Downloads & Free Reading Options - Results

This study investigates the face-name matching effect proposed by Zwebner et al., (2017) with a name learning paradigm in which participants have to learn 20 face-name pairs. In half of the trials, the name to be learned will be the depicted person’s actual name (matches) and in the other half of the trials, the faces will be paired with a name that is not that of the depicted person (mismatches). Additionally, the matches have a high goodness-of-fit of the face and name, whereas the mismatches have a low goodness-of-fit. Evidence for the face-name matching effect would be provided if the matches are learned faster than the mismatches.

The adption of the Common European Framework Reference (CEFR) as a guideline in Malaysian English language education has led the Ministry of Education to replace locally-developed English textbooks with a selection of imported titles. While considering the significance of intercultural skills in the English curriculum, there is a need to look into the aspect of relevance in using imported texts to suit local cultural demands. This study is dual focal in nature; it investigated not only the impacts of cultural elements embedded in imported textbooks on Malaysian students' attitude but also gathered their perception on the aspect through survey research. For the purpose of this study, it specifies on the use of English Plus 1 -- an imported textbook, published by Oxford University Press. A questionnaire which was adopted from Xiao (2010), was then distributed to 39 Malaysian pupils of suburban Chinese-type primary schools in Perak who were selected using a convenience sampling technique. The findings indicated that the use of English Plus 1 has impacted pupils' attitude where it was observed that their perception towards learning English became more negative due to the focus of the textbooks inclines towards a culture that was not familiar to Malaysians. The implications derived from this study suggest teachers' flexibility at adopting a range of teaching approaches that might also need to be creative in its nature in order to impart cultural information to the young learners. Simultaneously, a more pro-active solution could be taken at the administrative level by carefully scrutinizing the cultural elements embedded in imported texts to adopt cultural suitability for young learners. [For the full proceedings, see ED654100.]

This paper argues that educators interested in sustainability should look to complexity science for guiding principles. When we view our classrooms and campuses as living, dynamic ecologies, we can, as insiders, make sense of what might otherwise seem chaotic or meaningless. This perspective enables us not only to describe and explain what is happening around us, but also to use our findings to influence emerging patterns across our classrooms, campuses, or our larger communities. We suggest that educators use a Look, Think, Act cycle recommended by Professor Ernie Stringer to encourage and support sustainable school reform.

This paper argues that educators interested in sustainability should look to complexity science for guiding principles. When we view our classrooms and campuses as living, dynamic ecologies, we can, as insiders, make sense of what might otherwise seem chaotic or meaningless. This perspective enables us not only to describe and explain what is happening around us, but also to use our findings to influence emerging patterns across our classrooms, campuses, or our larger communities. We suggest that educators use a Look, Think, Act cycle recommended by Professor Ernie Stringer to encourage and support sustainable school reform.

This paper argues that educators interested in sustainability should look to complexity science for guiding principles. When we view our classrooms and campuses as living, dynamic ecologies, we can, as insiders, make sense of what might otherwise seem chaotic or meaningless. This perspective enables us not only to describe and explain what is happening around us, but also to use our findings to influence emerging patterns across our classrooms, campuses, or our larger communities. We suggest that educators use a Look, Think, Act cycle recommended by Professor Ernie Stringer to encourage and support sustainable school reform.

Educational guide with processes, definitions, and examples of the structures from the Toledo Museum of Art to assist in learning about architecture.

Researchers discover 130,000 new viruses, giving us a new way to watch for emerging pathogens; Chimpanzees aren't monkeys, but they learn by monkey see, monkey do; Is the moon driving the movement of the Earth's tectonic plates?; Deer choose to return to their smoldering home in the wake of a massive wildfire; Aliens often look like us in movies - will they look like us in real life?

Researchers discover 130,000 new viruses, giving us a new way to watch for emerging pathogens; Chimpanzees aren't monkeys, but they learn by monkey see, monkey do; Is the moon driving the movement of the Earth's tectonic plates?; Deer choose to return to their smoldering home in the wake of a massive wildfire; Aliens often look like us in movies - will they look like us in real life?

funny scene to me

The field tested sixth grade instructional unit was designed to explore learning in its broadest sense, involving the learners in activities dealing with what learning is, where they learn, and how they learn. The seven lessons deal with defining learning and knowing, exploring learning experiences both in and out of school, learning as it is Dependent on the learner's interests and abilities, and learning through the budgeting of time. An introduction for the instructor planning to teach the unit includes a unit content/strategy profile and a resource profile. The seven lessons will take a total of 10 to 11 hours of instruction, involving large and small group and individual activities. One lesson can be adapted for self-directed learners. Each lesson is presented in terms of concept, performance objective, estimated time, new vocabulary introduced, resources required, instructor preparation tasks, instructional procedures (introduction, tasks, and summary), assessment procedures and tools, and worksheets. An instructional strategy guide covering demonstrations, discussions, questioning, role-playing, and creative writing, and an eight-item bibliography are appended. (BP)

The field tested sixth grade instructional unit was designed to explore learning in its broadest sense, involving the learners in activities dealing with what learning is, where they learn, and how they learn. The seven lessons deal with defining learning and knowing, exploring learning experiences both in and out of school, learning as it is Dependent on the learner's interests and abilities, and learning through the budgeting of time. An introduction for the instructor planning to teach the unit includes a unit content/strategy profile and a resource profile. The seven lessons will take a total of 10 to 11 hours of instruction, involving large and small group and individual activities. One lesson can be adapted for self-directed learners. Each lesson is presented in terms of concept, performance objective, estimated time, new vocabulary introduced, resources required, instructor preparation tasks, instructional procedures (introduction, tasks, and summary), assessment procedures and tools, and worksheets. An instructional strategy guide covering demonstrations, discussions, questioning, role-playing, and creative writing, and an eight-item bibliography are appended. (BP)

Are you in a secure spot with your business and personal finances? In this episode of A Look Under The hood Tulsa's best CPA, Paul Hood, will go over the details of reading your financial dashboard and being proactive with your numbers.

Are you in a secure spot with your business and personal finances? In this episode of A Look Under The hood Tulsa's best CPA, Paul Hood, will go over the details of reading your financial dashboard and being proactive with your numbers.

In order to plan and implement lessons that will be effective for a wide variety of learners, teachers must assess what students know and how they know it. They must also know students' academic strengths, challenges, and preferences. Careful observation of what students do and say as they work provides a rich source of data about both their knowledge and ways of learning. We highlight three strategies we use to help teachers refine their understanding of individual students: (a) building teachers' skills in observing without making judgements; (b) teaching teachers to use a shared, neurodevelopmental framework through which to view student learning and behavior; and (c) facilitating collaboration among general education and special education teachers in using these tools to assess student learning and plan lessons. The combination of careful observations, a neurodevelopmental lens through which to see and interpret the observations, and the different perspectives of general and special education teachers, builds a foundation for planning appropriately leveled and rigorous lessons that leverage students' strengths while supporting them in their weaker areas.

In order to plan and implement lessons that will be effective for a wide variety of learners, teachers must assess what students know and how they know it. They must also know students' academic strengths, challenges, and preferences. Careful observation of what students do and say as they work provides a rich source of data about both their knowledge and ways of learning. We highlight three strategies we use to help teachers refine their understanding of individual students: (a) building teachers' skills in observing without making judgements; (b) teaching teachers to use a shared, neurodevelopmental framework through which to view student learning and behavior; and (c) facilitating collaboration among general education and special education teachers in using these tools to assess student learning and plan lessons. The combination of careful observations, a neurodevelopmental lens through which to see and interpret the observations, and the different perspectives of general and special education teachers, builds a foundation for planning appropriately leveled and rigorous lessons that leverage students' strengths while supporting them in their weaker areas.

It's a tricky phrase-but these days you are as likely to hear it from a government official or public health officer as you are from someone who is just sick of vaccine passports. As the Omicron wave subsides and governments across the country ease or eliminate restrictions, a growing number of Canadians are in favour of a future where we no longer tailor our lives to the virus.But is that possible? If it is, what would that look like? Who will thrive in this future and who will suffer? And is there a way, with proper planning and enough commitment, to have the best of both worlds? A world where we can protect the vulnerable and let everyone get "back to normal"?GUEST: Timothy Caulfield, Canada Research Chair in health law and policy at the University of Alberta

It's a tricky phrase-but these days you are as likely to hear it from a government official or public health officer as you are from someone who is just sick of vaccine passports. As the Omicron wave subsides and governments across the country ease or eliminate restrictions, a growing number of Canadians are in favour of a future where we no longer tailor our lives to the virus.But is that possible? If it is, what would that look like? Who will thrive in this future and who will suffer? And is there a way, with proper planning and enough commitment, to have the best of both worlds? A world where we can protect the vulnerable and let everyone get "back to normal"?GUEST: Timothy Caulfield, Canada Research Chair in health law and policy at the University of Alberta

It's a tricky phrase-but these days you are as likely to hear it from a government official or public health officer as you are from someone who is just sick of vaccine passports. As the Omicron wave subsides and governments across the country ease or eliminate restrictions, a growing number of Canadians are in favour of a future where we no longer tailor our lives to the virus.But is that possible? If it is, what would that look like? Who will thrive in this future and who will suffer? And is there a way, with proper planning and enough commitment, to have the best of both worlds? A world where we can protect the vulnerable and let everyone get "back to normal"?GUEST: Timothy Caulfield, Canada Research Chair in health law and policy at the University of Alberta

It's a tricky phrase-but these days you are as likely to hear it from a government official or public health officer as you are from someone who is just sick of vaccine passports. As the Omicron wave subsides and governments across the country ease or eliminate restrictions, a growing number of Canadians are in favour of a future where we no longer tailor our lives to the virus.But is that possible? If it is, what would that look like? Who will thrive in this future and who will suffer? And is there a way, with proper planning and enough commitment, to have the best of both worlds? A world where we can protect the vulnerable and let everyone get "back to normal"?GUEST: Timothy Caulfield, Canada Research Chair in health law and policy at the University of Alberta

It's a tricky phrase-but these days you are as likely to hear it from a government official or public health officer as you are from someone who is just sick of vaccine passports. As the Omicron wave subsides and governments across the country ease or eliminate restrictions, a growing number of Canadians are in favour of a future where we no longer tailor our lives to the virus.But is that possible? If it is, what would that look like? Who will thrive in this future and who will suffer? And is there a way, with proper planning and enough commitment, to have the best of both worlds? A world where we can protect the vulnerable and let everyone get "back to normal"?GUEST: Timothy Caulfield, Canada Research Chair in health law and policy at the University of Alberta

It's a tricky phrase-but these days you are as likely to hear it from a government official or public health officer as you are from someone who is just sick of vaccine passports. As the Omicron wave subsides and governments across the country ease or eliminate restrictions, a growing number of Canadians are in favour of a future where we no longer tailor our lives to the virus.But is that possible? If it is, what would that look like? Who will thrive in this future and who will suffer? And is there a way, with proper planning and enough commitment, to have the best of both worlds? A world where we can protect the vulnerable and let everyone get "back to normal"?GUEST: Timothy Caulfield, Canada Research Chair in health law and policy at the University of Alberta

Canadian writer and Rome resident Jeannie Marshall probes the power of art to move us and to transcend the historical and religious contexts that shaped it in her book, All Things Move: Learning to Look in the Sistine Chapel. She speaks with CBC's Rome correspondent Megan Williams.

Machine learning FTW. Now on Gboard, you can customize emoji style Mini stickers to look like you based off of a selfie. Create yours on #Android today: https://t.co/f11ehoY5oY https://t.co/c8dFr1zHie Source: https://twitter.com/Android/status/1060253329668890625 Uploader: Android

Clay Clark Testimonials | \"Clay Clark Has Helped Us to Grow from 2 Locations to Now 6 Locations. Clay Has Done a Great Job Helping Us to Navigate Anything That Has to Do with Running the Business, Building the System, the Workflows, to Buy Property.\" - Charles Colaw (Learn More Charles Colaw and Colaw Fitness Today HERE: www.ColawFitness.com) See the Thousands of Success Stories and Millionaires That Clay Clark Has Coached to Success HERE: https://www.thrivetimeshow.com/testimonials/ Learn More About Attending the Highest Rated and Most Reviewed Business Workshops On the Planet Hosted by Clay Clark In Tulsa, Oklahoma HERE: https://www.thrivetimeshow.com/business-conferences/ Download A Millionaire's Guide to Become Sustainably Rich: A Step-by-Step Guide to Become a Successful Money-Generating and Time-Freedom Creating Business HERE: www.ThrivetimeShow.com/Millionaire See Thousands of Actual Client Success Stories from Real Clay Clark Clients Today HERE: https://www.thrivetimeshow.com/testimonials/

Clay Clark Testimonials | \"Clay Clark Has Helped Us to Grow from 2 Locations to Now 6 Locations. Clay Has Done a Great Job Helping Us to Navigate Anything That Has to Do with Running the Business, Building the System, the Workflows, to Buy Property.\" - Charles Colaw (Learn More Charles Colaw and Colaw Fitness Today HERE: www.ColawFitness.com) See the Thousands of Success Stories and Millionaires That Clay Clark Has Coached to Success HERE: https://www.thrivetimeshow.com/testimonials/ Learn More About Attending the Highest Rated and Most Reviewed Business Workshops On the Planet Hosted by Clay Clark In Tulsa, Oklahoma HERE: https://www.thrivetimeshow.com/business-conferences/ Download A Millionaire's Guide to Become Sustainably Rich: A Step-by-Step Guide to Become a Successful Money-Generating and Time-Freedom Creating Business HERE: www.ThrivetimeShow.com/Millionaire See Thousands of Actual Client Success Stories from Real Clay Clark Clients Today HERE: https://www.thrivetimeshow.com/testimonials/

Clay Clark Testimonials | \"Clay Clark Has Helped Us to Grow from 2 Locations to Now 6 Locations. Clay Has Done a Great Job Helping Us to Navigate Anything That Has to Do with Running the Business, Building the System, the Workflows, to Buy Property.\" - Charles Colaw (Learn More Charles Colaw and Colaw Fitness Today HERE: www.ColawFitness.com) See the Thousands of Success Stories and Millionaires That Clay Clark Has Coached to Success HERE: https://www.thrivetimeshow.com/testimonials/ Learn More About Attending the Highest Rated and Most Reviewed Business Workshops On the Planet Hosted by Clay Clark In Tulsa, Oklahoma HERE: https://www.thrivetimeshow.com/business-conferences/ Download A Millionaire's Guide to Become Sustainably Rich: A Step-by-Step Guide to Become a Successful Money-Generating and Time-Freedom Creating Business HERE: www.ThrivetimeShow.com/Millionaire See Thousands of Actual Client Success Stories from Real Clay Clark Clients Today HERE: https://www.thrivetimeshow.com/testimonials/

Clay Clark Testimonials | \"Clay Clark Has Helped Us to Grow from 2 Locations to Now 6 Locations. Clay Has Done a Great Job Helping Us to Navigate Anything That Has to Do with Running the Business, Building the System, the Workflows, to Buy Property.\" - Charles Colaw (Learn More Charles Colaw and Colaw Fitness Today HERE: www.ColawFitness.com) See the Thousands of Success Stories and Millionaires That Clay Clark Has Coached to Success HERE: https://www.thrivetimeshow.com/testimonials/ Learn More About Attending the Highest Rated and Most Reviewed Business Workshops On the Planet Hosted by Clay Clark In Tulsa, Oklahoma HERE: https://www.thrivetimeshow.com/business-conferences/ Download A Millionaire's Guide to Become Sustainably Rich: A Step-by-Step Guide to Become a Successful Money-Generating and Time-Freedom Creating Business HERE: www.ThrivetimeShow.com/Millionaire See Thousands of Actual Client Success Stories from Real Clay Clark Clients Today HERE: https://www.thrivetimeshow.com/testimonials/

Clay Clark Testimonials | \"Clay Clark Has Helped Us to Grow from 2 Locations to Now 6 Locations. Clay Has Done a Great Job Helping Us to Navigate Anything That Has to Do with Running the Business, Building the System, the Workflows, to Buy Property.\" - Charles Colaw (Learn More Charles Colaw and Colaw Fitness Today HERE: www.ColawFitness.com) See the Thousands of Success Stories and Millionaires That Clay Clark Has Coached to Success HERE: https://www.thrivetimeshow.com/testimonials/ Learn More About Attending the Highest Rated and Most Reviewed Business Workshops On the Planet Hosted by Clay Clark In Tulsa, Oklahoma HERE: https://www.thrivetimeshow.com/business-conferences/ Download A Millionaire's Guide to Become Sustainably Rich: A Step-by-Step Guide to Become a Successful Money-Generating and Time-Freedom Creating Business HERE: www.ThrivetimeShow.com/Millionaire See Thousands of Actual Client Success Stories from Real Clay Clark Clients Today HERE: https://www.thrivetimeshow.com/testimonials/

Clay Clark Testimonials | \"Clay Clark Has Helped Us to Grow from 2 Locations to Now 6 Locations. Clay Has Done a Great Job Helping Us to Navigate Anything That Has to Do with Running the Business, Building the System, the Workflows, to Buy Property.\" - Charles Colaw (Learn More Charles Colaw and Colaw Fitness Today HERE: www.ColawFitness.com) See the Thousands of Success Stories and Millionaires That Clay Clark Has Coached to Success HERE: https://www.thrivetimeshow.com/testimonials/ Learn More About Attending the Highest Rated and Most Reviewed Business Workshops On the Planet Hosted by Clay Clark In Tulsa, Oklahoma HERE: https://www.thrivetimeshow.com/business-conferences/ Download A Millionaire's Guide to Become Sustainably Rich: A Step-by-Step Guide to Become a Successful Money-Generating and Time-Freedom Creating Business HERE: www.ThrivetimeShow.com/Millionaire See Thousands of Actual Client Success Stories from Real Clay Clark Clients Today HERE: https://www.thrivetimeshow.com/testimonials/

"Learning to Look contains specific and understandable suggestions for parents of severely visually impaired children who have or may have the capacity to learn visually." -- introduction

"Learning to Look contains specific and understandable suggestions for parents of severely visually impaired children who have or may have the capacity to learn visually." -- introduction

"Learning to Look contains specific and understandable suggestions for parents of severely visually impaired children who have or may have the capacity to learn visually." -- introduction

Alan chats with Jeffrey Orridge, CEO of TVO, about being one year into his tenure as CEO and the educational-network's role in Ontario's Education system.

Join Pastor Jarrod Stotmeister as he continues the Wednesday Night Series "Life and Times of David" with a message from I Samuel 16:1-13, focusing on how God values the heart over appearance. Lifepoint Baptist Church Pastor Jarrod Stotmeister lpforme.com Wednesday Night Sermon Title: How to See as God Sees Date: May 14, 2025 Passage: I Samuel 16:1-13 What does it mean to see as God sees? In this message, Pastor Jarrod Stotmeister opens I Samuel 16 to reveal how God teaches Samuel—and us—that His priorities are not based on outward appearance, but on the heart. Discover what God looks for when He chooses and uses people for His purpose. I Samuel 16:1-13 1 And the Lord said unto Samuel, How long wilt thou mourn for Saul, seeing I have rejected him from reigning over Israel? fill thine horn with oil, and go, I will send thee to Jesse the Bethlehemite: for I have provided me a king among his sons. 2 And Samuel said, How can I go? if Saul hear it, he will kill me. And the Lord said, Take an heifer with thee, and say, I am come to sacrifice to the Lord. 3 And call Jesse to the sacrifice, and I will shew thee what thou shalt do: and thou shalt anoint unto me him whom I name unto thee. 4 And Samuel did that which the Lord spake, and came to Bethlehem. And the elders of the town trembled at his coming, and said, Comest thou peaceably? 5 And he said, Peaceably: I am come to sacrifice unto the Lord: sanctify yourselves, and come with me to the sacrifice. And he sanctified Jesse and his sons, and called them to the sacrifice. 6 And it came to pass, when they were come, that he looked on Eliab, and said, Surely the Lord's anointed is before him. 7 But the Lord said unto Samuel, Look not on his countenance, or on the height of his stature; because I have refused him: for the Lord seeth not as man seeth; for man looketh on the outward appearance, but the Lord looketh on the heart. 8 Then Jesse called Abinadab, and made him pass before Samuel. And he said, Neither hath the Lord chosen this. 9 Then Jesse made Shammah to pass by. And he said, Neither hath the Lord chosen this. 10 Again, Jesse made seven of his sons to pass before Samuel. And Samuel said unto Jesse, The Lord hath not chosen these. 11 And Samuel said unto Jesse, Are here all thy children? And he said, There remaineth yet the youngest, and, behold, he keepeth the sheep. And Samuel said unto Jesse, Send and fetch him: for we will not sit down till he come hither. 12 And he sent, and brought him in. Now he was ruddy, and withal of a beautiful countenance, and goodly to look to. And the Lord said, Arise, anoint him: for this is he. 13 Then Samuel took the horn of oil, and anointed him in the midst of his brethren: and the Spirit of the Lord came upon David from that day forward. So Samuel rose up, and went to Ramah.

Educator MJ Robinson reflects on student reactions to their gender presentation and shares a lesson plan inspired by artist Nick Cave’s Soundsuits to help elementary-aged students identify and challenge gender-based stereotypes.

Includes index

Includes index

What are some of the things we can do to create meaningful field experiences prior to student teaching? An attempt to cater to career-changers with day jobs led to the creation of a small tutor seminar group. The students tutored secondary mathematics students, met monthly as a group, and communicated with the instructor weekly through e-mail. Individualized assessment, lesson planning, instructional strategies and reflective journals helped students to explore how individualized instruction can inform classroom teaching. In this session, the course objectives and methods will be briefly discussed, and sample work and reflections of the tutor participants will be examined. This will lead the session's participants into a discussion of what creates a meaningful field experience, and what we can do to provide more of them for a wide range of student needs. (Author)

This manual for workshop leaders offers guidelines for planning and conducting a teachers' workshop in assessing the tasks students are asked to perform. The focus is on individual tasks in self-help or auto-instructional materials, although closer examination of such tasks will suggest their value for adaptation and inclusion in standard teaching practices. During the workshop, participants learn to describe the type of task individual items involve; to determine whether the skill is being introduced, clarified, expanded, or practiced; to recognize the assumptions the task makes about the student; and to estimate the value of the task in generating new insight or further learning. Objectives for the workshop, suggested agenda, a trouble-shooter's guide, a discussion guide, examples of tasks and assessments, and a task-assessment form are included. (AA)

This paper illustrates how the instructors in a professional development program for school and district administrators used a range of discursive moves to help administrators cultivate a different appreciation of mathematics classrooms, and learn to pay attention to different features of a mathematics lesson. The way in which the seminar was taught was analyzed in an effort to understand what it was that helped the administrators make dramatic changes in their interpretation of the same videotaped classroom. The discourse of the seminar was examined with an eye to discerning the way in which instructors interacted with participants to help them learn to interpret the videotapes of reformed classrooms differently. After describing research methodology and theoretical orientation, four vignettes from the seminar were analyzed in which facilitative moves were made for the purpose of helping administrators attend differently to the events depicted on the classroom videotapes. (Contains 26 references.) (ASK)

Problem based learning has more recently become a common term in public education. There is much positive potential when implementing problem based learning at the high school level. Here I review positives while not completely ignoring some of the negatives associated with implementing a problem based learning model at the high school level. More importantly, I will move beyond a look at the model of problem based learning and focus on how the model encourages students to take an active role in their learning as well as in the community. With the support of Ernest Morrell's (2003) theories of promoting students activism, I will combine personal implications from researching the background of the model holistically as well as examples of successful practices. My research will create an understanding on how students benefit from problem based learning by increasing critical thinking skills as well as literacy skills and also how the community in which the students reside also has the potential to benefit.

Recognizing the limitations of how "learning loss" is conceptualized and measured, this study is attempted to draw lessons by exploring the bright side of school closure and distance learning during COVID-19. The main research question is "What, in reality, valuable experiences are students gained during school closure and distance learning due to COVID-19?". The study used the results of the debate launched by the New York Times in September 2021. The discussion was about the impact of school closure and distance learning on the various aspects of learning. More than 400 students participated in the discussion. This study focuses on some of the students' responses (37 students) regarding their experiences and the positive side of distance learning (i.e., Learning gains) during school closure. The OECD's framework for social and emotional skills is adopted to identify and categorize the students' responses. The study finds that 18 students (49%) mentioned that they have valuable experience (i.e., learning gains) related to the "people-mindedness "task performance" domains of the OECD's framework for social and emotional skills. At the skills level, the soft skills of "curiosity", "sociability" cited by 13 students (35%). Next "self-efficiency" 10 students (27%) and then "empathy" 9 students (24%). The experiences and lessons learned can be categorized as knowledge, skills, values, and attitudes. That is, which represents the main components of any educating and learning system and competencies. The study concluded that success in education builds not just cognitive but character fortitude. It is important to recognize the introduction of social and emotional skills, students' well-being, and social relations in the school environment. The interconnected development of cognitive, social, and emotional skills starts during early infancy and continues throughout one's lifespan. Social and emotional skills are widely incorporated into corporate and organizational values. [For the full proceedings, see ED652228.]

Recognizing the limitations of how "learning loss" is conceptualized and measured, this study is attempted to draw lessons by exploring the bright side of school closure and distance learning during COVID-19. The main research question is "What, in reality, valuable experiences are students gained during school closure and distance learning due to COVID-19?". The study used the results of the debate launched by the New York Times in September 2021. The discussion was about the impact of school closure and distance learning on the various aspects of learning. More than 400 students participated in the discussion. This study focuses on some of the students' responses (37 students) regarding their experiences and the positive side of distance learning (i.e., Learning gains) during school closure. The OECD's framework for social and emotional skills is adopted to identify and categorize the students' responses. The study finds that 18 students (49%) mentioned that they have valuable experience (i.e., learning gains) related to the "people-mindedness "task performance" domains of the OECD's framework for social and emotional skills. At the skills level, the soft skills of "curiosity", "sociability" cited by 13 students (35%). Next "self-efficiency" 10 students (27%) and then "empathy" 9 students (24%). The experiences and lessons learned can be categorized as knowledge, skills, values, and attitudes. That is, which represents the main components of any educating and learning system and competencies. The study concluded that success in education builds not just cognitive but character fortitude. It is important to recognize the introduction of social and emotional skills, students' well-being, and social relations in the school environment. The interconnected development of cognitive, social, and emotional skills starts during early infancy and continues throughout one's lifespan. Social and emotional skills are widely incorporated into corporate and organizational values. [For the full proceedings, see ED652228.]

3 p. leaves, 186 p. 24 cm

3 p. leaves, 186 p. 24 cm

3 p. leaves, 186 p. 24 cm

3 p. leaves, 186 p. 24 cm

3 p. leaves, 186 p. 24 cm

3 p. leaves, 186 p. 24 cm

Had to upload the version of my latest YouTube video featuring music in one of the commercials in this video here because it got blocked in my native country. For those people in America, it'll be unblocked once they remove the claimed song, which was "Get out of my dreams, Get into my car" by Billy Ocean.

1Union and Communion - or Thoughts on the Song of Solomon

By J. Hudson Taylor

This little book, whose design is to lead the devout Bible student into the Green Pastures of the Good Shepherd, thence to the Banqueting House of the King, and thence to the service of the Vineyard, is one of the abiding legacies of Mr. Hudson Taylor to the Church. In the power of an evident unction from the Holy One, he has been enabled herein to unfold in simplest language the deep truth of the believer's personal union with the Lord, which under symbol and imagery is the subject of The Song of Songs. (From the Foreword by J Stuart Holden).

2Old Roller Towel

By Bert Leston Taylor

LibriVox volunteers bring you 12 recordings of The Old Roller Towel by Bert Leston Taylor. This was the Weekly Poetry project for February 27, 2011.

To take you back to your childhood, LibriVox volunteers bring you 28 recordings of <i>The Star</i> by Jane Taylor. This was the Weekly Poetry project for March 24, 2013.

4Werewolf -- Five Pieces

By Clemence Housman, Elliott O'Donnell, Saki and Carolyn Steward Taylor

Five stories and essays about werewolves. - Summary by david wales

5Our American Cousin (Dramatic Reading)

By Tom Taylor

Our American Cousin is an 1858 three-act play by English playwright Tom Taylor. The play is a farce whose plot is based on the introduction of an awkward, boorish, but honest American, Asa Trenchard, to his aristocratic English relatives when he goes to England to claim the family estate. . . . Although the play achieved great renown during its first few years and remained very popular throughout the second half of the 19th century, it is best remembered as the play U.S. President Abraham Lincoln was attending in Ford's Theatre when he was assassinated by actor and Confederate sympathizer John Wilkes Booth on April 14, 1865. - Summary by Wikipedia<br> <br> <b>Cast</b><br> Narrator: <a href="https://librivox.org/reader/8164">KHand</a><br> Asa Trenchard: <a href="https://librivox.org/reader/9647">Joseph Tabler</a><br> Florence Trenchard: <a href="https://librivox.org/reader/6281">Beth Thomas</a><br> Lord Dundreary: <a href="https://librivox.org/reader/8164">Rob Board</a><br> Sir Edward Trenchard: <a href="https://librivox.org/reader/9929">Zames Curran</a><br> Mr. Coyle: <a href="https://librivox.org/reader/8799">Peter Tucker</a><br> Mary Meredith: <a href="https://librivox.org/reader/6548">Kristin Gjerløw</a><br> Mr. Binny: <a href="https://librivox.org/reader/6754">ToddHW</a><br> Abel Murcott: <a href="https://librivox.org/reader/10123">Scott Bennett</a><br> Mrs. Mountchessington: <a href="https://librivox.org/reader/3816">Bev J Stevens</a><br> Georgina Mountchessington: <a href="https://librivox.org/reader/7026">Michele Eaton</a><br> Augusta Mountchessington: <a href="https://librivox.org/reader/8051">Maria Kasper</a><br> Mr. Buddicombe: <a href="https://librivox.org/reader/10193">Howard Watts</a><br> Harry Vernon: <a href="https://librivox.org/reader/10143">TenorBoy</a><br> John Wickens: <a href="https://librivox.org/reader/10463">VfkaBT</a><br> Captain De Boots: <a href="https://librivox.org/reader/6065">David Olson</a><br> Sharpe: <a href="https://librivox.org/reader/9001">Mary Kay</a><br> Skillet: <a href="https://librivox.org/reader/9508">Jessie Yun</a><br> <b>Edited by: <a href="https://librivox.org/reader/8164">Rob Board</a></b><br> <br>Proof-listened by <a href="https://librivox.org/reader/9508">Jessie Yun</a> and <a href="https://librivox.org/reader/6281">Beth Thomas</a>.<br> Project coordinated by <a href="https://librivox.org/reader/8425">Larry Wilson</a> and <a href="https://librivox.org/reader/8164">Rob Board</a>.

Written by a Church of England clergyman in the time of Cromwell, this work is praised for both its style and content. Taylor's work was much admired by John Wesley, the founder of Methodism, for its devotional quality; and by Samuel Taylor Coleridge, Thomas de Quincey, and Edmund Gosse for its literary qualities.<br /><br /><i>Holy Dying</i> is meant to instruct the reader in the "means and instruments" of preparing for a blessed death, written in a time when death was a constant companion to life and not to be encountered without being ready for it. It assumes illness and a death-bed, with recommended meditations and prayers for the sick, the family, and the clergyman attending to the dying one. (Summary by TriciaG, with help from Wikipedia)

Jefferys Taylor was born in 1792 in Suffolk, England. He became apprenticed to his father who was an engraver and invented a special ruling machine for engravers but went on to emulate his mother who was a children's writer. His books include favourites like Harry's Holliday or the Doings of One Who had Nothing to Do and The Little Historians. <br><br>This book "Aesop in Rhyme" published in 1820, contains 58 of Aesop's Fables which he has retold in verse as well as 13 original fables of his own. Each is illustrated with an engraving which though uncredited he probably drew himself. He died in 1853. (Summary by Noel Badrian)

This early 19th-century children's poetry collection by Jane and Ann Taylor is little-known today, but contains the original version of Twinkle, Twinkle, Little Star, known then as just The Star. Also included are poems about why you shouldn't kill kittens, birds and flies, a poem about how you can be seriously scarred if you play with fire, and a poem about a homeless man who cries himself to sleep because of how naughty he was a child. (Jordan)

9Lady Jane Grey and Her Times

By Ida Ashworth Taylor

Lady Jane Grey was an English noblewoman, great-granddaughter of Henry VII. As her cousin, Edward VI, lay on his death-bed, he nominated her as his successor to the English crown ahead of his half-sisters Mary and Elizabeth. Jane's reign lasted a mere nine days, before she was convicted of treason and imprisoned in the Tower of London. Often considered one of the most romantic characters of royal history, Taylor gives us a full biography of the Nine Day Queen. - Summary by Lynne Thompson

10Running the Blockade

By Thomas E. Taylor

The first-person experiences and adventures of blockade runner during the American civil war. - Summary by Delmar H. Dolbier

11Retrospect

By J. Hudson Taylor

Join James Hudson Taylor on the God-led journey through his calling, time of preparation, and life work in China. This British Christian missionary founded China Inland Mission (CIM), now known as OMF International. - Summary by HannahMary

12State of the Union Addresses by United States Presidents (1849 - 1856)

By Millard Fillmore, Franklin Pierce and Zachary Taylor

The State of the Union address is a speech presented by the President of the United States to a joint session of the United States Congress, typically delivered annually. The address not only reports on the condition of the nation but also allows the President to outline his legislative agenda (for which he needs the cooperation of Congress) and national priorities. This album contains recordings of addresses from Zachary Taylor, Millard Fillmore, and Franklin Pierce. - Summary by Wikipedia and Linette Geisel

In this little volume, Isaac Taylor takes us on a tour of Europe, anno 1824. We travel once around the entire continent, starting in England, through Scandinavia, Russia, down to Turkey, over the Alps, France, Spain, and back to England. The tour is made with poems and prose, and should be of interest to all listeners. - Summary by Carolin

The Six books of Proclus, the Platonic successor, on The Theology of Plato (Greek: ΠΕΡΙ ΤΗΣ ΚΑΤΑ ΠΛΑΤΩΝΑ ΘΕΟΛΟΓΙΑΣ; Latin: Theologia Platonica; Alternate English Title: Platonic Theology) to which a Seventh book is added by the translator, Thomas Taylor, in order to supply the deficiency of another book on this subject, which was written by Proclus, but since lost. According to the 1995 Prometheus Trust edition Book 3 Chapter 1 of this translation contains Chapters 1-4 from the original Greek, Chapter 2 contains the Greek chapters 5-6 and Chapter 3 contains the Greek Chapters 7-8. Thereafter, the translated and Greek chapters match beginning at Chapter 9. A quotation from Proclus is included on the cover of Harmonices Mundi Liber I despite the fact that Johannes Kepler's mother had been recently accused of witchcraft and threatened with torture. - Summary by Geoffrey Edwards

This work is a look at the life and ideas of Thomas Hobbes, English philosopher of the seventeenth century. The most important ideas are found in his famous work Leviathan. Taylor looks at such concepts of Hobbes as the contract, naturalism, sovereignty, natural laws, church and state, absolutism, and political obligation, etc.

16Government of God

By John Taylor

An outline of the Government of God as held by the Church of Jesus Christ of Latter-day Saints as outlined by John Taylor, third President of the Church. Summary by Wayne Cooke.

Susie King Taylor was a Black nurse in the 33rd United States Colored Troops in the Union Army during the American Civil War, a teacher and a significant contributor to the work of the Women’s Relief Corps. Her memoirs recount her remarkable life from enslavement in Georgia, war, service to the community and reflections on the state of the nation in the early 20th century. - Summary by Newgatenovelist

18On the Red Staircase

By Mary Imlay Taylor

"“The Czarevitch Ivan is said to be indifferent to the high office,” I replied, in a low tone; “he is blind.” “Ay, and deformed!” said the Russian, promptly. “Yet will the people of Russia demand the recognition of primogeniture. Court intrigues cannot prevail. What a flimsy pretext was this election! The States-General of Russia elected Michael Romanof; the Czar Shuisky fell because he was elected by Moscow alone; and this is not the Moscovite State, but the rabble of the city, and the retainers of the boyars! The Miloslavskys are down to-day, but who dares to predict for to-morrow?”" A fictional account of the turmoil following the death of Czar Alexis, when Russians were forced to choose between the traditional rule of primogeniture, in the form of the deficient Ivan, and his more suitable but younger half-brother, Peter. - Summary by LynneT

19Little Ann and Other Poems

By Ann Taylor and Jane Taylor

A collection of poems written for naughty children and intending to show them better paths.

20Eyes and No Eyes and Other Stories

By John Aikin, Anna Laetitia Barbauld, Jane Marcet and Jane Taylor

Whatever will stimulate the observing tendencies of the young cannot but be of value to them. "Eyes and No Eyes" does this in a delightful way. The story is so natural that the child is wrapped up in it, and so it makes a deep impress upon him. Much less could be accomplished by simply telling him to observe, or lecturing upon the value of keeping one's eyes open. But when the reader sees how much more William gets out of his walk than Robert, and what marvellous things exist everywhere if one is on the lookout for them, he is himself incited to examine with greater care the many more or less ordinary things he has neglected heretofore. William and Robert become very real individuals to the child, and there is no doubt which of them he will choose to emulate. The author relies upon the force of concrete example to determine the conduct of children, and this is certainly sound in theory and endorsed by experience. Two of the stories are written by a brother-sister team of John Aikin and Jane Barbauld and are from their multi-volume work on "The Art of Seeing". Jane Marcet has also written many scientific books. Best well known, however, is the author Jane Taylor who wrote the lyrics to "Twinkle Twinkle Little Star"

Borden of Yale '09 is the inspiring biography of William Borden, a young American millionaire. During a trip around the world, Borden committed to become a missionary after seeing the need to share the gospel. While preparing at Yale and Princeton and while studying Arabic in Egypt, he impacted all those around him and used his money for various ministries. William Borden's life serves as an example of the difference one person can make in even a short life surrendered to God. - Summary by Aletheia Charis

It's the dawn of a new era with this first issue of The Thrill Book Volume 2, and the influential pulp magazine is back and twice as big as prior issues! This time we have the suspenseful gold mining mystery "Vanishing Gold", the taut spy thriller "The Seventh Glass", the third part of the globe-trotting spy story "Strasbourg Rose", and the first part to H. Bedord-Jones' swashbuckling adventure "The Opium Ship" to meet your pulpy needs. And if you are looking for something a little more weird or spooky, the suicide-tinged "When Ghosts Walked", the bizarre tale "The Bibulous Baby", and the hallucinatory mad ravings of "The Conqueror" should quell that particular hankering. All this and much more awaits those brave enough to take on the perils of the all-new, double-sized Thrill Book! - Summary by Ben Tucker

The first of two volumes telling the life story of Pastor Hsi, a Confucian scholar from Shanxi province in Northern China who became a Christian in the 1870s. Pastor Hsi grew up in a China now long gone, when the scholarly class to which he belonged held a leading place in society. He lived through tumultuous times of change in China, when the opium that enriched the pockets of Western countries brought widespread addiction and poverty while a multi-year drought brought famine, decimating the already weakened population. Into this scene of tragedy, two western men stepped, bringing with them food to help the poor and starving, seeds for planting when the rains returned, and news that The Supreme Ruler was not hidden behind the gates of the Temple of Heaven, reachable only by the Emperor once a year, but instead was reaching out to the people in love, seeking to reconcile them with Himself. Hsi's life had been one of searching. While trained as a Confucian, he found himself unable to reach the high ideals espoused by its maxims and regulations. He explored Taoism and Buddhism but found them filled with idols and superstitions which trapped the common people in darkness and uncertainty. Hsi knew his heart and bore his failings with inner shame, even while people honored him as a scholarly disciple of Confucius. Was there a power anywhere that could change Hsi from within? (Summary by MaryAnn)