949 research outputs found
Art and the artist in the literary works of Elsa Triolet
No full textThis thesis takes a representative selection of Triolet's works to study the themes of writing and creativity as they are presented in the novels. These are all portraits of artists and the accounts of the search for a synthesis of aesthetic freedom and ethical responsibility. It considers Triolet's importance as a foreign writer, adopting a new creative language to be adopted by a different cultural
environment, to be essential in understanding her importance to the French literary tradition. By emphasising her formative years in the avant-garde circles of prerevolutionary Russia, my study demonstrates her considerable contribution to the meeting of Russian and French aesthetic theories. I extend this with close textual
readings of certain works to demonstrate her techniques in novelistic construction which reveal many Formalist practices before Formalist works in translation made
their official influence on creative methods.
The introduction considers the reasons for Triolet's neglect as a writer. It then considers various contemporary and recent critical appraisals which indicate
the interest she has received until present and which allow me to define my own critical approach. Part One traces Triolet's literary evolution from her formative
years in Russia, through exile to her first publications in Russian. It then considers her insertion into French literary activity, and her association with the schools of
socialist realism and the "nouveau roman".
Part Two examines two traditional novels which portray the creative and metaphorical roles of the artist and his work, showing the constant conflict between private and public lives. In Part Three, I show how aspects of novelistic
traditionalism are gradually foregrounded so that the work develops a dual-sided character where it both narrates and examines the processes of its own narration. In Part Four, this move to highly self-conscious aesthetics demonstrates an idiosyncratic exploration of new paths for the novel that bring visual, auditive and cinematographic media into the traditional domain of written art. Accompanying
the very post-modernist experimentation, I show how this research within the novel into the novel's own future has an ethical and redemptive purpose whose final conclusion is that creativity and human freedom are inexorably interwoven
«Where there is no vice of exterminating poets»: Elsa Morante and The world saved by kids
No full textreservedIn questo elaborato verrà analizzato il libro più eccentrico di Elsa Morante: Il mondo salvato dai ragazzini.
Dopo un iniziale inquadramento storico e una precisazione in merito al genere letterario in cui l'opera rientra, si analizzeranno gli influssi che la cultura orientale ha avuto sull'opera e i rimandi intertestuali con Simone Weil, dichiarato modello dell'autrice.
Si passerà poi a un'analisi più puntuale sulla terza sezione: le Canzoni popolari, e si spiegherà dettagliatamente chi siano i Felici Pochi e i ragazzini a cui Elsa Morante affida il compito di salvare il mondo.
Per concludere si porteranno degli esempi puntuali di Felici Pochi anonimi, mettendoli in relazione con alcuni personaggi di un'altra importante opera della stessa autrice: La Storia.This paper will analyse Elsa Morante's most eccentric book:The World Saved by Little Kids.
After an initial historical background and a clarification regarding the literary genre in which the work falls, the influences that Eastern culture had on the work and the intertextual cross-references with Simone Weil, the author's declared model, will be analysed.
It will then turn to a more pointed analysis on the third section: the Folk Songs, and will explain in detail who the Happy Few and the little kids are to whom Elsa Morante entrusts the task of saving the world.
To conclude, timely examples of anonymous Happy Few will be brought in, relating them to some of the characters in another important work by the same author, The Story
Elsa Oestreicher Collection 1878-1963 bulk: 1942-1945
No full textElsa Oestreicher, the wife of a physician, had a successful career of her own as a cooking teacher instructor and author of cookbooks. Series II and III of the collection comprise her notes on Theresienstadt, written in camp from 1942 to 1945, as well as a collection of poems from the same time. Moreover, the collection contains concentration-camp insignia, such as yellow “Jew” stars, camp money, ration cards, a library card, working papers etc. Further items of the collection are certificates related to her profession, culinary arts material, correspondence with relatives and former students and family papers as well as memoirs written by Elsa Oestreicher, which provide detailed genealogical information on her ancestors.Some handwritten notes, written in Theresienstadt and Deggendorf (box 1, folder 4) are available in electronic form in an English translation by Vernon Mosheim.Photographs of Jewish communities of Beerfelden and Frankfurt am Main have been removed to the LBI Photograph CollectionElsa Herz was born in Berlin on November 6, 1878, the first child of Salomon Herz and Anna Margarete Alexander. In 1898 she married the physician Dr. Jacques Oestreicher and in 1899 their daughter Anni Henriette Oestreicher, who immigrated to the U.S. in 1935, was born. During World War I Elsa Oestreicher worked as a Hilfsschwester (assistant nurse) for the Red Cross for more than 4 years and received two medals, a Zivilverdienstkreuz and the Rote Kreuzmedaille, for her efforts. After World War I she worked as a cooking instructor for about five years at the Schule der Hausfrauen (Am Karlsbad 13) and wrote a number of cookbooks. Due to growing anti-Semitism she had to give up her position there and she opened a private cooking school which operated successfully until Elsa was at first forbidden to instruct Christian students and later on, to teach Jewish students as well. After that, Elsa Oestreicher worked in a Jewish hospital, the Siechenheim der Reichsvereinigung in Gross-Lichterfelde and when it was dissolved, in the kitchen of the Durchgangslager (transit camp), Grosse Hamburgerstrasse. Three months after her husband’s death in August 1942, she was deported to Theresienstadt on November 4, 1942. In Theresienstadt Elsa Oestreicher worked as a cook, a cooking instructor and as head of the soup-kitchen. After the liberation of Theresienstadt she had to stay at the Displaced Persons Center Deggendorf until she immigrated via Sweden to the United States in 1946, where she died in New York in 1963.3-page inventory.digitizedBeerfelden ; Frankfurt am Mai
Educação, Narrativa e a Busca de Sentido na Era Digital: Uma Entrevista com Ivor F. Goodson: Entrevista conduzida por Elsa Estrela durante o Simpósio ACT4WBeing, em Lisboa
No full textThe following interview with Professor Ivor Goodson took place during the ACT4WBeing Symposium, an international event that gathered researchers, educators, and practitioners to reflect on education, professional autonomy, and teachers’ well-being in the context of a rapidly digitising and globalised world. Within this symposium, Goodson’s intervention — framed as a live conversation rather than a formal keynote — offered a profoundly humanistic and politically engaged perspective on what it means to educate, research, and live meaningfully today.
Ivor F. Goodson is one of the most influential figures in the field of education. A British scholar with a PhD in Philosophy from the University of Sussex, he has taught and conducted research at universities in England, Canada, and the United States, and has been a visiting professor at institutions such as the Max Planck Institute, Sciences Po (Paris), and Stanford University. He was a Professor of International Research at Tallinn University in Estonia and a Senior Research Associate at the Guerrand-Hermès Peace Foundation in Brighton, UK. Previously, he was a Professor of Learning Theory at the University of Brighton's Education Research Center. Goodson has led major international research projects and authored an extensive and multifaceted body of work on curriculum studies, life history, narrative inquiry, and education policy. Among many distinctions, he received the John Nisbet Fellowship (BERA, 2018), the Michael Huberman Award (AERA), an Honorary Doctorate from the University of Gothenburg, and was elected Fellow of the Academy of Social Sciences (UK).
Throughout his career, Goodson has sought to understand how educational policies and curriculum reforms intersect with the lived experiences of teachers and learners. His work defends education as a moral and democratic project, grounded in people’s stories and aspirations rather than in bureaucratic or market imperatives. In this wide-ranging conversation, he reflects on his intellectual trajectory — from curriculum theory to narrative inquiry — and on the ethical, political, and existential challenges that education faces in the twenty-first century.: La siguiente entrevista con el Profesor Ivor Goodson tuvo lugar durante el Simposio ACT4WBeing, un evento internacional que reunió a investigadores, educadores y profesionales para reflexionar sobre la educación, la autonomía profesional y el bienestar humano en un mundo cada vez más digitalizado y globalizado. En este contexto, la intervención de Goodson — planteada como una conversación — ofreció una perspectiva profundamente humanista y políticamente comprometida sobre lo que significa educar, investigar y vivir con sentido en la actualidad.
Ivor F. Goodson es una de las figuras más influyentes en el campo de la educación. Académico británico con doctorado en Filosofía por la Universidad de Sussex, ha enseñado e investigado en universidades del Reino Unido, Canadá y Estados Unidos, y ha sido profesor visitante en instituciones como el Max Planck Institute, Sciences Po (París) y la Universidad de Stanford. Fue profesor de Investigación Internacional en la Universidad de Tallin, en Estonia, y investigador asociado sénior en la Fundación Guerrand-Hermès para la Paz, en Brighton, Reino Unido. Anteriormente, fue profesor de Teoría del Aprendizaje en el Centro de Investigación Educativa de la Universidad de Brighton. Ha dirigido importantes proyectos internacionales y es autor de una amplia y diversa obra sobre estudios curriculares, historias de vida, investigación narrativa y políticas educativas. Entre sus distinciones se incluyen la John Nisbet Fellowship (BERA, 2018), el Michael Huberman Award (AERA), el Doctorado Honoris Causa por la Universidad de Gotemburgo y el título de Fellow de la Academy of Social Sciences (Reino Unido).A lo largo de su carrera, Goodson ha buscado comprender cómo las políticas educativas y las reformas curriculares se entrelazan con las experiencias vividas de docentes y estudiantes. Su obra defiende la educación como un proyecto moral y democrático, basado en las historias y aspiraciones humanas más que en imperativos burocráticos o de mercado. En esta conversación, reflexiona sobre su trayectoria intelectual — desde la teoría curricular hasta la investigación narrativa — y sobre los desafíos éticos, políticos y existenciales que enfrenta la educación en el siglo XXI.: L’entretien suivant avec le Professeur Ivor Goodson a eu lieu lors du Symposium ACT4WBeing, un événement international réunissant chercheurs, éducateurs et praticiens pour réfléchir sur l’éducation, l’autonomie professionnelle et le bien-être humain dans un monde de plus en plus numérisé et globalisé. Dans ce contexte, l’intervention de Goodson — présentée sous forme de dialogue — a offert une perspective profondément humaniste et politiquement engagée sur le sens d’enseigner, de rechercher et de vivre avec conscience aujourd’hui.
Ivor F. Goodson est l’un des chercheurs les plus influents dans le domaine de l’éducation. Universitaire britannique, titulaire d’un doctorat en philosophie de l’Université du Sussex, il a enseigné et mené des recherches dans des universités au Royaume-Uni, au Canada et aux États-Unis, et a été professeur invité dans des institutions telles que le Max Planck Institute, Sciences Po (Paris) et l’Université de Stanford. Il a été professeur de recherche internationale à l'université de Tallinn en Estonie et chercheur associé principal à la Fondation Guerrand-Hermès pour la paix à Brighton, au Royaume-Uni. Auparavant, il était professeur de théorie de l'apprentissage au Centre de recherche en éducation de l'université de Brighton. Il a dirigé d’importants projets internationaux et est l’auteur d’une œuvre riche et variée sur les études curriculaires, les histoires de vie, la recherche narrative et les politiques éducatives. Parmi ses distinctions figurent la John Nisbet Fellowship (BERA, 2018), le Michael Huberman Award (AERA), le doctorat honorifique de l’Université de Göteborg et le titre de Fellow de l’Academy of Social Sciences (Royaume-Uni).
Tout au long de sa carrière, Goodson a cherché à comprendre comment les politiques éducatives et les réformes curriculaires s’articulent avec les expériences vécues des enseignants et des apprenants. Son œuvre défend l’éducation comme un projet moral et démocratique, fondé sur les histoires et les aspirations humaines plutôt que sur des impératifs bureaucratiques ou marchands. Dans cette conversation, il revient sur sa trajectoire intellectuelle — de la théorie du curriculum à la recherche narrative — et sur les défis éthiques, politiques et existentiels que l’éducation doit relever au XXIe siècle.A entrevista que se segue com o Professor Ivor Goodson teve lugar durante o Simpósio ACT4WBeing, um encontro internacional que reuniu investigadores, educadores e profissionais para refletir sobre a educação, a autonomia profissional e o bem-estar docente num contexto de crescente digitalização e globalização. Nesta ocasião, a intervenção de Goodson — apresentada em formato de conversa — ofereceu uma perspetiva profundamente humanista e politicamente comprometida sobre o significado de educar, investigar e viver com sentido hoje.
Ivor F. Goodson é uma das figuras mais influentes no campo da educação. Investigador britânico, doutorado em Filosofia pela Universidade de Sussex, lecionou e desenvolveu investigação em universidades do Reino Unido, Canadá e Estados Unidos, e foi professor visitante em instituições como o Max Planck Institute, Sciences Po (Paris) e Universidade de Stanford. Foi professor de Investigação Internacional na Universidade de Tallinn, na Estónia, e investigador sénior associado na Fundação Guerrand-Hermès para a Paz, em Brighton, no Reino Unido. Anteriormente, foi professor de Teoria da Aprendizagem no Centro de Investigação Educacional da Universidade de Brighton. Liderou diversos projetos internacionais e é autor de uma vasta e multifacetada obra sobre estudos curriculares, histórias de vida, investigação narrativa e políticas educativas. Entre as suas distinções contam-se a John Nisbet Fellowship (BERA, 2018), o Michael Huberman Award (AERA), o Doutoramento Honoris Causa pela Universidade de Gotemburgo e o título de Fellow da Academy of Social Sciences (Reino Unido).
Ao longo da sua carreira, Goodson procurou compreender como as políticas educativas e as reformas curriculares se cruzam com as experiências vividas por professores e estudantes. A sua obra defende a educação como um projeto moral e democrático, ancorado nas histórias e aspirações das pessoas e não em imperativos burocráticos ou de mercado. Nesta conversa, reflete sobre a sua trajetória intelectual — do estudo do currículo à investigação narrativa — e sobre os desafios éticos, políticos e existenciais que a educação enfrenta no século XXI
Charging tenants with maintenance fees. Analysis on the basis of tax on goods and services
No full textArtykuł opublikowany w czasopiśmie "Przegląd Prawniczy Europejskiego Stowarzyszenia Studentów Prawa ELSA Poland" w zeszycie 1/2013, został wyłoniony w drodze konkursów organizowanych przez Grupy Lokalne ELSA Poland w 2013r.This article identifies key problems connected with imposing a value added tax on re-invoicing
the costs of utilities relating to rental agreement. I throws doubt on whether all the supplies which the
landlord makes to the tenant constitute a single supply from the point of view of VAT. Author discusses
possible classification of above -mentioned transaction for VAT purposes (i.e. as an autonomous and
separate from tenancy supply or as a indivisible economic supply which it would be artificial to split
rental component). It also gives the readers the insight into tax consequences of designed legal and tax
classifications. Moreover, the article shows differences between standpoints presented in a recent
interpretation issued by tax authorities and judicial decisions. It also gives an overview of the most
recent judicial practice of the Court of Justice of the EU connected with re-invoicing service charge.
Author emphasizes the relevance of judgments issued by the CJEU (especially the verdict
on 27 September 2012 in case C-392/11 Field Fisher Waterhouse LLP v. Commissioners for Her
Majesty’s Revenue and Customs which seems to play a major part in resolving the dispute in question)
El Tlacuache Núm. 655 (2015). 655 Año 13 (2015) enero. El Tlacuache
No full textEl maíz y la cultura campesina en Morelos por Elsa Guzmán Gómez
Projecto ecobike trail na Serra da Estrela: o turismo alternativo na redução da sazonalidade
No full textCom esta dissertação pretende-se desenvolver uma proposta para um projecto (EcoBike Trail Serra da Estrela) destinado à prática de turismo na natureza, especificamente para a BTT, na região da Serra da Estrela.
Por se tratar de um território com elevada potencialidade para este tipo de turismo, pretende-se estudar a possibilidade do turismo alternativo ajudar a dinamizar a actividade turística da região,
contribuindo para a redução da sazonalidade na mesma. Esta é uma forma significativa de ajudar a potenciar o crescimento do turismo na região da Serra da Estrela por se ampliar e diversificar a oferta de produtos turísticos especialmente na componente de produtos de turismo na natureza.
Com este trabalho pretende-se dar a conhecer uma nova dimensão da região através da possibilidade de se realizar um itinerário em BTT (mas também com potencialidades para outro tipo de actividades na natureza) passando por zonas habitadas e paisagens de montanha, aproveitando ao mesmo tempo as infra-estruturas turísticas, trilhos e caminhos já existentes. Este trabalho assenta nas várias potencialidades da região e está direccionado para o turismo alternativo.
Pelo facto de pretender integrar várias entidades de forma sustentada, representa certamente uma mais valia para o futuro deste destino turístico.This dissertation is about developing a proposal for a project (EcoBike Trail Serra da Estrela), for
the practice of nature tourism, specifically for mountain biking in Serra da Estrela region.
Since this is a highly potential area for this type of tourism, we intend to study the possibility of
alternative tourism thus boosting tourist activity in the region, contributing to reduce seasonality in
it. This is a meaningful way to give strength for the growing of tourism in the Serra da Estrela
region, expanding and diversifying the offer of tourism products, specifically nature tourism
products.
This work intends to reveal a new dimension in the region through the possibility of holding a
mountain bike route (as well as other potential activities in nature) through populated areas and
mountain landscapes, while simultaneously using the existent tourist infrastructures, i.e. trails and
paths. The basis of the proposal lies on the varied potential of the region and is focused on
alternative tourism. Because the idea is to integrate several entities in a sustained manner, it is
certainly an asset for the future of this tourist destination
Indagações sobre currículo: processo de recontextualização em uma escola potiguar
No full textOrientação: Elsa Bacala EstrelaA investigação desenvolvida na presente dissertação teve como foco averiguar as concepções dos
professores sobre o currículo em uma escola pública do Ensino Fundamental, em Natal, no Rio
Grande do Norte – Brasil, tendo como objeto de estudo o documento “Indagações sobre
Currículo”, especificamente o eixo Currículo e Desenvolvimento Humano, como mobilizador
para as concepções dos professores sobre Currículo na reorganização da Proposta Curricular, bem
como os estudos do sociólogo inglês, Basil Bernstein, fundamentando o processo de
recontextualização do discurso pedagógico. Tal investigação caracterizou-se como sendo
exploratória com abordagem qualitativa na análise dos dados e, além de ser qualitativa, a pesquisa
também é bibliográfica e de campo, pois contou com a participação de 03 (três) educadores da
referida escola, que foram entrevistadas. Diante da concepção de currículo apresentada,
considerou-se que o objetivo proposto foi alcançado, observando-se que a escola investigada foi
uma das poucas que estudou o documento do Ministério da Educação, de acordo com um estudo
prévio realizado pela autora nas escolas públicas do município de Natal, e que sistematiza a
Proposta Curricular no Projeto Político Pedagógico. E mais ainda, recontextualiza o discurso
pedagógico de acordo com as práticas. Ao término do estudo, constatou-se que a investigação
proporcionou uma contribuição para sugerir uma política de formação inicial e continuada dos
professores, estabelecendo como base um aprofundamento no que se refere às indagações sobre
currículo e os processos de recontextualizacão do discurso pedagógico na escola na perspectiva de
desenvolvimento humano.The investigation developed in this dissertation had as main concerns to investigate the
conceptions of teachers about curriculum in a public elementary school, in Natal, in Rio
Grande do Norte – Brazil, having as basis the study of the document “Inquiries on
Curriculum”, specifically the Curriculum and Human Development Axis, as mobilizing for
the conceptions of teachers on curriculum in the reorganization of Curriculum Proposal, as
well as the studies of the English sociologist, Basil Bernstein, basing the process of
recontextualization of the pedagogical discourse. Such research was characterized as
exploratory with a qualitative approach in the data analysis, and besides being qualitative, this
is also a bibliographical and field research, for it had the participation of three educators of the
school we talk previously, who were interviewed. Before the presented curriculum
conception, it was considered that the proposed objective has been achieved, observing that
the school investigated was one of the few which studied the document of the Ministry of
Education, according to a previous study made by the author in the public schools in Natal,
and that systematizes the curriculum proposal in the political pedagogical project. And even
more, it recontextualizes the pedagogical discourse in accordance with the practices. At the
end of the study, it was found that the research provided a contribution to suggest a policy of
initial and continuing training teachers, setting as base a deepen in the inquiries about
curriculum and recontextualization processes of pedagogical discourse in school under human
development perspective
A importância do método para a formação do aluno do século XXI
No full textOrientação: Elsa Maria Bacala EstrelaA presente dissertação, de natureza exploratória, procura responder à questão de como pode um método por projeto em Educação Visual contribuir para o desenvolvimento das competências enunciadas no Perfil Dos Alunos À Saída Da Escolaridade Obrigatória. Realizou-se o estudo segundo a metodologia de investigação-ação, durante uma Unidade de Trabalho de médio prazo (segundo e terceiro período). Com base no estudo da literatura sobre metodologia e ensino das artes e as dificuldades da formação para a cidadania, considerou-se importante desenvolver com os alunos um trabalho de projeto, de modo a desenvolver as competências sociais e humanas, de acordo com os conteúdos programáticos da disciplina de Educação Visual por forma a desenvolver a sua criatividade, autonomia e reflexão em cooperação com o outro.
Entendemos que, na atualidade, é muito importante que o ensino das artes contribua mais significativamente na formação dos jovens nas dimensões intelectual, humana e promoção da sua participação ativa na resolução de problemas. O método aplicado procura desenvolver aquelas dimensões e proporcionar um pensar a arte e os seus processos de criação.
Consideramos que o estudo permitiu identificar benefícios no processo de trabalho nos resultados alcançados, bem como compreender os contextos do seu desenvolvimento.The present dissertation, of an exploratory nature, seeks to answer the question of how can a method in Visual Education contribute to the development of the skills set out in the Perfil Dos Alunos À Saída Da Escolaridade Obrigatória. The study was carried out according to the action-research methodology, during a medium-term Work Unit. Based on the study of the literature on methodology and teaching of the arts and the difficulties of training for citizenship, it was considered important to develop a group project work with students, in order to develop social and human competences, according to syllabus of Visual Education in order to develop their creativity, autonomy and reflection in cooperation with others.
We understand that nowadays it is very important that the teaching of the arts contributes more significantly to the training of young people in the intellectual, human and promotion of their active participation in problem solving. The applied method seeks to develop those dimensions and provide a way of thinking about art and its creative processes.
We believe that the study allowed to identify benefits in the work process in the results achieved, as well as to understand the contexts of its development
O ensino das artes visuais na educação secundária : contributos para o desenvolvimento de uma consciência sustentável e atitude ambiental nos alunos
No full textOrientação: Elsa Maria Bacala EstrelaPara o desenvolvimento de uma verdadeira consciência sustentável, é necessário
que a educação promova o desenvolvimento global do ser humano em todas as suas múltiplas
dimensões (cognitivas, afetivas, intuitivas, sensoriais, éticas e estéticas). O conhecimento e a
aprendizagem podem moldar o futuro da humanidade e do planeta.
Reconhecendo a importância da educação artística neste contexto, o presente
estudo de caracter exploratório e qualitativo, tem a intenção de analisar e compreender de
que forma o ensino das artes visuais pode contribuir para o desenvolvimento de uma
consciência sustentável e atitude ambiental nos alunos, contribuindo ativamente na
construção do perfil do aluno.
Através da investigação participativa, desenvolveu-se no âmbito do exercício da
prática de ensino supervisionado, um projeto com uma turma de 12º ano de Desenho A.
Recorrendo a técnicas e atividades, que conciliaram harmoniosamente a aprendizagem e a
natureza, preservando a liberdade criativa e a plasticidade artística.
Procedeu-se ao estudo do tema aplicando o método de investigação-ação,
evidenciando os pontos de convergência entre a educação artística (artes visuais), a
educação ambiental, a sustentabilidade e a ecopedagogia.
Os resultados obtidos validam a importância da introdução de abordagens e praticas
mais sustentáveis e ecológicas, nas disciplinas de artes visuais, como veículo de
consciencialização para o desenvolvimento sustentável e mudança de atitudes nos alunos.
Nomeadamente ao nível cognitivo, comportamental, social e emocional.For the development of a true sustainable consciousness, it is necessary that
education promotes the global development of the human being in all its multiple dimensions
(cognitive, affective, intuitive, sensory, ethical and aesthetic). Knowledge and learning can
shape the future of humanity and the planet.
Acknowledging the importance of art education in this context, this exploratory and
qualitative study aims to examin and understand how the teaching of visual arts can contribute
to the development of a sustainable awareness and environmental attitude in students, actively
contributing to the development of the student's profile.
Through participatory research, a project was developed within the scope of the
supervised teaching practice, with a class of 12th grade. Using techniques and activities that
harmoniously combine learning and nature, preserving creative freedom and artistic plasticity
was achieved.
The scope was developed by applying the action-research method, highlighting the
points of convergence between artistic education (visual arts), environmental education,
sustainability and ecopedagogy.
The results obtained validate the importance of introducing more sustainable and
ecological approaches and practices, in visual arts subjects, as a vehicle to raise awareness
for sustainable development and change attitudes in students. Namely at the cognitive,
behavioural, social and emotional level
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