A Thoroughly Georgian Medea?: Classical Motifs in Otar Chiladze’s "A Man Went down the Road"

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You and I : Cradle Song.

https://digitalcommons.library.umaine.edu/mmb-vp/6007/thumbnail.jp

Teacher adaptation of a curriculum during implementation

The purpose of this study is to investigate to what extent foundation phase teachers adapt Curriculum 2005. The study was guided by two research questions: (1) What are the critical components of Curriculum 2005 (foundation phase)? (2) What are the adaptations that teachers have made in teaching this curriculum? The specific focus of this study is foundation phase teachers’ initial implementation of the revised version of Curriculum 2005, the Revised National Curriculum Statement (RNCS). An Innovation Configuration Checklist was developed identifying the critical components of the RNCS and the variations of each. Using the checklist, foundation phase teachers were surveyed to establish the adaptations being made during implementation. The findings of this study indicate that there is less active learning and more teacher directed activity than is required by the RNCS. Assessment appears to be a problem area. Most teachers understand what is expected of them in terms of assessment and attempt to put it into practice. Assessment has however, proved to be burdensome and time consuming. Teachers’ planning demonstrates a sound understanding of the procedures to be followed. Teachers do however, need support in terms of deeper pedagogical content knowledge. Although teachers comply with the technical aspects of curriculum development they neglect the emancipatory aspects of the RNCS. The situation in foundation phase classrooms might be described as one where much change is taking place, but little transformation is happening at present. Teachers are nevertheless, reflecting on how to improve their teaching and continue to explore ways to adapt and improve the RNCS

A reading based theory of teaching appropriate for the South African context

The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests to this. Based on the understanding that a teacher, whose literacy level is less than adequate, is in a weak position to teach others how to read and write, the imperative to systematically address the issue of poor teacher and learner literacy levels, provided the impetus for a careful investigation of the methodology and theory of the Learning to Read: Reading to Learn pedagogy. Originally developed in Australia and applied in primary, secondary and tertiary contexts, this literacy pedagogy was described as a means of rapidly improving the literacy competence of all learners, across all subject areas. Using an approach located within the tradition of interpretative educational theory, the meaning of the theory and practice of the Learning to Read: Reading to Learn pedagogy was explored. As a result of the enquiry undertaken, it was found that the Learning to Read: Reading to Learn approach provides a practical means of enhancing epistemological access. Access of this nature is a precondition for success of learning in schools and in tertiary education. The LR:RL pedagogy provides a carefully structured means of holding literacy at the centre of learning. The sequence of practical steps theoretically rooted in three powerful – but usually separate realms of discourse, is a central contribution of the pedagogy to field of literacy development. Intersecting three discrete disciplines, represented by Bernstein’s model of education as pedagogic discourse, Vygotsky’s model of learning as a social process and Halliday’s model of language as text in social context gives rise to a unique literacy pedagogy. The theory that emerges from use, in a range of situations, over many years, and the carefully sequenced practice, together offer a sound means of addressing the challenges of literacy and learning prevalent in the South African context. iii This thesis argues for a reading based theory of teaching as a means of meeting the challenges of literacy and learning head on. The capacity to learn independently from written text is critical for progress within the schooling and tertiary systems. The Learning to Read: Reading to Learn pedagogy provides a means of realizing such a theory of teaching. Simultaneously teaching print literacy, while teaching the content of curricula, is proposed as a way of bringing about effective learning. Within the context of teacher education, the pedagogical content knowledge (PCK) of many teachers is acknowledged to be inadequate. However, there is a key dimension missing for the construct of PCK to be truly useful for South African teachers. Print literacy is as an essential determinant of the knowledge of teachers. The construct of PCK can thus supplemented by foregrounding reading and writing as essential elements of this category of teacher knowledge. Thus the content of the teacher education curriculum is taught as the reading and writing competence of teachers is developed. Similarly, within the school context, the Learning to Read: Reading to Learn pedagogy can be used to teach required content and teach the requisite high level reading and writing skills needed by all learners to progress successfully through the schooling system

A Case Study of Error in Survey Reports of Move Month Using the U.S. Postal Service Change of Address Records

Correctly recalling where someone lived as of a particular date is critical to the accuracy of the once-a-decade U.S. decennial census. The data collection period for the 2010 Census occurred over the course of a few months: February to August, with some evaluation operations occurring up to 7 months after that. The assumption was that respondents could accurately remember moves and move dates on and around April 1st up to 11 months afterwards. We show how statistical analyses can be used to investigate the validity of this assumption by comparing self-reports and proxy-reports of the month of a move in a U.S. Census Bureau survey with an administrative records database from the U.S. Postal Service containing requests to forward mail filed in March and April of 2010. In our dataset, we observed that the length of time since the move affects memory error in reports of a move and the month of a move. Also affecting memory error of moves is whether the respondent is reporting for themselves or another person in the household . This case study is relevant to surveys as well as censuses because move dates and places of residence often serve as anchors to aid memory of other events in questionnaires

The Virtual Classroom : Legally Blended

The LLBH Online at Griffith College began accepting learners in August 2014; it was the first honours law degree to be delivered in an online format in Ireland. This short paper will examine the challenges, opportunities and possibilities of an online Legum Baccalaureus. We (Alice Childs and Mary O’Toole) will also consider the above in light of recent European and national policies such as the Roadmap for Enhancement in a Digital World 2015-2017. The opportunities and possibilities are transformative – the use of emergent technologies to teach students effectively and actively, mature students now have the opportunity to engage in life-long learning, wider access to legal qualifications and the development of flexible learning pathways. Our key concern is to ensure that students feel they are gaining a high quality experience. The other challenges are also daunting and they include: how to train staff quickly and effectively, how to communicate with staff most of whom are at opposite ends of the country, creating engaging content to a tough deadline and overcoming hardware and broadband problems. In early August 2014, two learning technologists were recruited in Dublin and a lecturing team was appointed in Cork. We became the LLB online team and started to create a dynamic, interactive programme. We were supported by the College through an active E-learning committee and high level strategic commitment. From the beginning we realised that it is vital to measure how well we were meeting our objective of delivering an excellent student experience. In order to measure this we had three methods: informal feedback through phonecalls and emails, informal feedback at a face to face meeting, and two online surveys to date. In this paper we will examine our findings, and we will consider the opportunities and challenges we faced and how recent policies are impacting this field

Mary C. Jane Correspondence

Entries include a newspaper clipping with a photographic image of Jane on the telephone and handwritten letters

Nurses\u27 Alumnae Association Bulletin - Volume 6 Number 9

Remember the Relief Fund Welcome! Miss Childs Financial Report Calendar of Coming Events Lest You Forget! Attention Review of the Alumnae Association Meetings Institutional Staff Nurses\u27 Section Report of Staff Activities - 1947-1948 Private Duty Section The White Haven Division Barton Memorial Division Remember the Relief Fund Student Nurses\u27 Activities Jefferson Scores Again The Clara Melville Scholarship Fund Interesting Activities of the Nurses\u27 Home Committee of the Women\u27s Board Exclusive for Nurses Changes in the Maternity Division Gray Lady Musical Therapy Service Memorial Service Honoring Mrs. Bessie Dobson Altemus The Blood Donor Center The Hospital Pharmacy Medical College News Remember the Relief Fund Administrative Staff and Faculty of the School of Nursing Streptomycin Changes in the Staff at Jefferson Hospital Care of the Thoracic Surgical Patient Miscellaneous Items Marriages New Arrivals Deaths The Bulletin Committee Attention, Alumnae New Addresse

Hantavirus and Arenavirus Antibodies in Persons with Occupational Rodent Exposure, North America

Rodents are the principal hosts of Sin Nombre virus, 4 other hantaviruses known to cause hantavirus pulmonary syndrome in North America, and the 3 North American arenaviruses. Serum samples from 757 persons who had worked with rodents in North America and handled neotomine or sigmodontine rodents were tested for antibodies against Sin Nombre virus, Whitewater Arroyo virus, Guanarito virus, and lymphocytic choriomeningitis virus. Antibodies against Sin Nombre virus were found in 4 persons, against Whitewater Arroyo virus or Guanarito virus in 2 persons, and against lymphocytic choriomeningitis virus in none. These results suggest that risk for infection with hantaviruses or arenaviruses usually is low in persons whose occupations entail close physical contact with neotomine or sigmodontine rodents in North Americ