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Hands On, Minds On describes the importance of children's foundational cognitive skills for academic achievement in literacy and mathematics, as well as their connections with other areas of school readiness, including physical health and social and emotional development. It also examines the growing evidence in favor of guided object play.
Peter Brett (1918–1975), Alice Erh-Soon Tay (1934–2004) and Geoffrey Sawer (1910–1996) are key, yet largely overlooked, members of Australia's first community of legal scholars. This book is a critical study of how their ideas and endeavours contributed to Australia's discipline of law and the first Australian legal theories. It examines how three marginal figures – a Jewish man (Brett), a Chinese woman (Tay), and a war orphan (Sawer) – rose to prominence during a transformative period for Australian legal education and scholarship. Drawing on in-depth interviews with former colleagues and students, extensive archival research, and an appraisal of their contributions to scholarship and teaching, this book explores the three professors' international networks and broader social and historical milieux. Their pivotal leadership roles in law departments at the University of Melbourne, University of Sydney, and the Australian National University are also critically assessed. Ranging from local experiences and the concerns of a nascent Australian legal academy to the complex transnational phenomena of legal scholarship and theory, Free Hands and Minds makes a compelling case for contextualising law and legal culture within society. At a time of renewed crisis in legal education and research in the common law world, it also offers a vivid, nuanced and critical account of the enduring liberal foundations of Australia's discipline of law.
Each book contains 35 units which are organised as double-paged spreads: 'Hands on' is a reproducible page for students, providing practical activities for designing and making ; 'Minds on' is the facing page for teachers, providing suggestions for approaching the topic, carrying out the activity, and developing the scientific principles and concepts underlying the activity.
Each book contains 35 units which are organised as double-paged spreads: 'Hands on' is a reproducible page for students, providing practical activities for designing and making ; 'Minds on' is the facing page for teachers, providing suggestions for approaching the topic, carrying out the activity, and developing the scientific principles and concepts underlying the activity.
This text's unique constructivist approach guides students in learning by doing. Geared to teachers of preschool through sixth grade students, it represents the cutting edge of elementary science teaching with up-to-date investigations into contemporary topics.
One hundred years on from J Romilly Allen and Joseph Anderson's 1903 landmark publication, The Early Christian Monuments of Scotland, twenty six essays explore the current state of knowledge of early medieval sculpture in Scotland. They demonstrate the unique value of this material in contributing to our understanding of the society and people that created it between 1000 to 1500 years ago. Today's approaches and techniques offer new insights, as well as great hope, for what might be learnt from future study of 'familiar' and new material alike. The essays exemplify the ever-diversifying, interdisciplinary approaches that are being taken to the study of early medieval sculpture. Key themes that emerge include: the interdependence of conservation, research and access; the need for a 21st-century inventory of the sculpture; the breadth and value of the wide range of the research tools that now exist; conservation issues, including the politics of how and where sculpture should be protected, and the pressing need to identify priorities for action; and, what is probably the most important development over the last 100 years, the increase in awareness of the range of values and significances that attaches to early medieval sculpture, including appreciation of context.
"Each book contains 35 units which are organised as double-paged spreads: 'Hands on' is a reproducible page for students, providing practical activities for designing and making ; 'Minds on' is the facing page for teachers, providing suggestions for approaching the topic, carrying out the activity, and developing the scientific principles and concepts underlying the activity"--Back cover.
