965 resultados para Ipotis (Middle English poem)


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London, Wellcome Library, MS 411 is a codex in one volume which dates from the late fifteenth century. It houses a collection of practical treatises and tracts in English and Latin, in verse as well as in prose, on different topics including prognostications, nativities, medical astrology, reproduction, toxicology, bloodletting, etc. In this paper, the Middle English anonymous treatise on venomous bites, written in prose and held in folios 56r to 61r, is taken into consideration. The objective is twofold: on the one hand, to examine the contents, transmission and sources of the text and, on the other, to describe it from a physical standpoint. Investigation on those aspects of the treatise contained in Wellcome MS 411 can shed some light on the function and diffusion of the text, and may also prove significant for a better understanding of it.

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Homework presents many challenges for refugees from Africa who are arriving in Australian schools with histories of little, no or severely interrupted schooling. This is evident in the emergence of school- and community-based homework help, clubs and tutoring programs for the students. The aim of this article is to describe the homework support options accessed by eight students from Burundi, Rwanda, Eritrea and Sudan who participated in a study of pedagogy for middle school-aged African refugees, and the views on homework of their parents and teachers. The article shows some tensions between family and school expectations and the dilemmas that arise for teachers in a broader context of public concern about and official policy statement on excessive and repetitive homework. It is argued that application of policy guidelines needs to account for disadvantages that potentially accrue to students who cannot design their own independent study programs. Further, it is suggested that integration of skills and meaning-based pedagogy inherent in recent approaches to literacy education has potential for ensuring that students receive the forms of homework they require.

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Described as a three-dimensional “living” document, the new Australian Curriculum delineates the knowledge, understandings and skills considered necessary for students in the 21st Century to become confident and creative individuals, successful learners and active and informed citizens. The Australian Curriculum comprises discipline-based learning areas, general capabilities and contemporary cross-curriculum priorities. Teachers have particularly indicated the need for more professional development in relation to the general capabilities notably personal and social capability, ethical behaviour and intercultural understanding. This article provides ideas, activities and resources for middle-years English and literacy teachers to recognise and create opportunities for teaching and learning about these three general capabilities in their classrooms.

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