An anger and aggression group for third and fourth grade students in a rural school setting

Master's Project (M.Ed.) University of Alaska Fairbanks, 2014Children deal with anger in many different ways when they are growing up. Many children do not realize that anger is an emotion that needs to be expressed, and it can be done so in a number of positive, constructive ways. This project that resulted in an anger and aggression group for third and fourth grade students in a rural school setting can help children understand why it is so important to understand emotions of anger and learn how to express these emotions positively. The literature suggests by assessing children at a younger age, if parents/guardians, families, counselors and other school staff can combat the issue of school age children being unable to understand their feelings of anger and aggression. Families also need to support their child and the therapist by continuing to help the child learn and grow in the home

Report Writing (or a few useful things about writing)

Lecture Slides on the topic of report writing which incorporate a few in class activities. These slides deal with IEEE format referencing.Also briefly discusses academic integrity

Parent Resource Packet - A Guide for New Parents

PDF pages: 8

Theoretical models of the role of visualisation in learning formal reasoning

Although there is empirical evidence that visualisation tools can help students to learn formal subjects such as logic, and although particular strategies and conceptual difficulties have been identified, it has so far proved difficult to provide a general model of learning in this context that accounts for these findings in a systematic way. In this paper, four attempts at explaining the relative difficulty of formal concepts and the role of visualisation in this learning process are presented. These explanations draw on several existing theories, including Vygotsky's Zone of Proximal Development, Green's Cognitive Dimensions, the Popper-Campbell model of conjectural learning, and cognitive complexity. The paper concludes with a comparison of the utility and applicability of the different models. It is also accompanied by a reflexive commentary[0] (linked to this paper as a hypertext) that examines the ways in which theory has been used within these arguments, and which attempts to relate these uses to the wider context of learning technology research

Towards animal oriented rearing methods in organic production systems

One of the foundations of organic animal production systems is that animals are kept in a more natural way. In terms of housing, animals get more space, have access to outside areas and are fed organic rations. This results in unique, farm-specific production systems with emphasis on animal welfare and product quality. In recent years it has become clear that strategies to rear replacement animals are getting more important. There is a public demand for more animal oriented, sustainable production systems. Also farmers realize that rearing is the key to raise suitable animals that fit into their production system. Circumstances during the rearing period affect health, wellbeing and production, not only during the rearing period itself, but also during later life. In organic egg production and in organic milk production farmers realize that organic production requires organically sound rearing practices

Back to school, back to bullying? Taking the policy ‘out of the cupboard’

This report is part of CWDC’s Practitioner-Led Research (PLR) programme. Now in its third year, the programme gives practitioners the opportunity to explore, describe and evaluate ways in which services are currently being delivered within the children’s workforce.

The development of tape recorded discussions and check lists for evaluating progression in grades one through four.

Thesis (Ed.M.)--Boston Universit