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Dan Moorhouse

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About Dan Moorhouse

  • Birthday 12/22/1973

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  1. Richard is one of the most inspiring teachers I have had the pleasure of meeting. His passion for the subject and dedication to his students has been evident on each occasion I have met him or corresponded with him. The materials that he developed for his students are exemplary and have been of great use to myself and colleagues on numerous occasions over the years. It would appear that Richard has been accused of being a troublemaker by the management of IST. If it is of any use whatsoever I can provide them with plenty of evidence of him being an outstanding diplomat who has been extremely careful to protect the good name of IST and of him being committed to preventing disputes escalating.
  2. A colleague has asked me if I can help her find some information about teaching in Australia. Is there anyone on this forum who could help out? She is interested in teaching in Melbourne and wants to know what the history / social science curriculum there may include in terms of content. I know of the WA curriculum but wasn't sure if it would be the same in other states? I'm assuming from her message that she is aware of the requirements for Visa's etc and can fill her in on these details myself if not.
  3. Lots of schools get their application knocked back the first time of asking. My school was rejected for its application (Business and Enterprise) the first time of asking. Like you, we were a little miffed as to the reasons why. You should get some decent feedback about why they've refused you though. Take that feedback to people like Jacequiline Anthony at the specialist schools trust and see what suggestions they have for a resubmittal. Likewise the HA are looking at ways of supporting schools that want to have History as the lead subject. Given your work on raising attainment in history I suspect that the History element of the bid wasn't the reason you were rejected. The schools that I know of that were rejected the first time of asking seemed to have a few things in comon (in terms of the things they needed to address). - Community links. Lots of links with local oganisations through the fundraising but a general weakness in terms of liaison with partner schools and community groups in the area. Ways around it? Use funding to send specialists into feeder schools for 1/2 day a week; fund research projects for staff in your own insitution and in neighbouring secondary schools; invite local groups (local history groups, HA meetings etc... to have free / cheap access to your facilities out of hours; run workshops for parents / community groups on areas identified as being a weakness in the locality. - 14-19 provision and progression. Extended curriculum provision based on humanities - alternative courses etc, perhaps a Leisure and tourism course with a hertage focus as a vocational alternative to the traditional curriculum. Work experience opportunities and placements in heritage industry. At SHP next week, grab Jacqueline Anthony and ask for her advice. Also have a chat with eople like Alf Wilkinson and the QCA rep. The TTA are worth talking to as well, they might be able to provide you with some ideas that will benefit your school & dept no matter what the specialism - but it would also help you to get the specialism. if you ant contact details for these people before the SHP conference drop me an e-mail and I'll put you in touch with them.
  4. Agreed, the JFK debate was an ineviatable 'big' area on this forum. If someone isn't interested they can of course use their user settings to block even seeing the contentes of that sub forum, or the posts of any particular poster they don't wish to read. Assuming that Andy and John have got the most recent version of the sotfware, all of that is entirely feasible. Simple enough for an individual user to block another user, group, forum, sub forum or thread from appearing on his / her updates list.
  5. Very interesting. I've just done a google search for Operation Mocking bird to see what came up. The Education Forum was in the top 10 but John's site wasn't. That suprisies me as John's material is normally in the top 3 for most history based key word searches. (Actually, the Spartacus site wasn't in the top 70 results) Odd, and it lends itself to the theory that things are being manipulated. However a look through some of the pages that are being ranked in the top 10 suggests that they're far from complimentary of the CIA either. (Quotes follow) Without reading them all in any great depth I can only assume that the inference is that they are ok as they may criticise etc but don't actually point the finger for any particular crime (such as the JFK assassination)? Number 1: Number 2:
  6. Can you put up a few links for that story John? The argument I've heard over and over (within the Catholic community) about HIV and the Catholic Church has always been a simple one. Don't have sex outside marriage and you'll minimise the chances of catching HIV / AIDS. Simple and relatively effective. I'd be amazed to hear any church argue anything other than that message!
  7. All of these areas can be taught in Key Stage 2 (7--11). You might find the KS2 schemes of work from the DfES site of use working out the best way to build in your ideas. The Romans are often taught to Year 7 pupils in Key Stage 3 as well.
  8. I've got a copy of this on the network at school. I'll get the technician to hand over the original CD and will get it copied. Assuming out IT dept have done what they're meant to it'll have the contact details attached John - if that is the case I'll PM / e-mail those to you direct. You want a copy of the CD as well?
  9. This document on the teachernet site appears to answer your question Andy. £1000 per school plus about £10 per pupil. First batch of ELc's handed out in Sept 2002.
  10. The credit for discovering penicillin must go to Alexander Fleming as it was he who, by chance, came across its existence. Fleming was working his way through a series of glass plates that had previously been coated with a bacteria when he noticed that one of the plates had a mould growing on it, in the shape of a ring. The mould was free of the bacteria that had been growing on the glass plate. He spent some time investigating what the cause of this was and came to the conclusion that the staphyloccus bacteria (which is the bacteria that had been growing there originally) had been killed off by something. Fleming developed his research a little further, discovering that the mould killed off other forms of bacteria and that the mould did not harm small animals it was fed to in tests. The mould was named peniccilin and Fleming moved onto other things. Therefore Fleming is the man who ought to be credited with its discovery. However the issue of mass production is an area where credit lay elsewhere. Flemings findings were basically shelved for 10 years. Howard Florey and Ernst Chain began researching Flemings findings at Oxford University. They managed to work out what exactly killed the bacteria (penicillin) and developed a means of producing it as a drug. In 1941 it was tested on a patient. Though the patient died it was clear that the drug had begun to work - it was the lack of its availablity in needed quantities rather than its effect that was the problem. Florey and Chain can therefore be credited for enabling a means of extracting peniccilin from the mould in a format that was usable by doctors. asa result of their work t was obvious that the drug could save lots of lives. The problem was that it couldn't be produced in the quantities needed and the resources were simply not available in Europe to develop the procedures (due to the Second World War). Florey and Chain were able to convince the Rockefeller institute in America to assist them in their research. US entry into the war in December 1941 then prompted a larger investment in the development of the drug and its production, to the point where it was available in vast quantities by D Day (June 6th 1944). Therefore I'd credit Fleming with discovering it, Florey and Chain for developing his theory and the US government for funding its mass production - though the work of Florey, Chain and other scientists was critical to this process. There are other people who were involved in this, of course. for a more detailed explanation of the whole process, read this webpage. Its very detailed!
  11. A little off track perhaps but I currently have 150 pupils studying E Learning as a subject who are looking at the question you have asked as your subject header. Would you have any objection to them using your site as one of the sites the evaluate as part and parcel of their course? (I ask as 150 kids hitting a site umpteen times in a week has obvious bandwidth repercussions). Interestingly the kids findings and opinions are actually very incicive and understandable. There are many perceptions that they have as student users of sites that we (as both treachers and webmasters) often wouldn't have recognised: for example a history ste developed by a user of this forum that I would rate as being good or very good was rated as being 'poor or appalling' by by students, and they gave a very worrying list of reasons why! (Not my own site, I hasten to add)... though the criticisms they levelled at the other site would apply to my own as well).
  12. This is much the same issue as allowing pupils access to organised online discussion groups etc. using photos or putting students online in any format requires careful thought. Firstly there has to be parental support for it. To that end we ask all parents to state whether their childs image can be used for publicity purposes. None of the images are labelled in any way that could lead to the name of the pupil being identified. Wherever pupils are communicating online measures are taken to make sure that they can only be accessed by approved people - which is much the same as the way the student forum works. A simple check list: - is the pupil happy for the image to be used? - have parents said they are happy with it? - can the pupils name be assertained from the images / labels? - is access to communication details vetted and approved by staff and this method of vetting made known to pupils and parents? - is the end product compliant with the countries / schools / local councils guidlines for this usage? Given the right answer to all of the above, you shouldn't have a problem using images of pupils.
  13. Sally Burnham is leading a seminar on the History Teachers' Discussion Forum about the best ways of mentoring ITT students. The content might be History but the method and skills involved in doing this are applicable to all mentor / mentee relationships. Please feel free to join in this discussion, no matter what subject you specialise in. The URL of the discussion is http://www.schoolhistory.co.uk/forum/index...wtopic=4123&hl=
  14. Quick note to say that the site has now been updated. New additions include activities on Medicine, Crime, the Impact of the Norman Conquest and Henry VII's use of bonds. http://thinkinghistory.co.uk/resources/index.htm
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