This is a book that looks at how drama has its basis in good early years practice. Most early years practitioners are doing some drama and are edging towards more structured work - this text will help them go further by building their own skills. Using tried and tested example dramas based on traditional stories, the authors show how clearly dramas are constructed. They move from the simple use if TiR (Teacher in Role) to more complex, full dramas, using traditional stories including Little Bo Peep, Cinderella, Sleeping Beauty, Humpty Dumpty, The Pied Piper, The Billy Goats Gruff and Hansel and Gretel. Drama in the early years covers a number of key areas where drama is of particular importance for this age group including: * drama in the National Curriculum * how drama can help your teaching of the Literacy Hour * personal and social education and citizenship * drama and special needs * assessment * recording and progression * developing a school policy for drama.
′This book is special. It proposes a style of drama that liberates teachers and children from traditional dialogues...The dramas, each linked to a literacy text or wider theme, are amazing...I would recommend buying this. It challenges, but rewards with a new level of classroom dialogue′ - Literacy Time ′This new book for teachers is timely and full of good ideas. It demonstrates the value of drama as a means of achieving education that stimulates creative and critical thinking while also engaging the emotions′ - Teaching Thinking & Creativity Showing teachers how to use drama to promote speaking and listening for pupils, including those who find learning difficult, this book describes, analyses and teaches how to use role play effectively and looks at how to generate a productive dialogue between teachers and pupils that is both powerful and enabling. The authors present innovative methods for teaching across the curriculum which are genuinely inclusive and can help to motivate reluctant learners. The ′how to′ section of the book describes a range of strategies and approaches: o how to begin with ′teacher in role′ o how to begin planning drama o how to generate quality speaking and listening o how to use drama for inclusion and citizenship o how to generate empathy in drama o how to link history and drama o how to begin using assessment of speaking and listening (and other English skills) through drama The second section includes full lesson plans that have been tried and tested with pupils, complete with detailed guidance on how to structure the work and how to play the teacher roles. Each is linked to literacy, the wider curriculum, PSHE and citizenship. The book is a valuable resource for primary teachers in training and in practice.
This book reflects Frank Lehane’s empathetic listening and his vision for each individual’s ability to make the prudent decisions to thrive financially. Frank reveals blind spots and creates discovery moments that serve you for life. He simplifies the complex. He adds enlightenment to a step-by-step unwrap of proven solutions used by smart-money families to multiply wealth. You can feel how much Frank cares that your mastery of financial legacy frees you to step up to a higher-level of living and giving. This is a worthy read about simple steps from a person you might consider a good family friend.
Traditional approaches to social skill development may often be ineffective for those in most need of them – those who are neuro-diverse (for example, on the Autism Spectrum, with dyspraxia, or with Attention Deficit Hyperactivity Disorder), those who have experienced trauma, those with an intellectual disability, and those who present with Complex Communication Needs. This may be due to difficulties with language, attention, and memory. Storying Beyond Social Difficulties with Neuro-Diverse Adolescents is a manual that outlines an eight-session programme, called "Imagine, Create, Belong", that involves a range of activities designed to develop theory of mind, flexible thinking, empathy, and narrative ability. The sessions can be run across 8 or 16 weeks and contain sections suitable for those in mainstream schools, with adaptations to support adolescents with additional needs (including moderate intellectual disability and Complex Communication Needs). The manual does this via a range of age-appropriate play-based activities within a group setting focused on making a movie. It includes non-verbal and verbal approaches to social development and is an implicit approach to social skills. The programme is suitable for young people aged 11 years to 15 years with social difficulties. It includes content that may suit adolescents from both individualist and collectivist cultures. The manual provides step-by-step guidance for practitioners to run the "Imagine, Create, Belong" social skills programme with participants with a range of intellectual abilities who have been identified by parents, teachers, or other professionals as having social difficulties.
Travel around the world and back again with Francis!Francis Brennan recounts his journeys across the globe and the adventures and mishaps that ensue along the way. From Vietnam to the Vatican, India to Australia, and his recent bucket-list trip along Route 66 – but always back to Kenmare, because there's no place like home. Let Francis take you on a grand tour of his best travel memories and be inspired to see the world in a new light.
The most comprehensive, multi-disciplinary text in the field, Cummings Otolaryngology: Head and Neck Surgery, 7th Edition, provides detailed, practical answers and easily accessible clinical content on the complex issues that arise for otolaryngologists at all levels, across all subspecialties. This award-winning text is a one-stop reference for all stages of your career—from residency and board certification through the challenges faced in daily clinical practice. Updated content, new otology editor Dr. Howard W. Francis, and new chapters and videos ensure that this 7th Edition remains the definitive reference in today's otolaryngology. - Brings you up to date with the latest minimally invasive procedures, recent changes in rhinology, and new techniques and technologies that are shaping patient outcomes. - Contains 12 new chapters, including Chronic Rhinosinusitis, Facial Pain, Geriatric Otology, Middle Ear Endoscopic Surgery, Pediatric Speech Disorders, Pediatric Cochlear Implantation, Tongue-Ties and Lip Ties, Laryngotracheal Clefts, and more. - Covers recent advances and new approaches such as the Draf III procedure for CRS affecting the frontal recess, endoscopic vidian and posterior nasal neurectomy for non-allergic rhinitis, and endoscopic approaches for sinonasal and orbital tumors, both extra- and intraconal. - Provides access to 70 key indicator (Accreditation Council for Graduate Medical Education Key Indicator Procedures), and surgical videos – an increase of 43% over the previous edition. - Offers outstanding visual support with 4,000 high-quality images and hundreds of quick-reference tables and boxes. - Enhanced eBook version included with purchase. Your enhanced eBook allows you to access all of the text, figures, and references from the book on a variety of devices.
Schemes in algebraic geometry can have singular points, whereas differential geometers typically focus on manifolds which are nonsingular. However, there is a class of schemes, 'C∞-schemes', which allow differential geometers to study a huge range of singular spaces, including 'infinitesimals' and infinite-dimensional spaces. These are applied in synthetic differential geometry, and derived differential geometry, the study of 'derived manifolds'. Differential geometers also study manifolds with corners. The cube is a 3-dimensional manifold with corners, with boundary the six square faces. This book introduces 'C∞-schemes with corners', singular spaces in differential geometry with good notions of boundary and corners. They can be used to define 'derived manifolds with corners' and 'derived orbifolds with corners'. These have applications to major areas of symplectic geometry involving moduli spaces of J-holomorphic curves. This work will be a welcome source of information and inspiration for graduate students and researchers working in differential or algebraic geometry.
This is a book that looks at how drama has its basis in good early years practice. Most early years practitioners are doing some drama and are edging towards more structured work - this text will help them go further by building their own skills. Using tried and tested example dramas based on traditional stories, the authors show how clearly dramas are constructed. They move from the simple use if TiR (Teacher in Role) to more complex, full dramas, using traditional stories including Little Bo Peep, Cinderella, Sleeping Beauty, Humpty Dumpty, The Pied Piper, The Billy Goats Gruff and Hansel and Gretel. Drama in the early years covers a number of key areas where drama is of particular importance for this age group including: * drama in the National Curriculum * how drama can help your teaching of the Literacy Hour * personal and social education and citizenship * drama and special needs * assessment * recording and progression * developing a school policy for drama.
′This book is special. It proposes a style of drama that liberates teachers and children from traditional dialogues...The dramas, each linked to a literacy text or wider theme, are amazing...I would recommend buying this. It challenges, but rewards with a new level of classroom dialogue′ - Literacy Time ′This new book for teachers is timely and full of good ideas. It demonstrates the value of drama as a means of achieving education that stimulates creative and critical thinking while also engaging the emotions′ - Teaching Thinking & Creativity Showing teachers how to use drama to promote speaking and listening for pupils, including those who find learning difficult, this book describes, analyses and teaches how to use role play effectively and looks at how to generate a productive dialogue between teachers and pupils that is both powerful and enabling. The authors present innovative methods for teaching across the curriculum which are genuinely inclusive and can help to motivate reluctant learners. The ′how to′ section of the book describes a range of strategies and approaches: o how to begin with ′teacher in role′ o how to begin planning drama o how to generate quality speaking and listening o how to use drama for inclusion and citizenship o how to generate empathy in drama o how to link history and drama o how to begin using assessment of speaking and listening (and other English skills) through drama The second section includes full lesson plans that have been tried and tested with pupils, complete with detailed guidance on how to structure the work and how to play the teacher roles. Each is linked to literacy, the wider curriculum, PSHE and citizenship. The book is a valuable resource for primary teachers in training and in practice.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Francis Asbury was an American hero. Actually, he was a British subject, who lived his adult life in America, and became a hero to the vast majority of those he served and of many contemporary evangelicals who have read and pondered his impact on history. British or not, when you think of Asbury, it is difficult to see him as any less than “American hero.” But he was more. He was a Kingdom hero; America was the land of many lost, Asbury came by assignment and stayed while others fainted, faltered, found more comfortable refuge and flew back home to England.It is said of him that he “changed American popular religion – and by extension American culture – as much as anyone ever has. America is one of the most religious nations on earth, and Asbury is an important reason why.Concerning the personal journal of Francis Asbury: The bishop wasn't necessarily eager for a future chronicler setting down a perspective of his life. Indeed, Asbury thought his day-to-day account of ministry in America was going to be the determiner of his legacy and he thus spent significant time re-reading and editing it.He thought his Journal would be quite enough. The truth is that the Journal is not only enough; it is too much. So there is excuse for a biography to abbreviate and to interpret more concisely. This editor has agreed that the Journal is indeed too much for most modern yet interested readers, but highlighted portions may be just right. Some of his letters from a 1958 compilation have been added to provide even more perspective from a slightly different angle. Both the journal and letters will provide inspiration and a ready grasp of the key player in the leading evangelistic frontier of the latter 18th and early 19th centuries. Some of these portions are “quotable quotes” that can and ought to be memorized and rearticulated as opportunities arise. Others could be used for historical perspective and sprinkling in appropriate sermons and writings. Some of the passages are chosen not so much to provide a fascinating quote as to provide a cultural or personal angle to the era. Perhaps this small volume could lead many to read a good biography of Asbury or even read the Journal itself – the truly interested will not be disappointed in the latter. We have called this the “best” of the Journal and his Letters. But it is just one man's reading and penciling in the margins. In the reading and marking, enough intellectual and spiritual pleasure was found that sharing the findings seemed only natural.
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