61. Educational Resources Arkansas Archeological Society Teaching Resources, includes materials for the A collection of games and other activities for kids, from Archaeology A http://archaeology.about.com/od/educationalresour/

zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') About Homework Help Archaeology Careers in Archaeology ... Teaching Archaeology Educational Resour Homework Help Archaeology Essentials Ancient Daily Life ... Help zau(256,140,140,'el','http://z.about.com/0/ip/417/C.htm','');w(xb+xb+' ');zau(256,140,140,'von','http://z.about.com/0/ip/496/7.htm','');w(xb+xb); FREE Newsletter Sign Up Now for the Archaeology newsletter! See Online Courses Search Archaeology Educational Resources Educational resources for all levels of students; from college age to kindergarten. Alphabetical Recent Up a category The Timucua Indians: Archaeology Book Review An engaging book, The Timucua Indians is an exploration of Native American history and prehistory in Florida, geared for 7-12 year olds. Archaeology Book Review: Chaco Canyon Chaco Canyon, a book for middle school students, contains informative sidebars on dendrochronology, pottery, and construction methods used by the Chacoans, as well as several historic and present-day photographs About Me: A Kid's View of Archaeology in Jordan Ruth is in the 3rd grade and the daughter of archaeologist Gary Christopherson; this is her page describing her time in Jordan. American Memory: Social Sciences Several really useful historical sources for archaeologists, including WPA histories for several states.

62. Teacher connect with other teachers and share the excitement of teaching mathematics? Archaeology Field School. This week of activities includes both field and http://www.uwlax.edu/mvac/EventsDisplays/teacher.htm

Mississippi Valley Archaeology Center at the University of Wisconsin - La Crosse Site Map Grant Supported Professional Development Opportunities Credit Courses Workshops ... Archaeology Field School For registration information for the Teacher Field Experience or School please contact the: University of Wisconsin - La Crosse Office of Continuing Education and Extension Online registration at: http://www.uwlax.edu/ContEd For information concerning course content please contact: MVAC's Archaeology Education Program at 608-785-6473 or e-mail Bonnie Grant Supported Professional Development Opportunities We are not recruiting teachers for any professional development activities at this time. Back to Top Credit Courses We are not offering any credit courses at this time. Back to Top Workshops Archaeology Field Experience This multi-day event includes both field and lab experiences and is a well rounded opportunity for those who want to learn about the process of archaeology. Explore what it is like to participate in an actual archaeological excavation, by working alongside professional archaeologists in the field. Participate in small-scale excavations (test units) and survey work. Lab work may include washing ceramics, stone tools, and other remains, and sorting them into basic categories. An experimental archaeology component of the event may explore making stone tools and pottery. Optional lab hours and local field trips will be available after regular field school hours. No previous experience is necessary. The location of this year’s field school is yet to be determined.

63. Teaching Archaeology Archaeology Service whose role is to advise on archaeological activities funded Opportunities for teaching archaeology in further education are less http://www.britarch.ac.uk/educate/ed6.html

Teaching Archaeology: A United Kingdom Directory of Resources edited by Donald Henson ISBN 1 872414 66 4 Archaeology in education careers in archaeology Where do archaeologists work? The popular image of archaeologists as people who simply dig holes is far from accurate. Archaeology embraces much more than digging. Among other things, it includes conservation, analysis, interpretation, education, and record keeping amongst other things. Archaeologists can be found in national agencies (like English Heritage, Cadw or Historic Scotland), in local authorities, national parks, museums, universities, planning consultancies, and in private practice. Archaeology jobs can be classified into five main areas: heritage management field archaeology museum work teaching archaeological science There fewer opportunities than there are those qualified to apply for them. Moreover, outside the national agencies, local authorities and universities, jobs tend to be short-term and career prospects limited. However, those who are committed and persevere often manage to make a career in archaeology. It is usually reckoned that up to 3000 people are employed as archaelogists in Britain. Many career archaeologists are members of the Institute of Field Archaeologists (IFA) which exists to validate professional competence and to promote professional standards. Applicants for admission to IFA membership are validated on the basis of their academic and vocational qualifications, practical experience and documented achievements. IFA membership is increasingly preferred by archaeological employers.

64. Teaching Archaeology Teaching Archaeology. A United Kingdom Directory of Resources Practicalarchaeological activities with schools and colleges, class sessions, http://www.britarch.ac.uk/educate/ed9d.html

Teaching Archaeology: A United Kingdom Directory of Resources edited by Donald Henson ISBN 1 872414 66 4 Archaeology in education Mid Anglia The region comprises Cambridgeshire, Essex, Hertfordshire. It also includes Greater London north of the Thames (see Greater London). CBA EDUCATION LIAISON OFFICER Caroline Malim c/o Archaeological Field Unit, Fulbourne Community Centre, Haggis Gap, Fulbourne, Cambridge CB1 5HD tel 01223 881614 YOUNG ARCHAEOLOGISTS' CLUB BRANCHES The CBA is actively encouraging the setting up of new branches of the club. Further information about these and of membership of the club can be obtained from Juliet Mather, St Mary's House, 66 Bootham, York YO30 7BZ, tel 01904 671417. Colchester Branch Pat Brown, 172 Lexden Road, Colchester CO3 4BZ tel 01206 575081 Peterborough Branch Trish Roberts, 9 St Pegas Road, Peakirk, Peterborough PE6 7NF tel 01733 253111 Courses in archaeology CONTINUING EDUCATION Cambridge University Board of Continuing Education, Madingley Hall, Madingley, Cambridge CB3 8AQ tel 01954 210636 A range of short courses, also a Certificate in British Archaeology and in Archaeological Methods. Other certificate courses may be offered in future.

65. A Teacher's Guide To Archaeology: The Sandbox Dig In a sandbox dig, you are teaching your students that archaeology is about digging, What can you tell about the activities the people did at your site? http://www.sfu.ca/archaeology/museum/classroom/sandbox.html

Doing Archaeology in the Classroom A Sandbox Dig Many teachers introduce archaeology to their students through a 'sandbox dig'. In a sandbox dig, you are teaching your students that archaeology is about digging, and your students may easily learn that archaeology is only about digging. You may inadvertently be teaching your students to go out on weekends and destroy archaeological sites. In most parts of the world THIS IS ILLEGAL. In fact, David Dose, a sixth grade teacher at Kellogg Middle School in Idaho was prosecuted by the U.S. National Parks Service for damage done to the Crumbling Kiva Ruin in Arizona's Glen Canyon National Park in 1994. Mr. Dose's well-intentioned but damaging field trip caused irreparable damage to a 700 year old archaeological site. Preservation of archaeological sites must be a primary and major part of any classroom instruction on archaeology. When an archaeologist excavates a site, very often the artifacts recovered are one of the least interesting outcomes of the excavation. All archaeological excavations start with a question. This question determines the research strategy - how the site is excavated and what type of information will be recorded. Recording everything would take forever! Archaeologists usually don't have much money, and need to work efficiently to get the answers to their questions as efficiently as possible.

66. Univ Of Exeter: Archaeology - get involved in voluntary activities, successfully combine sporting endeavourswith TEACHING METHODS. As part of your degree in archaeology, http://www.ex.ac.uk/archaeology/ugteaching.htm

Home About us Contact us Staff ... Undergraduates Teaching Module List Prospectuses Links Centre for ... Site map Teaching and Learning DEPARTMENTAL EDUCATIONAL AIMS AND OBJECTIVES TRANSFERABLE AND ARCHAEOLOGICAL SKILLS TEACHING METHODS DEPARTMENTAL CODE OF GOOD PRACTICE ... COMPLAINTS PROCEDURE DEPARTMENTAL EDUCATIONAL AIMS AND OBJECTIVES: The Department aims for excellence in its teaching at undergraduate and postgraduate levels. We seek to educate students in stimulating ways so as to develop intellectual skills for life and employment in the contemporary world, and to provide a sound appreciation of archaeology for all our students. In order to achieve this, we have set the following aims (A) and objectives (O): Overall aims are to: A1. provide a range of free-standing programmes in Archaeology operating at different levels as appropriate to students with different abilities and aims. A2. deliver coherent curricula, balancing core elements with individual preferences from level 2 upward, and responding to evaluation by both students and staff. A3. develop subject-specific knowledge and skills alongside core academic, personal and key skills, providing a base for career progression within archaeology and beyond.

67. Dig: Other Archaeology Resources Teaching with Primary Sources Archaeology of Early Colonial Life This three-ring paintings, and ruins of the Roman Empire, and 20 or more activities. http://www.digonsite.com/grownups/otherresources.html

Other Archaeology Resources Teaching with Primary Sources - Archaeology of Early Colonial Life This three-ring is divided into three sections: St. Augustine, Florida; Jamestown, Virginia; and Plymouth, Massachusetts. Each section includes a variety of copies of documents, arfifacts, tools, maps, art and classroom activities. ISBN 0382443667 $28.95 Teaching with Primary Sources - Ancient Rome I and II Each contain over 100 documents showing images of sculptures, paintings, and ruins of the Roman Empire, and 20 or more activities. Extensive notes on each item supply useful background to the teacher. Ancient Rome I features Government and Politics; The Military; Trade and the Economy; Aqueducts; Baths and Sewers; The Arena; and Latin Roots in English ISBN 0382408624 $28.95 Ancient Rome II features Theater; Sculpture and Painting; Religion; Daily Life; The Roman at Home; Latin Prefixes in English ISBN 0382408659 $28.95 Teaching with Primary Sources - Ancient Greece I and II Each contain a wide variety of images that let students see how the ancient portrayed themselves. Essay suggestions, classroom and individual projects, research and debate topics, critical thinking questions give teachers a rich choice of activities. Ancient Greece I features Law, Order, and Commerce; The Military; Athletes; The Games; Religion; and Greek roots in English

68. Dig: Archaeology In The Classroom are using archaeology to teach young students social studies and science. To be meaningful, archaeology should not be a oneday activity to give http://www.digonsite.com/grownups/using.html

Archaeology in the Classroom by Chris Sandlund About 10 years ago, in the backyard of the Dalton School in New York City, four 9-year-old boys found a piece of charred wood and were puzzled. They knew the wood was from an ancient Greek temple. But they began debating whether it came from a burnt offering in front of the temple or if it was part of the structure destroyed in a fire. Neil Goldberg, the boys' teacher, listened to his students' discussion and smiled. Goldberg, who had created the simulated archaeological dig for the K-12 private school, had burned the piece of scrap wood a few days earlier, then placed it and various other artifacts at different levels of a dirt-filled, 5-feet square box. After excavating and cataloging the items, the boys were expected to come up with plausible explanations for their finds. But Goldberg never imagined that his students might consider the wood to be part of a sacrificial fire - a reasonable explanation for why it was charred. The boys began examining the item and noticed that it had been sanded before it was burned. Obviously, one said, you would gather wild sticks if you were building a fire for an offering. This planed wood must be from the temple structure. Again, as he has now for 15 years, Goldberg witnessed his young archaeology students learning to think critically. He enjoyed watching the third graders get caught up in the excitement and mystery of uncovering buried items, and then deciphering what the items revealed about people who lived long ago.

69. T-Net March 2003 Environmental Media distributes videos, DVDs, and teaching guides to activities fulfill many of the Utah State Core Curriculum Standands and Objectives. http://www.usee.org/services/tnet/mar03.html

March 2003 Teacher Net Dear Teacher, Welcome to the on-line Teacher Network! We hope this information provides you with great ideas and resources for bringing environmental education (EE) to your classroom. Included in the Teacher Network is information on Awards and Grants, Educational Materials, EE Programs, and useful Web Sites. Just click below on the topic you wish to see. Also, be sure to check out the EE Calendar for information and dates of EE events statewide as well as the Utah On-Line Searchable Database .The USEE Staff Educational Materials Programs, Workshops, and Field Courses Awards, Grants, and Other Opportunities Web Sites Educational Materials Check out Dawn Publications Living in a Material World The 8 lessons in this book address commercialism, consumption and environment and are geared for grades 8-12. Developed by Environmental Education Exchange, Center for Science in the Public Interests , email them for more information.

70. Ron's NEAA Paper The program began in 1997 and now offers handson activities each week that relateto local The 1995 edition of the booklet titled Teaching Archaeology, http://www.timelinesinc.com/ron's.htm

Timelines, Inc. Historic Preservation Analysis and Planning Archaeology, History, Historic Structures, Preservation Planning, Interpretation, Public Education ARCHAEOLOGY FOR KIDS: PASTFINDERS SUMMER ADVENTURE A paper presented by Ron Dalton at the North Eastern Anthropological Association (NEAA) annual meeting March 1999. With links to resources mentioned in the text. Pastfinder's Summer Adventure is a summer-long educational program for children conducted by the Haverhill Historical Society and Buttonwoods Museum in Haverhill, Massachusetts . This series of thematically organized week-long sessions includes activities that relate to current museum exhibits such as Native American history, early settlement of Haverhill, archaeology, agricultural history, farm life, maritime history, period cooking, and appropriate field trips. The program began in 1997 and now offers hands-on activities each week that relate to local history and place that history within a broader regional context. The Museum's executive director Carolyn Singer requested Timelines, Inc. to provide professional assistance and instruction for approximately 16 children in an introduction to archaeology session for the program. The museum staff and the Haverhill Historical Society secured permission from the owners of the Thomas West House (aka"Elmwood") located on Kenoza Avenue in Haverhill. Dan and Luanne Meader are trustees of the Haverhill Historical Society and own and operate Elmwood Antiques at this location. They are planning to improve or enlarge a garden in their yard near Kenoza Avenue and offered their property to the Museum for the archaeology session. The museum accepted their gracious offer and scheduled the week-long archaeology session with Timelines.

71. Institute Of Archaeology - About Teaching and research activities in the field of archaeology began at the HebrewUniversity in 1926, shortly after its foundation. http://archaeology.huji.ac.il/about/history.html

About Contacts History Architectural History Excavating at Gesher Benot Ya'aqov, 1930s Institute of Archaeology - History Teaching and research activities in the field of archaeology began at the Hebrew University Israel . The collections of the department were housed in The Museum of Jewish Antiquities, founded thanks to the donation of G.M. Kootcher of South Africa and completed in 1941, and this is also where teaching and research took place. For more than 30 years since its opening, until the Institute of Archaeology at Tel Aviv University was founded in the late 1960s, the Department of Archaeology of the Hebrew University was the only institution in the country in which teaching and research in archaeology took place. Consequently, this is the birthplace of Israeli archaeology. The first teachers were E.L. Sukenik (ancient synagogues, the Dead Sea scrolls) and E.L. Mayer (Islamic archaeology). In the following years they were joined by N. Avigad (archaeology of the First and Second Temple periods), M. Avi-Yonah (classical archaeology), Y. Aharoni (archaeology and historical geography), M. Stekelis (prehistoric archaeology) and Y. Yadin (archaeology of Israel and the ancient Near East). These are indeed the founding fathers of Israeli archaeology: anyone currently active in the field in this country is a first- or second-generation student of these scholars.

72. Personnel Department, University College Dublin, Ireland. Applicants must have a postgraduate degree in archaeology or equivalent, Resources will be provided to support research and teaching activities. http://www.ucd.ie/personl/html/vacancies/2002/academic/000607.htm

Department of Archaeology Assistant/College Lecturer One Permanent Post Ref: 000607 Click here for advertisement Click here for Further Particulars Advertisement Applications are invited for this academic post, to commence in September 2002. The successful candidate will enjoy working in a team environment, complementing existing research and teaching strengths in the Department and contributing significantly to its research profile. The Department wishes to develop its strength in the practical application of archaeology. In this context applications are especially encouraged from individuals with proven skills and experience in one of the following areas: field archaeology, environmental archaeology or material culture. Candidates should be able to demonstrate a strong interest in linking methodology with the development of interpretive approaches. Applicants must have a postgraduate degree in archaeology or equivalent, preferably to doctoral level. The successful candidate will also have a record of achievement in research and publication in the archaeology of Ireland, Britain or continental Europe. S/he will be expected to teach courses outside their area of specialisation and to carry out administrative duties within the Department. Salary Scales: Assistant Lecturer €25,946 - €41,876 per annum (new entrants)

73. FAQs About Archaeology Careers Frequently Asked Questions About Archaeology Careers in the US They teach,conduct field investigations, analyze artifacts and sites, and publish the http://anthropology.tamu.edu/dlcfaq.htm

Careers Frequently Asked Questions About Archaeology Careers in the U.S. Table of Contents What jobs are available for archaeologists? What education and training are required to become a professional archaeologist? What college or university should I go to? What are some general introductory books on archaeology? Popular Books on Archaeology ... Click here for a print friendly version of these FAQs 1. What jobs are available for archaeologists? Professional archaeologists work for universities, colleges, museums, the federal government, state governments, in private companies, and as consultants. They teach, conduct field investigations, analyze artifacts and sites, and publish the results of their research. The minimal educational requirement to work as a field archaeologist is a B.A. or B.S. degree with a major in anthropology or archaeology and previous field experience (usually obtained by spending a summer in an archaeological field school or participating as a volunteer). While this is sufficient to work on an archaeological field crew, it is not sufficient to move into supervisory roles. Supervisory positions require a graduate degree, either an M.A./M.S. or a Ph.D.

74. Vita - Teaching Activities UNIVERSITY TEACHING. Hugh J. Silverman 1981, The Thinking of History in theArcheology of Michel Foucault, Philosophy, SUNY/Stony Brook http://ms.cc.sunysb.edu/~hsilverman/HJS_VITA/VitaTeaching.htm

UNIVERSITY TEACHING Hugh J. Silverman UNDERGRADUATE COURSES TAUGHT AT STONY BROOK UNIVERSITY Stony Brook University [since 1974] [F= Fall Semester; S= Spring Semester; X= Summer Term] PHILOSOPHY PHI 100 Concepts of the Person (S94, S00) PHI 110 Literature and Artistic Creation (F92) PHI 209 Contemporary Philosophy (S77, S83) PHI 264 Philosophy and the Arts (F83, F85, F87, F91, S95) PHI 273 Literature and Philosophy (S75, F80) PHI 292 The Philosophy of J-P Sartre (S75, S76, S79) PHI 320, 370 Philosophical Psychology (F75, F76, F77) PHI 347 Hermeneutics and Deconstruction (S93, F94 PHI 380 Literature and Philosophy (S85) PHI 392 The Philosophy of J-P Sartre (S81) PHI 420 Contemporary French Thought (S84) PHI 421 Research Track Seminar in Philosophy and Literature (F99) PHI 435 Senior Seminar: Philosophical Autobiography (F82, F84)

75. NAU Center For Science Teaching And Learning The activities are based on GLOBE protocols, were adapted to utilize local The Interactive Archaeology of Trans Atlantic Slavery CD ROM and Website. http://www2.nau.edu/~cstl-p/site/grants_projects/

NAU College of Education Az. Science Teachers Assoc. Home About CSTL Academic Programs Curricular Resources Grants and Projects ... Research and Publications The mission of CSTL is to engage educators in the quest for excellence, access, and equity in science teaching and learning. The Center for Science Teaching and Learning is a teaching, research, evaluation, and materials resource for science faculty and students across the NAU campus, for K-12 science teachers, and for informal educators statewide. The CSTL provides leadership in and coordination of science education professional development, academic programs, and outreach activities. CSTL is responsible for the recruitment, advising, and student teaching placement and supervision for secondary science teachers. The CSTL collaborates with the College of Education in support of elementary science methods courses and provides extensive curriculum resources for K-12 preservice and inservice teachers. The CSTL Vision is to be a regional leader in standards-based science education through: Professional Development Science Education Leadership As of July 1, 2003, the Science and Mathematics Learning Center (SMLC) has a new name, college affiliation, and revised mission. The

76. Social Scientists, Other The proportion of social scientists who teach varies by specialty—for example, For information about careers in archaeology, contact either of the http://www.bls.gov/oco/ocos054.htm

Skip Navigation Links Latest Numbers U.S. Department of Labor Bureau of Labor Statistics Occupational Outlook Handbook www.bls.gov OOH Search/A-Z Index BLS Home Get Detailed Statistics ... Find It! In DOL Printer-friendly version ( HTML PDF Social Scientists, Other Nature of the Work Working Conditions Employment Training, Other Qualifications, and Advancement ... Sources of Additional Information Significant Points The educational attainment of social scientists is among the highest of all occupations. Anthropologists and archaeologists, geographers, and sociologists will experience average growth, but slower-than-average growth is expected for historians and political scientists because they enjoy fewer opportunities outside of government and academic settings. Competition for jobs will remain keen for all specialties because many of these social scientists compete for jobs with other workers, such as psychologists, statisticians, or market and survey researchers. Nature of the Work About this section Back to Top The major social science occupations covered in this statement include anthropologists, archaeologists, geographers, historians, political scientists, and sociologists. ( Economists market and survey researchers psychologists , and urban and regional planners are covered elsewhere in the Handbook Research is a major activity of many social scientists, who use various methods to assemble facts and construct theories. Applied research usually is designed to produce information that will enable people to make better decisions or manage their affairs more effectively. Interviews and surveys are widely used to collect facts, opinions, or other information. Information collection takes many forms, including living and working among the population being studied; performing field investigations; analyzing historical records and documents; experimenting with human or animal subjects in a laboratory; administering standardized tests and questionnaires; and preparing and interpreting maps and computer graphics. The work of specialists in social science varies greatly, although specialists in one field may find that their research overlaps work being conducted in another discipline.

77. News In Autumn 2005, the Dept. of Archaeology will be hosting a oneday Acheulean identify good practice in the teaching of archaeological field activities. http://www.rdg.ac.uk/archaeology/News_Events/News.htm

staff student search Archaeology About us Staff Research Undergraduate Postgraduate Links UoR Home Archaeology Home Archaeology News Acheulean Archaeology Workshop In Autumn 2005, the Dept. of Archaeology will be hosting a one-day Acheulean Archaeology Workshop, organised by Dr Robert Hosfield, Professor Steven Mithen, and Anna Machin (current doctoral research student). The aim of the workshop is to bring together current researchers in the field of Acheulean archaeology, to discuss recent research, current themes, and to 'set the agenda' for new directions in Acheulean research over the next 5-10 years. The workshop is by invitation only, and for further details, please contact Dr Rob Hosfield Launch of Silchester website and of E-research project in Archaeology Reading academic elected Chair of BANEA Dr Wendy Matthews has recently been elected Chairman of the British Association of Near Eastern Archaeology Grants awarded More about this project.

78. Archaeology Links and educational resources for teaching IT within archaeology programs. Its aim is to provide information about the activities of the Project and of http://www.iastate.edu/~anthr_info/isual/VER4/links_arch.html

Email ISUAL Back to Main Archaeology Links An Experimental Study of Microwear Formation Among Modern and Prehistoric Stone Tools During the summer of 1996 a project to differentiate microwear patterns on stone tools was undertaken. This data, now, analyzed and documented was used as an aid in blind tests and Evie site stone flake tool analysis. Stone tool analysis through microscopic and macroscopic evaluation can be a useful tool in functional analysis. The possible function of the object can be sought from traces of wear on the equipment if its shape alone does not indicate its use. This analysis on replica stone flake tools and actual artifacts can give insight into possible tool function and spatial patterning on the Evie site. V I S T A: Virtual Institute for Spatial Technologies in Archaeology Founded in 1997, VISTA aims to bring together archaeologists with a special interest in spatial information technologies to form an international virtual workgroup. Our initial project is the development of a joint curriculum and educational resources for teaching IT within archaeology programs. Our longer term aims are the development of archaeological research projects with a strong IT base and international cooperation. Archaeology The Mining Company The all purpose website for those interested in Archaeology. Definitely a must see. K. Kris Hirst does a very job maintaining her site by incorporating discussions, interviews, and interesting topics. Of course, the site also has many interesting links. Check it out.

79. The Teaching Of Environmental Archaeology In Higher Education In The UK - AEA Wo 1.8 Supporting resources used in teaching Environmental Archaeology consistency of the responses as a reflection of departmental teaching activities. http://www.envarch.net/publications/papers/teaching-a.html

Home Publications Papers The Teaching of Environmental Archaeology in Higher Education in the U.K. - Working Papers of the Association for Environmental Archaeology No. 1 About this document Introduction: background, aims and objectives Part One: The present situation 1.1 - Response to the questionnaire ... Appendix C - Scores for a crude measure of ‘effort’ expended in particular topics within the teaching of Environmental Archaeology About this document Report of the Association for Environmental Archaeology Working Party on the Teaching of Environmental Archaeology in Higher Education, September 1995 - edited by Geraint Coles (1), with the assistance of Terry O’Connor (2) and Peter Rowley-Conwy (3), and contributions by Don Brothwell (4), Sebastian Payne (5), Harry Kenward (6), Susan Limbrey (7) and David Gilbertson (8). Department of Archaeology, University of Edinburgh, Infirmary Street, Edinburgh EH1 1LT, U.K. Department of Archaeological Sciences, University of Bradford, Bradford BD7 1DP, U.K.

80. Teaching & Cultural Activities - Websites Useful websites for more information about Teaching Cultural activities Council for Scottish Archaeology General Teaching Council for Scotland http://www.careers-scotland.org.uk/careersscotland/web/site/People/Resource_Cent

home about us register log on ... print Search Advanced Search Services to People Home Planning your Career Being Successful ... Lifelong Learning Sector Skills Council for the delivery and/or support for the delivery of lifelong learning, including higher education, further education, work-based learning, community learning and development, youth work, libraries, archives and other information services. National Council for the Training of Journalists Newspaper Society Periodicals Publishers Association The Publishing Training Centre ... Back to Top

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 4     61-80 of 102    Back | 1  | 2  | 3  | 4  | 5  | 6  | Next 20