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Books > Social sciences > Education > General
Laat jou terugvoer na die jare van inbly-naweke, studentepret, huis-toe-verlang
en troospakkies beskuit onder die enkelbed.
Koshuis, saamgestel deur Erns Grundling van Elders-faam, bevat heerlike
lekkerlees-vertellings, komies, verspot én roerend, oor die koshuislewe – op
skool én universiteit, selfs oorsee – deur ’n verskeidenheid bydraers, insluitend
reisskrywer Dana Snyman, geliefde Weg!-joernalis en -aanbieder Toast Coetzer,
akteur en komediant Schalk Bezuidenhout, Huisgenoot-redakteur Yvonne
Beyers, oudredakteur van Die Burger Bun Booyens, bekroonde romansiers Harry
Kalmer en Kerneels Breytenbach, skrywers en joernaliste soos Celesté Fritze,
Theunis Strydom, Leroux Schoeman, Marnus Hattingh en Pieter van Zyl, en vele
meer.
Skink ’n koppie koffie, onthou weer die liedjie wat gespeel het toe jy by jou eerste
huisdans gesoen is, en laat die jare terugrol!
This collection of 40 quotes motivates students to practice cursive
and sparks rich discussions that build character. Each practice
page includes a memorable quote printed in DeNealian script and a
lined guide for copying the quote. The bottom of the page is
designed so that students can cut out and collect the favorite
quotes they've copied to create a cursive quote mini-book. Includes
famous words from historic figures like Ben Franklin and Martin
Luther King, Jr. For use with Grades 36.
Always in the thick of it. A Chronology of the service with the
R.A.F.R. from 1948. to 1958 R.A.F.R. Squadron Leader J.F.Wallace.
M.C. 1948/1958. Mi D ROYAL AIR FORCE REGIMENT 2nd June 1948.
J.F.Wallace, Commissioned. Flight Lieutenant, Royal Air Force.
(59948) June 1948 - November 1948 J.F.Wallace Flight Lieutenant,
Passed Officers Conversion Course and Tactics Course at Royal Air
Force Regiment Depot. Attachment to Airbourne Squadron, and LAA
Gunnery School. Posted to B.A.F.C. Germany. November 1948-
September 1949. Flight Commander J.F.Wallace, No.56 (Rifle)
Squadron, Germany. Attached 10 months for Berlin Airlift Staff
Duties at Adv. H.Q. No 46 Group RA.F. Germany. September 1949-May
1951. Flight Commander, No 1 Armoured Car Squadron, Germany, passed
Signals Instructors Course. Short Periods as Adjutant, H.Q. No 4
Wing R.A.F.R. when Adjutant on leave or courses etc. May 1951-
September 1952 Officer i/c. Junior Gunner Instructors Courses.
Royal Air Force Regiment Depot. September 1952-September 1953
Officer i/c Pre-O.C.T.U Courses. Royal Air Force Regiment Depot.
Passed Promotion examination "C"for Squadron Leader Rank. October
1953- September 1954 Squadron Commander. Arab Rifle Squadron. Royal
Air Force Levies (Irac). J.F.Wallace Promoted Squadron Leader 10th.
September 1954. September 1954-April. 1957 Squadron Commander.
J.F.Wallace No. l Squadron, Aden Protectorate Levies. Activities
included several actions against Yemen Regular Army and tribesmen
along-the frontier and numerous smaller actions against dissident
tribesmen in the West Aden Protectorate. Also quelling of a tribal
revolt, the siting and construction of operation airstrips, the
opening up of trade routes closed by hostile tribesmen, and Aid to
the Civil Power in Aden Colony. Commended by His Excellency the
Governor of Aden. April 1957 - December 1957 Squadron Commander.
J.F.Wallace Staff Appointment. RA.F.R. HQ Fighter Command Royal Air
Force Bentley Priory, Stanmore. December 31st. 1957 Retired
retaining the rank of Squadron Leader. Government White Paper 1957
refers. RA.F. Squadron Leader J. F. Wallace. M.C.M.i.D 1948/1958 By
David C. Wallace.
Consumption was the deadliest, most common disease that mankind has
faced up till now. Three billion people in Europe and North America
died between the fourteenth and the end of the eighteenth century.
It was a death sentence with no known cause which led to the
development of unusual empirical therapies. Lucky Consumptive
patients reached a Sanatorium. Sanatoria were developed to house
sick patients in an environment where they stood the best chance of
recovery from their illness. There was no organised healthcare
system and funding for a Sanatorium depended upon provision
provided by wealthy individuals, or societies. Charles Dunnell Rudd
was a Cape Merchant who had made a fortune in South Africa
successfully prospecting for Gold and Diamonds. His mother had died
from Consumption and he wished to invest some of his money in
building a Sanatorium. It had been shown that Consumptive patients
survived longer if they took vigorous exercise, slept out of doors,
and were nursed on higher land near to forests. Rudd anonymously
purchased raised land at Northwood for this purpose. Helena (later
Princess Christian) was Queen Victoria's third daughter, and had a
marked social awareness, arranging charitable meals for the less
fortunate. She was very hard working and became the Principal
Patron for Mount Vernon Hospital, donating money and attending
annual fundraising Festival Dinners. Contemporary photographs from
this period show female patients walking around the grounds and
occupying designated rest shelters. The male patients had a more
vigorous lifestyle, working in the gardens and sleeping in their
beds out of doors. Those surviving often acquired new skills which
might enhance their future employment prospects. These measures
greatly improved the prognosis for consumptive patients. After Koch
discovered the Tubercle Bacillus effective curative
anti-tuberculous therapy evolved.
Help students build fluency and gain confidence as English speakers
with this bilingual twist to the classic game. Includes 120
reproducible boards for 15 different themes including: school,
home, calendar, animals, transportation, weather and more. A snap
to learn and a blast to play! For use with Grades K-3.
The purpose of this contributed volume is to examine the links
among research, policy, and change in education in Latin America in
the context of the relationships between the economy, politics, and
the state in the 1980s. The case analyses will discuss the
challenges these societies face in education in their progression
towards the twenty-first century.
In its various sections, the book addresses the following
questions: How did education respond during the 1980s to the major
sociopolitical and economic changes that affected these countries?
How did the changes in the 1980s affect the relationships between
education, society, and the state, and what lessons can be learned
from the interaction between research and policy that may help in
understanding the developmental role of education in the 1990s? And
is educational research and policy helping to improve the social
condition of minorities in Latin America? This volume will be of
interest to scholars and policymakers in Latin American studies,
educational research, education policy, and educational
planning.
Give beginning readers and second language learners the support
they need with these adorable little books in both English and
Spanish. Written to correlate with Guided Reading Level A, the
simple, predictable stories feature high-frequency words, rhyming,
repetition, and helpful illustrations on topics kids love, such as
birthdays, pets, and friendship.
This updated second edition extends the discussions surrounding the
key qualitative methods used in contemporary educational research.
Featuring comprehensive coverage of research across all stages of
education, it provides sophisticated and concise discussions on
both the building blocks of the field and the latest advances in
research. Bringing together international scholars, this Handbook
offers exceptional insights into the theories and disciplinary
approaches to qualitative study and the processes of data
collection, analysis and representation, offering fresh ideas to
inspire and re-invigorate researchers in educational research.
Blending the ideas of both emerging authors and established
academics, this Handbook explores research in formal, informal and
non-formal education settings internationally. Informative and
comprehensive, this Handbook is crucial reading for academics and
graduate students in educational research in search of exciting
opportunities and avenues for new projects in the field. It will
also be useful for practitioners and policymakers in educational
settings who need a fresh and diverse illustration of the latest
research. Contributors include: A. Allan, L. Allen, L. Atkins, C.
Bagley, R. Bishop, G. Calder, R. Castro-Salazar, R.F. Clemens, M.
Cortazzi, Z.B. Corwin, S. Delamont, M. Dressman, J. Elliot, K.
Finn, S. Gannon, A. Gitlin, A. Grant, S. Habib, B.E.
Halldorsdottir, M. Hammersley, N. Hayfield, R. Holmes, M. Holton,
L. Jin, W. Journell, P. King, J.I. Kjaran, T. Kosonen, M.
Kusenbach, J.N. Lester, L.W. Loutzenheiser, J. Mann, D. Mannay,
A.B. Marvasti, A. McInch, C. Mcluckie, K. Morrin, M. Myers, B.
Neale, T.M. Paulus, J. Robinson, J. Robson, W.-M. Roth, M. Sanchez,
M. Somerville, M. Tamboukou, S.J. Tanner, G. Terry, W.G. Tierney,
M. Thomas, J. Tummons, C. Turney, M.R.M Ward, C. Watson
Against a pre-Civil War backdrop of violence and antagonism, three
courageous women, in different parts of the country, undertook to
teach black children. Prudence Crandall, Margaret Douglass, and
Myrtilla Miner lived, respectively, in Connecticut, Virginia, and
Washington, D.C.: they each found that racial prejudice is not
limited by geography and that people will go to great lengths to
prevent the teaching of blacks. Of the three schools they
established, only one--in the nation's capitol--proved more or less
permanent, but all three had a significant impact on American life.
Because they chose to teach black children, Miner, Douglass, and
Crandall all endured persecution and hardship. Foner and Pacheco's
important biographical study portrays three women of unusual
courage who deserve to take their places with the many brave women
of nineteenth-century America.
What makes a good relationship? How does flight influence behavior
for humans and birds? Is it ever permissible to lie? Reframing our
units and lessons with questions such as these makes learning more
exciting for students. Wilhelm debunks the myth that teaching
through inquiry is hard. He shares practical, easy ideas for
turning state standards into engaging authentic questions that
propel students toward deep understandings. Includes sample
lessons, discussion techniques, and questioning schemes for all the
content areas. For use with Grades 4 & Up.
If you want to make a difference, make a change or make your mark
on the world but just don't know how to start, here's the answer.
Realise your true potential, find your edge and make your ideas and
dreams - however big or small - a reality with The Ripple Effect.
Wherever you are in life and no matter what you want to achieve,
little changes in your approach and small shifts in your mindset
can create ripples that have the potential to make big things
happen - for you, your organisation, your community and maybe even
the world! In this inspiring and motivating guide, visionary
business leader and entrepreneur David J Harkin coaches you through
eight key lessons that will empower you to make your own ripples.
By igniting your curiosity, releasing your energy and teaching you
how to ride the wave of your enthusiasm and self-belief, David
expertly demonstrates how you can build your confidence, bounce
back from failure and feel positively relentless in the pursuit of
your goals and ambitions. Now is the right time to start making
your mark. By starting The Ripple Effect today, just imagine the
impact you might make on tomorrow.
The book, "Removing The Mask" is a selection of poems and writings
which encapsulates the essences of change. While grounded in
everyday experiences, these poems force the reflective side of our
thinking to transport us to past happenings. These lived
experiences capture memories of sadness and pain, and quickly
create a sweet, balance through the equally uplifting passages
which provide both empowerment and positivity for the reader. The
book challenges the reader to explore how our experiences can
affect how we process issues and how a lack of confidence can
debilitate our sense of achievements, purpose, and self-worth. The
book arrives at no specific solutions; instead it gently leads the
reader to examine the questions stimulated by its content to
journey through a host of personal experiences to arrive at a
conclusion that is personal and empowering.
Among the many models of school reform that have emerged in the
late 20th and early 21st centuries, one has endured for more than
50 years: the School Development Program (SDP). Established in 1968
by renowned child psychiatrist James P. Comer and the Yale Child
Study Center, the SDP is grounded in the belief that successful
schooling-particularly for children from disadvantaged
backgrounds-must focus on the whole child. With that in mind, the
SDP encompasses both academics and social-emotional development,
and it is founded on positive and productive relationships among
students, teachers, school leaders, and parents. With the Whole
Child in Mind describes the SDP's six developmental pathways
(cognitive, social, psychological, physical, linguistic, and
ethical) and explains how the program's nine key components (in the
form of mechanisms, operations, and guiding principles) create a
comprehensive approach to educating children for successful
outcomes. Firsthand recollections by Comer, school leaders and
teachers, and SDP staff members provide an inside look at the
challenges and successes that eventually transformed severely
underperforming schools into models of excellence. Linda
Darling-Hammond, one of the country's foremost experts on K-12
education, and her colleagues argue persuasively for the continuing
relevance of the SDP. Far too many schools still operate in a
high-pressure environment that emphasizes testing and standardized
curricula while ignoring the fundamental importance of personal
connections that make a profound difference for students. Fifty
years on, the SDP is still just as powerful as ever.
This updated second edition extends the discussions surrounding the
key qualitative methods used in contemporary educational research.
Featuring comprehensive coverage of research across all stages of
education, it provides sophisticated and concise discussions on
both the building blocks of the field and the latest advances in
research. Bringing together international scholars, this Handbook
offers exceptional insights into the theories and disciplinary
approaches to qualitative study and the processes of data
collection, analysis and representation, offering fresh ideas to
inspire and re-invigorate researchers in educational research.
Blending the ideas of both emerging authors and established
academics, this Handbook explores research in formal, informal and
non-formal education settings internationally. Informative and
comprehensive, this Handbook is crucial reading for academics and
graduate students in educational research in search of exciting
opportunities and avenues for new projects in the field. It will
also be useful for practitioners and policymakers in educational
settings who need a fresh and diverse illustration of the latest
research. Contributors include: A. Allan, L. Allen, L. Atkins, C.
Bagley, R. Bishop, G. Calder, R. Castro-Salazar, R.F. Clemens, M.
Cortazzi, Z.B. Corwin, S. Delamont, M. Dressman, J. Elliot, K.
Finn, S. Gannon, A. Gitlin, A. Grant, S. Habib, B.E.
Halldorsdottir, M. Hammersley, N. Hayfield, R. Holmes, M. Holton,
L. Jin, W. Journell, P. King, J.I. Kjaran, T. Kosonen, M.
Kusenbach, J.N. Lester, L.W. Loutzenheiser, J. Mann, D. Mannay,
A.B. Marvasti, A. McInch, C. Mcluckie, K. Morrin, M. Myers, B.
Neale, T.M. Paulus, J. Robinson, J. Robson, W.-M. Roth, M. Sanchez,
M. Somerville, M. Tamboukou, S.J. Tanner, G. Terry, W.G. Tierney,
M. Thomas, J. Tummons, C. Turney, M.R.M Ward, C. Watson
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