Written with level 3 readers firmly in mind, this book offers concise, accessible, one-stop coverage of the Level 3 Award in Education and Training, including the Learning and Development units. It takes account of new policies and legislation, emerging technologies and the current post-compulsory teaching and learning climate. The text encourages reflection of practice throughout, supported by case studies and activities aimed at consolidating and contextualising the information. The content covers the full range of relevant LSIS units, includes a detailed glossary plus chapters on the micro-teach and writing essays and assignments, and is fully mapped to the latest ETF Standards. Written by the successful team who produced A Complete Guide to the Level 4 Certificate in Education and Training and A Complete Guide to the Level 5 Diploma in Education and Training.

This book explores the pedagogical applications of critical thinking in art education and scholarship. In the first part of the book, the author delves into the ways that arts-based educational research has incorporated critical thinking in order to illuminate the context for the subsequent study. The second half of the book focuses on the essay as a genre used in creative nonfiction and film in order to enact the concept of critical thinking in art education. In this way, the book sheds light on a new landscape of thinking arts education and thinking scholarship through the essay that is practiced in creative nonfiction and cinema.

No Fear

Shakespeare

A Midsummer Night's Dream

Read& nbsp; A Midsummer Night's Dream in all its brilliance and actually understand what it means.

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No Fear Shakespeare gives you the complete text of A Midsummer Night's Dream on the left-hand page, side-by-side with an easy-to-understand translation on the right.

If you want to start an argument in a teachers' lounge, bring up the topic of how best to teach grammar. There is a wide spectrum of opinion. Traditionalists claim that we must explicitly teach grammar. Students drill the basics and diagram sentences. Sometimes their study and drills take the place of writing, but these teachers claim that good writing demands good grammar. At the opposite end of the spectrum are teachers who claim that the best way to learn grammar is to write, thereby being forced to use grammar in writing and editing. They reason that students will learn grammar in the context of actually using it, without all the drills and worksheets. They trust the writing process to instill an appreciation for grammar, instead of actually teaching it. Teachers on the write-to-learn-grammar side claim that students who are only taught grammar rules might pass tests, but since they didn't learn in the context of writing, they typically don't apply the rules when they write. Grammar traditionalists say students in writing classes never learn grammar at all, because it is not explicitly taught. In Tools, Not Rules, authors Tommy Thomason and Geoff Ward take the middle-ground position that grammar should be taught as part of the writing process. Tommy Thomason is a veteran journalist and university journalism professor at TCU. Geoff Ward is a well-known Australian professor and associate dean from James Cook University in Townsville. Both have written several books and work extensively with American teachers. Publisher's website: http://www.eloquentbooks.com/ ToolsNotRules-TeachingGrammarInTheWritingClassroom.html

Primer of Celestial Navigation Primer of Celestial Navigation By John Favill, M. D. Associate Member, U, S. Naval Institute Navigator, U. S. Power Squadrons Colonel, Inactive Reserve, U. S. Army Third Edition Revised and Enlarged New York-1944 Cornell Maritime Press Acknowledgments For answering bothersome questions or for helpful sug gestions, the authors sincere thanks go to P, V. H. Weems, Lt. Comdr., U. S. Navy Ret., Professor Harlan T. Stetson of the Massachusetts Institute of Technology, Mr. Alfred F. Loomis, Secretary of Yachting, and Selwyn A. Anderson, Master Mariner. Contents Preface to Third Edition xiii Introduction xv Part I Fundamentals 1. Astronomical 3 2. Time 24 3. The Nautical Almanac 51 4. Altitudes 55 5. The Sextant 61 6. The Compass 69 7. The Astronomical Triangle 79 8. Trigonometry 82 9. Logarithms 92 Part II Procedures 10. Introduction to Position Finding 99 11. Latitude 103 12. Longitude and Chronometer Error 1 14 1 3 . Azimuth and Compass Error 117 14. Sumner Lines of Position 123 15. The Saint-Hilaire Method 128 16. Short-Cut Systems 134 17. Special Fixes 141 18. Polar Position Finding 148 19. Identification 155 20. Tabular Summary 157 Part HI Supplementary 21. The Sailings, Dead Reckoning, and Current 161 22. The Days Work 180 23. Essential Equipment 182 24. Practical Points 183 25. Navigators Stars and Planets 196 26. Reference Rules for Book Problems 205 27. Finding G. C. T. and Date 207 28. Abbreviations 209 29. Forms 212 30. Problems 224 Selected Bibliography 259 Index 261 List of Illustrations 1. Declination, 8 2. Excess of One Rotation 13 3. Diagram for General Orientation facing page 1 3 4. Phases of the Moon 18 5. Precession of the Equinoxes 20 6. TheEarths Orbit 23 7. The Solar Year 27 8. Time Diagram 33 9. Time Diagram 33 10. Time Diagram 33 11. Time Diagram 34 12. Time Diagram 34 13. Time Diagram 35 14. Time Diagram 35 15. Time Diagram 36 16. Time Diagram 36 17. Time Diagram 37 18. Relations Between Zone Time and Local Civil Time 40 19. Zone Time of Mean Sun Noons in Zone 40 20. Time Frame 44 21. The Opposite-the-Sun Meridian 45 22. Time Frame and O. S. M. 45 23. Change of Date 46 24. Refraction 57 25. Parallax 58 26. Sextant 61 ix 27. Sextant Angles 62 28. Arc and Vernier Scales 64 29. Reading the Sextant 66 30. Compass Card 71 3 1 . The Astronomical Triangle 79 32. For Napiers Rules 87 33. Angles in the Different Quadrants 89 34. The Four Cases of Latitude from Meridian Alti tude Observation 104 35. Latitude by Phi Prime, Phi Second 1 1 1 36. Longitude by Time Sight 1 14 37. Azimuth ng 38. Zenith Distance and the Radius of the Circle of Equal Altitude 125 39. The Saint-Hilaire Method 131 40. Rules for H. O. 211 136 41. Plane Sailing 163 42. Middle Latitude Sailing 166 43. First Current Problem 176 44. Second Current Problem 178 45. FixbyH. O. 214. D. R. Position 242 46. Fix by H. O. 2 1 4. Assumed Position 244 List of Tables 1. The Solar System 4 2. The Brightest Heavenly Bodies 7 3. Declinations of Navigational Stars 17 4. Time 30 5. Calculations of t 36 6. Zone Time 41 7. Compass Errors 74 8. Finding Deviation 75 9. For Magnetic Steer Compass 76 10. Compass Points and Quarter Points 78 1 1 . Finding Parts o the Astronomical Triangle 80 12. Definition of the Trigonometric Functions of Plane Right Triangles 83 13. Equivalents of the Trigonometric Functions of One Acute Angle of a Plane Right Tritegl when Hypotenuse 1 P 14.Trigonometric Functions o Any Angle with the Sign for Each Quadrant 86 15. Equivalent Trigonometric Functions of Angles in the Different Quadrants 88 16. Examples of Logarithms 96 17. For Correcting Polar Position Lines 152 18. Summary of Methods facing page 157 19. Rules for Time and Angles 206 20. For Finding G. C. T. and Date 208 21. Working Form for Azimuth by H. O. 214 233

This book examines the global movement of putting more emphasis on students' social and emotional development in education. It provides some order in the unstructured multitude of desirable socio-emotional educational objectives and ambitions that have resulted from this movement and builds on a careful conceptual analysis. It starts out by examining the roots of the movement and discusses different emphases. Next it makes use of instructional and psychological constructs and theories to arrive at meaningful categorizations of major domains and types of social-emotional "skills". One of the key assumptions is that social and emotional attributes are malleable by means of educational interventions. The book reviews available research evidence for this assumption, taking into account psychological studies and meta-analyses. It then creates new evidence based on a new meta-analysis, which concentrated on the effects of educational interventions on skills associated with the conscientiousness factor of the Big5 taxonomy. In the final chapter, the book discusses the implications for educational policy and practice; a discussion in which attention is given to political and ethical questions about the desirability of treating social and emotional attributes as educational goals.

This book focuses on the use of the Rasch measurement model in validation studies and in analyzing the psychometric properties of a variety of test instruments, questionnaires, and scales in international contexts. It broadly examines the development and application of Rasch modeling, providing in-depth analyses of the properties of various scales used in the fields of education, and humanities and social sciences research. The book includes exemplary works on educational research and practices that highlight recent and innovative applications, as well as theoretical and practical aspects of Rasch modeling. Readers will find it helpful to understand the latest approaches to Rasch measurement in educational research, as well as practices for future studies and quantitative research. 'This book provides a diverse set of perspectives on Rasch models from scholars across the globe. The volume is both theoretical and applied. The first section of the book provides an overview of Rasch modeling and explains the theoretical and conceptual framework underlying the Rasch model. The remainder of the book highlights multiple applications of the Rasch model within educational assessment as well as several examples of how Rasch modeling can be used for validation studies. This volume showcases the wide variety of ways in which Rasch modeling can be applied to assessment data to provide insights into students' achievement and learning and to improve instruction.'-Betsy McCoach, University of Connecticut, USA. 'A well-written collection of articles. Grouped by the theoretical and applied aspects of Rasch measurement, each chapter in this edited volume makes notable contributions to knowledge and practice. Written by leading scholars in the field, these chapters were written in a clear, succinct, and assertive manner, providing readers with up-to-date information, analyses, and debates. This book should be found in the core collection of emerging researchers and established scholars in educational measurement.'-Timothy Teo, Murdoch University, Australia.

This edited book brings together an international cast of contributors to examine how academic literacy is learned and mastered in different tertiary education settings around the world. Bringing to the fore the value of qualitative enquiry through ethnographic methods, the authors illustrate in-depth descriptions of genre knowledge and academic literacy development in first and second language writing. All of the data presented in the chapters are original, as well as innovative in the field in terms of content and scope, and thought-provoking regarding theoretical, methodological and educational approaches. The contributions are also representative of both novice and advanced academic writing experiences, providing further insights into different stages of academic literacy development throughout the career-span of a researcher. Set against the backdrop of internationalisation trends in Higher Education and the pressure on multilingual academics to publish their research outcomes in English, this volume will be of use to academics and practitioners interested in the fields of Languages for Academic Purposes, Applied Linguistics, Literacy Skills, Genre Analysis and Acquisition and Language Education.