Products related to Stones:
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On Learning, Volume 3 : Knowledge, Curriculum and Ethics
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Knowledge and the Future School : Curriculum and Social Justice
Written at a time of uncertainty about the implications of the English government’s curriculum policies, Knowledge and the Future School engages with the debate between the government and large sections of the educational community.It provides a forward-looking framework for head teachers, their staff and those involved in training teachers to use when developing the curriculum of individual schools in the context of a national curriculum.While explaining recent ideas in the sociology of educational knowledge, the authors draw on Michael Young’s earlier research with Johan Muller to distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3.They link Future 3 to the idea of 'powerful knowledge' for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to 'powerful knowledge' is a necessary component of the education of all pupils.Knowledge and the Future School offers a new way of thinking about the problems that head teachers, their staff and curriculum designers face.In charting a course for schools that goes beyond current debates, it also provides a perspective that policy makers should not avoid.
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Learning, Training, and Development in Organizations
This scholarly book in SIOP’s Organizational Frontier series looks at research on enhancing knowledge acquisition and its application in organizations.It concentrates on training, design and delivery given the changing nature of work and organizations.Now that work is increasingly complex, there is greater emphasis on expertise and cognitive skills.Advances in technology such as computer simulations and web-based training are necessitating a more active role for the learner in the training process.In the broad context of the organization systems, this book promotes learning and development as a continuous lifelong endeavor.
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Supporting Multilingual Learners’ Academic Language Development : A Language-Based Approach to Content Instruction
A practical and comprehensive resource, Supporting Multilingual Learners’ Academic Language Development: A Language-Based Approach to Content Instruction introduces an accessible language-based approach to teaching academic language to multilingual learners across the content areas.Luciana C. de Oliveira provides elementary school teachers with everything they need to know to successfully teach grade-level content to multilingual learners.Chapters are organized by subject, addressing the specific language demands of teaching English language arts, social studies, mathematics, and science.Each chapter features examples of implementation in grades K-5, practical strategies, and a wealth of tables, figures, and other resources.The Language-Based Approach to Content Instruction (LACI) in this book provides teachers with a ready-to-use framework of six scaffolding elements that serves as a guide to enable multilingual learners to meet the grade-level standard of their peers without simplification.Aligned with WIDA and CCSS standards, this resource provides the tools and methods teachers need to support multilingual learners’ academic language development in the content area classroom.
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Are tumbled stones real stones?
Yes, tumbled stones are real stones. They are typically small pieces of natural gemstones or minerals that have been polished and smoothed through a tumbling process. This process gives them a shiny and smooth appearance, making them popular for use in jewelry, crafts, and crystal healing practices. Tumbled stones retain the metaphysical properties of the original stone, making them a popular choice for those seeking their healing benefits.
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Does anyone have knowledge about stones, crystals, etc.?
Yes, there are many people who have knowledge about stones, crystals, and other minerals. These individuals may include geologists, gemologists, crystal healers, and enthusiasts who have studied the properties and uses of different types of stones. They can provide information on the geological composition, metaphysical properties, and potential healing benefits of various stones and crystals.
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Which healing stones are precious stones?
Precious stones that are also considered healing stones include diamonds, sapphires, rubies, and emeralds. These stones are valued for their rarity, beauty, and durability, and are also believed to have metaphysical properties that can promote physical, emotional, and spiritual healing. For example, diamonds are thought to bring clarity and balance, sapphires are associated with mental focus and inner peace, rubies are believed to stimulate energy and passion, and emeralds are thought to promote love and compassion.
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What are kidney stones and ureteral stones?
Kidney stones are hard deposits made of minerals and salts that form inside the kidneys. They can vary in size and can cause severe pain when they pass through the urinary tract. Ureteral stones are kidney stones that have moved from the kidney into the ureter, the tube that carries urine from the kidney to the bladder. Ureteral stones can block the flow of urine, leading to intense pain and potential complications if not treated promptly.
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Vocabulary Instruction for Academic Success
Based on current research, this user-friendly resource provides vocabulary development strategies that are grouped together according to purpose.Key features of the book include an explanation on how learners acquire and develop their vocabularies, the academic necessity of a wide vocabulary, and the best approaches to help learners build their vocabularies.Practical ideas, tips, and easy-to-implement strategies for vocabulary instruction include how to foster wide reading to build vocabulary; creating a word-friendly environment; selecting specific words to be taught; and the use of literature to teach specific words.
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The Future of the Curriculum : School Knowledge in the Digital Age
An examination of curriculum innovations that are shaped by new ideas about digital media and learning. Although ideas about digital media and learning have become an important area for educational research, little attention has been given to the practical and conceptual implications for the school curriculum.In this book, Ben Williamson examines a series of contemporary curriculum innovations in the United States, Great Britain, and Australia that reflect the social and technological changes of the digital age.Arguing that the curriculum is always both forward- and rearward-looking, Williamson considers how each of these innovations represents a certain way of understanding the past while also promoting a particular vision of the future. The curriculum initiatives are all examples of what Williamson calls "centrifugal schooling," expressing a vision of education and learning that is decentered, distributed, and dispersed, emphasizing networks and connections.In centrifugal schooling, a curriculum is actively assembled and improvised from a heterogeneous mix of people, groups, coalitions, and institutional structures.Participants in curriculum design and planning include local governments, corporations, foundations, charities, and nongovernmental organizations.Among the curriculum innovations Williamson examines are High Tech High, a charter school network in San Diego that integrates technical and academic education; Opening Minds, a "competence-based" curriculum used in 200 British secondary schools; and Quest to Learn, a "school for digital kids" in New York City (with a sister school in Chicago).He also describes two major partnerships: the Partnership for 21st Century Skills, which advocates for "21st century readiness" for American students; and the Whole Education Alliance in Britain, a network of "third sector" educational organizations.
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Leading Curriculum Development
"A book that every practitioner should own. The author has managed to describe the complex process of curriculum development in plain English."—John Lundt, Professor of Educational LeadershipUniversity of MontanaDevelop a curriculum that can transform an ordinary school into a school of excellence!Curriculum development, an essential part of educational leadership, helps schools establish purpose, define activities, and guide decision making.This thought-provoking how-to resource helps leaders make sound choices and develop constructive policies as they guide a school team through this critical school improvement effort. Written by an expert in the field, this handbook introduces educational leaders to dynamic curriculum leadership and a curriculum development process that leads to highly successful school programs.The author demonstrates how administrators can adapt curriculum to meet their school's changing needs, incorporate emerging technologies, and reflect new and creative ways of thinking about education.The book walks educational leaders through the process, showing them how to:Move beyond maintenance and management to address short- and long-term school reformCreate a school curriculum teamEstablish a regular curriculum cycle of analysis, design, implementation, and evaluationDevelop a path for curriculum improvementFilled with case studies, sample challenges and solutions, planning sheets, and more, Leading Curriculum Development is a much-needed guide for designing academic programs that lead to excellence in student achievement.
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Basic Principles of Curriculum and Instruction
In 1949, a small book had a big impact on education.In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision.Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development.Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed.Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress.Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives.Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned. This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler's straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students' needs.
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Can you glue curb stones onto existing curb stones?
Yes, it is possible to glue curb stones onto existing curb stones. However, it is important to ensure that the existing curb stones are clean and free of any debris or loose material before applying the adhesive. Additionally, the adhesive used should be suitable for outdoor use and capable of bonding the materials together effectively. It is also recommended to consult with a professional or follow the manufacturer's instructions for the best results.
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Can stones burn?
No, stones cannot burn. Stones are made of inorganic materials such as minerals and do not contain the organic matter necessary for combustion. While some stones may change color or texture when exposed to extreme heat, they do not actually catch fire and burn like organic materials such as wood or paper.
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Can stones cry?
No, stones cannot cry as they do not possess the biological or emotional capabilities to produce tears. Crying is a physical response that is typically associated with emotions in living beings, such as humans and animals. Stones are inanimate objects and do not have the ability to experience emotions or produce tears.
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Do stones grow?
No, stones do not grow. Stones are formed through natural processes such as the solidification of molten rock or the accumulation of mineral deposits over time. While they can change in appearance due to weathering and erosion, they do not undergo the same kind of growth as living organisms.
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