Supporting professional development in Initial Teacher Training
Mentoring, observation and interviews are three important strategies in developing student teachers. This unit, which gives a flavour of the Open University's flexible PGCE course, introduces student–teacher centred strategies both inside and outside of
Environmental Engineering
The School of Chemical and Environmental Engineering has concerns about the lack of knowledge amongst school pupils, and their teachers, of the type of work undertaken by an Environmental Engineer. The interactive presentation was developed as part of an awareness raising exercise for aspects of Environmental Engineering. Targeted at KS3 pupils particularly in Year 9 (Y9) the themes of air/ soil/water pollution were chosen because of their links to the KS3 National Curriculum for Science ( eg un
After the Vote: Challenges and Opportunities for a Two-State Sudan
On Thursday, February 17th the Pulitzer Center hosted a panel discussion, "After the Vote: Challenges and Opportunities for a Two-State Sudan," in the Linder Family Commons on the campus of The George Washington University. The featured panelists were Pulitzer Center journalist Rebecca Hamilton and experts Jon Temin and Cameron Hudson. The panelists provided a unique perspective on the current status of Sudan after the vote for independence in January and on the future of the two new nations. In
Management Accounting Research Group (MARG) Conference 2011 - 16:30-17:30 [Audio]
Speaker(s): Andrew Shilston | 10.30, John Cullen, University of Sheffield, Innovation in the NHS - Can Accounting Stimulate and Facilitate Innovative. 11:30, Professor Zhang Xinmin, University of International Business and Economics, Corporate Governance and Strategic Cost Management: A View from China. 14:00, Robin Bellis-Jones, Director, Bellis-Jones Hill Group, Costing in the NHS - From Measurement to Management. 15:00, Panel Session. 16.30, Andrew Shilston, Chief Financial Officer, Rolls Roy
Statistics - an intuitive introduction : central tendency
Statistical data have a tendency to cluster around some central point.
How do we determine this point?
Is there just one way of doing it or more than one?
How mosquitoes fly in the rain
Read more:
http://www.newscientist.com/article/dn21077-mosquito-vs-raindrop-match-video-settles-urban-myths.html
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1.2.1 Ethics The first factor is ethics. Disabled people should not be excluded from using any product, device or service if it is at all possible to avoid this: disabled people have the same rights as non-disabled people to access goods and services. Teachers generally try to write material that reflects the experiences of women, as well as men and those of people from diverse backgrounds, to make a course inclusive and ‘pedagogically accessible’. This good practice should be extended to include refl
3 What does the data tell us? Data never gives you the answers: it helps you to ask the questions. (Hawker, 1998) Realistically, what governors can glean from attainment data, without assistance from the professionals, either in school or through the Local Authority (LA), may be limited, depending on your experience of reading statistical information. A single set of figures, relating to only one year's results, may n
5 Summary and conclusion In this unit we have considered questions surrounding the future of school geography. This may at first seem an odd question, but it is salutary to remember that the advocates of geography had to work very hard to make the case for the subject's place in the English National Curriculum. As the unit sought to show, even if we can agree that geography has an important role to play in schools, opinions vary as to the purpose of the subject: Is it a
3 A diversity of views Another vital strategy for survival (or for the justification of survival) is for geography teachers to teach well. Given the wealth and range of lively material available to geography teachers and the richness of life in the real world, it ought to be rare for a geography teacher not to be able to interest or stimulate students in some part of the subject on its own merits (Walford, 2001, p. 238) Learning outcomes The learning outcomes of this unit are: review some of the recent debates about the place of geography in the school curriculum; consider the different aims of geographical education; links for further study Lesson 01 - One Minute Luxembourgish
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In lesson 01 of One Minute Luxembourgish you will learn how to say 'hello' and 'goodbye' in Luxembourgish. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Languages at our website - http://www.oneminutelanguages.com. One Minute Luxembourgish is brought to you by the Radio Lingua Network and is ©Copyright 2008.Author(s):
