"En este curso el estudiante perfeccionará su comunicación oral y escrita mediante el estudio y la discusión de temas relacionados al impacto social y cultural de la ciencia y la tecnología en ciertas sociedades hispanas. Algunos de los temas que se considerarán son los efectos de los cambios tecnológicos en la estructura familiar y comunitaria, en las relaciones entre los sexos, en la identidad personal y cultural, en el mundo natural y en los sistemas de valores, la religión, la educación y el trabajo. También se examinarán y compararán diversas actitudes hacia la innovación tecnológica y científica tal como se expresan en los medios de comunicación, los debates públicos, la literatura y el arte de las sociedades hispanas. Las ramificaciones éticas de las decisiones tecnológicas también se discutirán."
This is an initial guide for Trinidad and Tobago teachers on using the communication experiences of creole-influenced students to improve their Literacy. The ideas suggested here can serve as an alternative to the Language Experience Approach to the teach
In this multi-day activity, students explore environments, ecosystems, energy flow and organism interactions by creating a scale model biodome, following the steps of the engineering design process. The Procedure section provides activity instructions for Biodomes unit, lessons 2-6, as students work through Parts 1-6 to develop their model biodome. Subjects include energy flow and food chains, basic needs of plants and animals, and the importance of decomposers. Students consider why a solid understanding of one's environment and the interdependence of an ecosystem can inform the choices we make and the way we engineer our own communities. This activity can be conducted as either a very structured or open-ended design.
Subject:
Mathematics and Statistics, Science and Technology
If you've ever been involved in campaigning for change, you probably know that getting the desired result is much harder than it seems. Moreover, the decision to campaign on a particular issue can expose tensions and cracks within an organisation itself.
Citizen participation is everywhere. Invoking it has become de rigueur when discussing cities and regions in the developing world. From the World Bank to the World Social Forum, the virtues of participation are extolled: from its capacity to “deepen democracy” to its ability to improve governance, there is no shortage to the benefits it can bring. While it is clear that participation cannot possibly “do” all that is claimed, it is also clear that citizen participation cannot be dismissed, and that there must be something to it. Figuring out what that something is – whether it is identifying the types of participation or the contexts in which it happens that bring about desirable outcomes is the goal of the class.
Examines the evolving structure of cities, the dynamic processes that shape them, and the significance of a city's history for its future development. Develops the ability to read urban form as an interplay of natural processes and human purposes over time. Field assignments in Boston provide the opportunity to use, develop, and refine these concepts.
This course introduces teachers in Trinidad and Tobago to some possible links between Language, Communication and Literacy in our local contexts. All students and interested persons are welcome to sample the ideas here. Any of the modules/sections can be a convenient starting point.
SPARK trails night manager Larry Chin of Ashkenaz, an East Bay music and culture venue that specializes in live roots music and international folk dancing. This Educator Guide tracks the history of this community venue and others like it as a point of connection and learning about world cultures.
Online learning communities provide opportunities for connections in several ways: instructor to students, students to instructor, and students to students. As online instructors and researchers, we describe the essential elements for developing online learning communities and the strategies we’ve used for creating these type of learning environments in our online courses.
In this course, you'll explore your own cultural competence in the classroom; apply multiculturalism to problem-solving; receive training on service learning; and discuss how to create and sustain connections with classrooms around the world.
A course designed to help teachers reach all students and to depend upon diverse cultures as a source of strength for curriculum and for classroom development.
Students will design a community and take into consideration the structures and human resources necessary for a balanced community. They will evaluate their community as they evaluate differences between wants and needs.
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a how to manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a Ňhow toÓ manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a how to manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a Ňhow toÓ manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a how to manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a Ňhow toÓ manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
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