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Martin Burrett

BBC Primary History - Romans - 5 views

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    A wonderful primary history site from the BBC about the Romans. See how they lived and how they fought to protect their empire. http://ictmagic.wikispaces.com/History
Vicki Davis

Fifth Graders Go Global with Holiday Card Exchange | Edutopia - 0 views

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    Donna Roman is such a great teacher. Here in her Edutopia article she shares how her classroom is going global. Just a great example for elementary teachers to follow.
Vicki Davis

Haas | English - Roman Republic / FrontPage - 0 views

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    Classroom wiki on the Roman Republic, shared at last night's edchat on Twitter.
Vicki Davis

mapa sin fronteras - The look of Amazement - 1 views

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    I love this story from Donna Roman about her students Skyping with students in another classroom. it was very powerful. This is through iEARN but she is also connecting through Flat Classroom. Great teachers connect in many ways to many places. Wow. Love it.
Javier Mejia Torrenegra

Prepárate para la Revolución Empática: 5 formas de aumentar tu empatía. - 4 views

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    El filósofo Roman Krznaric en el blog de "The School of Life" destaca que en el mundo actual la empatía o capacidad de ponernos en el lugar del otro y de mirar el mundo desde su perspectiva es un concepto que es más popular que en cualquier otro momento de la historia de la humanidad.
Jocelyn Chappell

Zimbabwe teachers say they are targets in violence, clergy call for international help ... - 0 views

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    It turns out that teachers and low ranking civil servants (ie.key electoral workers numbering >1700) are a special target of post election violence in Zimbabwe -- Roman Catholic Justice and Peace Commission is also calling for international coordination of runoff election.
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    Does anyone know how best we can all organise our colleagues to write to UN and President Mugabe whom we could encourage between them to put this awful matter right...?!
Vicki Davis

Games, quizzes, hangman, math games, same game, roman numeral games - FactMonster.com - 0 views

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    Fact Monster website
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    Found this cool site, Fact Monster, to use with my son for flash cards. I've made flash cards but they like the online video game versions better. I just type in his answers for him and we make a game out of it.
Ed Webb

Does Your Language Shape How You Think? - NYTimes.com - 13 views

  • Some 50 years ago, the renowned linguist Roman Jakobson pointed out a crucial fact about differences between languages in a pithy maxim: “Languages differ essentially in what they must convey and not in what they may convey.” This maxim offers us the key to unlocking the real force of the mother tongue: if different languages influence our minds in different ways, this is not because of what our language allows us to think but rather because of what it habitually obliges us to think about.
  • When your language routinely obliges you to specify certain types of information, it forces you to be attentive to certain details in the world and to certain aspects of experience that speakers of other languages may not be required to think about all the time. And since such habits of speech are cultivated from the earliest age, it is only natural that they can settle into habits of mind that go beyond language itself, affecting your experiences, perceptions, associations, feelings, memories and orientation in the world.
  • When speakers were asked to grade various objects on a range of characteristics, Spanish speakers deemed bridges, clocks and violins to have more “manly properties” like strength, but Germans tended to think of them as more slender or elegant. With objects like mountains or chairs, which are “he” in German but “she” in Spanish, the effect was reversed.
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  • once gender connotations have been imposed on impressionable young minds, they lead those with a gendered mother tongue to see the inanimate world through lenses tinted with associations and emotional responses that English speakers — stuck in their monochrome desert of “its” — are entirely oblivious to
  • one conclusion that seems compelling is that while we are trained to ignore directional rotations when we commit information to memory, speakers of geographic languages are trained not to do so
  • if you saw a Guugu Yimithirr speaker pointing at himself, you would naturally assume he meant to draw attention to himself. In fact, he is pointing at a cardinal direction that happens to be behind his back. While we are always at the center of the world, and it would never occur to us that pointing in the direction of our chest could mean anything other than to draw attention to ourselves, a Guugu Yimithirr speaker points through himself, as if he were thin air and his own existence were irrelevant
  • our experience of a Chagall painting actually depends to some extent on whether our language has a word for blue
  • some languages, like Matses in Peru, oblige their speakers, like the finickiest of lawyers, to specify exactly how they came to know about the facts they are reporting. You cannot simply say, as in English, “An animal passed here.” You have to specify, using a different verbal form, whether this was directly experienced (you saw the animal passing), inferred (you saw footprints), conjectured (animals generally pass there that time of day), hearsay or such. If a statement is reported with the incorrect “evidentiality,” it is considered a lie. So if, for instance, you ask a Matses man how many wives he has, unless he can actually see his wives at that very moment, he would have to answer in the past tense and would say something like “There were two last time I checked.” After all, given that the wives are not present, he cannot be absolutely certain that one of them hasn’t died or run off with another man since he last saw them, even if this was only five minutes ago. So he cannot report it as a certain fact in the present tense. Does the need to think constantly about epistemology in such a careful and sophisticated manner inform the speakers’ outlook on life or their sense of truth and causation?
  • The habits of mind that our culture has instilled in us from infancy shape our orientation to the world and our emotional responses to the objects we encounter, and their consequences probably go far beyond what has been experimentally demonstrated so far; they may also have a marked impact on our beliefs, values and ideologies. We may not know as yet how to measure these consequences directly or how to assess their contribution to cultural or political misunderstandings. But as a first step toward understanding one another, we can do better than pretending we all think the same.
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