|
Showing 1 - 25 of
123 matches in All Departments
What do you need to know to teach computing in primary schools? How
do you teach it? This book offers practical guidance on how to
teach the computing curriculum in primary schools, coupled with the
subject knowledge needed to teach it. This Seventh Edition is a
guide to teaching the computing content of the new Primary National
Curriculum. It includes many more case studies and practical
examples to help you see what good practice in teaching computing
looks like. It also explores the use of ICT in the primary
classroom for teaching all curriculum subjects and for supporting
learning in every day teaching. New chapters have been added on
physical computing and coding and the importance of web literacy,
bringing the text up-to-date. Computing is both a subject and a
powerful teaching and learning tool throughout the school
curriculum and beyond into many areas of children's learning lives.
This book highlights the importance of supporting children to
become discerning and creative users of digital technologies as
opposed to passive consumers.
The use of information and communication technologies (ICTs) in
primary schools is often problematic and frustrating for teachers
and pupils alike. Drawing on a study of the experiences and
perceptions of over 600 primary pupils, this book explores how ICT
provision may be improved from a 'bottom-up' perspective -
considering a number of radical suggestions for recasting primary
schools as sites of innovative, imaginative and empowering
technology use. There have been relatively few empirical studies of
primary school IT use, and very few studies of pupils' perceptions
of using technologies in primary schools. This book addresses the
lack of 'learner voice' in the existing literature by providing
interesting, thought-provoking insights into children's views of
ICT. From this background, the book is able to make a number of
practical suggestions for changes to the nature of ICT organisation
and provision in schools, and so will benefit schools' efforts to
better align education ICT use with the needs of children.
Session 1 Experimental results relating acoustic and oceanographic
variability.- Deterministic-stochastic oceanographic descriptions
for ocean-acoustic experiments.- Experimental ocean acoustic field
moments versus predictions.- Two dimensional acoustical propagation
in a stratified shear flow.- The effects of sound speed on the
shape of the ocean impulse response.- The effect of seasonal
temperature fluctuations in the water column on sediment
compressional wave speed profiles in shallow water.- SLICE89: A
single slice tomography experiment.- Marginal Ice Zone
oceanographic variability and its effects on acoustic propagation.-
Internal wave induced fluctuations in the oceanic density and sound
speed fields.- Gyre-scale reciprocal acoustic transmissions.-
Summary of Session 1.- Session 2 Wave motion and finestructure
affecting acoustic propagation: smallscale variability.- Chaos in
underwater acoustics.- Impulse response analysis of ocean acoustic
propagation.- Dependence of near-surface acoustic scatter on wind
speed.- Nonlinear effects in wind-wave generation.- Multichannel
acoustic reflection profiling of ocean watermass
temperature/salinity interfaces.- Acoustic variability due to
internal waves and surface waves in shallow water.- Observations of
ocean inhomogeneities.- The problem of creating a synthetic
aperture in a non-isotropic ocean.- Prediction of coastal ocean
thermal variability.- Summary of Session 2.- Session 5 Stochastic
modelling in oceanography and acoustics.- Treatments of incoherent
scattering for the parabolic equation and ASTRAL propagation
models.- Average sound intensities in randomly varying sound-speed
structures.- Stochastic ray tracing in thermoclines.- Modeling of
sound propagation in a randomly varying ocean by stochastic mode
coupling.- Summary of Session 5.- Session 3 Range-dependent
acoustic propagation caused by fronts and eddies: mesoscale
variability.- Radar altimetry and acoustic prediction.- A
range-dependent analysis of acoustic transmission across a cold
filament in the California current.- Acoustic effects of the
Iceland-Faeroe front.- Deep hydrographic fluctuations in the
north-east Atlantic Mediterranean outflow: influence on acoustic
propagation.- Aspects of oceanographic variability observed from
thermistor chains on free-drifting buoys.- Theoretical
determination of the fractal dimension of fluid parcel trajectories
in large and meso-scale flows.- How do eddies modify the
stratification of the thermocline?.- Three-dimensional oceanography
and acoustics.- Frontal boundaries and eddies on the
Iceland-Faeroes ridge.- Upper ocean variability associated with
fronts.- Summary of Session 3.- Session 4 Coupling acoustic and
oceanographic models.- A mixed-layer model for predicting the
acoustic structure of shallow seas.- The use of coupled
ocean-acoustic models in the design of naval forecast systems.- The
Environmental Acoustic Tactical Support System: low frequency
mesoscale ocean feature environmental acoustic results.-
Environmental focusing and source localization in the ocean.-
Refraction of acoustic modes in very long-range transmissions.-
Environmental sensitivity studies with an interfaced
ocean-acoustics system.- Simulating temperature, salinity and
currents in the ocean.- A numerical investigation of semi-diurnal
fluctuations in acoustic intensity at a shelf edge.- Summary of
Session 4.- List of Participants.- Author Index.
This book provides a critical commentary on key issues around
learning in the digital age in both formal and informal educational
settings. The book presents research and thinking about new dynamic
literacies, porous expertise, digital making/coding/remixing,
curation, storying in digital media, open learning, the networked
educator and a number of related topics; it further addresses and
develops the notion of a 'third space literacies' in contexts for
learning. The book takes as its starting point the idea that an
emphasis on technology and media, as part of material culture and
lived experience, is much needed in the discussion of education,
along with a criticality which is too often absent in the discourse
around technology and learning. It constructs a narrative thread
and a critical synthesis from a sociocultural account of the memes
and stereotypical positions around learning, media and technology
in the digital age, and will be of great interest to academics
interested in the mechanics of learning and the effects of
technology on the education experience. It closes with a
conversation as a reflexive 'afterword' featuring discussion of the
key issues with, amongst others, Neil Selwyn and Cathy Burnett.
This challenging, hard-hitting book is about making schooling
relevant to modern society. It starts from the premise that our
present education system is ill equipped to serve students and
society in the twenty-first century. In a series of positive yet
powerful and provocative chapters, the authors look at critical
issues shaping schools today, with a view to: * set out the
critical issues behind the headlines * show evidence from research
and examples of good practice * stimulate public debate and
rigorous thinking about how we educate children for life in the
twenty-first century * provide practical examples of learning for
the future * present a vision for school transformation. With
contributions from a range of leading commentators including Tim
Brighouse, Jonathan Poritt, Anita Roddick, Charles Handy and
Jonathan Sacks, this is a must-read for school leaders, teachers,
policy-makers, parents and all education professionals.
Revisiting Richard Hoggart's classic work The Uses of Literacy
(1957), this book applies Hoggart's framework to media literacy
today, examining media literacy's various uses, the tensions
between them and what this means for people, communities and the
contemporary configurations of social class. In The Uses of
Literacy (1957), Richard Hoggart wrote about how his working class
community, in the North of England, were at once using the new
'mass literacy' for self-improvement, education, social mobility
and civic engagement and, at the same time, the powerful were
seizing the opportunity also to use this expansion in literacy,
through the new popular culture, for commercial and political ends.
Working in the intersection between education, cultural studies and
literacies, the authors write about media literacy as a contested,
under-theorised field through Hoggart's 'line of sight' to provide
a perspective on media literacy and working class culture today.
This reimagining of a classic work, piercingly relevant to studies
of class in Britain in 2019, will be of key interest to scholars in
Media Studies, as well as interested readers in Communication
Studies, Literacy Studies, Cultural Studies, Politics and
Sociology.
Effective leadership is required more today than ever before. The
rapid rate of change and the speed of communication require leaders
at senior and middle management level to excel at strategic
leadership, yet there are few resources available to achieve this.
Seeking to address the issue, this toolkit is primarily designed
for HR professionals, trainers and learning professionals to enable
them to develop the leadership skills of senior and middle managers
or even junior employees with high potential. It is designed so
that coaches can use it with clients, or for individuals to work
through themselves.
First published in 1997, this volume special feature is its
combination of practical and psychological behavioural aspects of
leadership, presented in an easy readable style, which is designed
for practising managers and for business schools. It proposes a new
concept of 'the learning leader' and considers: How effective
leadership adds real value to organizations The Skills of foresight
and vision The impact of leadership on individuals and teams
Leadership competencies A blueprint for the Future - Continuous
Leadership Development The authors combine academic knowledge with
practical experience. Alan Hooper was a senior military officer
with the Royal Marines and is now Director of the Centre for
Leadership Studies at Exeter University, which runs the only
MA/Postgraduate Diploma in Europe. John Potter is a behavioural
scientist operating as an independent management consultant.
Vocal Authority is about how singing styles develop and change, why classical singing is different from pop singing, and what singers actually mean when they sing. It takes a historical perspective, beginning with the ancient world, looking at changes in style up to the present day and why, for example, Freddie Mercury and Montserrat Caballe could sing together.
|
|