The Heist: Neoliberal Education and the Theft of Time

In education, time is a scarce commodity. Through prescriptive policy, and scripted curriculum in some jurisdictions, policy makers attempt to steal local teacher and learner control over what is taught, how it is taught, and what is learned. That theft amounts to a heist. While clock-time cannot (and should not) be disregarded, this paper offers a critique of conventional views on time as it is embedded in neoliberal education policy and practice. In this paper we ask how education can better contribute to more durable learning by taking up alternate conceptions of time. By dispensing with high levels of standardization and prescription and instead focusing on an education of experience, relevant to learners and not bound by chronos, schools might encourage la durée, or durable learning, resulting in education focusing on teaching students how to live well with others in a meaningful .

Environmental impact of photovoltaic solar technology

The work presents an analysis linked to one of the environmentally sustainable energy alternatives that are currently being adopted with success Worldwide. Putting the field research method into practice, the results of a study related to an application of technological innovation are shown to reduce the amount of the electricity bill of a local teacher, through the introduction of photovoltaic technology connected to the low grid. Institution tension. The results of the load study and hourly energy consumption of said entity are shown and its own methodology is deployed for the technological design of a photovoltaic plant connected to the grid, which can avoid the energy consumption of the conventional grid, reducing the amount of the institution's electricity bill, at the same time that it is possible to reduce losses, improve the quality of electricity service and reduce COemissions2 into the atmosphere. The environmental and social impacts associated with the penetration of photovoltaic technology are exposed.

«MY SOUL IS IN PAIN AND WOUNDED» EVERYDAY LIFE IN THE TOWN OF BUZULUK, SAMARA PROVINCE, IN 1921-1922 IN THE MEMOIRS OF A LOCAL TEACHER

The publication presents an extract from the memoirs of Elizaveta Zhemchuzhnikova, a teacher in the small town of Buzuluk in Samara province, dedicated to the famine of 1921-1922. The author vividly portrays the horrors and miseries of everyday life during that tragic time and shows some strategies that helped her and other locals to survive. The article is devoted to the little-studied issue of the peculiarities of Russian-Serbian economic ties. The author argues that the Russian-Austrian relations in the Balkan region were not only in the nature of political rivalry, but were associated with the general economic interests of Russia in the Danube region.

Redesigning Teacher Education in the Context of Multiple Reform Initiatives

Numerous teacher educators are revising their programs by focusing on high-leverage practices (HLPs). Concurrently, edTPA has been adopted by a number of states as a way to assess teacher candidates' readiness to teach. There is considerable conceptual congruence in these reform strategies. Both are practice-based, focusing on the authentic work of teaching. Nonetheless, the origins of these strategies, language, and materials are not seamless. HLPs, and ways of teaching them, are generated by local teacher educators themselves; edTPA was developed on a national scale with one purpose being to provide a common assessment of readiness to teach. This chapter illustrates the collective efforts of one teacher education program to productively handle the challenges that emerge in this dual reform climate while simultaneously meeting accreditation association requirements, including a conceptual framework for educator preparation programs. A model is subsequently presented for meaningful integration of edTPA, HLPs, and institutional conceptual frameworks.