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This document discusses strategies for teaching graphicacy skills to students, which involves interpreting visual forms of spatial information like maps, photographs, and diagrams. It recommends encouraging students to use these resources together and providing opportunities to interpret photographs by having them annotate copies, ask questions, and take their own photographs. The document also provides tips for teaching students how to read maps, such as using them for information gathering and navigation, and how to use globes by locating places and linking the globe to atlas maps.
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Transparencies ch02-pp192-201
The document discusses organizing geography curriculum and content. It debates placing a diagram about geographical concepts at the beginning or end of a chapter. It also discusses using diagrams and maps to illustrate key concepts and reviewing concepts with slight variations. Finally, it emphasizes carefully planning curriculum to ensure balanced coverage of topics and regions since the world is too large to study everything. The overall document focuses on effective strategies for introducing, reviewing, and organizing geographical concepts and content in the classroom.
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Transparencies ch02-pp192-201
The document discusses organizing geography curriculum and content. It debates placing a diagram about geographical concepts at the beginning or end of a chapter. It also discusses using diagrams and maps to illustrate key concepts and reviewing concepts with slight variations. Finally, it emphasizes carefully planning curriculum to ensure balanced coverage of topics and regions since the world is too large to study everything. The overall document focuses on effective strategies for introducing, reviewing, and organizing geographical concepts and content in the classroom.
Exploring our geographic world by tessie calimag bb.
Geography is the study of the Earth's physical features and human activities. It helps us understand the world and our own country. Geography uses tools like maps to represent information about locations, physical characteristics, political boundaries, and other themes. Cartographers create maps using data from systems like GIS and satellites. Atlases contain collections of maps, graphs, and charts used as geographic resources. Regions, interactions between humans and the environment, and the movement of people also help define geography.
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The document provides an overview of key concepts related to maps, including their basics and uses, geographic perspectives they provide, scales, essential map elements, different types of thematic maps, and common map projections. It discusses how maps show location, features, and distribution on Earth's surface. It also explains how scale relates to the ratio between distances on a map and in reality, and defines common map projections like cylindrical, planar, conic, and interrupted projections.
Solar System NA
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Chapter 11Exploring Our Geographic World
Chapter 11
Exploring Our Geographic World
*
DistanceTime and distance are very important concepts in the social studies curriculum.Children’s sense of time develops gradually.Maps and globes help children understand distance, direction, and location.
*
MapsMaps show portions of the earth, which is a sphere, on a flat surface.Maps must compromise size, distance, and proportion.Maps are abstract representations of reality.Maps do not show everything, but only what is important to a researcher.Maps are resources used to communicate reality in a selective way.
*
Experiential Approaches to TeachingTraditional textbook approaches are less effective than experiential approaches.Hands on experiences are very important for young children to make connections between the landscape and its graphic representation.Children begin making maps at a very young age when they draw pictures.
*
The Five Themes of GeographyThe five themes of geography can provide points of reference for activities related to geography and include:
Location
Place
Interaction
Movement
Region
*
Location & PlaceTeachers can introduce the concept of location by discussing absolute location.The absolute location is at a particular intersect of longitude and latitude or the address that locates a place within a city or town.Relative location involves how near or far a place is to other places.A place has certain characteristics such as whether it is cold, dry, humid, flat or hilly.
*
Interaction, Movement & RegionThe concept of interaction focuses on the way people change and use their environment.Movement is a concept which explains the way people move from location to location. For example, children go to school each morning and leave in the afternoon.A region describes aspects such as suburban, rural, middle class, and so forth.
*
Helping Students Learn to Make and Read MapsStudents need to observe and record in order to make maps.Teachers can help students develop these skills by including a number of activities.An ideal starting point is the school.
*
Mental MapsA mental map refers to images of places in our heads.All of us have been to many places and can also imagine images of places we have never been to.Mental maps are useful because people like to think about places they have been to and places they’ve never visited.Mental maps are not necessarily accurate.
*
Traverse MapsA traverse map represents a line through an area such as a river, street or boundary.Children can make such a map by walking through a block and observing and recording what is on the two sides of the street.When children do observe and record to gather information, they are doing fieldwork.
*
Visualizing SpaceVisualizing space involves the ability to give directions from familiar places such as how to go home from school.Children also tend to enjoy this process and teachers can take advantage of this by offering students activities that allow the ...
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Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
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006 Reljate
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Chapter 11Exploring Our Geographic World
Chapter 11
Exploring Our Geographic World
*
DistanceTime and distance are very important concepts in the social studies curriculum.Children’s sense of time develops gradually.Maps and globes help children understand distance, direction, and location.
*
MapsMaps show portions of the earth, which is a sphere, on a flat surface.Maps must compromise size, distance, and proportion.Maps are abstract representations of reality.Maps do not show everything, but only what is important to a researcher.Maps are resources used to communicate reality in a selective way.
*
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*
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*
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*
Interaction, Movement & RegionThe concept of interaction focuses on the way people change and use their environment.Movement is a concept which explains the way people move from location to location. For example, children go to school each morning and leave in the afternoon.A region describes aspects such as suburban, rural, middle class, and so forth.
*
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*
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*
Traverse MapsA traverse map represents a line through an area such as a river, street or boundary.Children can make such a map by walking through a block and observing and recording what is on the two sides of the street.When children do observe and record to gather information, they are doing fieldwork.
*
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A process philosophy views reality as constant change rather than static substances. Narratives can be seen as processes that emerge from the interactions of prehensions (experiences, perceptions, relations) that coalesce over time into actual occasions (events or processes). Any given narrative is an abstraction that represents only a limited number of the prehensions involved in its formation. Treating narratives as concrete facts rather than ongoing processes is an example of the "Fallacy of Misplaced Concreteness." Brexit is used as an example of how pre-vote narratives became prehensions that influenced the Brexit actual occasion, and how the post-vote narrative has continued to shift as new prehensions arise. On this process
SteWDUBS UK Baseline Research Presentation.pptx
Professor Phil Wood and Dr Aimee Quickfall received funding in Summer 2020 for a 3-year project focusing on trainee teacher well-being. The project aims to develop toolkits to support the well-being of teacher trainees through challenges with confidence, motivation, and work-life balance. Key resources included support from teachers, friends, family, and sharing experiences. Data was collected from undergraduate and postgraduate trainees on challenges, resources, and activities to support well-being such as being outside in nature and spending time with others.
SteWDUBS Finland Baseline Research Presentation
This document discusses research being conducted at the University of Eastern Finland (UEF) on teacher well-being during training. It describes questionnaires that were distributed to teacher students and supervising teachers to gather information on stressors, coping strategies, and emotions. Focus groups were also held with teacher students to discuss professional identity, well-being, and the future. As part of the research, teacher students were assigned to create timelines tracking changes in their well-being over a 6-week training period and identify contributing factors. A shared focus group was then held for teacher students to reflect on their experiences based on the timelines. The research is part of a broader STeWDUBS Finland study on teacher well-being during training
Practitioner research as organisational change
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The problem with teacher standards a critical processual-complexity approach
Slides for an invited presentation exploring the development of a critical processual complexity model and its application to educational issues
Reflecting on germ and its impacts
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Exploring Natural Hazards
This document discusses natural hazards and Hurricane Dorian. It defines natural hazards as natural phenomena that can negatively impact humans or the environment. These are classified as geophysical, like earthquakes, or biological, like disease. Hurricane Dorian caused widespread damage in the Bahamas in September 2019, with over 50 deaths reported. Infrastructure on the Abaco Islands and Grand Bahama was destroyed, leaving thousands without power, water or telecommunications. Climate change may increase the intensity of tropical storms by raising sea surface temperatures and sea levels, exacerbating damage during storms. Reducing vulnerability involves preserving coastal ecosystems, infrastructure improvements, and disaster preparedness.
Workload and time in schools - a reflection
Slides for a talk on the workload crisis in schools. Giving an alternative view which engages with the complexity of time.
Pgce session on workload
The document discusses time and workload in schools. It argues that the traditional view of time as linear and focused on efficiency has led to an intensification of teacher workload over time. This focus on efficiency does not account for the complex rhythms and densities of teacher time or their need for autonomy. The increasing workload has potential negative impacts like burnout and may not be sustainable long-term. The document suggests that organizations and teachers need to develop a more nuanced understanding of time that fosters autonomy, relationships and sustainability rather than constant acceleration.
Programme leaders and workload
Slides for a presentation with programme leaders thinking about the complexity and challenges of workload and time
Moving beyond teaching excellence - developing dialogic collaboration
This document discusses moving beyond teaching excellence through dialogue and collaboration. It begins by noting that true creative dialogue is uncommon, as ideas tend to struggle for dominance rather than have open discussions. Presentations often argue a single position rather than opening up multiple interpretations through dialogue.
The document then outlines the author's background and interests in pedagogic innovation. It describes how the concept of "teaching excellence" has shifted from a focus on developing practice through dialogue to an overemphasis on measurement and marketing.
As an alternative, the author proposes a framework called "holiploigy" based on complex interactions between curriculum, teaching, learning and assessment. This emergent process fosters expertise through dialogue within philosophies,
Plexus presentation
1) The document proposes a "Plexus Curriculum" approach for geography education that takes a holistic, interconnected view of knowledge rather than an atomistic one.
2) It critiques recent UK geography curricula for being driven by "core knowledge" rather than conceptual understanding and for not creating holistic schemas.
3) The Plexus approach would use core concepts like climate change, the Anthropocene, and earth systems to build multidimensional understanding of connections between issues, ideas, disciplines and scales.
Time and organisation
This document discusses how time is experienced in educational organizations and the potential for considering organizational rhythms and temporal processes to inform engagement with culture and change. It outlines that time is often overlooked in education despite being central to experiences of work and the impacts of policy. Drawing on organizational sciences, it presents concepts of chronos and kairos time and how organizations exhibit rhythmic patterns along intensities of internal and external focuses. These rhythmic tendencies can influence organizational types from hypercompetitive to "out of time." The document argues that considering time as an ethical process is important for creating sustainable work rhythms and cultures.
Outlining research literacy
The document outlines a framework for developing research literacy with six dimensions: philosophies and positionality, disciplinary specialism, researcher development skills, critical reading and writing, academic cultures, and research methods. It presents this framework as a starting point for dialogue about research literacy rather than a rigid checklist. The framework is intended to encourage reflection on research in a non-linear way and allow the dialogue to expand beyond what is presented.
Accelerated Academy - part-time doctoral temporalities of writing
1) The document discusses a study on the experiences of part-time doctoral students in developing as writers.
2) It analyzes interviews with 6 part-time EdD students who discussed the temporal and spatial aspects of their writing experiences over time.
3) Preliminary findings highlighted challenges with balancing writing time between work, family, and personal life, as well as emotional reactions like anxiety and loss from dedicating time to writing.
Thinking through workload
This document discusses alternative views of workload and time in schools. It argues that focusing only on "clock time" leads to an accelerated work pace as teachers try to fit in as much as possible, creating an unsustainable workload. Instead, time should be viewed as having rhythms of high and low temporal density throughout the academic year. Greater teacher autonomy would also lessen feelings of time pressure. The document calls for a dialog around effectiveness over efficiency, rhythmic time, and increased teacher professionalism to address the "temporal crisis" in schools.
Keynote on pedagogic development through dialogue
Keynote developing the basic philosophy and initial creation of a dialogic approach to pedagogic development in HE
Initial reflections on scholarship and time in the academy
This document discusses issues around time and academic writing in the modern university. It summarizes interviews with academics on their experiences managing time for writing. Key points include:
- Academics feel pressure from other responsibilities, making long-form writing difficult to do in small chunks.
- Acceleration of work and loss of control over schedules contributes to feelings of time pressure.
- Alternative concepts of "rhythm" and "polyrythmic ensembles" may help understand complex temporal experiences better than quantitative metrics.
- Both a desire to slow down certain activities like writing for quality, and a need to accelerate at other times, are discussed as tensions around control and autonomy.
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The problem with teacher standards a critical processual-complexity approach
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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
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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.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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