A Comparison of Early Childhood Education in Powell/Dublin, Ohio: Pedagogical and literacy Practices

The research project examined exemplary preschool literacy practices in the United States. Governmental policy now prioritizes the accessibility of preschool education more so than ever before. This investment influences teaching strategies and classroom environment so more can provide high quality education. The United States preschool education system has many standards and expectations for how the classroom should look and function for literacy development. The Ohio Content Standards of Early Learning and Development gives guidelines outlining what is to be taught in a preschool classroom. The standards are research-based and provide clarity on how the strategies analyzed enhance student’s literacy skills. The research investigation included on site observations of preschools organized around various philosophical perspectives, research article conclusions to compare, interviews with preschool teachers to gauge opinions of the current literacy curriculum, and introspective, detailed reports of the findings. The observations and interviews allowed for an analysis of literacy differentiation teaching. The research articles offered background knowledge of the preschool literacy priorities before on-site observations occurred to see if they were applied. The focus was on determining whether the recommended literacy practices and priorities are implemented in the school environment. Specifically, the research looked at the style of language and teaching strategies for literacy practices, specifically phonemic awareness, oral language, dramatic play, environmental print, writing, and read alouds. Research suggests that a developmentally appropriate program should consider all components of literacy, such as: phonemic awareness, the ability to write, oral language, comprehension strategies, read alouds, dramatic play, asking good questions of texts, environmental print, inferencing, and synthesizing data. The schools which were observed are a Reggio Emilia program (Meadows Academy), Montessori program (Dublin Montessori Academy), and one well-funded emergent program (Smoky Row Preschool) focused on research regarding effective preschool literacy practices. Each school is located in the Dublin/Powell, Ohio area. Each school offers full-day preschool, dependent on age and family preference. Even though the school’s pedagogical and theoretical practices differ, each has the same goals: literacy development to support the preschool student socially, emotionally, and physically grow

Una Faucille de l'age du bronze à Conimbriga.

88 Jan.-Dez. 1978, p. 365-368

Unsupervised model-based clustering for typological classification of Middle Bronze Age flanged axes

The classification of Western European flanged axes dating to the Middle Bronze Age (1650–1350 BC) is very complex. Many types of axe have been identified, some of which have numerous variant forms. In the current French terminology, all axes are divided into two generic groups: namely "Atlantic" (Atlantique) and "Eastern" (Orientale). Each of these generic groups, however, is highly polymorphic, so that it is often very difficult for the operator to classify individual axes with absolute confidence and certainty. In order to overcome such problems, a new shape classification is proposed, using morphometric analysis (Elliptic Fourier Analysis) followed by unsupervised model-based clustering and discriminant analysis, both based on Gaussian mixture modelling. Together, these methods produce a clearer pattern, which is independently validated by the spatial distribution of the findings, and multinomial scan statistics. This approach is fast, reproducible, and operator-independent, allowing artefacts of unknown membership to be classified rapidly. The method is designed to be amendable by the introduction of new artefacts, in the light of future discoveries. This method can be adapted to suit many other archaeological artefacts, providing information about the material, social and cultural relations of ancient populations

John W. Hayes. — Ancient Metal Axes and Other Tools in the Royal Ontario Museum. European and Mediterranean Types. With photographs by B. Boyle and others, 1991

Coffyn André. John W. Hayes. — Ancient Metal Axes and Other Tools in the Royal Ontario Museum. European and Mediterranean Types. With photographs by B. Boyle and others, 1991. In: Revue des Études Anciennes. Tome 94, 1992, n°1-2. Colloque de la société des professeurs d'histoire ancienne (Nantes-Angers 24-26 mai 1991) pp. 293-294

Quelques épées du Bronze final du Sud-Ouest de la France

Coffyn A. Quelques épées du Bronze final du Sud-Ouest de la France. In: Bulletin de la Société préhistorique française. Études et travaux, tome 64, n°3, 1967. pp. 785-798

Les Celtes dans le nord du Bassin Parisien (VIe- 1er siècle avant J.C.). Actes du 5e colloque tenu à Senlis les 30 et 31 Mai 1981. Ed. par Louis Bardon, J. C. Blanchet, J. L. Brunaux, 1983. (Revue Archéologique de Picardie, N° 1)

Coffyn André. Les Celtes dans le nord du Bassin Parisien (VIe- 1er siècle avant J.C.). Actes du 5e colloque tenu à Senlis les 30 et 31 Mai 1981. Ed. par Louis Bardon, J. C. Blanchet, J. L. Brunaux, 1983. (Revue Archéologique de Picardie, N° 1). In: Revue des Études Anciennes. Tome 87, 1985, n°3-4. p. 399

Un étui à aiguilles en Gironde

Coffyn A. Un étui à aiguilles en Gironde. In: Bulletin de la Société préhistorique française. Comptes rendus des séances mensuelles, tome 61, n°8, 1964. pp. 186-189

Bronzes protohistoriques du site gallo-romain de Pépiron à Saint-Just (Charente-Maritime)

Coffyn A. Bronzes protohistoriques du site gallo-romain de Pépiron à Saint-Just (Charente-Maritime). In: Bulletin de la Société préhistorique française. Comptes rendus des séances mensuelles, tome 66, n°2, 1969. pp. 56-57