The purpose of this volume is to "unseal" or reveal the mysteries in the prophecy of Daniel. The book of Daniel is the ONLY example in the entire bible of a prophecy that was "shut up" and/or "sealed" in antiquity. This is a mysterious phrase and is the reason the book is NOT well understood to the present time. The "shutting up" or "sealing" of the book must mean that the full and complete MEANING of the prophecy would NOT be revealed to the understanding of men. That is, until the arrival of a time period called "the time of the end." (See Dan. 12:9) This appears to be the exact case because there are things in the prophecy that clearly have NOT been correctly understood to this very day. Examples of these misunderstood things in the prophecy include: (1) The meaning of the phrase, "the time of the end." (2) The historical identity of the "willful king" of Dan. 11:36. (3) The true meaning of the word "indignation" in 8:19 & 11:36. (4) The historical connection between the "sale of the land" in 11:39 AND the "willful king" of 11:36. (5) The separation of the prophecy between ancient and modern. This approximate1900 years time span is seen between 11:39 and 40. . The first mention of "sealing" is seen in 8:26, where the Archangel Gabriel instructs Daniel to "shut thou up the vision, for it shall be for many days." Gabriel is referring to Daniel's vision of chapter 8. It seems the "shutting up" of that vision contributes to the later "sealing" of the entire book. In 12: 4, the Archangel Gabriel instructed Daniel to "shut up the words and seal the, BOOK ( even) to the time of the end." (KJV) Note: The word "even" is a suppled word as it does not appear in the original. The Septuagint (LXX) uses the word "to" instead of "even." Gabriel instructed Daniel to seal the book in 12:4, but he tells Daniel in 12:9 to-- : "Go thy way, Daniel: for the words are closed up and sealed till the time of the end." Gabriel must have assumed that Daniel had effectively "sealed" the book according to his previous instructions. The mysterious phrase "the time of the end' is mentioned 5 times in the prophecy. Some writers have said this is a short period of several decades time that will occur just before the end of human history on earth. However, one must assume from these verses that the TRUE MEANING of the prophecy would then be fully understood at or during the "time of the end." Most writers have assumed the existence of only ONE "time of the end" in the book. However, it is easily proved there are two such periods and they are parallels of each other. The first period occurred at the end of the Jewish "era." The second period will occur at the end of the Gentile "era." The present volume is a calculated attempt to "unseal" the prophecy. One reason for this idea is that the world now "lives" in the last "time of the end." After all, the prophecy states that it would be "sealed to the time of the end." The clear inference is that it would be "unsealed" at (or during( that time period. Because of a decades long, prayerful and diligent historical search, every mystery in the prophecy has now been revealed in the present volume. The prophecy can now be fully understood for the first time since the archangel Gabriel (and Daniel) "sealed" it over 2000 years ago.

This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.

This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

This book discusses the merits and potential shortcomings of Hong Kong STEM education from Grade 8 to Grade 12. Based on concurrent triangulated mixed-method methodology, which integrates both quantitative and qualitative procedures, it describes various change models and proposes new models that are considered compatible with Western cultures.

Banish math anxiety and give students of all ages a clear roadmap to success Mathematical Mindsets provides practical strategies and activities to help teachers and parents show all children, even those who are convinced that they are bad at math, that they can enjoy and succeed in math. Jo Boaler—Stanford researcher, professor of math education, and expert on math learning—has studied why students don't like math and often fail in math classes. She's followed thousands of students through middle and high schools to study how they learn and to find the most effective ways to unleash the math potential in all students. There is a clear gap between what research has shown to work in teaching math and what happens in schools and at home. This book bridges that gap by turning research findings into practical activities and advice. Boaler translates Carol Dweck's concept of 'mindset' into math teaching and parenting strategies, showing how students can go from self-doubt to strong self-confidence, which is so important to math learning. Boaler reveals the steps that must be taken by schools and parents to improve math education for all. Mathematical Mindsets: Explains how the brain processes mathematics learning Reveals how to turn mistakes and struggles into valuable learning experiences Provides examples of rich mathematical activities to replace rote learning Explains ways to give students a positive math mindset Gives examples of how assessment and grading policies need to change to support real understanding Scores of students hate and fear math, so they end up leaving school without an understanding of basic mathematical concepts. Their evasion and departure hinders math-related pathways and STEM career opportunities. Research has shown very clear methods to change this phenomena, but the information has been confined to research journals—until now. Mathematical Mindsets provides a proven, practical roadmap to mathematics success for any student at any age.

This book's 50-plus lessons-each based on a different picture book or story-will help classroom teachers build a foundation for teaching math, science, and social studies concepts to their students. Each lesson uses children's literature to make challenging, abstract concepts relevant to children's lives, inviting them to learn these concepts while responding to a story's illustrations, theme, characters, and plot. The lessons also demonstrate how teachers can use children's literature to meet national standards in math, science, and social studies. Chapters 1 through 5 set the stage for using picture books, discussing the effective, imaginative integration of literature into the classroom. Teachers will learn to create an environment that ensures that when children and books come together, the experience is enjoyable and thought provoking. Chapters 6 through 9 provide individual lessons, by grade level, with detailed activities based on specific books.

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.

This important resource introduces a framework for 21st Century learning that maps out the skills needed to survive and thrive in a complex and connected world. 21st Century content includes the basic core subjects of reading, writing, and arithmetic-but also emphasizes global awareness, financial/economic literacy, and health issues. The skills fall into three categories: learning and innovations skills; digital literacy skills; and life and career skills. This book is filled with vignettes, international examples, and classroom samples that help illustrate the framework and provide an exciting view of twenty-first century teaching and learning. Explores the three main categories of 21st Century Skills: learning and innovations skills; digital literacy skills; and life and career skills Addresses timely issues such as the rapid advance of technology and increased economic competition Based on a framework developed by the Partnership for 21st Century Skills (P21) The book contains a video with clips of classroom teaching. For more information on the book visit www.21stcenturyskillsbook.com.