A recent presentation made by Tessa Welch, the African Storybook Project leader, to University of Pretoria Education students on the project and on openly licensed stories for early reading in Africa.
African Storybook: The First 18 Months of the ProjectSaide OER Africa
Presentation by African Storybook Initiative Leader, Tessa Welch, on the first 18 months of the initiative. Presented on 26 June at the African Storybook Summit at the University of British Columbia.
Asp openly licensed stories for early reading in africa mar 2015 slideshareJenny Louw
The document summarizes the African Storybook Project, which aims to increase access to reading materials for children in African languages. It provides openly licensed stories that can be freely downloaded, printed, or translated. The project hopes to create an "explosion" of books in all languages spoken by African children to develop their literacy. It describes how stories are created and translated by volunteers on the website. The goal is to make a wide variety of stories available both online and offline through various formats to encourage reading for children in Africa.
This document provides guidelines for setting up a school library or reading corner, including recommendations for location, shelving, furniture, equipment, signage, managing the library collection, and cataloguing systems. The ideal location is at the heart of the school, is highly visible and accessible, and is well-lit with power and internet. Shelving options include wall-mounted and freestanding units of various types. Furniture should be durable and allow for both formal and informal seating. Collections should be tailored to student interests and abilities. Small libraries can use simple tracking systems while larger ones may implement software-based cataloguing of fiction and non-fiction sections.
This document provides an evaluation report of the StoryTrails project, which delivered a series of interactive performances and activities across 10 libraries in Newham, London to promote literacy. Three key strands of the project are described: 1) performances of the show "Pop-Up Flashback" for schools, 2) performances of "Stories of Monkey" and "Writer's Block" for families, and 3) legacy activities including staff training and the creation of an interactive installation. Data was collected through questionnaires to capture feedback from teachers, parents, and children to evaluate the performances and the project's outcomes.
This document summarizes a presentation about revising resource sharing policies and opening up library collections for interlibrary loan lending. The presentation discusses the history of interlibrary loan dating back to ancient Alexandria, best practices for efficient lending, strategies for advocating for broader lending policies using data and examples from peer institutions, and considerations for lending different formats like books, microfilm, audiovisual materials, and e-resources both domestically and internationally. The goal is to encourage libraries to change their resource sharing tune and foster a greater sense of community through open collection sharing.
The document provides a guide to the library services at The Dixie Grammar School, which has two libraries - one at the senior school and one at the junior school. It outlines the staff, resources, facilities, and services offered at each library, including developing students' reading, research, and literacy skills. It also describes online library services that are available to both schools.
This document provides an overview of the resources and services available at the Junior School Library. It describes the staffing, print and digital resources, borrowing procedures, and initiatives to support literacy. The library aims to extend the curriculum and encourage reading. In addition, the local Schools Library Service (LSE) provides additional resources that can be borrowed, including books, videos, and artefact collections related to various subjects and cultures.
African Storybook: The First 18 Months of the ProjectSaide OER Africa
Presentation by African Storybook Initiative Leader, Tessa Welch, on the first 18 months of the initiative. Presented on 26 June at the African Storybook Summit at the University of British Columbia.
Asp openly licensed stories for early reading in africa mar 2015 slideshareJenny Louw
The document summarizes the African Storybook Project, which aims to increase access to reading materials for children in African languages. It provides openly licensed stories that can be freely downloaded, printed, or translated. The project hopes to create an "explosion" of books in all languages spoken by African children to develop their literacy. It describes how stories are created and translated by volunteers on the website. The goal is to make a wide variety of stories available both online and offline through various formats to encourage reading for children in Africa.
This document provides guidelines for setting up a school library or reading corner, including recommendations for location, shelving, furniture, equipment, signage, managing the library collection, and cataloguing systems. The ideal location is at the heart of the school, is highly visible and accessible, and is well-lit with power and internet. Shelving options include wall-mounted and freestanding units of various types. Furniture should be durable and allow for both formal and informal seating. Collections should be tailored to student interests and abilities. Small libraries can use simple tracking systems while larger ones may implement software-based cataloguing of fiction and non-fiction sections.
This document provides an evaluation report of the StoryTrails project, which delivered a series of interactive performances and activities across 10 libraries in Newham, London to promote literacy. Three key strands of the project are described: 1) performances of the show "Pop-Up Flashback" for schools, 2) performances of "Stories of Monkey" and "Writer's Block" for families, and 3) legacy activities including staff training and the creation of an interactive installation. Data was collected through questionnaires to capture feedback from teachers, parents, and children to evaluate the performances and the project's outcomes.
This document summarizes a presentation about revising resource sharing policies and opening up library collections for interlibrary loan lending. The presentation discusses the history of interlibrary loan dating back to ancient Alexandria, best practices for efficient lending, strategies for advocating for broader lending policies using data and examples from peer institutions, and considerations for lending different formats like books, microfilm, audiovisual materials, and e-resources both domestically and internationally. The goal is to encourage libraries to change their resource sharing tune and foster a greater sense of community through open collection sharing.
The document provides a guide to the library services at The Dixie Grammar School, which has two libraries - one at the senior school and one at the junior school. It outlines the staff, resources, facilities, and services offered at each library, including developing students' reading, research, and literacy skills. It also describes online library services that are available to both schools.
This document provides an overview of the resources and services available at the Junior School Library. It describes the staffing, print and digital resources, borrowing procedures, and initiatives to support literacy. The library aims to extend the curriculum and encourage reading. In addition, the local Schools Library Service (LSE) provides additional resources that can be borrowed, including books, videos, and artefact collections related to various subjects and cultures.
This interactive template was created for HIBBs module developers or users of HIBBs in training activities as a tool to create a simple game for any content. Game adaptors can identify the content to be covered, create questions and answers for each gameboard block, and paste them into the game template. The game can be used in a classroom setting with teams of players competing against each other or it can be modified for use by an independent learner as an aid in reviewing material. Instructions for adapting the game: 1) Select the content to be learned from a Health Informatics textbook, class lecture, or other learning resource; 2) Create questions and answers for each block on the gameboard; 3) Have questions and answers reviewed by a content specialist; 4) Replace existing questions and answers by pasting your content into the game template. LINKS TO RELATED HIBBS MODULES: Managing Change in Healthcare IT Implementations: an Introduction; Ethics and Integrity in Data Use and Management; Data Quality: Missing Data. AUXILIARY MATERIALS: HIBBs Game Scoresheet in Microsoft Excel 97-2003
Newborn Care: Skills workshop Jaundice and phototherapySaide OER Africa
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: resuscitation at birth, assessing infant size and gestational age, routine care and feeding of both normal and high-risk infants, the prevention, diagnosis and management of hypothermia, hypoglycaemia, jaundice, respiratory distress, infection, trauma, bleeding and congenital abnormalities, communication with parents
Mathematics for Primary School Teachers. Unit 2: NumerationSaide OER Africa
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
The document summarizes new additions and guidelines in neonatal resuscitation based on recent evidence. Key points include: recommending delayed cord clamping for term and preterm infants; maintaining normothermia between 36.5-37.5°C; using low oxygen (21-30%) for resuscitating preterm infants under 35 weeks; considering CPAP initially over intubation for respiratory distress in preterm infants; and structuring educational programs to teach resuscitation every 6 months for better performance and confidence.
This document provides an overview of newborn resuscitation by Dr. Lokanath Reddy from the Department of Paediatrics at Kasturba Medical College in Manipal, India. It covers the history and principles of newborn resuscitation, initial steps, positive pressure ventilation, intubation, medications, special considerations for preterm babies, and ethics. Causes of neonatal compromise are discussed. Guidelines for newborn resuscitation from various medical organizations over time are summarized.
This document provides information on essential newborn care including maintaining temperature, establishing breathing, vitamin K injection, breastfeeding initiation and daily routine care like warmth, feeding, bathing and observation. It discusses Apgar scoring and harmful traditional practices. Key aspects of care include cleanliness, warmth, breastfeeding and monitoring of vital signs and growth. Nursing diagnoses related to airway, thermoregulation and infection risk are also mentioned.
The document discusses care of the newborn in the first 24 hours of life and in the nursery. It covers immediate care including establishing airway and breathing, maintaining temperature, and APGAR scoring. It also discusses components of newborn care like identification, bathing, measurements, eye prophylaxis, vitamin K administration, and assessments.
Digital Storytelling for Multilingual Literacy Development: Implications for ...Saide OER Africa
Digital Storytelling for Multilingual Literacy Development: Implications for Teachers - Presentation by Tessa Welch at the South African Basic Education Conference 31 March - 1 April 2014. Presentation explains Saide's African Storybook Initiative. Overview: Requirements for effective literacy development of young children in African countries; obstacles to achieving this goal; multi-pronged approach to overcoming obstacles; examples of digital storytelling in a school community; implications for teachers.
This document provides alternatives to traditional textbooks for literacy instruction, including websites that offer news stories, magazines, videos, stories, games and interactive activities to supplement literacy teaching. Websites recommended include ABC News for students, The Age for newspapers, National Geographic for non-fiction, YouTube for videos, British Council Learn English for stories, Super Teacher Worksheets for comprehension activities, class blogs for writing, Zip Tales for engaging stories, and Woodlands Junior for literacy games. The document encourages teachers to explore the options and find activities to use in their classrooms that week.
The summary provides an overview of the activities of the FAVL Multimedia Center in Houndé, Burkina Faso from October 2013 to April 2014. Key points include:
- Construction of the center was completed in October 2013 and equipment arrived in November.
- Six books were published in the Faso Bibliothèque series for children, printed locally.
- The center promoted local authorship and received 13 submissions from aspiring writers.
- Future plans include books for different age groups, in local languages, and organizing reading clubs.
The Rose Hollow Lower School is committed to supporting students' reading skills through new technologies like e-readers and tablets available to check out from the school library. The library will be open late on Wednesdays and offer family activities to help students and families become familiar with the new devices and content apps, including those related to geography. The goal is to help students succeed on standardized tests while accessing non-print materials.
The document analyzes 10 different websites for language learning. It evaluates each site based on accuracy, currency, content, and functionality. Some of the sites analyzed provide reading materials for children and news from around the world. Others offer language exercises, games, tutorials and dictionaries. Most of the sites were found to be accurate, up-to-date, easy to navigate, and functional without requiring additional software.
This document provides a summary of various websites to support literacy instruction and development. It lists numerous resources organized by topic such as phonemic awareness, reading skills practice, vocabulary development, interactive resources for different grade levels, online books and magazines, and resources for teachers and parents. Many of the listed websites provide lessons, activities, and other materials to support the teaching of literacy.
This document discusses a writing workshop where students from a professional school in Anantapur, India were asked to write short stories in Telugu about traditions in India. The stories would then be translated to English and compiled into a book. Some guidelines provided for the stories include having them take place in Anantapur or Andhra Pradesh, being no more than 2 pages, and incorporating cultural elements like food, religion, or history. The document provides tips for structuring the stories with an engaging beginning, developing middle, and conclusive end. It encourages the students to be creative and use their imagination to invent new tales to share aspects of Indian culture.
The document provides tips for using stories from the British Council's LearnEnglish Kids site in an English classroom. It begins by introducing the site and some general tips for preparing students for reading stories, such as using illustrations to introduce vocabulary and themes. It then gives suggestions for activities to do while reading stories, such as reading in different ways and using prediction. Finally, it discusses post-reading activities like comprehension questions, illustration, writing exercises, and role-playing. Specific guidance is also provided for using popular fairy tales with young learners and lower secondary students.
This document provides instructions for teachers on how to use a book called "Storytelling the News" in their English classroom. The book contains news stories for students to read and discuss. The instructions explain how to use various activities in the book, such as ranking activities to introduce stories, reading comprehension questions, and writing prompts for students. Teachers are advised to encourage discussion and use of higher-order thinking skills when working through the book.
This document discusses using technology to teach fairytales to elementary students. It provides rationales for using technology, such as allowing students to see and hear fairytales from different cultures and accommodating different learning styles. It also discusses ensuring reliable sources and age-appropriate images and videos from the internet. Several specific websites and applications that provide fairytale resources and activities are described, such as reading games, audiobooks, and tools for creating comics and graphic organizers. The document aims to equip teachers with digital tools and content to engage students in learning about fairytales.
Passed 107-08-19 Mountain Province Story of Creation-How Bauko Got Its Name.pdfDonMateo1
1) The story describes how Bauko got its name from two refugees, Padoka and Adian, who settled in the area long ago.
2) Padoka and Adian had children who intermarried with each other. Their descendants named the place "Bauko" after the bamboo trees that were abundant.
3) The story connects students to the past by sharing the local legend about the origin of their town's name and the first settlers in the area.
Parent Literacy Conference - Make A Difference In Literacy & Beyondshunter
The document is a presentation from the Peel District School Board's 12th Annual Parent Literacy Conference on supporting literacy for primary and junior students. It discusses the importance of reading with children every day, finding books they enjoy, encouraging writing, playing word games, and visiting libraries and bookstores to keep children interested in reading.
This document contains notes from learning units 3 and 4 on resources for teaching English language learners. It lists several sources for books in English and Spanish, including public libraries, the GVSU library, and various publisher websites. It also provides tips for communicating with parents who don't speak English, such as using translation apps, having school communications translated, obtaining translators for conferences, partnering families with cultural matches for translation help, and utilizing multilingual staff members.
Introducing the Nal'ibali reading-for-enjoyment campaignNal'ibali
Nal’ibali (isiXhosa for “here’s the story”) is a national reading-for-enjoyment campaign to spark children’s potential through storytelling and reading. Children who are immersed in great and well-told stories – and in languages they understand – become inspired and are motivated to learn to read for themselves. Such personally rewarding learning is a recipe for successful literacy development. Nal’ibali is driven by PRAESA (the Project for the Study of Alternative Education), Times Media and a growing number of partners. Through sustained mentoring and collaboration with communities, reading clubs, literacy organisations and volunteers of all ages, as well as a vibrant media campaign, Nal’ibali is helping to root a culture of literacy into the fabric of everyday life in South Africa.
This interactive template was created for HIBBs module developers or users of HIBBs in training activities as a tool to create a simple game for any content. Game adaptors can identify the content to be covered, create questions and answers for each gameboard block, and paste them into the game template. The game can be used in a classroom setting with teams of players competing against each other or it can be modified for use by an independent learner as an aid in reviewing material. Instructions for adapting the game: 1) Select the content to be learned from a Health Informatics textbook, class lecture, or other learning resource; 2) Create questions and answers for each block on the gameboard; 3) Have questions and answers reviewed by a content specialist; 4) Replace existing questions and answers by pasting your content into the game template. LINKS TO RELATED HIBBS MODULES: Managing Change in Healthcare IT Implementations: an Introduction; Ethics and Integrity in Data Use and Management; Data Quality: Missing Data. AUXILIARY MATERIALS: HIBBs Game Scoresheet in Microsoft Excel 97-2003
Newborn Care: Skills workshop Jaundice and phototherapySaide OER Africa
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: resuscitation at birth, assessing infant size and gestational age, routine care and feeding of both normal and high-risk infants, the prevention, diagnosis and management of hypothermia, hypoglycaemia, jaundice, respiratory distress, infection, trauma, bleeding and congenital abnormalities, communication with parents
Mathematics for Primary School Teachers. Unit 2: NumerationSaide OER Africa
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
The document summarizes new additions and guidelines in neonatal resuscitation based on recent evidence. Key points include: recommending delayed cord clamping for term and preterm infants; maintaining normothermia between 36.5-37.5°C; using low oxygen (21-30%) for resuscitating preterm infants under 35 weeks; considering CPAP initially over intubation for respiratory distress in preterm infants; and structuring educational programs to teach resuscitation every 6 months for better performance and confidence.
This document provides an overview of newborn resuscitation by Dr. Lokanath Reddy from the Department of Paediatrics at Kasturba Medical College in Manipal, India. It covers the history and principles of newborn resuscitation, initial steps, positive pressure ventilation, intubation, medications, special considerations for preterm babies, and ethics. Causes of neonatal compromise are discussed. Guidelines for newborn resuscitation from various medical organizations over time are summarized.
This document provides information on essential newborn care including maintaining temperature, establishing breathing, vitamin K injection, breastfeeding initiation and daily routine care like warmth, feeding, bathing and observation. It discusses Apgar scoring and harmful traditional practices. Key aspects of care include cleanliness, warmth, breastfeeding and monitoring of vital signs and growth. Nursing diagnoses related to airway, thermoregulation and infection risk are also mentioned.
The document discusses care of the newborn in the first 24 hours of life and in the nursery. It covers immediate care including establishing airway and breathing, maintaining temperature, and APGAR scoring. It also discusses components of newborn care like identification, bathing, measurements, eye prophylaxis, vitamin K administration, and assessments.
Digital Storytelling for Multilingual Literacy Development: Implications for ...Saide OER Africa
Digital Storytelling for Multilingual Literacy Development: Implications for Teachers - Presentation by Tessa Welch at the South African Basic Education Conference 31 March - 1 April 2014. Presentation explains Saide's African Storybook Initiative. Overview: Requirements for effective literacy development of young children in African countries; obstacles to achieving this goal; multi-pronged approach to overcoming obstacles; examples of digital storytelling in a school community; implications for teachers.
This document provides alternatives to traditional textbooks for literacy instruction, including websites that offer news stories, magazines, videos, stories, games and interactive activities to supplement literacy teaching. Websites recommended include ABC News for students, The Age for newspapers, National Geographic for non-fiction, YouTube for videos, British Council Learn English for stories, Super Teacher Worksheets for comprehension activities, class blogs for writing, Zip Tales for engaging stories, and Woodlands Junior for literacy games. The document encourages teachers to explore the options and find activities to use in their classrooms that week.
The summary provides an overview of the activities of the FAVL Multimedia Center in Houndé, Burkina Faso from October 2013 to April 2014. Key points include:
- Construction of the center was completed in October 2013 and equipment arrived in November.
- Six books were published in the Faso Bibliothèque series for children, printed locally.
- The center promoted local authorship and received 13 submissions from aspiring writers.
- Future plans include books for different age groups, in local languages, and organizing reading clubs.
The Rose Hollow Lower School is committed to supporting students' reading skills through new technologies like e-readers and tablets available to check out from the school library. The library will be open late on Wednesdays and offer family activities to help students and families become familiar with the new devices and content apps, including those related to geography. The goal is to help students succeed on standardized tests while accessing non-print materials.
The document analyzes 10 different websites for language learning. It evaluates each site based on accuracy, currency, content, and functionality. Some of the sites analyzed provide reading materials for children and news from around the world. Others offer language exercises, games, tutorials and dictionaries. Most of the sites were found to be accurate, up-to-date, easy to navigate, and functional without requiring additional software.
This document provides a summary of various websites to support literacy instruction and development. It lists numerous resources organized by topic such as phonemic awareness, reading skills practice, vocabulary development, interactive resources for different grade levels, online books and magazines, and resources for teachers and parents. Many of the listed websites provide lessons, activities, and other materials to support the teaching of literacy.
This document discusses a writing workshop where students from a professional school in Anantapur, India were asked to write short stories in Telugu about traditions in India. The stories would then be translated to English and compiled into a book. Some guidelines provided for the stories include having them take place in Anantapur or Andhra Pradesh, being no more than 2 pages, and incorporating cultural elements like food, religion, or history. The document provides tips for structuring the stories with an engaging beginning, developing middle, and conclusive end. It encourages the students to be creative and use their imagination to invent new tales to share aspects of Indian culture.
The document provides tips for using stories from the British Council's LearnEnglish Kids site in an English classroom. It begins by introducing the site and some general tips for preparing students for reading stories, such as using illustrations to introduce vocabulary and themes. It then gives suggestions for activities to do while reading stories, such as reading in different ways and using prediction. Finally, it discusses post-reading activities like comprehension questions, illustration, writing exercises, and role-playing. Specific guidance is also provided for using popular fairy tales with young learners and lower secondary students.
This document provides instructions for teachers on how to use a book called "Storytelling the News" in their English classroom. The book contains news stories for students to read and discuss. The instructions explain how to use various activities in the book, such as ranking activities to introduce stories, reading comprehension questions, and writing prompts for students. Teachers are advised to encourage discussion and use of higher-order thinking skills when working through the book.
This document discusses using technology to teach fairytales to elementary students. It provides rationales for using technology, such as allowing students to see and hear fairytales from different cultures and accommodating different learning styles. It also discusses ensuring reliable sources and age-appropriate images and videos from the internet. Several specific websites and applications that provide fairytale resources and activities are described, such as reading games, audiobooks, and tools for creating comics and graphic organizers. The document aims to equip teachers with digital tools and content to engage students in learning about fairytales.
Passed 107-08-19 Mountain Province Story of Creation-How Bauko Got Its Name.pdfDonMateo1
1) The story describes how Bauko got its name from two refugees, Padoka and Adian, who settled in the area long ago.
2) Padoka and Adian had children who intermarried with each other. Their descendants named the place "Bauko" after the bamboo trees that were abundant.
3) The story connects students to the past by sharing the local legend about the origin of their town's name and the first settlers in the area.
Parent Literacy Conference - Make A Difference In Literacy & Beyondshunter
The document is a presentation from the Peel District School Board's 12th Annual Parent Literacy Conference on supporting literacy for primary and junior students. It discusses the importance of reading with children every day, finding books they enjoy, encouraging writing, playing word games, and visiting libraries and bookstores to keep children interested in reading.
This document contains notes from learning units 3 and 4 on resources for teaching English language learners. It lists several sources for books in English and Spanish, including public libraries, the GVSU library, and various publisher websites. It also provides tips for communicating with parents who don't speak English, such as using translation apps, having school communications translated, obtaining translators for conferences, partnering families with cultural matches for translation help, and utilizing multilingual staff members.
Introducing the Nal'ibali reading-for-enjoyment campaignNal'ibali
Nal’ibali (isiXhosa for “here’s the story”) is a national reading-for-enjoyment campaign to spark children’s potential through storytelling and reading. Children who are immersed in great and well-told stories – and in languages they understand – become inspired and are motivated to learn to read for themselves. Such personally rewarding learning is a recipe for successful literacy development. Nal’ibali is driven by PRAESA (the Project for the Study of Alternative Education), Times Media and a growing number of partners. Through sustained mentoring and collaboration with communities, reading clubs, literacy organisations and volunteers of all ages, as well as a vibrant media campaign, Nal’ibali is helping to root a culture of literacy into the fabric of everyday life in South Africa.
The document discusses resources from Orca Books to help struggling readers, including short novels, audiobooks, graphic novels, and teachers' guides. It provides details on different series for various age groups that have compelling stories and characters. These resources are aimed at reluctant readers and seek to engage them and improve literacy. The document also answers questions about best practices for reaching struggling readers and using literature circles.
Essay On Newspaper PDF Newspapers Public OpinionKaren Benoit
The document provides instructions for requesting an assignment writing service from HelpWriting.net. It outlines a 5-step process: 1) Create an account with valid email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if pleased. 5) Request revisions until fully satisfied, with a refund option for plagiarized work.
This document discusses apps that are useful for librarians and early literacy programs. It begins by providing context on the growth of tablets and importance of kids' apps. It then discusses recommendations for using kids' apps from experts, focusing on interactive media and limits. The document proceeds to list 23 specific apps and their uses for librarians, storytimes, and early literacy programs. The apps help with organization, programming ideas, early literacy skills, and interactive elements for songs and fingerplays. The summary highlights the key topics covered and types of apps recommended for different purposes.
This document provides a list of fun and educational reading websites for children and parents. It describes several websites including Fun Brain, Tumble Books, PBS Kids, Storyline Online, Fern's Poetry Club, and RIF Reading Planet. Each website offers games, books, videos and other resources to help children develop their reading skills in an engaging way. The document encourages using these websites to supplement reading instruction at home and in the classroom.
Using comic books and graphic novels to teach academic subjects is one of the many potentials that the medium of comics has. This presentation highlights the benefits of using such material in class, using as an example English Language as a subject.
Similar to Asp openly licensed stories for early reading in africa mar 2015 slideshare (20)
Quality Considerations in eLearning in South Africa. Presentation at the eLearning Summit, Indaba Hotel, 16 October 2014. Looks the the quality review process and quality criteria.
This document provides an overview of technology trends and outlook for African higher education. It discusses key drivers and constraints to integrating technology, including motivators like access to resources and constraints like low digital fluency of faculty. Current trends include growing social media usage, blended learning, and data-driven assessment. The document outlines different modes of educational provision from fully offline to fully online. It provides an outlook on emerging technologies like flipped classrooms, learning analytics, and 3D printing and their potential impact on higher education in both the short and long term. The talk concludes by emphasizing that technology should support, not replace, good teaching practices.
eLearning or eKnowledge - What are we offering students?Saide OER Africa
eLearning or eKnowledge - What are we offering students? A look at the convergence of elearning and eknowledge, looking at the purpose of the design - informational or instructional? Presented at the Unisa Cambridge Open and Distance eLearning Conference, Stellenbosch.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Understand school leadership and governance in the South African context (PDF)Saide OER Africa
This module gives an overview of what management and leadership is about in a school setting. As an aspiring principal it begins a process of developing understanding about the challenges that face principals on a daily basis and allows you to also explore your own realities and decide on new and better action. In addition, you will look at some of the international trends in management and leadership and will compare what is happening in the South Africa scene to others.
Toolkit: Unit 8 - Developing a school-based care and support plan.Saide OER Africa
The document provides guidance to school management teams on developing a school-based care and support plan. It includes tools to help schools analyze the needs of vulnerable learners, create a vision statement, conduct a SWOT analysis, and identify strategic goals. The tools would help schools understand the challenges they face in supporting vulnerable students, develop a plan to address these challenges, and establish goals and objectives in key areas like nutrition, aftercare, counseling, and HIV/AIDS education.
Toolkit: Unit 7 - Counselling support for vulnerable learners.Saide OER Africa
The purpose of this toolkit is to conduct a situational analysis or assessment that will help you to understand the size of the challenge and the current capacity of your school to set up a counselling service. To assist you to decide on the most suitable options for implementing counselling support in your school context.
The purpose of this toolkit is to use a brainstorming technique to come up with creative ideas respond to the challenge of providing aftercare support for vulnerable learners. To use the ideas from the brainstorming session to inform the development of a draft set of ideas for an aftercare strategy.
There are different ways of combating discrimination and creating a safe and nonthreatening environment at school. An important contribution can be made by implementing an Anti-Bullying Policy
The guidelines and the five priority areas identified by Department of Education offer a framework that supports the development of a school HIV and AIDS policy. The guidelines and priorities can also be used to review your school's existing HIV and AIDS policy and determine how adequate it is and what changes may be necessary
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...Saide OER Africa
The purpose of this toolkit is to understand what threatens the quality of education in your school so that you can take informed action to remedy the situation.
Reading: Understanding Intrapersonal Characteristics (Word)Saide OER Africa
Here are a few key points about Joseph based on the description:
- He struggles to focus, follow instructions, and complete work. This suggests difficulties with attention, executive functioning, and/or self-regulation.
- He is easily distracted and fidgety. This could indicate an attention issue like ADHD.
- He has quick temper outbursts. This points to potential difficulties with emotional regulation.
- The water spill incident triggered an extreme reaction, rather than a calm response like Martha's. This reinforces the idea of challenges with emotional control.
Overall, Joseph seems to exhibit signs of difficulties with attention, self-control, and emotional regulation - all of which could interfere with his ability to function
Reading: Understanding Intrapersonal Characteristics (pdf)Saide OER Africa
The impact of intrapersonal characteristics on school performance and learner development - A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This reading is useful because it summaraizes the various theoretical perspectives for understanding inclusive education, and because it uses case studies of typical learners to illustrate how teaching and learning activities need to be adapted to ensure that all children, no matter what their background or intrapersonal characteristics do learn mathematics.
Reading: Guidelines for Inclusive Learning Programmes (word)Saide OER Africa
A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This Reading consists of two extracts from a document "Guidelines for Inclusive Education Learning Programmes" produced by the Department of Education in June 2005.
Reading: Guidelines for Inclusive Learning Programmes (pdf)Saide OER Africa
A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This Reading consists of two extracts from a document "Guidelines for Inclusive Education Learning Programmes" produced by the Department of Education in June 2005.
Professional Learning Communities for Teacher Development: The Collaborative ...Saide OER Africa
The goal of the research and development Data-Informed Practice Improvement Project (DIPIP) was to create a context for professional conversations in which mathematics teachers, together with university academics, graduate students, and government-based subject advisors, discussed what information test data can provide to help think about reasons for learner errors and how these might be addressed through collaborative lesson planning, teaching and reflection.
This project report addresses the first of the outcomes of the project:
A documented collaborative enquiry process through which academics, subject facilitators and school teachers together discuss what data suggests about reasons for learner errors and how these insights might be addressed through joint lesson planning and reflection.
This module is aimed at helping you perform these roles to the best of your ability. As such, it provides you with information on assessment and evaluation in general and on outcomes-based assessment in particular. It attempts to show you how assessment contributes to quality teaching and learning and how it promotes accountability. Most importantly, though, it places assessment in context, indicating how it could be used as a tool for transformation
One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...Saide OER Africa
Paper presented by Tessa Welch and Ingrid Sapire to the TEP Consortium conference: 'Teacher development and institutional change in an evolving education context', 29 May 2007, Benoni
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. Quick quiz
True or false?
1. The ability to read is innate (inborn, there from
birth).
2. A foundation phase child needs to read up to 20
books in a year to become a fluent reader.
3. Reading for pleasure makes you able to read
faster.
4. When you read fast, you don’t comprehend as
well.
5. It’s best for a child to learn to read in the medium
of instruction at the school.
3. Requirements for effective literacy development
• It takes TIME to learn to read.
• It takes PRACTICE to learn to read.
• It takes THOUGHT to learn to read.
• Learning to read is much easier in a FAMILIAR
LANGUAGE.
• Reading has an AFFECTIVE dimension.
4. And so…
• Children need to have books from very early in life,
well before they go to school.
• They need to have lots of books.
• They need to have them in a familiar language, with
stories that reflect their context and experience as
well as their hopes for the future, so that they can
connect with them emotionally.
• And children need adults who are invested in these
stories, motivated to use them, and talk about them
and through them to their children.
5. This is where the African Storybook Project comes in
An EXPLOSION of books in the all the languages that
are familiar to African children…
The QUANTITY of good reading materials that young
children and all first readers need to build up the
fluency neuro and cognitive scientists are telling us is
essential to wiring the brain for reading and complex
logical thinking ….
www.africanstorybook.org
6. Find and use, create or translate/adapt – FREELY
no permission or payment
7. from one story, versions in 18 languages (and growing) -
because of open licences!
9. Stats on ASP stories (end Jan 2015 – in 2 years)
• 300 stories published
• 999 translations
• Stories in 39 languages
• 11 stories in Portuguese and 15 in local
Mozambiquan languages
• Starting to translate into French – through
Translators without Borders
http://translatorswithoutborders.org/
And hoping to get volunteer translators so that we can
move into West and Central Africa.
13. ASP story levels
Level Features of Books Descriptor
1 Single words, phrases, or a short simple sentence
per page;
Most of the information carried by the
illustration.
First words
2 Two or three sentences per page;
The illustrations support the understanding of the
text.
First
sentences
3 One or two short paragraphs with an illustration
per page;
Not such a close relationship between the
illustration and the text.
First
paragraphs
4 Longer paragraphs;
May not be a picture on every page.
Longer
paragraphs
15. Some strange stories – what do YOU think?
Mr Fly and Mr Bighead
An egg for bride wealth
Would you prefer a more South African version?
What Vusi’s sister said
22. Some ways to create a story …
Find a set of pictures for a complete
story from our image bank, and
make a different story to match the
pictures.
Eg A very tall man
23.
24. Select elements (parts of illustrations)
• See The Hungry Crocodile with illustrations from
Curious Baby Elephant
25. Translation and adaptation
Translate – change the language only
Adapt – improve the story, or make it suitable for a
different level – can change words or illustrations
Compare the following stories. Which do you prefer?
Why?
Fire OR Fire’s story?
26. How are the stories read?
(especially without electricity/connectivity)
=
+
OR
Handheld projectors and notebooks/tablets so that
stories can be displayed on a wall for a group of
children
28. Sources for ASP stories
1. Our pilot sites and partners in our pilot countries
2. Donations from famous authors or publishers like READ,
Little Zebra Books, Little Hands Books, but also …
3. Openly licensed stories on other websites – the emerging
ecosystem of openly licensed material
– Book Dash – www.bookdash.org
– Nal’ibali - http://nalibali.mobi/stories/
– FunDza - http://live.fundza.mobi/home/library/
– World Reader mobile - http://www.worldreader.org/what-we-
do/worldreader-mobile/
– Big Bug Books - http://www.bb-books.co.za/
– Pratham Books - https://www.scribd.com/prathambooks
– Free Kids Books - http://freekidsbooks.org/
30. FunDza republishes our stories – and those from others like
Nal’ibali in their children’s library - mobi site and Mxit
http://live.fundza.mobi/home/library/fiction-childrens-stories/
31. Big Bug Books
http://www.bb-books.co.za/
World Reader republishes Big Bug Books for reading free of
charge on their mobile app – in English and eleven African
languages (translation by Translators without Borders)
32. ASP has re-published 14 titles from Pratham Books –
released under a CC-BY licence on www.scribd.com
33. What happens to openly licensed stories?
Such as The Moon and the Cap (Pratham)
34. On Scribd, there are 26 versions of The Moon and the Cap
In English, Gujarati, Telegu, Assamese, Marathi, Odia, Tamil, Hindi,
Lojban, French, Spanish, German
35. There is a read
along version on
the Bookbox
(commercial
company – not
free), but on
Youtube there is
free viewing
36. On the Children’s digital library it is available in Hindi,
Italian, Marathi, Telegu
www.childrenslibrary.org (not all open)
37. On Mango Reader
you can read, adapt/translate even including puzzles
and games (but this is a commercial site)
38. On the African Storybook website - in isiZulu, Sesotho, Kiswahili,
Sepedi, isiXhosa