Warwick Castle & Royal International Air Tattoo(军事表演)

Wonderful shows and attractions, spellbinding (迷人的)storytelling and enjoyable experiences make Warwick Castle one of the most exciting historic locations in Europe.

The Royal International Air Tattoo is an event that has something for everyone. Every July, over 150,000 people land on rural Fairford for an inspiring show like no other. Breath-taking air displays, inspirational interactions with the people around them, and the opportunity to get up close to aircraft in the static (静态的)display make Royal International Air Tattoo an experience you will never forget.

·Executive coach travel throughout.

·Day at Warwick Castle.

·Bed and breakfast at Holiday Inn Express.

·Day at Royal International Air Tattoo.

·All our coaches have free colouring packs for children, drink service and a host to keep you informed.

·Day 1—Arrive Warwick Castle around 11 am and depart at close, Stay at a five-star hotel for the evening with breakfast included.

·Day 2—Arrive at Royal International Air Tattoo for opening and depart at closing back to Teesside.

·Adult (18+)—£169

·Child (3-17)—£115

·Baby/Toddler (under 3)—£89

·Family (2 adults, 2 children, 1 room)—£495

·Single supplement (1 person in a room)—additional £50

Nonrefundable (可退还的)or transferable deposit of £35per person available with full payment due 5 weeks before departure.

Every parent wants their children to develop well. Sometimes it seems that a child’s game is empty entertainment and it would be better to replace it with something more useful. However, for a child, play is the main way of interacting with the world, mastering new knowledge and skills.

The game forms a unique model of the world, redesigned in accordance with the needs and capabilities of the children. It reflects the real world and helps to master it. That is why it is so important to choose the right toys for your children.

For a child, any game is the same productive activity as work for an adult. And if the result of adult work is the produced “product”, for children, the result of the game is new knowledge about the world and a better understanding of how the world works. Interacting with other children during the game, the child develops his or her own style of behavior and communication. In short, play is critical to development because it is the way a child interacts with the world.

Through the game, children learn new skills and develop speech, thinking and logic, memory, attention and other mental functions. In games, children learn to follow the rules, control their behaviors, develop communication skills with peers and adults. Often the game becomes a way for children to cope with their difficult experiences and express their feelings of fear, anger, resentment, sadness and shame. The game also will bring pleasure, joy and a lot of other positive emotions to children- and the significance of this cannot be underestimated. Also, through the game, children learn to be proud of their success, which supports their self-esteem. Adequate self-esteem is the key to the full development of the individual.

The role of an adult in play is to support and encourage the child. This helps the child understand that his opinion is valuable, and his ideas and fantasies deserve respect.

Engineering researchers at the University of Waterloo are successfully using a robot to help keep children with learning disabilities focused on their work. This was one of the key results in a new study that also found both the youngsters and their instructors valued the positive classroom contributions made by the robot.

“Overall, the findings demonstrate that the robot has a positive effect on students,” said Dr. Kerstin Dautenhahn, a professor of electrical and computer engineering.

Educators have in recent years explored the use of social robots to help students learn, but most often, their research has focused on children with autism (孤独症). As a result, little work has been done on the use of socially assistive robots for students with learning disabilities.

Along with two other Waterloo engineering researchers and three experts from the Learning. Disabilities Society in Vancouver, Dautenhahn decided to change this, conducting a series of tests with a small humanoid (仿人的) robot called QTrobot.

Dautenhahn said the robot’s ability to perform gestures using its head and hands, accompanied by its speech and facial features, makes it very suitable for children with learning disabilities.

Building on promising earlier research, the researchers divided 16 students with learning disabilities into two groups. In one group, students worked one on-one with an instructor only. In the other group, the students worked one-on-one with an instructor and a QTrobot. In the latter group, the instructor used a tablet to direct the robot, which then autonomously performed various activities using its speech and gestures. While the instructor controlled the sessions, the robot took over at certain times to lead the students.

Besides introducing the session, the robot set goals and provided self-regulating strategies, if necessary. If the learning process was getting off- track, the robot used strategies such as games, riddles and physical movements to redirect the students back to the task.

“Students who worked with the robot,” Dautenhahn said, “were generally more engaged with their tasks and could complete their tasks at a higher rate compared to the students who weren’t assisted by a robot.