Santo Domingo olla
"Kiwa pottery jar - black and red ontan slip. Geometric designs exterior. Concave base. No signature - unknown potter Condition:Good - few chips and scratches" -- From the Museum catalog.,Gift by John A. Morgan, 2002
Jar signed Camilio Sunflower Tafoya
"Very small vase - red and buff incised carvings of bears, squirrel and flowers. Signed "Camilio Sunflower Tafoya - 1981 - Santa Clara Pueblo M1816" on bottom Condition: Excellent"-- From the Museum catalog.,Gift by John A. Morgan, 2002
Wedding vase signed Margaret Tafoya
"Wedding Vase - black polished with carved waterfall design on 2 sides. Signed "Margaret Tafoya" on bottom Condition: Excellent"-- From the Museum catalog.,Gift by John A. Morgan, 2002
Jar signed Joseph Lonewolf
"Miniature pot - black polished with eagle design in terra cotta. Signed "Joseph Lonewolf" "1973-36" with Lonewolf symbol on bottom Condition:Excellent"-- From the Museum catalog.,Gift by John A. Morgan, 2002
Cochiti olla
Olla -- black and orange on cream with red slipped lower base. Designs exterior -- concave base. Good [condition] -- 1 large chip and 1 small chip on rim."--Description from the Museum catalog.,Gift by John A. Morgan, 2002
1.7.1 European citizenship The EU is an economic, juridical and, to an extent, political reality. But is it a public space in the sense of an arena in which groups and individuals vigorously exchange symbolic messages of different types? It would appear as if, while the public of most EU countries are willing to accept ever closer economic union (including a common currency and even political convergence), when it comes to historical memories, social organisation and cultural ideas (including religion), they are mostly
1.4.2 Unification and the EU With the development of the EU an arena for collective action has appeared. But, as we shall see in SubSection 1.4.3, it is rather limited and it cannot be compared to the public sphere of the member states. Although collective actors have reacted to the emergence of new European-based institutions, due to internal constraints not all are in the same position to make the best of the EU opportunities. According to Marks and McAdam (
King Tut's Tomb
The mystery of Tut's death and possible murder is examined by using modern scientific method. This 3:40 video shows how it is possible that the real reason for Tut's demise was a war wound. Students may need to understand what gangrene is.
Suresh: Lesson 63 ; Supply Chain Management ; Part 4
(See all the lesson from Suresh; See the First Lesson from Suresh; Build Your Vocabulary By Mastering 4 Words a Day) (Looking for something else? Check out our Lesson Finder, [...]
Good Presentations: Voice
The presenter in this video deliberately starts out with an example of a poor presentation. Part of the series: Physical Delivery for Good Presentations. In good presentations, voice intonation and variation help engage the audience. Properly use the voice for good presentations with tips from a teacher, presenter and facilitator. (02:27)
Learn about The History of Ancient China 4000 B.C.
This one minute video provides a brief overview of the accomplishments in China in the period around 4000 B.C. At best this is an overview and should be combined with other videos or materials to provide a more indepth look at China during this time.
Learning outcomes By the end of this unit you should be able to: provide an understanding of autistic spectrum disorders (ASDs); illustrate a range of theoretical and practical perspectives on this area and the links and contrasts between them; consider the principles and problems of diagnosing autistic spectrum disorders; highlight the theoretical and practical implications of treating autistic disorders as a spectrum; emphasise the dev
Introduction This unit offers a review of psychological research and practice aimed at understanding and explaining autistic spectrum disorders (ASDs) and helping people who have them. The discussion ranges from problems of identification and diagnosis, through theoretical research into causes, to an evaluation of selected therapeutic approaches. The chapter highlights the diversity of perspectives that exist in this area. It draws on the personal testimony of people with autism and their families, as wel
5.6 Public understanding and perception of science Everyday reality presents itself not just through the senses but intersubjectively (Berger and Luckmann, 1966) – that is, we form meanings about the world because we talk to others about what we perceive. Scientific knowledge is also formed intersubjectively through being shared within a community of scientists – a community of practice which stipulates what constitutes legitimate scientific knowledge, and validates the epistemological assumptions made by its own traditions.
5.2 Scientists as a community of practice Science has been described as involving observation, description, categorisation, investigation, experimentation and formation of theoretical explanations for naturally occurring phenomena – activities performed by scientists using scientific methods. Jacob Bronowski (1973) said, ‘That is the essence of science: ask an impertinent question, and you are on the way to a pertinent answer’ – an apt way to put it, as with science, we set off from a starting point of curiosity an
4.2 Knowing mathematics How much mathematics do you think you know? You may feel that you know quite a lot, or that you are ‘out of practice’ and have forgotten much of it; or perhaps you were never very secure in your mathematical knowledge and feel that you did not achieve complete understanding. Primary teachers are expected to have a confident knowledge of mathematics. You are not expected to reach such a level for this unit, but you do need to know a fair amount. All the mathematics that children go on
1.2 What the unit is about This unit is about the ways in which we come to know and make sense of the world, in particular how we do this using the media of language, mathematics and science. There are many possible theoretical positions which can be taken towards early years curricula. Some people, for example, think of children as ‘empty vessels’ which can be ‘filled’ with knowledge that is transmitted to them by adults. This view has been associated with a behaviourist approach to teac
5.1 Children's rights The story of the Palmer family is presented in the audio below, and it provides material about working with families. The case study is a dramatic presentation of a reconstituted family consisting of three generations living in the same household. During th 1.1 What children's perspectives tell us about inclusion Every child's experience of education is different and this means that inevitably all children will be at different stages of the ‘journey’ towards inclusion that we are considering in this unit. In reflecting children's perspectives it is, therefore, difficult to avoid descriptions of situations that are far from ideal. However, these situations can be seen as steps along the way. This will not, sadly, reduce the impact of unsatisfactory situations on the children themselves. Certai Learning outcomes On completion of this unit, you will: have developed an understanding of a context in which listening to the perspectives of children is important in developing inclusive education; have gained an insight into the varying perspectives of children; have reflected on how children's perspectives fit into your developing model of good practice and how they relate to your own perspectives. Except for thir
Initial information about the Palmer family
