Summer Concert, on Thursday 13th June at 6pm, we will say goodbye to all the Year 8 musicians. The concert is primarily for Upper School pupils but those in the Orchestra, as well as many other ensembles, will also be performing, so there will be 4M: Ottie plenty of pupils in Middle School, and the odd one in Junior House, involved. There will be some invited soloists from Year 8. Tea will be provided for all performers at 4W: Lydia 5.15pm. As there will be rehearsals during the week, all those performing (particularly the orchestra) should bring in instruments every day next week. I have some tickets for the Philharmonia Orchestra Concert next Friday at the Marlowe Theatre. The theme of the concert is ‘Great British Classics’ and as well as Elgar’s famous ‘Enigma Variations’ there is a fantastic modern ‘Percussion Concerto’ by Scottish Composer, James MacMillan, using a whole array of percussion instruments. Anyone in the school is welcome to attend the event. Years 6-8 may attend with or without parents. Years 3-5 must attend with parents. Tickets are £8.50 for both pupils and parents. Please email me ([email protected]) for a form or pick one up from the music department. We will meet at 7pm outside the Marlowe Theatre for ticket distribution. The Lion King I was invited to watch the matinee performance of ‘The Lion King’ (music and lyrics by Elton John and Tim Rice) at the Lyceum Theatre, London, with the new cast of children playing young Simba and young Nala. Above: In Junior House Assembly on Tuesday Mrs I was asked to interview the Chandler talked about different feelings, emotions and behaviours. She took the children through a casting director of The Lion meditative body scan and asked them to think of King Cub School, Akosua positive thoughts. She explained that it is Boakye. The Lion King Cub important to be aware of all emotions and she School is a performing arts encouraged the children to put on their ‘positive coat’ each morning. school for children hoping to be cast for ‘The Lion King’. With anticipation and excitement, I travelled to London. When I arrived, I ate a delicious meal. Ms Boakye is a dancer and choreographer. When I met her, she gave me a Cub School t-shirt, an information leaflet and my ticket. As part of the conversation Ms Boakye offered a workshop at our school; I need to work with Mrs Obo to find a date, when I’m in Year 7, for a Lion King workshop. I very much enjoyed meeting Ms Boakye. Soon after, we entered the theatre and I took my seat. I was very impressed with the opening scene, with the amazing, lifelike puppets, lighting, music and costumes. I recognized songs like ‘Circle Of Life’, ‘Hakuna Matata’ and ‘Can You Feel The Love Tonight’. The dancing was exhilarating. The young Simba and the young Nala were excellent actors and convincing as lion cubs. My favourite character was Rafiki (the baboon, played by Gugwana Dlamini) because of the balance of humour, singing and her ability to engage the audience with different emotions. I very much recommend ‘The Lion King’ because of its wonderful storyline, where good overcomes evil in the end and the rightful lion becomes king. /Theo, 6P The Junior King’s School, Sturry, Canterbury, Kent CT2 OAY — T: 01227 714000 — : @JuniorKingsSch www.junior-kings.co.uk The Week — No. 475 7 June 2019 Mr Tugwell, our Chaplain, came to talk to Year 1 this week about his role as a vicar. His main job is to show people how much God loves us. He especially likes to work with people in the community who don’t feel loved or who may be suffering. He put on his robes to show us and we sang some of our favourite action praise songs, which we always enjoy in assembly. We were particularly interested to learn about Mr Tugwell’s community work – ask us how we want to help people. Our Reception class has been transformed into a beautiful Japanese Tea Room. We will spend this half term learning more about Japan, so this week we have spent time decorating and learning about the clothes Japanese people wear. We focused on kimonos, which are worn on special days. They are long, silk robes, which are tied with a large sash. Silk is made from silk worms and we will learn more about this soon! You could have been forgiven for thinking our Nursery had been under attack from pirates this week! We became swashbuckling buccaneers, terrorising the seas in the Nursery garden, having captured the good ship Lady Milner. We were in search of hidden treasure. We had ‘found’ a very intricate map, which showed an island where the treasure might be. It detailed the dangers of rocks, sharks and whales, but also a good mooring at the mouth of a river. We would have to trek across a desert, avoiding spiky cactus trees, but we were certain that ‘X’ marked the spot and the treasure would be found! The Junior King’s School, Sturry, Canterbury, Kent CT2 OAY — T: 01227 714000 — : @JuniorKingsSch www.junior-kings.co.uk The Week — No. 475 7 June 2019 We met Treacle and Malteser this week in Year 2. They are 9-week-old guinea pigs, who belong to Isabelle and Finn Pack. Mrs Pack brought them in to meet us as part of our topic learning about animals and how to look after them. We learnt that they have four toes on their front paws and three at the back – the front paws help with light digging, but not as good as rabbits! Guinea pigs live in the wild in South America and some people even eat them! To keep our guinea pig pets healthy we need to feed them special pellets, which contain lots of nutrients. They like to live in dry and warm hutches – but our school guinea pigs, Rosie and Toffee, have an outdoor palace! Pre-Prep Notice Board Tuesday 11th June – Year 2 Trip to Natural Pathways – We are looking forward to a day of den- building and woodland ‘survival’, so children should come to school in their long jogging-bottoms, PE top, hoodie and a pair of old trainers.
Recommended publications
  • Recruitment Information Package European School the Hague
    Recruitment Information Package European School The Hague (Primary) [photo here] The European School The Hague (ESH) is part of Rijnlands Lyceum Foundation (in Dutch: Stichting het Rijnlands Lyceum). Rijnlands Lyceum Foundation is an ambitious foundation that offers both primary and secondary education and national and international education. The 1100 staff members at eight schools provide innovative quality education to more than 7000 students with a focus on global citizenship. 1 About The European School The Hague (ESH) The European School The Hague is a unique school. We were established in 2012 to educate the children of employees of European Union institutions. We provide a multilingual and multicultural education to Early Years, Primary and Secondary school children culminating in the European Baccalaureate. We are an officially Accredited European School, partly administered and financed by the Dutch national education system, and accredited by the Board of Governors of the European Schools since December 2012. We are part of the Rijnlands Lyceum Foundation. ESH Primary is conveniently situated in between the city centre and the beach of Scheveningen. ESH Secondary is located 4,5 km from ESH Primary and 10 minutes by bike from Central Station. Our vision is to… Inspire students to be responsible, future focused, proactive citizens of Europe and the world. Our mission is to… Provide a positive, open-minded community that fosters ambition through rich cultural and academic opportunities, inspiring lifelong learning. Our ESH community is… Enriched by our multicultural and multilingual staff, students and parents as we connect, collaborate and celebrate a culture of learning. 2 Our core values Provide the foundation of how the ESH community, staff, students and families achieve our mission.
    [Show full text]
  • Linus J. Guillory Jr., Phd, Chief Schools Officer DATE
    Linus J. Guillory Jr., PhD LOWELL PUBLIC SCHOOLS Chief Schools Officer Phone: (978) 674-2163 155 Merrimack Street E-mail: [email protected] Lowell, Massachusetts 01852 TO: Dr. Joel Boyd, Superintendent of Schools FROM: Linus J. Guillory Jr., PhD, Chief Schools Officer DATE: September 27, 2019 RE: Update on the Latin Lyceum The following report is in response to a motion by Gerard Nutter & Andy Descoteaux: Administration to explain the change in philosophy regarding class location for the Latin Lyceum and Freshman Academy. Robert DeLossa prepared a response for Head of Lowell High School Busteed. The entirety of the response is reflected herein. From: Robert DeLossa To: Marianne Busteed Date: 25 September 2019 RE: Response to School Committee Motion with regard to the change of Freshman location to FA for Lyceum Students With regard to the question of whether the decision to house the teachers of Freshman Lyceum students in the Freshman Academy reflected a change of philosophy underlying the Lowell Latin Lyceum, I can state categorically that it did not. The underlying philosophy of the LLL remains the same as it has since the beginning of the Lyceum. Below I will point to two different areas to consider. The first is that the move to the Freshman Academy actually is more consistent with the philosophy of the Lyceum than the previous arrangement. Second, the move to the Freshman Academy better supports the individual needs of Lyceum students, who because of their academic giftedness and creativity, often need more social-emotional support than the previous arrangement provided. That support is physically located in the Freshman Academy.
    [Show full text]
  • Country School Name ALGERIA Faculte De Chirurgie-Dentaire
    Country School Name ALGERIA Faculte De Chirurgie-Dentaire ALGERIA Institut De Sciences Medicales Oran Departement De Chirurgie Dentaire ALGERIA Institut Des Sciences Medicales ALGERIA Institut Des Sciences Medicales Annaba ARGENTINA Universidad De Buenos Aires Facultad De Odontologia ARGENTINA Universidad Nacional De Cordoba Facultad De Odontologia ARGENTINA Universidad Nacional De La Plata Facultad De Odontologia ARGENTINA Universidad Nacional De Rosario Facultad De Odontologia ARGENTINA Universidad Nacional De Tucuman Facultad De Odontologia ARGENTINA Universidad Nacional Del Nordeste Facultad De Odontologia ARMENIA Erevan Medical Institute Faculty of Stomatology AUSTRALIA School of Dentistry and Oral Health AUSTRALIA The University Of Melbourne School of Dental Science AUSTRALIA The University Of Queensland School of Dentistry AUSTRALIA University Of Adelaide Department Of Dental Science AUSTRALIA University Of Sydney Faculty of Dentistry AUSTRALIA Westmead Dental Clinical School AUSTRIA Universitaetsklinik fur ZMK Graz AUSTRIA Universitaetsklinik fur ZMK Innsbruck AUSTRIA Universitaetsklinik fur ZMK Wien AZERBAIJAN Azerbaijan Medical Institute Faculty of Stomatology BELARUS Belorussian State Medical University Faculty of Stomatology BELARUS Minsk Medical Institute Faculty of Stomatology BELARUS Vitebsk State Medical University Faculty of Stomatology BELGIUM Ecole de Medecine Dentaire et de Stomatologie BELGIUM Ecole de Medecine Dentaire Pathologie Buccale et Chirurgie Maxillo-Faciale BELGIUM Universite de Liege Institut de Dentisterie
    [Show full text]
  • Private Schools Fee Determination Committee Chennai-600 006 - Fees Fixed for the Year 2013-2016 - District: Kanyakumari
    PRIVATE SCHOOLS FEE DETERMINATION COMMITTEE CHENNAI-600 006 - FEES FIXED FOR THE YEAR 2013-2016 - DISTRICT: KANYAKUMARI SL. SCHOOL HEARING SCHOOL NAME & ADDRESS YEAR LKG UKG I II III IV V VI VII VIII IX X XI XII NO. CODE DATE Artesia Nursery & 2013 - 14 4550 4550 5700 5700 5700 5700 5700 - - - - - - - Primary School, Near St.Antony's 1 010002 Church, 07-05-2013 2014 - 15 5005 5005 6270 6270 6270 6270 6270 - - - - - - - Kappukad Post-629 162, Vilavancod Taluk Kanyakumari D 2015 - 16 5506 5506 6897 6897 6897 6897 6897 - - - - - - - 2013 - 14 3200 3200 3910 3910 3910 3910 3910 - - - - - - - Desiya Vidya Kedra Nursery & Primary 2 010004 School, 07-05-13 2014 - 15 3520 3520 4301 4301 4301 4301 4301 - - - - - - - Villukiri - 629 180. Kanyakumari District. 2015 - 16 3872 3872 4732 4732 4732 4732 4732 - - - - - - - 2013 - 14 4800 4800 6000 6000 6000 6000 6000 - - - - - - - Devi Nursery & Primary School, 3 010005 Kunnamagal, 26-03-13 2014 - 15 5280 5280 6600 6600 6600 6600 6600 - - - - - - - Vaniyakudi P.O Kanyakumari - 629 251 2015 - 16 5808 5808 7260 7260 7260 7260 7260 - - - - - - - 2013 - 14 3200 3200 4200 4200 4200 4200 4200 - - - - - - - Emilin Memorial Nursery & Primary School 4 010006 CSI, Kanjirapuram, 12-03-2013 2014 - 15 3520 3520 4620 4620 4620 4620 4620 - - - - - - - Kanjiracode - 629 155. Kanyakum 2015 - 16 3872 3872 5082 5082 5082 5082 5082 - - - - - - - 2013 - 14 3600 3600 3600 3600 3600 3600 3600 - - - - - - - Good Samaritan Nursery & Primary School, 5 010007 Nediyasalai, 13-03-13 2014 - 15 3960 3960 3960 3960 3960 3960 3960 - - - - - - - Arumanai Post, Kanyakumari District. 2015 - 16 4356 4356 4356 4356 4356 4356 4356 - - - - - - - JOHN PAUL II N & P 2013 - 14 5300 5300 6300 6300 6300 6300 6300 - - - - - - - SCHOOL KULASEKHARAM 6 010009 7-5-13 2014 - 15 5830 5830 6930 6930 6930 6930 6930 - - - - - - - 629 161 ARANIVILAI KANYAKUMARI 2015 - 16 6413 6413 7623 7623 7623 7623 7623 - - - - - - - 1 PRIVATE SCHOOLS FEE DETERMINATION COMMITTEE CHENNAI-600 006 - FEES FIXED FOR THE YEAR 2013-2016 - DISTRICT: KANYAKUMARI SL.
    [Show full text]
  • Secondary School
    Secondary school A secondary school is an organization that provides secondary education and the building where this takes place. Some secondary schools provide both lower secondary education and upper secondary education (levels 2 and 3 of the ISCED scale), but these can also be provided in separate schools, as in the American middle and high school system. Secondary schools typically follow on from primary schools and prepare for vocational or tertiary education. Attendance is usually compulsory for students until the age of 16. The organisations, buildings, and terminology are more or less unique in each Tóth Árpád Gimnázium, a secondary school in Debrecen, country.[1][2] Hungary Contents Levels of education Terminology: descriptions of cohorts Theoretical framework Building design specifications Secondary schools by country See also References External links Levels of education In the ISCED 2011 education scale levels 2 and 3 correspond to secondary education which are as follows: Lower secondary education- First stage of secondary education building on primary education, typically with a more subject-oriented curriculum. Students are generally around 12-15 years old Upper secondary education- Second stage of secondary education and final stage of formal education for students typically aged 16–18, preparing for tertiary/adult education or providing skills relevant to employment. Usually with an increased range of subject options and streams. Terminology: descriptions of cohorts Within the English speaking world, there are three widely used systems to describe the age of the child. The first is the 'equivalent ages', then countries that base their education systems on the 'English model' use one of two methods to identify the year group, while countries that base their systems on the 'American K-12 model' refer to their year groups as 'grades'.
    [Show full text]
  • Classifying Educational Programmes
    Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries.
    [Show full text]
  • Higher Education in Greece Compared to Canada
    College Quarterly - Articles - Higher Education in Greece compared to Canada College Quarterly Winter 2014 - Volume 17 Number 1 Home Higher Education in Greece compared to Canada By Helen Miliotis Contents Abstract This paper compares and contrasts higher education in Canada and Greece. An overview of the systems in place is followed by an analysis centred on the triad of funding, access and quality. Similarities and differences are highlighted, and the current challenges and issues faced by both nations will be examined, especially in terms of world competitiveness and the pressures of globalization. I conclude that Canada currently has postsecondary systems in place that make it more competitive in world markets than Greece has at the moment. Introduction Higher education in different nations around the world share some common characteristics, but also have differences unique to each setting. In this paper, Canadian higher education is compared to Greek higher education. There are a number of reasons why I chose this pairing to compare. First, from Aristotle’s Lyceum and the origins of higher education as well as democracy, Western civilization has often attributed much to the influence of ancient Greek ideals. As higher education was a notion that existed in Greece thousands of years ago, it would be interesting to see how it has evolved into its current state. Secondly, and on a much more personal level, I am of Greek descent. I was born in Canada but moved to Greece as a child for a number of years, growing up among the ruins of ancient Athens. While there was always this awe-inspiring wonder of ancient times, the reality that I heard every day from relatives (especially those who were currently in university) was the difficulties they were encountering in obtaining a higher education.
    [Show full text]
  • NEW 2021 Fee Schedule V6
    ENROL | GRADUATE | SUCCEED FEE SCHEDULE 2021 www.lyceum.co.za HOW TO REGISTER AT LYCEUM • Enrol any time Bank Deposits: 4. Zapper payment Lyceum has no set semesters. You can start your Bank: ABSA New applicants can make a full course or deposit studies when it suits you. Account Holder: Lyceum College fee payment with Zapper or via EFT. Branch Code: 632005 NB: Existing Students must access the Student • Easy process Account No.: 4096944533 Portal for the Payment Options available to them Type of Account: Cheque only. A. Read our prospectuses and select your Ref. No.: Student’s ID Number programme. (Please do not forget to include.) B. Complete your enrolment form. C. Send your completed enrolment form to 2. Credit card payment Lyceum. You can email your application or visit your nearest Lyceum branch. Complete your credit card details on your enrolment form. You also have the option to select A Student Advisor will contact you and assist you your credit card’s budget plan here. with the rest of the registration process. 3. Monthly instalments (debit order) • Get sponsored If you choose to pay in monthly instalments, you Your employer can fund your studies. Speak to must complete a debit order authorisation form. your manager or HR department to learn how Your Student Advisor will give you more information they can help you further your studies. about this. • Select your payment option Please contact your Student Advisor for your personalised payment plan. 1. Upfront payment Please Note: Ensure the full amount is paid. All foreign students will need to pay the full fee We accept: Electronic funds transfer (EFT), bank upfront.
    [Show full text]
  • Heath Culture. War Ofworlds. Lyceum Subjects
    'A N D SCIENTIFIC THOUGHT - JUVOTED TO PROGRESSIVE, RELIGIOUS Issued the First and Fifteenth Published by LILY DALE, N. Y., DECEMBER I, MIL of Each Month at 50 Cents per Year. Nnnber H Wine 7. The Sunflower Publishing Company effect upon the subtle body. This ancient penetrability he sees the truth that his srstera is explained by Pantanjali in its WAR OFWORLDS. soul waves and his reason feeds upon. LYCEUM SUBJECTS. HEATH CULTURE. esoteric meaning. Thereafter man progresses fast or slow according to his power of assimulation. BY JOHN R. SNOW. By Jno. F. Morgan. “SUSHl'JISA,’’ BY STELLA B. CASE. The little wires of electricity that are at­ (which is the action of the spinal chord.) CHAPTER XI. tracted to a man's inner self and are dis­ purity. The Advanced Thought publications As long as the tat was are not known LIFE’S PHASES. tributed through space, sometimes reach­ P u r e h the air at the dawa, which the « a ’ see devoting a great deal of space to to a person it is necessary for him to ing across the continent are his tele­ Cleanses afresh for a new day be|un; brp abdominal breathing: "The Psychic pracitce Gnani-Yoga concentration (but Out of the darkness or life’s ravjne phones and cables upon which messages Fare is the water by montaln streams borne. Kwsth ” "The Solar Plexus (The King’s - . , . Cometh the tints of a fairy glow. Fed from the clouds which the hill tops have . „ _. „ „ t,~. not meditation which produces a drifting are flashed to him by minds distant a d r a w n .
    [Show full text]
  • May Plato's Academy Be Considered As the First Academic Institution?
    Center for Open Access in Science ▪ https://www.centerprode.com/ojsh.html Open Journal for Studies in History, 2019, 2(2), 35-42. ISSN (Online) 2620-066X ▪ https://doi.org/10.32591/coas.ojsh.0202.02035s _________________________________________________________________________ May Plato’s Academy be Considered as the First Academic Institution? Zhulduz Amangelidyevna Seitkasimova M. Auezov South Kazakhstan State University, KAZAKHSTAN Faculty of Pedagogy and Culture, Shymkent Received 8 November 2019 ▪ Revised 17 December 2019 ▪ Accepted 23 December 2019 Abstract Plato’s Academy is undoubtedly the first higher education institution in history, and in ancient Athens itself represents the most important educational institution. It constituted in the context of the universal development that took place in ancient Athens, in the 5th and 4th century BC, and it continued to work until the Byzantine Emperor Justinian forbade the work of all schools of philosophy (529 AD). This development, which is part of the so-called Golden Age of ancient Athens, represents the period of Greek history in which the foundations of Western civilization originated, as we know it today. Plato appears as one of the greatest philosophers of ancient Greece, along with Socrates and Aristotle, to the first of whom appears as a student and to the second as a teacher. Philosophy in the true sense of the word was created in Plato’s era in ancient Athens (Russell, 1975), and Plato’s Academy, in which he, along with his students, talked about various philosophical topics through the Garden of Akademos, was the impetus for this development. There are also opinions that the development of philosophy after Socrates, Plato, and Aristotle is only of reproductive character when it comes to the basics of philosophy.
    [Show full text]
  • CCA at the Lyceum
    CCA at the Lyceum A core element of the school, the CCA department seeks to inculcate the values and philosophy of Lyceum through experiential learning, active participation and student empowerment. The students are at the center of the activities and fully responsible for leading all student initiatives and students societies under the guidance of expert professionals in the fields. The CCA societies are divided under the following heads: SERVICE & ADVOCACY Critical service learning and community building are core values of the Lyceum. Under the umbrella of Social Justice, societies aim to create awareness about sociopolitical issues, build communities and service underserved segments of our society. Student Societies 1. Religions for Peace – to promote peace and inclusivity through understanding the core essence of all religions whilst standing firm in one’s own faith. 2. Lypaws – to advocate the humane treatment of animals, protection of habitats, and the placement of abandoned pets in caring homes. Learning Modules 1. Peace Studies 2. Development Studies 3. Social Justice module Education Outreach Service Projects. 1. Mashal Academy – to develop an outreach program allowing students of Lyceum to provide education to the children of Neelum Colony. 2. Sirath-ul-Jannah – to volunteer with the goal of connecting and engaging with the children at a home for abandoned and at-risk youth in Karachi every Saturday. CREATIVITY The creative societies at Lyceum seek to promote experiential learning and promote active discussions through engagement with creative pursuits. Student Societies 1. LyTheatre – to enable students to find creative expression through training sessions, activities and performances. 2. LyProv – to develop improvisational skills along with confidence, communication, inter-personal and team building skills through improv.
    [Show full text]
  • Platonic Academy of Florence"
    Humanist Academies and the "Platonic Academy of Florence" The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Hankins, James. Forthcoming. Humanist academies and the “Platonic Academy of Florence.” In Proceedings of the conference, "From the Roman Academy to the Danish Academy in Rome," ed. H. Ragn Jensen and M. Pade. Analecta Romana Instituti Danici Supplementum. Copenhagen: Odense University Press. Published Version http://www.acdan.it/analecta/english.htm Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:2936369 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA 1 Forthcoming in the proceedings of the conference, From the Roman Academy to the Danish Academy in Rome, ed. H. Ragn Jensen and M. Pade, to appear in Analecta Romana Instituti Danici Supplementum. Humanist Academies and the “Platonic Academy of Florence” James Hankins (Harvard University) It is now widely recognized that the student of early humanist academies has to use great care when dealing with the numerous but often ambiguous references to academies and academic life in fifteenth century sources. The second half of the Quattrocento was the formative period for the idea of learned, literary and artistic academies, and it is all too easy to impose on fifteenth-century sources anachronistic assumptions drawn from the sixteenth and later centuries about the purpose, organization, and general character of these early associations of humanists.
    [Show full text]