Children may be especially upset and express feelings about the disaster. These reactions are normal and usually will not last long. Listed below are some problems you may see in your children: Excessive fear of darkness, separation, or being alone; Clinging to...
Long-term Follow-up to Crisis Situations
The following information may be useful in the days and weeks following a crisis. Longer-term follow-up procedures also are listed. The Day After: Workday Two of Crisis Management Gather faculty members and update them on any additional information procedures. In case...
Assessing a Student’s Need for Intervention in a Crisis
Counselling may be recommended to reduce the development of adjustment problems in students who have experienced any of the conditions or evidence the behaviours that follow: Lost family members or friends in the event Was physically injured in the event Considered...
Symptoms and First Aid Preschool and Kindergarten
Somatic Reactions; 1. Loss of appetite 2. Overeating 3. Indigestion. 4. Vomiting 5. Sleep disturbances, nightmares, night terrors. Emotional and Behavioural Reactions 1. Generalized fear (darkness, strangers, "monsters") 2. Regressive symptoms (thumb sucking,...
Ancient Egypt and Modern Germany
Ancient Egypt and Modern Germany Introduction In both the Biblical text of Shemot 1 and the historical narrative of Nazi Germany, the student encounters events that seem to follow a similar course of progression: from tolerance, even high status, to oppression,...
Sources for “Shabbat and Electrical Appliances”
1. משנה תורה - רמב"ם הלכות שבת פרק א הלכות א-ד א. שביתה בשביעי ממלאכה מצות עשה שנאמר (שמות כ"ג) וביום השביעי תשבות, וכל העושה בו מלאכה ביטל מצות עשה ועבר על לא תעשה שנאמר (שמות כ') לא תעשה כל מלאכה, ומה הוא חייב על עשיית מלאכה, אם עשה ברצונו בזדון חייב כרת, ואם היו שם...
Shabbat and Electrical Appliances
A unit by Stanley Peerless This is a unit that analyzes the application of the laws of Shabbat to a thermostat-controlled electric device such as the refrigerator. It is a good example of curriculum integration because it enhances both the study of halakha and the...
Integration of Judaic and General Studies in the Modern Orthodox Day School
by: Jack Bieler Presented at the Second Annual Colloquium of The Jerusalem Fellows, May 20-2, 1986 Published in Jewish Education 54, 4 (1986), pp. 15-26. In an ethnographic study of an Orthodox Jewish day school, Harold S. Himmelfarb writes, "Recent observers have...
Teaching for Transfer
Teaching Transfer D. N. Perkins and Gavriel Salomon This article originally appeared in Educational Leadership, September 1988. Reproduced here with the permission of the authors and the ASCD. Facing a move across town and concerned with economy, you rent a small...
Why Integrate?
Why Integrate? Alex Pomson Department of Education, Hebrew University Why integrate? Administrative: Most efficient use of resources and time. With integration, you can achieve many curriculum objectives at the same time. Cognitive: Brain-based research suggests that...