HGSE Gives Thanks
Members of the Harvard Ed. School community express gratitude around the Thanksgiving holiday.
U.S. Morning Call: Spain in pain; cushy deal for Sealy
Sep 27 - Spain set to announce fiscal reforms and strict budget cuts, and Tempur-Pedic acquires Sealy for $1.3 billion.
1.4 Coal-forming environments in the geological record Figure 5 simplifies a typical vertical succession of sedimentary rocks found in many coalfields. The sequence from the base of the section upwards reveals the following: When a mire starts to form, the first plants take root in underlying clays or sands that form the soil. Their r
1.3.1 Peat formation in deltas and coastal barrier systems Since mires require poor drainage, low-lying land close to coastal areas might provide the right conditions for peat to form. Most extensive areas of modern peat formation are indeed situated not far above sea-level, and as Figure 2 shows, they are commonly associated with river deltas and coastal barriers. Such environments would
Acknowledgements
From the mouse-deer to the elephant, plant eaters come in all shapes and sizes. But how do they manage to flourish on a salad diet? In this unit we will examine the special features that allow them to extract their nutrients from leaves, and see how some plants protect themselves from these predators. This is the fourth unit in the ‘Studying mammals’ series.
Energy resources: Solar energy
Energy from sources other than fossil and nuclear fuels is to a large extent free of the concerns about environmental effects and renewability that characterize those two sources. Each alternative source supplies energy continuall, whether or not we use it, and most have their origins in energy generated outside the Earth, yet the potential of each is limited by its total supply set against its rate of use. The Sun will radiate energy until it ceases thermonuclear fusion, in around 5 billion yea
13.1 Introduction I'll now introduce you to some different storage media and devices. As the uses for ICTs have expanded and developed, so has the need to store ever larger amounts of data. I've quoted some figures for storage capacity in this section but, given the rapid rate of development in ICT systems, some of these figures may be out of date when you read this course.
Introduction This course introduces you to the types of activities undertaken by students of the earth sciences and ecology. You will learn how data is collected and analysed. This OpenLearn course provides a sample of Level 1 study in Science.
Heart Anatomy
A doctor, with animation, walks the viewer through the structure of the heart in easy-to-understand information. Features many amazing facts.
InfoSkills Tutorial
InfoSkills is a self-paced online tutorial designed to introduce University of Newcastle undergraduate students to a range of information and research skills that will assist with finding, using, evaluating and managing information. The tutorial also identifies issues surrounding academic integrity, including plagiarism, and their significance at the University of Newcastle.
Conclusion This free course provided an introduction to studying Health and Social Care. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner. This OpenLearn course provides a sample of level 2 study in Health & Social Care. If you found this interesting, take a look at the Open University module Death, Dying & Bereavement (K220):
Virtual Maths, Brick Density - Water Displacement method
Presentation explaining how to calculate the density of a brick using water displacement method.
Plenaries
Plenaries The national strategy seems to insist that every lesson follows the 3 part format of starter, main activity, plenary. As an AST in tend to network with colleagues in other schools where the view for specialist ICT teachers is that plenaries are often inappropriate in the context of ICT lessons where pupils are working on ongoing coursework tasks [e.g building and documenting a database for GCSE coursework over a series of lessons for 2 months]. Plenaries seem to be effective in lesson
School starting age
School starting age I am a 3rd year student at Canterbury Christ Church. I am looking into the difference in starting school between the UK and USA. I have a lot of information on the American side but am stuggling to find information on the reasons children start school at age 4, and the choices parents have on when their children start school. Any information also on daily routines and early years support in both countries would be gratefully received.
Speed reading
Speed reading For my dissertation I want to find out the effectiveness of speed reading and photoreading on reading attainments in children. I have seen these things advertised widely in the US and wondered if their purported benefits of increased reading speeds, higher retention and comprehension are at all justified. So little seems to be known of the technique in UK. I wondered if there has been any research other than what the vendors claim.
1.4 Law, skills and learning outcomes This unit has a number of learning outcomes. In relation to a course of study, a learning outcome is simply something which you should be able to do (and to show that you can do) at the end of studying a particular unit. The learning outcomes are concerned with ability to demonstrate knowledge and understanding of company law, and also ability to demonstrate a range of skills, including use of IT, research and problem-solving. In addition to being listed at the beginning of the unit, th
More Than Potato Prints - making the most of the arts in early years settings
This publication, which is available as both a downloadable web based resource and a printed booklet, is an Arts Council England publication comprising a series of case studies set in Sure Start Children’s Centres. The Sure Start initiative was set up by the Government in 1999 with the stated aim to establish a Sure Start Children’s Centre within every community by 2010. These Centres form part of a national 10 year childcare strategy and offer services and information for children under fiv
TDA Workforce Remodelling Leaflet
This leaflet on Workforce Remodelling, produced by the TDA, is aimed at trainee and student teachers. It provides a brief background to remodelling and what this means, how it is impacting upon schools, and how it will affect their pupils and workload as new teachers. It includes useful information on the 2003 National Agreement on Raising Standards and Tackling Workload and the Workforce Agreement Monitoring Group (WAMG), as well as URLs of relevant websites.
The message of this document is th
Perceptions of Masters level PGCE
This research paper was presented at the 2008 British Educational Research Association (BERA) annual conference. It reports the initial findings of a pilot research study funded by the Education Subject Centre of the Higher Education Academy (ESCalate) which sought to track the progress and effect of PGCE/M level provision in England, through investigating the opinions of a range of stakeholders in relation to the perceived benefits of the Masters level component of this qualification.
The Impact of ITE Partnerships on Teachers' Professional Learning and Development: A Selection of Ca
Following the results of an initial study into the impact of Initial Teacher Education (ITE) on schools, this follow up study focuses in more detail on the contribution of mentoring to the professional learning of teachers and the reciprocal learning and development benefits of working with trainee teachers. Findings from a qualitative interview study with people involved with ITE in a range of different roles are presented as ‘case stories’ of good practice.
