SUMMARY / RELATED TOPICS

International school

An international school is a school that promotes international education, in an international environment, either by adopting a curriculum such as that of the International Baccalaureate, Cambridge Assessment International Education or International Primary Curriculum, or by following a national curriculum different from that of the school's country of residence. These schools cater to students who are not nationals of the host country, such as the children of the staff of international businesses, international organizations, foreign embassies, missions, or missionary programs. Many local students attend these schools to learn the language of the international school and to obtain qualifications for employment or higher education in a foreign country; the first international schools were founded in the latter half of the 19th century in countries such as Japan and Turkey. Early international schools were set up for families who travelled, like children of personnel of international companies, international organisations, non-governmental organisations, embassy staff.

The schools were established with the people and organisations having large interests in the hosting nation: for instance, American diplomats and missionaries set up schools to educate their children. In April 2007 there were 4,179 English-speaking international schools, expected to set to rise with globalisation. In New Delhi worldwide entries for the University of Cambridge International General Certificate of Secondary Education June 2009 examination session are up by 20% on the same session last year; the strong growth confirms the status of Cambridge IGCSE as the world's, India's, most popular international curriculum for 14- to 16-year-olds, indicating that despite the global financial crises education is still a valued investment. International schooling allows children to become global citizens by providing a rigorous and comprehensive education with full immersion into multiple languages and cultures. At a conference in Italy in 2009 the International Association of School Librarianship came up with a list of criteria for describing an international school, including: Transferability of the student's education across international schools A moving population Multinational and multilingual student body An international curriculum International accreditation A transient and multinational teacher population Non-selective student enrollment Usually English or French language of instruction, plus the obligation to take on at least one additional language The most common international schools represent Education in the United Kingdom, Education in the United States or are based on curricula specially designed for international schools such as the International General Certificate of Secondary Education or the IB Diploma Programme.

These international curricula are committed to internationalism, developing the global citizen, providing an environment for optimal learning, teaching in an international setting that fosters understanding, independence and cooperation. Like other schools, international schools teach language arts, the sciences, the arts, physical education, information technology, design technology. More recent developments for primary school include the IB Primary Years Programme and International Primary Curriculum. There are 3063 schools offering the international baccalaureate curriculum in the world and over 1000 schools offering the IPC around the world. For expatriate families, international schools allow some continuity in education and most prefer to stay in the same curriculum for older children. Relocation services and institutions like School Choice International can help families choose the right school and curriculum for their child; the United Nations International School was established in 1947 by a group of United Nations parents to promote an international education for their children, while preserving their diverse cultural heritages.

The school was one of twelve schools who trialled the pilot International Baccalaureate Program and the school has offered it since. The school promotes the appreciation of the diversity of persons and cultures, provides an optimal environment for learning and teaching, offers a global curriculum that inspires in its students the spirit and ideals of the United Nations Charter. Following the establishment of UNIS, three other international schools around the globe were opened with a direct connection to the United Nations: Vienna International School in 1959, United Nations International School of Hanoi in 1988 and NIST International School in 1992; the best International Schools will be members of recognised associations. Parents can be reassured. COBIS is the Council of British International Schools. Members of COBIS are International Schools across the whole world offering a curriculum, based on the British system. For older students, ages 14-16 years, this will be the IGCSEs. For 16-18 years, this will include the A Level programmes.

They will usually be accredited by a British Based inspection organisation and the inspection reports will be listed on the UK Government website. Across the world, in addition to global associations such as COBIS, there are regional international associations such as FOBISIA FOBI

Adrian Ellis

Adrian Ellis, is the founding director of AEA Consulting and co-founder/director of the Global Cultural Districts Network, a collaborative network for people and organizations responsible for planning and operating cultural districts around the world. Adrian founded AEA Consulting in 1991, a cultural strategy consulting firm that works with leading cultural organizations and their stakeholders internationally. AEA has offices in New York. Adrian left AEA for five years to join Jazz at Lincoln Center as Executive Director, returning to AEA in 2012, he co-founded the Global Cultural Districts Network in 2013. Adrian's tenure at Jazz at Lincoln Center was a period of stability – notwithstanding the 2008 financial crisis – and of a number of programmatic initiatives, including Jazz at Lincoln Center’s visit to Cuba, JALC’s long term residency at the Barbican Arts Center, the move of the NEA’s annual Jazz Masters awards ceremony to JALC, the forging on an agreement with St Regis hotels to open jazz clubs, the first of which opened in Doha in 2012.

Adrian was voted a Jazz Hero by the Jazz Journalists Association in 2012 for his work at JALC. Prior to 1990, Adrian served as Executive Director of The Conran Foundation in London, where he planned and managed the creation of the Design Museum, he began his career as a civil servant in the UK Treasury and the Cabinet Office, where he worked on service-wide efficiency reviews and privatization, ran the office of the Economic Secretary to the Treasury. Adrian received his B. A. and M. A. degrees at University College, where he served as a College Lecturer in Politics. Adrian lectures extensively on management and planning issues in the cultural sector, he has published and organized conferences for numerous distinguished forums including The International New York Times Art for Tomorrow Conference, The Independent, The New Statesman, Apollo Magazine, London Essays, The Salzburg Seminar, Blouin Creative Leadership Summit, the Lord Mayor of Sydney’s Annual Design Excellence Forum, the J. Paul Getty Trust, The Clark Art Seminar, the Canadian Arts Summit, New Cities Summit, REMIX Summit, annual conferences of the American Institute of Architects, International Society for the Performing Arts, many others.

He is a regular contributor to The Art Newspaper. Adrian was nominated for the list of the 2012 Fifty Most Powerful and Influential People in the Nonprofit Arts, an annual posting on Barry's Blog, a service of the Western States Arts Federation. Adrian serves on the board of Poets House in New York and is a past board member of the Getty Leadership Institute, the Association of Performing Arts Presenters, The Kaufman Center and Pathé Pictures, he serves on the International Advisory Committee of the master’s program in International Arts Management, a joint program of Southern Methodist University, HEC Montreal, Bocconi University. Adrian is a past member of the Governing Council of the National Museums and Galleries of Wales, the Royal Institute of British Architects' Architecture Centre Committee, he has been a Scholar in Residence at Columbia University and has taught arts administration for Boston University, New York University, National Arts Strategies, the Clore Fellows Programme. Pogrebin, Robin.

"Want to Get Big? Not So Fast, He Says"; the New York Times. Retrieved 24 July 2016. Hentoff, Nat. "A House of Swing -- for All Ages". The Wall Street Journal. New York City: Dow Jones & Company, Inc. Retrieved 24 July 2016. Pogrebin, Robin. "With a New Director, Jazz at Lincoln Center Sets New Goals". The New York Times. Retrieved 24 July 2016. McKinley, James C. Jr.. "Director to Depart Jazz at Lincoln Center". The New York Times. New York City. Retrieved 24 July 2016. "Adrian Ellis biography". AEA Consulting. 2013. Archived from the original on 2016-08-18. Retrieved 24 July 2016

John Reed (journalist)

John Silas Reed was an American journalist and communist activist, best remembered for Ten Days That Shook the World, his firsthand account of the November 1917 Bolshevik Revolution, when Lenin and the Bolsheviks seized power in Russia. He is one of three Americans honored by being buried in the Kremlin Wall Necropolis. John Silas Reed was born on October 22, 1887, in his maternal grandparents' mansion in what is now the Goose Hollow neighborhood of Portland, Oregon, his grandmother's household had Chinese servants. Reed wrote of paying a nickel to a "Goose Hollowite" to keep from being beaten up. In 2001 a memorial bench dedicated to Reed was installed in Washington Park, which overlooks the site of Reed's birthplace, his mother, Margaret Reed, was the daughter of Portland industrialist Henry Dodge Green, who had made a fortune founding and operating three businesses: the first gas & light company, the first pig iron smelter on the West Coast, the Portland water works. SW Green Avenue was named in his honor.

John's father, Charles Jerome Reed, was born in the East and came to Portland as the representative of an agricultural machinery manufacturer. With his ready wit, he won acceptance in Portland's business community; the couple had married in 1886, the family's wealth came from the Green side, not the Reed side. A sickly child, young Jack grew up surrounded by servants, his mother selected his upper-class playmates. He had a brother, two years younger. Jack and his brother were sent to the established Portland Academy, a private school. Jack was bright enough to pass his courses but could not be bothered to work for top marks, as he found school dry and tedious. In September 1904, he was sent to a New Jersey prep school, to prepare for college, his father, who did not attend college, wanted his sons to go to Harvard. At Morristown Jack continued his poor classroom performance, but made the football team and showed some literary promise. Reed failed his first attempt at Harvard College's admission exam but passed on his second try, enrolled in the fall of 1906.

Tall and lighthearted, he threw himself into all manner of student activities. He was a member of the cheerleading team, the swimming team, the dramatic club, served on the editorial boards of the Lampoon and The Harvard Monthly, was president of the Harvard Glee Club. In 1910 he held a position in the Hasty Pudding Theatricals, wrote music and lyrics for their show Diana's Debut. Reed excelled in swimming and water polo, he was made "Ivy orator and poet" in his senior year. Reed attended meetings of the Socialist Club, over which his friend Walter Lippmann presided, but never joined; the group introduced legislation into the state legislature, attacked the university for failing to pay its servants living wages, petitioned the administration to establish a course on socialism. Reed recalled: All this made no ostensible difference in the look of Harvard society, the club-men and the athletes, who represented us to the world, never heard of it, but it made me, many others, realize that there was something going on in the dull outside world more thrilling than college activities, turned our attention to the writings of men like H.

G. Wells and Graham Wallas, wrenching us away from the Oscar Wildian dilettantism which had possessed undergraduate litterateurs for generations. Reed graduated from Harvard College in 1910; that summer he set out to see more of the "dull outside world," visiting England and Spain before returning home to America the following spring. Reed worked as a common laborer on a cattle boat to pay his fare to Europe, his travels were encouraged by his favorite professor, Charles Townsend Copeland, who told him he must "see life" if he wanted to write about it. Reed had determined to become a journalist, set out to make his mark in New York, a center of the industry. Reed made use of a valuable contact from Harvard, Lincoln Steffens, establishing a reputation as a muckraker, he appreciated Reed's skills and intellect at an early date. Steffens landed his young admirer an entry-level position on The American Magazine, where he read manuscripts, corrected proofs, helped with the composition. Reed supplemented his salary by taking an additional job as the business manager of a new short-lived quarterly magazine called Landscape Architecture.

Reed made his home in Greenwich Village, a burgeoning hub of poets, writers and artists. He came relentlessly exploring it and writing poems about it, his formal jobs on the magazines paid the rent, but it was as a freelance journalist that Reed sought to establish himself. He collected rejection slips, circulating an essay and short stories about his six months in Europe breaking through in The Saturday Evening Post. Within a year, Reed had other work accepted by Collier's, The Forum, The Century Magazine. One of his poems was set to music by composer Arthur Foote; the editors at The American began to publish his work. Reed's serious interest in social problems was first aroused about this time by Steffens and Ida Tarbell, he moved beyond them to a more radical political position than theirs. In 1913 he joined the staff of The Masses, edited by Max Eastman. Reed contributed more than 50 articles and shorter pieces to this socialist publication; the first of Ree