Session 2 presentation
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The document discusses planning geography curriculum for primary students. It addresses developing long-term and medium-term plans to ensure continuity and progression in students' geographic understanding and skills. Activities guide examining key elements to cover, order of instruction, and tracking progression. Approaches to make the subject interesting include using photos, maps, questions, and language development. Fieldwork and assignments are also considered.
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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
This document discusses organizational change and the role that practitioners can play in leading change through research. It outlines two models of organizations - hierarchical and complex - and argues that organizations are inherently complex adaptive systems. Practitioner research is presented as a way to develop professional capital and expertise within an organization by addressing real issues of relevance. The document suggests practitioners and leaders work together in knowledge networks to foster emergent, practitioner-led organizational change through activities like action research and case studies. This collaborative, complexity-focused approach is presented as an alternative to top-down, hierarchical models of change.
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
The document discusses the global educational reform movement (GERM) and its impact locally. It describes GERM as characterized by increased standardization, a narrowing of curriculum to core subjects, corporate management practices, and a growth of high-stakes accountability. These reforms have been driven by neoliberal policies that emphasize competition, individualism, and reducing education to measurable outcomes. While GERM claims to benefit all through competition and free markets, it has reduced autonomy for teachers and focused narrowly on test scores. The document argues we must imagine alternatives to existing reductionist policies and work to embody different educational futures.
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.
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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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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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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.
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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
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"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::
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Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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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.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 3. Activity 1 – Developing a long term plan In groups – use the Key Stage 1 and 2 Programmes of Study, and develop Key Stage PoS which satisfy the National Curriculum Orders. Before we start, we need to consider the contextual information you need to know before you can complete the exercise – by yourself jot down 3 questions you would want to ask before starting such an exercise in school. What have you found out by doing this exercise?
- 4. Progression What do we mean by progression? How might we track it? Why is it important?
- 5. Activity 2 – Developing a medium term plan In your group, chose one element of your Key Stage 2 PoS, and assume you have a 6 week half term with a lesson a week. Produce an outline plan for a Scheme of Work in this area of the PoS.
- 6. Reflecting on planning Why do we need to plan? What are some of the ‘rules’ of planning? What are the challenges in planning? Why are continuity and progression so important? http://www.sln.org.uk/geography/primary.htm Primary Geography in Staffordshire http://www.teachingideas.co.uk/geography/contents.htm Primary Resources http://www.standards.dfes.gov.uk/schemes2/geography/ DCSF Standards Site
- 7. GEOGRAPHY Local studies e.g. settlement ART e.g. work of local artists, photographers and architects HISTORY e.g. local history The Built Environment Change over time Skills drawing map-making aesthetics Skills museums drawing communications maps drawings conservation A Cross-curricular Approach
- 8. Developing Learning in Primary Geography Approaches Photos, diagrams & maps Questions & enquiry Geography and language development ICT