Inglisekeelne Tutvustus In the autumn teach 3 months in Studio Baile Flamenco dancers Maria José Casado in Córdoba http://www.flamenco.ee/agencia.htm
Autumn Links - Debbie's Unit Factory Debbie's Unit Factory Autumn Links autumn teaching Ideas. Autumn Days ThemeUnit Discover the wonders of the Autumn season with your K1 class! http://www.themeunits.com/Autumn_bk.html
Extractions: e-mail: EEEN@projekte.org The objective of the Teach-ins is to take advantage of the participant's expertise at the Hannover Conference, and to offer this expertise to other participants through various intensive training sessions. The focus of the training will be on issues such as effective implementation of management instruments and tools, and specific skills and behaviours which are increasingly required when coping with today's environmental challenges in local government. The teach-ins will take place during the conference and/or in addition to it, in different venues in Hannover. A teach-in will last for approximately six hours. Each of them will be conducted by one or two trainers who have profound knowledge on their topic (though not necessarily professional experiences as trainers). They are expected not only to present concepts to the participants, but to show how to use them by applying them in different ways and situations. A certificate for successful attendance will be provided to the teach-in participants after the sessions. Preferred language is English. In exceptional cases it might be possible to organise Teach-ins in other conference languages, i.e. in French, Spanish, Russian or German.
Policy Autumn (Mar-May) 2002 More articles in autumn 2002 Private Risk, Public Service Gary L. Sturgess The Market PrivateEducation What the Poor Can teach Us by James Tooley Click here http://www.cis.org.au/Policy/aut2002/polaut02-4.htm
Extractions: Click here for PDF version The burgeoning private education sector in India holds some surprising lessons for both developing and developed countries alike. A common assumption about the private sector in education is that it caters only for the elite, and that its promotion would only serve to exacerbate inequality. On the contrary, recent research points in the opposite direction. If we want to help some of the most disadvantaged groups in society, then encouraging deeper private sector involvement is likely to be the best way forward. This piece outlines three developments in India, all of which involve the private education sector meeting the needs of the poor in distinct ways. But India is not unique in this respect. Similar projects are happening all over the developing world.
LINGUIST List 7.646: Autumn School Comp Ling,NLLIA Pages,Teach In Japan LINGUIST List 7.646 Thu May 2 1996 FYI autumn School Comp Ling NLLIA pages teach in Japan Message 1 autumn School of GLDV, Sept 2327, Magdeburg, Germany Date Mon, 29 Apr 1996 085330 +0200 http://saussure.linguistlist.org/issues/7/7-646.html
Extractions: LINGUIST List 7.646 Thu May 2 1996 FYI: Autumn School Comp Ling,NLLIA pages,Teach in Japan Editor for this issue: avaldez@emunix.emich.edu Knut Hartmann, Autumn School of GLDV, Sept 23-27, Magdeburg, Germany Peter White, New NLLIA Pages editor@ohayosensei.com, O-Hayo Sensei 1996 #7 Now Available Date: Mon, 29 Apr 1996 08:53:30 +0200 http://www-ai.cs.uni-magdeburg.de/herbstschule96.html If you want to book a bed in the youth hostel, please note it on the registration form. ============================================================= Otto-von-Guericke Universit"at Magdeburg Institut f"ur Informations- und Kommunikationssysteme Prof. Dr. Dietmar R"osner Universit"atsplatz 2 D-39106 Magdeburg tel: +49/391/67-1 87 18 fax: +49/391/67-1 20 18 email: herbstschule@iik.cs.uni-magdeburg.de www: http://www-ai.cs.uni-magdeburg.de/herbstschule96.html Mail to author Respond to list Read more issues ... Top of issue Date: Thu, 02 May 1996 09:26:44 +1000
Policy Autumn (Mar-May) 2000 More articles in autumn 2000 The Asian Tale, Twice Told J Estanislao, G. Manzano,G they are or how weak they are, no matter whether they teach obscure courses http://www.cis.org.au/Policy/autumn00/polaut00-7.htm
Extractions: Click here for PDF version Higher education is confronting changes that amount to nothing short of revolution. This feature looks at how the Australian higher education system works, why universities will be forced to change, and what the Australian higher education system will look like in the future. A few months ago, I checked into the Park Hyatt Hotel. When I arrived, a concierge met my car and greeted me at the door. She escorted me to a comfortable chair, and offered me a welcome drink. She already had my details on computer, so she had pre-printed the necessary documents and key card. All I had to do was sign the credit card slip. I was then escorted to my room where I found my bags waiting for me. The elapsed time was about five minutes and the stress level was less than zero.
Extractions: e-mail: EEEN@projekte.org The objective of the Teach-ins is to take advantage of the participant's expertise at the Hannover Conference, and to offer this expertise to other participants through various intensive training sessions. The focus of the training will be on issues such as effective implementation of management instruments and tools, and specific skills and behaviours which are increasingly required when coping with today's environmental challenges in local government. The teach-ins will take place during the conference and/or in addition to it, in different venues in Hannover. A teach-in will last for approximately six hours. Each of them will be conducted by one or two trainers who have profound knowledge on their topic (though not necessarily professional experiences as trainers). They are expected not only to present concepts to the participants, but to show how to use them by applying them in different ways and situations. A certificate for successful attendance will be provided to the teach-in participants after the sessions. Preferred language is English. In exceptional cases it might be possible to organise Teach-ins in other conference languages, i.e. in French, Spanish, Russian or German.
Autumn ABC teach Month to Month. Click on September, October and November to find different printables for autumn and autumn http://www.fvsd.ab.ca/stm/autumn%2C%20halloween%2C%20thanksgiving%2C%20remembera
Extractions: AUTUMN THEMES AND HOLIDAYS Autumn Ideas Autumn Poetry Autumn Colouring Pages Autumn Crafts ... Owls Here are a number of sites to help you in the planning of Autumn themes and holidays. Click on the links above as some of the sections have been moved to their own pages. Don't forget to check out the rest of St. Mary's School Site including our Links for Teachers This page was updated on Saturday, August 24, 2002 Autumn Sites The leaves are falling down - Kinderkorner Songs, poems, activities, crafts centered around the theme of leaves and Autumn. Suitable for grades K to 2. Some activities could be modifed for older grades as well. Scarecrows - Kinderkorner Similar to the above site - but with the theme of scarecrows. The Idea Box - Autumn Theme Click on General Fall and then one of several categories including activities, songs, crafts and more. Debbie's Unit Factory - Autumn Links Quite a few interesting links for teaching all about Autumn as well as finding crafts, poems, activities, etc., Kid's Domain Crafts, Printable puzzles, online games, clip art and links
Learning Matters - Issue 7 - Autumn 97 - Is Small Really Beautiful? This course is an autumn term course and follows on from the Induction that we Theproblem was how to teach ninety students keeping the same amount of contact http://www.sussex.ac.uk/Units/TLDU/LM/LMissue7/item6.html
Extractions: Paul Taggart (Politics, SOC) examines some of the possibilities for large-group teaching Watch any Sussex person try to explain the attraction of a Sussex education to a non-Sussex person and you will usually hear them mention small-group teaching. Pretty smartly after that comes a hurried qualification as they explain that, while small has always been a relative concept, it is now even more relative and, what with then squeezing of resources, shake ups in government policy, inflation, the weather and everything, well, small is now a bit larger than it used to be. The question is whether, in the words of Schumacher, small is still beautiful. The experience we had last year in teaching Politics showed that teaching in large groups could be, if not exactly beautiful, not as ugly an experience as we might have expected. We have been redesigning the first year of the Politics degree. We decided to change the content and we also decided that we would experiment with the format of teaching. The content was changed because we were designing a new course called Normative Foundations of Politics. This course is an Autumn term course and follows on from the Induction that we run during the first week of the term. The idea of the course was to introduce students to the key concepts that have run through prescriptive political thought - justice, democracy, equality, liberty, for example. The underlying, and more important idea was that we wanted the students to realise that these concepts are contestable and that politics often amounts to discussing concepts which have no simple or definitive meaning or value.
Extractions: I think it is a mistake not to note the changing of the seasons. I can understand it if you live in Florida or Southern California. The seasons are so subtle there. But not in Cincinnati. I love Fall in Cincinnati. I have always loved the change of seasons, but especially Fall. First, comes the cooler weather. I love to eat dinner out on the deck. Fall is a time when we can get outside and enjoy nature. Some days you don't know whether to wear a short sleeve shirt and shorts or long pants and a sweater. Max Coots The change of seasons is a time to reflect on life. It is a time to sit on the deck, or in your favorite chair and look out the window and think about your life. One of my favorite little books is by my colleague, Max Coots, who wrote, Seasons of the Self . Here is what Max Coots says about Autumn: August made the Summer seem forever
888999777222 As I move into autumn, teach me balance. Let me know the wonders of both sounds and silences, rest and action, the http://www.sur5r.freeservers.com/sur5r_RP4S.htm
Extractions: Autumn Season Winter Season Spring Season ... Summer Season Ritual and Prayers for the Seasons Ritual Prayer for the Autumn Season: This ritual is to become aware of your own harvest of the seeds of knowledge that you planted for yourself last spring (see spring ritual prayer) You are now ready to harvest. Be thankful for this, and thamkful for the bounty that mother earth has provided for all creation as well (crops of corn,wheat,grains,beans,vegetables,berries,etc.) As the sun's light slowly begins to wane, it gently reminds us that this plenty must be offset with prudence. Ask the God/dess to teach you the value of caution and foresight. Also, consider renewing your attention toward any skill and pray for continued growth in that area. The energies of autumn accent mystery. An Autumn Prayer: (you can revise this part to your personal attentions or use this prayer that I use) Mother of Creation, thank you for your bounty. All around the Earth has grown to maturity. So too, I pray, may I see signs of my own maturity. Help me to recognize the progress in my spirit, to see the fruits of character and insight that have developed since last spring. Let me hold those gifts close to my heart as sacred and special. As I move into autumn, teach me balance. Let me know the wonders of both sounds and silences, rest and action, the temporal and spiritual. As I walk the path of Beauty, keep my eyes on the horizon but my feet grounded in truth. May this be true and correct for the good of all. So mote it be.
What Happens In Courage To Teach Retreats? And yet the rigors of winter, like the diminishments of autumn, are accompanied byamazing gifts. we walk into them we can learn from what they have to teach us http://www.teacherformation.org/html/ctt/what_happens.cfm
Extractions: At each Courage to Teach program site, twenty to thirty participants gather for quarterly retreats, over one or two years. In the retreats, the "heart of the teacher" is explored by making use of stories from participant's own journeys, reflections on their classroom practice, and insights from poets, story-tellers, and various wisdom traditions. Participants are invited to speak honestly about their lives as educators, and to listen and respond to each otherand themselveswith encouragement and compassion. Very few schools and districts have effective staff development programs something long-range and thorough. You get a little dose of this and of that depending upon what are the hot topics. But CTT is different. It's a program where the goals and objects don't change. Built in is time for reflection. It's every three months so you have time to apply both what you've encountered in the precious session and then explore your progress when you come back together with the same group. Continuity is missing from most staff development in schools. The problems in schools don't need a quick fix. The sustained time for building community has helped develop a sense of camaraderie that's so powerful and rarely found in a school faculty. Superintendent The retreats follow a seasonal theme, using the cycle of the seasons as a way of exploring vocational and life questions. During the second year of the program, the themes are repeatedjust as the seasons repeat themselvesbut on a deeper level.
Extractions: This title phrase is used by Macrina Wiederkehr in her excellent book of prayers and reflections, Seasons of Your Heart . I love it. The sacrament of letting go. We need to think of "letting go" as a sacrament, because to let go is so very difficult. When our children were younger, I would sometimes hear them say: "Dad, you worry too much." And I would reply, "I'm a parent; it is part of my job!" And they would wrinkle their faces and squint their eyes and say something like: "O, Dad, give it up. Let go!" There may have been a piece of me that was on target. However, a piece of their message was also on target. The sacrament of letting go. A tough sacrament to learn. A portion of prayer and poetry from Macrina: Slowly
Courses For Autumn 2000 autumn 2000 1 2 Day Courses. A '*' symbol means this is part of a linked course.Click on the title for further details. Starting to teach A Level Language. . http://www.englishandmedia.co.uk/Courses/autumn2001.html
Extractions: Course Tutors : Barbara Bleiman and Lucy Webster Course number Price Enduring Love is a popular and challenging set text for AS (AQA A Unit 1, AQA B Unit1). This one day course will explore routes through the novel; student writing; ways of thinking about contexts and interpretation; developing skills and understandings for the rest of AS and into A2. It will use material from the EMC A Level Series publication, The Modern Novel: Critical Approaches Into A2: Teaching towards the Synoptic Assessment for AQA B This course will focus on preparing for the A2 Synoptic Unit. It will consider: how to prepare candidates effectively; how to address the Assessment Objectives; materials to use for practice; how to draw on what students already know; the relationship of this unit to the rest of the course; ways of encouraging independent judgement and evaluation.
Extractions: 2000 Chinese Moon Festival When and the legends When is the date of 2000 Chinese Moon Festival? The date of Chinese Moon Festival (a.k.a. Mid-autumn Festival) is on the 15th moon day of 8th Chinese lunar month (Chicken month). Since the new moon day is the first day of a Chinese Lunar Month. The first day of 8th lunar month is 8-29-2000, the Moon Festival is on 9-12-2000. Time Zone Longitude The 15th moon day China East 120 8-29-00 18:19 p.m. 9-14-00 03:38 a.m. EST (USA) West 75 8-29-00 05:19 a.m. 9-13-00 14:38 p.m. PST (USA) West 120 8-29-00 02:19 a.m. 9-13-00 11:38 p.m. Time is the standard time, not the day-light saving time. Many Chinese still think the Chinese Moon Festival is on the full moon day of mid-autumn. More than 50% chance, the moon full day is on the 16th moon day of a lunar month. It's interesting that the full moon day is on 17th moon day of the 8th lunar month in China time zone and the full moon day is on 16th moon day in USA time zones this year. Sometimes, we can hear some Chinese say that
Sabeel Newsletter, Issue 13, Autumn 1998 Issue 13 autumn 1998 They teach us that most refugees are the victimsof the abuse of power whether political, economic, or religious. http://www.sabeel.org/news/newslt13/
Extractions: Autumn 1998 Published by Sabeel Ecumenical Liberation Theology Center We welcome your questions and comments: sabeel@planet.edu Contents by Naim Ateek When the time comes to move into final status talks between the Israelis and Palestinians, there is a number of important issues which will have to find resolutions. These issues have been considered the stickiest in the conflict and have intentionally been left to the last phase of the negotiations. These are Jerusalem, refugees, Jewish settlements, and borders. In this issue of Cornerstone , we would like to focus on the refugee problem. It was fifty years ago with the creation of the state of Israel that the Palestinian refugee problem originated. We know today, more than we did in the past, that there was a definite policy on the part of the Zionist Jews to displace the Palestinians in order to make room for the establishment of a Jewish state. The Zionists admitted from the beginning that there was no room for both. If there would be an Israel, Palestine had to go; and Israel must be "as Jewish as England is English."
Cornerstone Issue 22, Autumn 2001 Issue 22, autumn 2001 Page 8 Next page. CHILDREN ARE LIKE LIVING FLOWERS. In spiteof all of this, we dare say, We need to teach her ! teach her what and how? http://www.sabeel.org/news/cstone22/page8.html
Extractions: Issue 22, Autumn 2001 Page 8 Next page CHILDREN ARE LIKE LIVING FLOWERS By Munir Fasheh C hildren are like flowers, but education treats them as plastic flowers. How beautiful children are, and how ugly education is. Like seeds of living flowers, children have all that it takes to grow and flourish. All that they need is a healthy nurturing environment. In contrast, plastic flowers can only be formed. Education ignores this simple fact and insists on forming - or rather deforming - children. I am not talking only about education in the schools labeled as substandard, but about education in most of the world, including those seen as excellent. Educational theories advocating curricula with tests and grades simply contradict the notion of a nurturing environment. Of course, exceptions exist, but they are very few. In my opinion, they are characterized by teachers who think and work outside the paradigm of constant evaluation and comparison of children, regardless of whether the standards are local, national, or universal. The worst of them is universal, because it is the main killer of diversity. I write this after more than 30 years of working in and reflecting on education. Let us look at children before they enter the world of education. I am going to discuss children whom I know best: my grandchildren. Tristan Tariq is my five-year old grandson. When Tristan was 15 months old, I noticed that, when he dropped food while looking at me, he looked down - not up and not sideways. He had already discovered gravity! He did not know the name, law
Hydrogen Newsletter Autumn 1999: Curriculum well. The CCC can be used to teach chemistry, physics, biology, earthscience, physical science, and environmental science. The http://www.hydrogenus.org/newsletter/ad43h2ed.htm
Extractions: Hydrogen Education Curricula for Secondary Schools Under Development By Mary-Rose Szoka-Valladares, President, M.R.S. Enterprises T he U.S. Department of Energys (DOE) Hydrogen Program is committed to educating students about the benefits of hydrogen technologies and the potential of hydrogen as a tool and energy carrier. M.R.S. Enterprises was asked to develop instructional materials and tools for secondary school students for this purpose. A field test of the Clean Corridor Curriculum (CCC) occurred last year, followed by revisions and preparations for a formal, nationwide field test during the 1999-2000 academic year. (A middle school version of the curriculum also was developed this year, which will be field-tested during academic year 1999-2000.) All curriculum content is reviewed for technical accuracy by the DOE Hydrogen Program and focuses deliberately on the transportation sector (what teenager doesnt dream of driving?). T he high school Clean Corridor Curriculum covers better than 85 percent of the national standards for chemistry, stressing the fundamentals. This highly flexible, modular curriculum is intended as a complement and enrichment not a substitute for traditional science education. Offering more than 75 hours of classroom instruction, it cuts across the sciences, including biology and physics as well as related mathematics. While the curriculum is aimed at first-year high school chemistry students, it is appropriate for technical and honors students as well. The CCC can be used to teach chemistry, physics, biology, earth science, physical science, and environmental science.
Shearman & Sterling Alumni News Autumn 2000 autumn 2000. In this Issue John T. Schmidt his yacht. Alumni in AcademiaThumb nail sketches of alumni who teach in law schools. Missing http://www.shearman.com/alumni/oldnews/alumni_news_autumn2000.html
Extractions: Jodie Zeldes Bernstein - Director of the Federal Trade Commission's Bureau of Consumer Protection in Washington, D.C. Awarded the 2000 Good Housekeeping "Award for Women in Government" in recognition of her efforts to reduce on-line fraud, which brought consumer protection to cyberspace in real time.
