Life Orientation Gr7 T G

This book disseminates original research on learning in and from practice in pre-service teacher education. Authors such as Lederman and Lederman describe the student teaching practicum (or work-integrated learning [WIL]), which is an essential component of pre-service teacher education, as the ‘elephant in the room’. These authors note that 'the capstone experience in any teacher education programme is the student teaching practicum… [a]fter all, this is where the rubber hits the road'. However, many teacher educators will agree that this WIL component is sometimes very insufficient in assisting the student teacher to develop their own footing and voice as a teacher. This is the ‘gap’ that this research book addresses. Most of the chapters in the book report empirical data, with the exception of two chapters that can be categorized as systematic reviews. WIL is addressed from various angles in the chapters. Chapter 6 focuses on research related to what makes Finnish teacher education so effective, and in Chapter 4 researchers of the University of Johannesburg disseminate their findings on establishing a teaching school (based on Finnish insights) in Johannesburg. Chapter 3 highlights the challenges faced in open-and distance learning teacher education contexts. Several of the chapters disseminate research findings on alternative interventions to classic WIL, namely, where “safe spaces” or laboratories are created for student teachers to learn and grow professionally. These could either be simulations, such as software programmes and avatars in the intervention described in Chapter 2; student excursions, as the findings in chapters 5, 7 and 10 portray; or alternative approaches to WIL (e.g. Chapters 11 and 12). The book is devoted to scholarship in the field of pre-service teacher education. The target audience is scholars working in the fields of pre-service teacher education, work-integrated learning, and self-directed learning. The book makes a unique contribution in terms of firstly its extensive use of Cultural-Historical Activity Theory as a research lens, and secondly in drawing on various theoretical frameworks. Both quantitative and qualitative research informed the findings of the book.

Now in a full-length book, the New York Times Pulitzer Prize–winning graphic story of a refugee family who fled the civil war in Syria to make a new life in America After escaping a Syrian prison, Ibrahim Aldabaan and his family fled the country to seek protection in America. Among the few refugees to receive visas, they finally landed in JFK airport on November 8, 2016, Election Day. The family had reached a safe harbor, but woke up to the world of Donald Trump and a Muslim ban that would sever them from the grandmother, brothers, sisters, and cousins stranded in exile in Jordan. Welcome to the New World tells the Aldabaans’ story. Resettled in Connecticut with little English, few friends, and even less money, the family of seven strive to create something like home. As a blur of language classes, job-training programs, and the fearsome first days of high school (with hijab) give way to normalcy, the Aldabaans are lulled into a sense of security. A white van cruising slowly past the house prompts some unease, which erupts into full terror when the family receives a death threat and is forced to flee and start all over yet again. The America in which the Aldabaans must make their way is by turns kind and ignorant, generous and cruel, uplifting and heartbreaking. Delivered with warmth and intimacy, Jake Halpern and Michael Sloan's Welcome to the New World is a wholly original view of the immigrant experience, revealing not only the trials and successes of one family but showing the spirit of a town and a country, for good and bad.

Speaks to adolescents about such topics as drug abuse, sex, family conflict, friendship, love, and conformity.

Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.