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Armour from the Battle of Wisby 1361. Vol. I by Bengt Thordeman

By Bengt Thordeman

The conflict of Wisby, at which 1800 rapidly assembled peasants accrued in useless to protect their urban from the onslaught of Waldemar of Denmark, could be the main celebrated medieval conflict in Scandinavia and but, have been it now not for the mass graves of the defenders, it'd be all yet unknown to Western scholars of medieval background. The peat bathroom during which the our bodies have been hurriedly buried after days within the sizzling sunlight preserved not just bones but in addition harnesses and accoutrements, leaving crucial archaeological list for the interval. released initially in 1939, Bengt Thordemans paintings at the conflict, built from the hundreds of thousands of artefacts came upon within the mass burial, has been stated in almost each bibliography at the matters of fingers and armour and used as a key resource for the courting of medieval cash.

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Because of her continuing study of bilingual issues, and her sophisticated understanding of the re- 36 Standards Reform in High-Poverty Schools search about how children learn in a second language, Mather embraced competing program ideals and found dilemmas where others might not see them—for example, the problem of teaching all children for conceptual understanding, teaching them English, and fostering an integrated learning environment. Finally, Mather’s education did not provide her with the kind of disciplinary knowledge of subject matter that might have helped her lead curriculum reform (with the exception of language arts).

Another example of competing commitments at Mission was in the pull between a child-centered “developmental” approach to educating children in the early grades, versus the idea of curriculum, grade-level standards. There were district committees and school-level committees with recommendations and possible courses of action for both of these reforms at Mission. Ruth Linn, one of Mission’s teachers who sat on the district developmental education committee, expressed her concern over the fervor of district advocates and multiple reform strategies: It’s almost like a religious experience for the people who created that [developmental] report card.

Like social resources, one aspect of the term “personal or professional resources” involves growth and learning, and is also informed in part by a “pedagogy of the policy” metaphor. Here again, I view “policy implementation” in part as the problem of engaging teachers (and administrators) in learning. From this view, the term “professional resources” is also a lens for considering the personal and professional identities that the agents of reform brought to the task of learning to enact them—that is, the prior understanding, experience, education, and predilection that enactors brought to their work.

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