A Career Development Model for Kindergarten through Sixth Grade

There is not a unified program of career development for kindergarten through the sixth grade which would properly prepare the child for the task of making realistic career decisions. The purposes were: (1) to identify what content is now being taught in on-going career development programs for K-6; (2) to establish a sequential pattern for the curriculum content of a career development program for K-6; (3) to identify what content should be taught in career development programs for K-6 and objectives. To obtain information about career development programs for objectives one and two, 23 letters were written to state vocational centers, The National Vocational Guidance Association, and various persons responsible for initiating career development programs. Trade and professional literature and ERIC materials at the Tennessee Research Coordinating Unit were searched for information about career development programs. The third objective was obtained as a result of an analysis of objectives one and two. A career development model was designed. The career development model consists of two major parts, Phase I and Phase II. Phase I of the model is a program designed for kindergarten through the third grade. This phase is based upon developing an awareness of careers related closely to the environment of the child. It is primarily designed around those careers associated with the school, the family, and the local community. Phase II of the career development model is designed for grades 4-6 levels. This phase of the model is designed around occupational clusters. This part of the model is composed of activities and experiences designed to give the student a broad background in the galaxy of careers. The occupational clusters used in this phase of the model are as follows: Producing and Processing Occupations Cluster, Construction Occupations Cluster, Manufacturing Occupations Cluster, Marketing and Distribution Occupations Cluster, Transportation and Public Service Occupations Cluster, Recreation and Natural Resources Occupations Cluster, Human Service Occupations Cluster, Personnel Service Occupations Cluster and Media Occupations Cluster. The aim of this model is to provide the student with experiences upon which he can select a general occupational area for further exploration

Automatic Contact Surface Detection

Motion planners for humanoid robots require knowledge of all available surfaces in the environment with which the robot may make contact. We introduce a method to automatically detect these surfaces in real time in unknown environments. The system maintains a set of known planar surfaces, expressed as two dimensional polygons, and detects new surfaces and new areas of existing surfaces as the robot moves through the environment. The only required inputs are data from commonly available sensors and a small set parameters which depend only on the characteristics of the robot and sensor. In real-world environments, Surface Detection detects an initial set of surfaces within 1.5 seconds, and the average time to detect a newly-visible surface is less than two seconds

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?

What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries

Pedagogy, curriculum, teaching practices and teacher education in developing countries

This rigorous literature review focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: 1. review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers 2. identify critical evidence gaps to guide the development of future research programme

Effect of Tetracycline Derivatives on Metastasis in a Murine Mammary Tumor Model

Undergraduate Basi

Dum Deedle Dee Um : Dumb Dora

Contains advertisements and/or short musical examples of pieces being sold by publisher.https://digitalcommons.library.umaine.edu/mmb-vp/6797/thumbnail.jp

The Historical Foundations of a Feudal Mode of Production

In one   sense at least the very concept of a Feudal Mode of Production is entirely   fictive. For Marx the Feudal Mode of production was interesting and worthy of   study primarily as a dialectical antithesis to the consuming passion of his   life: the Capitalist Mode of Production. Marx himself never anywhere   attempted a systematic exploration of either the philosophical logic or the   historical foundations of the Feudal Mode of Production. Marxist scholars   interested in pre-capitalist modes of production writing during the last   hundred years or so have attempted to elucidate the characteristics of the   Feudal Mode of Production as sketchily outlined by Marx, but in most cases,   at least in the European context, the result has been a barren exercise in   philosophy or epistemology rather than an examination of the empirical   foundations of a Feudal Mode of Production in historical phenomena. The same   is true, I believe, of all other pre-capitalist or non-capitalist modes of   production. The Feudal Mode of Production cannot be studied in Marx's works   except as the antithesis of capitalism. To isolate what he wrote about the   Feudal Mode of Production from its context within his discussions of   capitalism is to derive a concept of the former which is barren and lifeless

Understandings of Education in an African Village: The Impact of Information and Communication Technologies

Teaching/Communication/Extension/Profession,

2007 National Lawyer’s Convention The Federalist Society \u3cem\u3eand its\u3c/em\u3e Federalism and Separation of Powers Practice Groups \u3cem\u3epresent a panel debate on\u3c/em\u3e Federalism: Religion, Early America and the Fourteenth Amendment

Transcript of the Federalist Society and its Federalism and Separation of Powers Practice Groups panel debate at the 2007 National Lawyers Convention including panelists Dean John Eastman of Chapman University School of Law, Professor Marci Hamilton of the Benjamin N. Cardozo School of Law, and moderated by Hon. William H. Pryor Jr. of the U.S. Court of Appeals, Eleventh Circuit

Brachial plexopathy after prone positioning

Two cases of brachial plexus injury after prone position in the intensive care unit are described. Mechanisms of brachial plexus injury are described, as are methods for prevention of this unusual complication