This website shows images and video of the Arabic letters. It has two sections, one with the Arabic letters in their independent, unconnected forms, and a second showing the letters in all of their various connected forms. Both sections offer videos that show a calligrapher writing out each form of each letter. Videos of the connected letters include words that demonstrate the initial, medial, and final positions of each letter.
For too many Americans, the history class in Ferris Bueller’s Day Off (remember the teacher’s plaintive question, “anyone, anyone?”) is all too familiar. Our approach is meant to challenge this false and familiar image of history: understanding and reconstructing the past requires ways of thinking, reading, and questioning much more engaging and challenging than mere memorization.
Teaching in a way that differs from your own schooling experience is not necessarily easy to imagine, let alone execute. Especially given the many pressures and demands on teachers today. This part of the Historical Thinking Matters website is devoted to providing instructional resources for teacher educators who want to challenge these iconic pictures of history instruction and start preparing their students to teach for historical thinking.
Stanford University professor Robert Sapolsky presents the course Human Behavioral Biology. He begins by explaining the premise of the course and how he aims to avoid categorical thinking. (March 29, 2010)
Human behavioral biology examines traits such as human sexual behavior, emotions memory, perception, and language from a biological perspective. It seeks to identify how human behavior is influenced by brain, sensory, hormone, fetal development and other biological influences.
Good way to get your high school students involved with climate change solutions and communicate with peers locally and internationally about the topic. Measure your carbon footprint using an online calculator, compare students’ footprints worldwide and/or communicate with schools internationally about solutions.
Government agencies frequently contract with nonprofit or for-profit organizations to provide services to improve the well-being of their clients―for example, by reducing recidivism, homelessness, or drug use. Governments have traditionally paid service providers on the basis of the number of clients they treat.
The past decade has seen a number of Pay for Success (PFS) or results-based finance (RBF) programs, in which service providers are paid for their outcomes or results. For example, whereas a government agency contracting with a service provider to reduce recidivism among young men released from prison would traditionally have paid the service provider for the hours spent counseling a client, a PFS contract pays the organization for success in reducing the clients’ rate of recidivism from some baseline.
This handbook is written for government officials considering the adoption of Pay For Success (PFS) programs and for students in public policy and business schools interested in studying outcomes-oriented government contracts for services. Part One introduces concepts necessary to develop and operate a service delivery program and then surveys some of the issues specific to PFS. Part Two presents two detailed case studies and a number of shorter descriptions of PFS programs. Part Three focuses on the components of PFS programs; it also discusses barriers to their development and ways of overcoming them.
The wide array of datasets provided in this collection affords educators and learners alike an understanding of several large networks from state roads to the internet. Access data on social networks, Wikipedia use and e-mail communication and much more.
Interactive online tutorial about growing urchin larvae in a lab setting. Students manipulate data and are led through a lab-based situation. There is a module on ocean acidification. Lesson plans can be downloaded from website.