The text describes an important dilemma that we as educators need to manage in our daily work. Every day we are faced with situations in which we encounter children that challenge us in various ways. This text considers how we need to approach these children. The way we assess and approach them will often determine their actions and behaviour. Children form their self-image as a reflection of our behaviors. This can also affect other children in the group to view the particular child in a negative way. It´s of paramount importance to help all children to succeed. This text gives examples and reflections about challenging situations that we meet with everyday. In this essay, aspects are presented and discussed from varying theoretical standpoints regarding issues related to what makes a child act and react the way that they do. In addition, the essay discusses adaptations that can be made in keeping with the curriclum while at the same time giving all children the best conditions in which to play, learn and achieve personal growth.

This dissertation explores the impact of the permanent chautauqua movement in American culture, especially in the period from 1874 to 1935. It argues that chautauquas served as sites for the production of middle-class culture and the renegotiation of relationships among class, gender, race, and religion. Permanent chautauquas were popular vacation resorts throughout the United States, beginning with the founding of the Chautauqua Sunday School Assembly in upstate New York and increasing in number to about two hundred in 1900. They were associations of cottages offering community programs that were educational, religious, and entertaining. This dissertation examines the programs that the chautauquas planned, arguing that they espoused a burgeoning form of culture, one that supported a perceived morality and middle-class values like dedication to family, temperance, education, patriotism, piety, and fighting against temptation to sin. Particular emphasis is placed on how performance at permanent chautauquas led to new expectations of gender, class, race, and religion. Women had opportunities for leadership, were able to blur lines between public and private spheres, and could act out different expectations of their gender while on the grounds. While most chautauquans were middle class, attending a chautauqua meant that one's class was not important and all could enjoy a middle-class vacation. While the line between whites and non-whites remained stable, non-whites were granted performance opportunities at chautauquas that they might not have had; other non-whites participated as members of the work force that allowed white chautauquans the leisure they expected. Because chautauquas were Protestant communities, religion underlaid all activities on the grounds, redefining expectations of how religion and entertainment could be combined. Taken together, these renegotiations of identity at chautauquas impacted a broader American culture. This dissertation examines the performances at chautauqua, in particular the Chautauqua Literary and Scientific Circle and their Recognition Day graduation ceremony; historical pageantry; professional performers who visited as part of the circuit chautauquas; and early film exhibition. It places them in a broader American performance context and argues that permanent chautauquas played a role in their development and popularity. It draws upon archival records from the chautauquas to outline the kinds of programming presented. Additionally, the research is supported by anecdotal evidence from a series of oral history interviews conducted with individuals who recall their childhoods at permanent chautauquas.

This study is attempting to test the effectiveness of dynamic computer models such as GeoGebra and Desmos on high school students’ ability to understand key concepts with regards to the introduction of unit circle and the graphing of the sine and cosine functions. Algebra two high school students of varying ages were chosen and randomly placed into two groups. Both groups were given the same pre-assessment and an identical lesson. The two groups’ only difference occurred with the individual student practice portion of the lesson where one group did ‘traditional’ paper and pencil practice for graphing and solving while the other group used only computer models as their individual practice. Both groups were then reassessed by giving the same assessment again. Their levels of improvement were compared using standard statistical analysis and a mean comparison test. The results showed a statistically significant improvement in the student group that used the dynamic models versus the group that did not use the computer. The sample size was large enough to generate a confidence value of over 99% (99.3%) so we were able to reject the null hypothesis that there was no difference between the group results and accept the hypothesis that the student group that used the computer models improved by a statistically significant amount. The non computer group improved by 7.7 percent while the computer aided group improved by over 49 percent. This represented an 88 percent increase in the scores of the computer group when compared with the control group. I was able to definitively conclude that the dynamic software did have a significant and positive effect on the students' learning of the unit circle. It is hoped that this information will be used to help inform more effective instruction for high school and college students as they learn this topic. It also provides a strong argument for an increased emphasis on educating teachers to become more fluent in the use of dynamic models and software as both a demonstration tool and as an interactive tool for their students in a variety of math levels. These results may also have wider applications to many other math topics and math instruction in general.

Introduction Excerpt:The Cocke County Collaborative (a division of Community House Cooperative, Inc.) of Newport and Cocke County in East Tennessee developed a new model for collaboration. The model has drawn a host of interested people and organizations from across the country both in following the progress of the working model and partnering for community based projects...

Magister Educationis - MEd / Euclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of leaners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry. Hence, this study investigated the impact of using technology through cooperative learning on learners’ performance on grade circle 11 geometry. It was thus an attempt to focus on blending these two teaching methods with an emphasis on the use of technology. The research took place at a Khayelitsha school and the scope of technology was limited to using a mathematical computer programme called Heymath. This research was grounded on the cognitive level framework that is used by the Department of Basic Education (DBE) in the setting of National Senior examination mathematics papers, as well as the set of social constructivist views of mathematics teaching and learning. In the case of the latter, both social constructivism and cognitive constructivism views were considered and applied for the purposes of this study. Using a positivist paradigm, this convergent parallel mixed methods study employed a quasi-empirical design, where the control group consisted of a group 26 grade 11 learners who were comparable to the group of 27 grade learners that made up the experimental group. Initially, data was collected from both the experimental and control groups via a geometry pre-test. Then the experimental group (E) was taught circle geometry using technology in the context of cooperative learning while the control group (C) was taught using conventional methods. Thereafter data was collected via a geometry post- test from both groups. Finally, the experimental group completed a questionnaire designed to ascertain the extent to which learners exhibit changes in motivation when answering grade 11 circle geometry questions when afforded the use of technology within a cooperative learning environment.

>Magister Scientiae - MSc / Euclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of leaners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry. Hence, this study investigated the impact of using technology through cooperative learning on learners’ performance on grade circle 11 geometry. It was thus an attempt to focus on blending these two teaching methods with an emphasis on the use of technology. The research took place at a Khayelitsha school and the scope of technology was limited to using a mathematical computer programme called Heymath. This research was grounded on the cognitive level framework that is used by the Department of Basic Education (DBE) in the setting of National Senior examination mathematics papers, as well as the set of social constructivist views of mathematics teaching and learning. In the case of the latter, both social constructivism and cognitive constructivism views were considered and applied for the purposes of this study. Using a positivist paradigm, this convergent parallel mixed methods study employed a quasi-empirical design, where the control group consisted of a group 26 grade 11 learners who were comparable to the group of 27 grade learners that made up the experimental group.

Magister Educationis - MEd / Euclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of learners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry

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Limited research exists on the role of community food programs, such as cooking circles, in Canadian Arctic communities. This research investigates the Nutrition North Canada cooking circle program in the Inuvialuit (Inuit) hamlet of Paulatuk, NWT. The objectives are to 1) collaboratively evaluate the program's impact on healthy food intake, and awareness/knowledge accumulation regarding healthier eating and meal preparation techniques; 2) assess the program's intangible (e.g., social, cultural, and mental health) benefits to participants and community wellbeing; and 3) analyze the potential for consistent country food integration; 4) to generate a culturally relevant logic model; 5) to evaluate program implementation in terms of key enablers and barriers - namely, funding, space and equipment, and human resources. This research applies a Community-Based Participatory Research approach to implementing a collaborative process and outcome program evaluation, with necessary modifications due to the Covid-19 pandemic. Methods include logic model co-design, document analysis of NNC annual reports (n = 9) and proposals (n = 2), a series of regular/weekly iterative videoconference conversations with the Paulatuk cooking circle facilitator out of which two were transcribed and analyzed (n = 2), videoconference semi-structured interview with a regional program manager (n = 1), telephone semi-structured interviews with cooking circle facilitators from other communities (n = 4), telephone (n = 1) and in-person (n = 12) semi-structured interviews with Paulatuk cooking circle participants. The Mukluk Logic Model played an instrumental role in the conceptualization of the process evaluation, recognizing the specificity of location, program facilitation, and culture. The process evaluation results indicated that the long-standing sustainability of Paulatuk's cooking circle program is directly related to the consistency of program funding, community-engaged facilitation practices, and creative utilization of the community's multi-purpose space for program activities. However, significant barriers to program implementation limit program sustainability. These include funding amounts and distribution, limitations related to space and equipment, and a challenging human resources context (hiring and retention). The cooking circle participants reported an increase in intake of healthy food, awareness of healthy eating/cooking, and positive social and mental health aspects of the program. A considerable effort from local and regional stakeholders is required to integrate country food into program activities. This study provides insight into cooking circle program implementation in a Canadian Arctic community, illustrating the utility of qualitative process evaluation research in this context and generating important knowledge and insights to better support northern community-based food preparation programs. Additionally, this research highlights the role of local-scale initiatives in supporting food security, overall wellbeing, and integration of country food in program activities in remote, Arctic communities.

Žabovřeské and Komínské meadows are divided acording to their names, but in the real landscape it is just only fluent space of large river valley. The space was created by river fo ages, so I let the space to float with the river. All important division of the space are done in parallel with the river, that itself classife the calm, narrower and more familiar right bank and more open, larger left bank of the river. The river shaped the linear charakter of the park and in the same time identify the circle – the space of stop in. The superficies of the area: 141,1 ha.