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Oatlands Public School

Education

significant chinese Australians by: Tom Butphachi

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In 1775, before George Washington was chosen as Commander-in-Chief, General Israel Putnam commanded the 2,400 men at the Battle of Bunker Hill. Colonel William Prescott was in charge of the 1,200 men holding the critical center redoubt. In 1775, before George Washington was chosen as Commander-in-Chief, General Israel Putnam commanded the 2,400 men at the Battle of Bunker Hill. Colonel William Prescott was in charge of the 1,200 men holding the critical center redoubt. When a stray musket ball from a British gun killed an American soldier, men began to run away. In the face of enemy fire, Colonel William Prescott stood fast. He climbed on the wall of the fortification, stood upright, walked back and forth, and rallied his men to have courage. When British General Thomas Gage saw Prescott through his telescope, he asked a local loyalist if Prescott had enough courage to fight. The loyalist Abijah Willard replied: "Prescott is an old soldier, he will fight as long as a drop of blood is in his veins ... Prescott will fight you to the gates of hell." As Founding Father John Adams once put it, “Posterity! You will never know how much it cost the present generation to preserve your freedom! I hope you will make good use of it! If you do not, I shall repent it in Heaven that I ever took half the pains to preserve it!”

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History

Significant chinese australian

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Bletchley Park is the historic site of secret British codebreaking activities during World War II and the work carried out there by Alan Turing and others led to the birth of the modern computer. How did we get from Bletchley Park to modern software engineering? Dr Black will discuss how the use of social media can leverage capability in very diverse areas, from campaigning for a historical site to improving the quality of software. Speaker: Dr Sue Black, Senior Research Associate, UCL Department of Computer Science http://events.ucl.ac.uk/event/event:gkr-h9smshux-zhsk26/lunch-hour-lecture-from-bletchley-park-to-modern-computing-the-value-of-twitter

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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