Gordonstoun International Summer School Gordonston GISS Artwork 29 Sept.Qxp Layout 1 29/09/2015 17:59 Page 3

Total Page:16

File Type:pdf, Size:1020Kb

Gordonstoun International Summer School Gordonston GISS Artwork 29 Sept.Qxp Layout 1 29/09/2015 17:59 Page 3 Gordonston_GISS_artwork_29 Sept.qxp_Layout 1 29/09/2015 17:59 Page 1 GORDONSTOUN International S ummer School “Not 3 weeks in a lifetime, but a lifetime in 3 weeks” where everyone smiles in the same language www.giss.org.uk where everyone smiles in the same language Gordonston_GISS_artwork_29 Sept.qxp_Layout 1 29/09/2015 17:59 Page 2 “Experience something you’ve never done before. It’s a fantastic, terrific school!” “It’s like heaven, AMAZInG... GIss is the best summer school ever!” 2 Gordonstoun International summer school Gordonston_GISS_artwork_29 Sept.qxp_Layout 1 29/09/2015 17:59 Page 3 ForEWord by His royal Highness e duke of Edinburgh Modern methods of transport and communication have made it possible for the first time for more and more people in all parts of the world to travel great distances quickly and safely and to meet each other. Indeed it has become quite usual for people employed in business and the professions to spend much of their time in foreign countries. The Gordonstoun Summer Language and Adventure Course provides a splendid opportunity for boys and girls from other parts of the world to experience life in a foreign country, and to make a start to learn, or to improve their knowledge of, English. They will be able to do this against a background of Scotland’s magnificent scenery with all it has to offer in sports and recreations. I don’t suppose any future business or diplomatic appointment in a foreign country will be quite the same as this Summer School Course, but at least everything will be done to make this first introduction to the strangeness of a foreign country as happy and rewarding as possible. His Royal Highness The Duke of Edinburgh www.giss.org.uk where everyone smiles in the same language 3 Gordonston_GISS_artwork_29 Sept.qxp_Layout 1 29/09/2015 17:59 Page 4 from the dIrEctor “e best three weeks of my life”. These are the words we frequently read on the student’s questionnaire responses at the end of the summer school courses. As a child, just one experience can be very formative and it is a combination of factors that make the Gordonstoun International Summer School so special. The personalised and caring environment we create ensures that they make great friendships as they experience the broad diversity of activities that are offered. As part of Gordonstoun, the children access both the excellent campus facilities which are set in a beautiful, secluded and safe part of Scotland, as well as spending a week on the stunning West Coast of Scotland, sailing and experiencing all the challenge of the mountains. Our high staffing ratio of one staff to two students ensures they are supported and challenged in the classroom, in the creative arts, on the sports field, in the mountains and at sea. This is all whilst speaking English and developing great international friendships. Parents typically reflect that the children leave us having improved in confidence, maturity, language and IT skills as well as in building international and personal relationships. Gordonstoun International Summer School Staff. Our excellent staffing ratio ensures careful attention across the wide range of activities. Gordonstoun International Summer School has been successfully operating for over 40 years, providing a safe and happy environment where students from all over the world come together to learn, have fun and make friends. Both parents and children can be completely confident that their expectations of an amazing summer school experience will be met and that students will indeed have the best weeks of their lives.... We look forward to welcoming you to the Gordonstoun International Summer School. Claire MacGillivray Director 4 Gordonstoun International summer school Gordonston_GISS_artwork_29 Sept.qxp_Layout 1 29/09/2015 18:00 Page 5 “If you go there, you will never forget it” “You will face fears and make many friends” www.giss.org.uk where everyone smiles in the same language 5 Gordonston_GISS_artwork_29 Sept.qxp_Layout 1 29/09/2015 18:00 Page 6 Gordonstoun Gordonstoun stands in 180 acres of woodland, within walking distance of sandstone cliffs and sandy beaches on the beautiful coast of the Moray Firth in Scotland. Six miles away is the historic city of Elgin. Lossiemouth nearby is well known for its picturesque harbour, fine golf courses and beautiful beaches. An hour’s drive takes one to the ski resort of Aviemore at the foot of the Cairngorm Mountains. Inverness, the capital of the Highlands, is forty miles away and is only an hour away from London by air. tHE BAckGround Gordonstoun, founded in 1934 by Dr Kurt Hahn, the originator of the ‘Outward Bound’ philosophy of education, is one of the most famous boarding schools in Britain. The school has among its past pupils members of the British Royal family together with boys and girls from other royal and prominent families from around the world. The Gordonstoun mission statement is: “Gordonstoun prepares each student through learning by diverse experience for a full and active role as an international citizen in a changing world”. Hence great importance is attached to international understanding and a quarter of the School’s pupils come from overseas. The Gordonstoun International Summer School has also adopted the same mission statement. The surrounding countryside with its beaches, forests and hills is ideal for teaching young people to enjoy their environment. The sea and the mountains offer those challenges of adventure and team work which are so important in this modern world 6 Gordonstoun International summer school Gordonston_GISS_artwork_29 Sept.qxp_Layout 1 29/09/2015 18:00 Page 7 “Gordonstoun is the best thing ever. I wish I could go again.” www.giss.org.uk where everyone smiles in the same language 7 Gordonston_GISS_artwork_29 Sept.qxp_Layout 1 29/09/2015 18:00 Page 8 tHE suMMEr scHool coursE ovErvIEW Gordonstoun International Summer School is held in July and August. “unique activity Courses last three and a half weeks and are for boys and girls aged programme, friendly eight to sixteen inclusive. There is a lively, friendly and family atmosphere during this busy programme; staff, instructors and atmosphere” students all work together to prove the truth of the Gordonstoun School motto - ‘Plus est en vous’ - ‘There is more in you than you think’ - to all who come here. Teachers and instructors at the Summer School all are professionally qualified and have experience in teaching and training boys and girls from all parts of the world. Assistant staff and student leaders make an overall staffing ratio of approximately one member of staff to two students, thereby allowing the aims of the course to be achieved by all students, often under individual supervision. Students will receive instruction in English as an Additional Language or, for those boys and girls who are fluent in English, they can choose one of the following: Information Technology or Literature and Creative Writing or Spanish Language. Arts and Crafts, Technology, Confidence Building, Music Making, Drama, Sailing and Sport will be integrated into the programme and students will be helped further to develop self-reliance through Adventurous Activities and Ocean Cruising. Recreational and optional activities are also offered. 8 Gordonstoun International summer school Gordonston_GISS_artwork_29 Sept.qxp_Layout 1 29/09/2015 18:00 Page 9 AcAdEMIc studY EnGlIsH lAnGuAGE (E.A.l.) Boys and girls will be assigned to the appropriate class for beginners or for intermediate or advanced students on the basis of placement tests given upon arrival at the school. Some previous knowledge is desirable but not essential. In language-training both audio-visual and the more traditional methods will be used to cover written, grammar and spoken English. The teaching aims to improve children’s ability to express their ideas and thoughts in English and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes. For more advanced students there is the opportunity to read great literature in the original language and examine current issues whilst beginning to develop and justify points of view in speech and writing. Those not taking English as their academic subject are asked to choose ONE of the following alternative courses:- lItErAturE And crEAtIvE WrItInG This course is suitable for students who have a strong command of the English language. It is aimed at improving English skills through a study of Literature and Creative Writing. Students are encouraged to explore and develop their skills in literacy criticism through close analysis of a range of texts. Students will have the opportunity to study poetry, prose extracts, short stories and selected scenes from plays. For Creative Writing, there will be workshops on how students can create engaging openings to their stories, using effective imagery in their writing, create tension and suspense, different genres etc. All of this would be supported by the short stories, poems, novel extracts and drama extracts already taught. spAnIsH This course is offered at advanced, intermediate and elementary levels where emphasis will be on Spanish conversation. Students will be able to learn the art of conversation required in the daily round of social life, such as greetings, requests, thanks, regrets, apologies and enquiries. There will be opportunities for the more advanced students to improve their conversation and written skills. InForMAtIon tEcHnoloGY The course operates on Microsoft software and covers a wide range of computer applications, including word-processing, spreadsheets, databases, “Great place for desktop publishing, powerpoint, multimedia, graphics, programming, control learning English and technology and the Internet; no previous computer experience is required. to make friends from Control technology is included for more advanced students. This looks in more detail at the use of computers in controlling mechanical devices such around the world” as robots.
Recommended publications
  • The Armidalian
    The Armidalian 2019 The Armidalian is the magazine of record of The Armidale School, Armidale NSW Australia. Credits Editor: Tim Hughes Design & Layout: Donna Jackson Cover Photo: Tim Hughes, Year 12 Final Assembly The Armidalian Volume 121 2019 Contents Introduction 2 Year 12 Awards 42 Middle School 92 Staff 4 Valedictory Day Address 44 Head of Middle School 94 Vale Murray Guest 6 Valedictory Day Responses 47 Junior School 98 Redress and Reflection 12 Valete 50 Head of Junior School 100 Chairman’s Address 14 SRC and House Captains 71 Junior School Sport 103 Acting Headmaster’s Address 16 Salvete and Valete 72 Junior School Speech Day Awards 106 Speech Day Guest 19 Junior School Photo 108 Senior Prefects’ Addresses 21 Academic Reports 74 Transition 110 Chaplain’s Report 24 Academic Extension 76 Kindergarten 111 Wellbeing and Pastoral Care 26 Agriculture 78 Year 1 112 Counsellor’s Report 28 Creative Arts 79 Year 2 113 Aboriginal Students’ Program 29 English 80 Year 3 114 Comings and Goings 30 HSIE 82 Year 4 115 Descendants of Old Armidalians 31 Languages 83 Year 5 116 Director of Boarding 32 Mathematics 85 PDHPE 86 Leadership, Service & Adventure 118 Senior School 34 Science 87 Round Square 120 Director of Studies’ Report 36 TAS 89 Cadets 124 Speech Day Prizes 38 ANZAC Address 128 Prefects & House Captains 41 The Armidalian Passing Out Parade 130 Croft 154 Mountain Biking 194 Bush Skills 132 Girls’ Boarding 156 Netball 196 Rangers 133 Green 158 Rowing 198 Rural Fire Service 134 Ross 159 Rugby 200 Surf Lifesaving 135 Tyrrell 160 TAS Rugby
    [Show full text]
  • Round Square News
    ROUND SQUARE NEWS Sept 2014 - Issue 20 www.roundsquare.org Round Square International Conference 2014 Beginning at the end of this month The Sanskaar Valley School, Bhopal, India and King’s Academy, Madaba, Jordan will jointly be hosting the Round Square International Conference. The conference begins at Sanskaar Valley School from 28th Sept to 4th Oct 2014 with the theme: “We may not have it all together but together we have it all”. Students will be inspired to turn inspiration into action for a common future and will explore the need to share value of common resources. http://www.rsic2014tsvs.org At the King’s Academy from 7th to 13th Oct 2014 the theme is “Al Salamu Alaikum” or “Peace Be With You”. The conference logo is the olive tree, a symbol of peace in the region, and the conference aims to celebrate differences guided and noses kept to the grindstone and encourage its young delegates to by Tessa from the Rainbow nation and she grow stronger through appreciating and is as colourful as her national flag since, applying their collective wisdom. depending on the need, she can don her http://www.kingsacademy.edu.jo/rsic-2014/ South African, English and/or Scottish hat at a whim. So what is this eclectic mix of If you can keep your cool… folk doing all crammed into such a small Sabah al kheir! (Good morning) As I space? Hopefully it is preparing for the utter these words, on entering the Round invasion, by the world, of King’s Academy Square office, there is a muted reply this coming October 2014.
    [Show full text]
  • Elgin High School Active Schools Annual Report 2014-15
    Elgin High School Active Schools Annual Report 2014-15 Active Schools Annual Report 2014-15 Elgin High School Elgin High School is situated on the south side of Elgin. It serves the communities of New Elgin and the surrounding rural areas of Longmorn, Birnie and Miltonduff. The feeder primary schools are Greenwards PS, Mosstowie PS and New Elgin PS. With a roll of approximately 580 pupils in 2014-15, Elgin High School was the fifth largest of Moray’s eight secondary schools. The school is fully comprehensive for pupils of all abilities and all backgrounds. Kestrel House is the part of the school that caters for pupils with profound and complex learning difficulties. Impact of Active Schools Elgin High School junior netball team continued to grow from strength to strength throughout 2014-15 year. We continued to have an impact by adherence to training sessions and by supporting qualified, motivated coaches in their delivery. We also organised regular Moray- wide tournaments at Gordonstoun, allowing the girls to participate in competitive sport. In 2014- 15 a strong twelve S1-3 girls attended weekly coaching sessions. Netball is one of the most popular and regularly attended activity sessions across primary and secondary schools. The momentum built in the sport over the past two years has allowed Elgin High ASG girls to continue to play netball from primary into secondary school, with quality coaching and competition. Netball is popular not only in Elgin High school but all secondary schools in Moray, meaning the opportunities for the Elgin HS team to continue to compete against other schools in the coming years will continue.
    [Show full text]
  • Bright World Education
    Bright World Education advice and placement service into top UK boarding schools choose from over 450 independent First Class schools, colleges Guardianship and UK universities service across the UK www.brightworld.co.uk The Bright World Team knowledgeable, efficient and professional I whole-heartedly believe that without your dedicated efforts and good “recommendations, we would never have made it - Sheena, no words can express our gratitude to you!! Estella Yip, Mother of Regine Yip” Meet the school and university placements team who are here to help guide you from enquiry to confirming your place at a UK boarding school, college or university about Bright World Bright World Education Ltd and Bright World Guardianships Ltd are sister companies, both established in 2000 and dedicated to helping international students find places at UK schools, colleges and universities and safeguarding their welfare while they are here. Bright World Education Ltd is an education consultant specialising in helping international students find places at UK boarding schools, colleges and universities. Bright World has developed strong relationships with schools and colleges over the yearss so we have a tremendous knowledge of the schools, the education system and most importantly how international students can make the transition between their education system overseas and ours in the UK. We have excellent contacts with schools and understand the needs of international students very well. Schools fill up quite quickly during the academic year and we keep a careful note of the places still available week by week. To apply, send us the student’s name, date of birth and latest school reports with any further requirements and we will suggest schools that still have places in the correct year group for you.
    [Show full text]
  • Speaker Information 2019 WLSA Global Educators Conference
    Speaker information 2019 WLSA Global Educators Conference Page | 1 Gail BERSON Title: Director of College Counseling Institution: Lycée Français de New York Biography: Gail Berson is the Director of College Counseling at the Lycée Français de New York. She has more than 40 years of experience in college admission, student financial services, and counseling. A magna cum laude graduate of Bowdoin College, she earned her master’s degree at Emerson College. She served as Vice President for Enrollment/Dean of Admissions. n and Financial Aid at Mount Holyoke and Wheaton Colleges, as Director of Admission at Mills College (CA), interim college counselor at Rocky Hill School (RI), and has consulted broadly at a variety of colleges and independent schools. Ms. Berson, who has been a frequent speaker on college admission, is a former trustee of the College Board and currently volunteers for the World Leading Schools Theresa BLAKE Association (WLSA) where she presented sessions at their summer programs in Shanghai, China and on Jeju Island and in Seoul, Korea. She also served as a past president of the Bowdoin Alumni Council and in leadership roles for her class reunions. During vacations, she enjoys spending time with family and friends at her home on Nantucket. Title: Director of Social and Emotional Learning Institution: Appleby College Biography: Theresa Blake, M.Ed. CAPP, is the Director of Positive Education at Appleby College and is responsible for increasing faculty capacity to foster student wellbeing through theory and practice of Positive Education. Throughout her very successful teaching career, she has taught Mathematics, Sciences and French as a Second Language, and has served in multiple leadership capacities including Department Head of Languages, Director of Senior School and Director of Social and Emotional Learning (SEL).
    [Show full text]
  • A SHORT HISTORY of the ARMIDALE SCHOOL
    A SHORT HISTORY of THE ARMIDALE SCHOOL D L (Jim) Graham January, 2008 FOREWORD The genesis of this book was a chance remark by the Headmaster, Murray Guest, about the need for a simple and concise history of the School for new boys and other interested people. When I approached Jim Graham, the author of A School of Their Own (the first and only comprehensive history of TAS), he enthusiastically agreed with the idea. This book is the result; I was privileged to assist Jim with the text and editing. Acknowledgement is given to Andrew Constable, a duty master at TAS in the 1980s, and the members of the then History Committee who produced The Armidale School - An Introduction in 1987. Some material from that publication has been used in the preparation of this book. We also thank Ian Johnstone for his valuable assistance. This is a pilot edition and any suggestions or corrections would be welcome. It is hoped to add illustrations at a later date. David Connah January, 2008 FURTHER INFORMATION For further information on the history of the School, the following sources are invaluable: A School of their Own: The History of The Armidale School, by Jim Graham, published in 1994 and The Armidale School Register 1894-1993, compiled by Belinda Anstock, also published in 1994. Past copies of The Armidalian and Binghi are very useful. Many editions of The Armidalian are reproduced on the School's comprehensive website (www.as.edu.au) which is also well worth searching for other information about TAS. AUTHOR'S NOTE I wish to express my thanks to David Connah and his wife Barbie for their invaluable contribution in the preparation of this Short History.
    [Show full text]
  • 1 APPENDIX I Other Canadian Boarding Schools Following Is a List
    APPENDIX I Other Canadian Boarding Schools Following is a list of seven Canadian boarding schools in Alberta, Saskatchewan, and Ontario from whom we have not been able to obtain sufficient information to allow us to profile them in the Handbook. The list also includes most Quebec boarding schools and these have not been profiled for a different reason. In that province, residences of these schools are open Sunday to Thursday nights, it being expected that on week-ends, boarders will return to their homes nearby or possibly, stay with local families 1. This list does not include overseas schools offering Canadian qualifications. Alberta Banff Mountain Academy Box 369, Banff, AB, T0L 0C0 Telephone: (403) 762-4101; Fax: (403)762-8585 Type: Coed, Alpine Skiing Saskatchewan Rivier Academy 1405-5th Avenue West, Prince Albert, SK, S6V 5J1 Telephone: (306) 764-6289; Fax: (306) 736-1442 Type: Girls, Roman Catholic 2 Ontario 1 E-mail to Ashley Thomson from Jacques Pelletier, Director Responsible for the Admission of Foreign Students to Collège Bourget (Rigaud, Quebec) dated: January 26, 1999. 2 These listings were derived from an Ontario Government document entitled: Private Elementary and Secondary Schools available at the following web address: http://www.edu.gov.on.ca/eng/general/elemsec/privsch/index.html. 1 Bnei Akiva Schools 59 Almore Ave., Downsview, ON M3H 2H9 Telephone: (416)630-6772; Fax: (416)398-5711 Type: Boys, Jewish Great Lakes College of Toronto 323 Keele St., Toronto, ON, M6P 2K6 Telephone: (416)763-4121; Fax (416) 763-5225 Type:
    [Show full text]
  • Gordonstoun — an Adventure Into Education
    gordonstoun — an adventure into education DON WALTON “ I will call the three views of education the Ionian They can thereby develop resilience, stamina and view, the Spartan view, the Platonic view ... Those powers of concentration — all of which help them who hold the first view believe that the individual towards vital health. The progress achieved often ought to be nurtured and humoured regardless of came as a surprise to the boy or girl in training: the the interests of the community. According to experience of defeating their own defeatism remain­ the second view, the individual may and should be ed a strengthening memory. The second contribu­ neglected for the benefit of the state .. The third, tion of Salem deserves the name of a discovery: the Platonic view, is that any nation is a slovenly namely that the so-called deformity of puberty guardian of its own interests if it does not do all it should not be regarded as a decree of fate. You can to make the individual citizen discover his own can avoid those loutish years, that dim and irritable powers: and further, that the individual becomes a period when even movements become sluggish and cripple from his or her own point of view if he is awkward, you can preserve a child’s strength, the not qualified by education to serve the community.” undefeatable spirit, the joy of movement, the power of compassion, the eager curiosity — all those Which of these aims are we trying to realise treasures of childhood, on one condition: that you in South Africa? The introduction of the new kindle on the threshold of puberty and subsequently differentiated system is surely designed to sustain the so-called non-poisonous passions — enable each pupil to “discover his own the zest for building, the craving for adventure, the joy of exploration, the love of music, painting or powers’’, certainly in the classroom situation writing, the devotion to a skill demanding patience where a much wider field of study is now pos­ and care.
    [Show full text]
  • YEAR 9-13 Day Uniform
    Day Uniform YEAR 9-13 2 3 1 1 4 6 5 7 8 8 QUANTITY ITEM REGULATION NOTES REQUIRED 1 Snr Sky Blue V-Neck Jumper (unisex) 2 Compulsory Item 2 Snr Soft Checked Shirt (2 pack) 2 Compulsory Item 3 Snr Soft Checked Blouse (2 pack) 2 Compulsory Item 4 Snr Boys-Fit Charcoal Trousers 3 Compulsory Item Same as going out uniform 5 Snr Girls-Fit Charcoal Trousers 2 Compulsory Item Either/or: Trousers, Skirt 6 Snr Pleated Charcoal Skirt 7 Black Opaque Tights (2 pack) Either/or: Socks, Tights (girls only) 3 Compulsory Item Available from SchoolBlazer 8 Black Ankle Socks (unisex) (3 pack) or other retailers Black Polished Leather Shoes 1 Compulsory Item Plain and flat heeled Black Polished Leather Chelsea Boots 1 Optional Item Plain and flat heeled KEYS Compulsory Item Optional Item 1 FEBRUARY 2021 Day Uniform YEAR 9-13 1 1 2 3 QUANTITY ITEM REGULATION NOTES REQUIRED 1 Snr Unisex Black Puffer Coat 1 Compulsory Item 2 Snr Girls-Fit Black Soft Shell Jacket 1 Optional Item 3 Snr Boys-Fit Black Soft Shell Jacket 1 Optional Item KEYS Compulsory Item Optional Item 2 FEBRUARY 2021 Going Out Uniform YEAR 9-13 1 2 5 3 7 4 7 8 6 QUANTITY ITEM REGULATION NOTES REQUIRED Available from SchoolBlazer 1 Snr Boys-Fit White Shirt (2 pack) 1 Compulsory Item or other retailers Available from SchoolBlazer 2 Snr Girls-Fit White Blouse (2 pack) 1 Compulsory Item or other retailers 3 Snr Boys-Fit Navy Blazer 1 Compulsory Item 4 Snr Girls-Fit Navy Blazer 1 Compulsory Item 5 Snr School Tie 1 Compulsory Item Either/or: School Tie, House Tie Snr House Tie 6 Snr Gordonstoun Kilt 1 Compulsory Item 7 Snr Green V-Neck Jumper (unisex) 1 Compulsory Item 8 Snr Boys-Fit Charcoal Trousers Compulsory Item Same as day uniform Black Polished Leather Shoes 1 Compulsory Item Plain and flat heeled.
    [Show full text]
  • Middle School Handbook Providing Education for Students in Years 6 to 8 Index
    Middle School Handbook Providing education for students in Years 6 to 8 Index Welcome to Middle School ......................................... Page 2 Why Middle School - Curriculum Overview ................ Page 3 Communication .................................................................. Page 4 Newsletter - TAS Talks ...................................................... Page 5 Subject Lists per Year Group ......................................... Page 5 Middle School Homework Policy....................................... Page 6 - 7 Co-curricular .................................................................. Page 8 Sport ........................................................................................... Page 9 Drama .............................................................................. Page 10 Music .............................................................................. Page 11 Public Speaking & Debating ......................................... Page 12 Cattle Team .................................................................. Page 13 School Clubs .................................................................. Page 13 - 14 Community Service ............................................................... Page 14 Round Square ........................................................................ Page 15 School Day ................................................................................. Page 16 Absence, Illness, Punctuality .......................................... Page 17 Casual Boarding
    [Show full text]
  • Project Report by Kate Gibson- Project Leader, in Consultation with Duncan Hossack, Emmett Zackheim, Rafael Salomon and Karen Niedermeyer
    R.S.I.S PERU 2012 PROJECT REPORT BY KATE GIBSON- PROJECT LEADER, IN CONSULTATION WITH DUNCAN HOSSACK, EMMETT ZACKHEIM, RAFAEL SALOMON AND KAREN NIEDERMEYER PARTICIPANTS Murphey Harmon (M) The Hotchkiss School USA Fabian Becker (M) Stiftung Louisenlund Germany Constantin Paul Froh (M) Salem Germany Maximilian Brudler (M) Landheim- Schondorf Germany Josephine Olhoff-Jakobsen (F) Herlufsholm Skole Denmark Jacob Bunn (M) Gordonstoun UK Fritz Till Krech (M) Salem Germany Coralie N'Djore-Acka (F) Bishops College School Canada Rachel Morris (F) Athenian School USA Melise Knowles (F) Athenian School USA Benedikt Schuster (M) Gordonstoun UK/Germany Emma Pope (F) Cate School USA Prateek Jaiswal (M) Mayo College India Shubham Nowal (M) Mayo College India Helene Gellert-Kristenson (F) Herlufsholm Skole Denmark Rishabh Gupta (M) Scindia School India Sebastien Haimet (M) L’Ermitage School France Anige’r Oriol (F) Chadwick School USA Aelke Schael Van der Venter (F) Bridge House School South Africa Anita van Dam (F) Regents School, Pattaya Thailand Sebastian Alegre Morris (M) Markham College Peru Adults: Kate Gibson – Project Leader Emmett Zackheim and Duncan Hossack – Deputy Leaders Karen Niedermeyer – Accompanying Adult Rafael Salomon – Project Manager ITINERARY July 17th Arrive in Lima July 18th Service day in Lima shanty town July 19th Fly to Cuzco and travel to hotel in Urubamba Valley July 20 Briefings, and time at Apulaya Andean Music and Art Centre July 21 Briefings, and day climbing the via ferrata in the Urubamba Valley July 22 to 26 First section of Project July 27 to 29 Mid-Project Break in Aguas Calientes including visit to Machu Picchu and the Hot Springs.
    [Show full text]
  • HOLLAND-DISSERTATION-2016.Pdf
    DISCLAIMER: This document does not meet current format guidelines Graduate School at the The University of Texas at Austin. of the It has been published for informational use only. Copyright by Joshua D. Holland 2016 The Dissertation Committee for Joshua D. Holland Certifies that this is the approved version of the following dissertation: Kurt Hahn, the United World Colleges, and the Un-Making of Nation Committee: Julia Mickenberg, Supervisor Janet Davis Ricardo Ainslie Adam Golub Kurt Hahn, the United World Colleges, and the Un-Making of Nation by Joshua D. Holland, B.A., M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2016 Dedication For my father David William Holland, who was never satisfied with easy answers. Acknowledgements This dissertation is for my family: my sisters Sarah Diestler and Julia Forcier, and my mother Rita Holland, all in the memory of my father, David Holland. I am sure he would have thought some of this was a little fancy. He was an economist. But he would have been glad to see it done and I so wish he were here to do so. This dissertation is also for my brothers. You have had my back through so many years of adventure, risk, and now, in this case, completion. There are mountains beyond this mountain. We will climb those as well. As an interdisciplinary project that uses the methods of history and ethnography, this dissertation required me to rely on (and therefore acknowledge) a great many people.
    [Show full text]