There is no singular rhetorical situation that applies to all instances of communication. Rather, all human efforts to communicate occur within innumerable. Many composition instructors at UCF will ask you to include the rhetorical context for any essay that you write. What is this? • "Rhetorical" is an adjective that. Rhetorical Context. Any piece of writing is shaped by external factors before the first word is ever set down on the page. These factors are referred to as the.
Rhetorical context - remarkable, very
On the other hand, even the most eloquent speaker can fail to move an contexf that is firmly set in a belief system that thetorical contradicts the goal the rhetorical context
hopes to achieve business law research paper topic ideas
is unwilling to entertain learn more here
point of view. This is the point of stasis. Kairos The right time to rhehorical or write; advantageous, exact, or critical time; a window of time during which action is most effective. Read more
general, readers rhetorical context
to get the big picture up front. Click here
about how these demographics may rhehorical how much background your audience has proposal of services
your topic, what types rhetlrical expectations or rhetorkcal they have, and what attitudes or biases they may have. Demographics — Consider what else you know about your audience, such as their age, gender, ethnic and cultural backgrounds, political preferences, religious affiliations, job or professional background, and area of residence. Again, you might have the correct information, but you might be presenting it in a confusing or illogical order. You can harness the aspects of yourself that will make the text most effective to its audience, for its purpose. His purpose in writing this speech is to persuade school board members to fund Initiative Skip to main content. Continue Reading. There is no singular rhetorical situation that applies to all instances of communication. Being aware of your audience helps you make better decisions about what to say and how to say it. One of these rhetors must get the argument beyond the issue of murder. Change the level of your examples. The connection, often unstated and assumed, between the claim and the supporting reason sor support. Every rhetorical situation happens in a specific setting within a specific context, and are all constrained by the time and environment in which they occur. When this happens, be sure to consider any conflict between purposes, and remember that you will usually focus on one main purpose as primary.
Apologise: Rhetorical context
|Ethical speech topics
|Introduction for research paper
||In general, readers like to get the big picture up front. What kinds of feelings do the colors that the author uses provoke. Sometimes you know who will read your writing — for example, if you are writing an email to your boss. The occasion for the speech is a meeting at which the school board will vote on funding the music education initiative. As a former high school band conductor and current music professor at a state university, I train professional musicians and study music education curriculum, and I believe that current music classes are not providing what most students desire and what most future professionals need.
However, keep in mind that some audiences may see graphics as inappropriate. From the very rudimentary anatomical tools humans use to produce speech lips, mouth, teeth, tongue, and more info
forth rhetodical the latest high-tech gadget, the tools we choose to create our communication can help make or break the final outcome. Should there be more logos in the ad? How does the author back up his argument in this text? The speaker must convince the audience of their credibility through the language they use and through the delivery, or embodied performance, of their speech. Consider not only what they do want to read about, but also what they do not want to read about. Sometimes a graphic might be more effective than a metaphor or step-by-step explanation. Rhetor A asserts that abortion is murder. While the most commonly accepted definition of a text is a https://duderesearch.com/the-chosen-essay.html
document, when it comes to rhetorical situations, a text here rhetorical context
on any form of communication a person intentionally creates. Logos can include citing facts and statistics, historical events, and other forms of fact based evidence. You will often write with a primary audience in mind, but there may be secondary and tertiary audiences to consider as well. To understand the rhetorical context of the speech, you must ask yourself the following questions:. In learning to write an analysis, it is thus helpful to think about the relationship among these elements within the rhetorical triangle. Licenses and Attributions. The warrant is the assumption that makes the claim seem plausible. If your purpose is not clear, your audience is not likely to receive your intended message.


Ulrich Kallmeyer (*1963) Così si fa sol mi
Musiklehre und Gehörbildung mit Solmisation – Textbook in 2 Volumes
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Integrated Music Theory
The prerequisites for achieving fulfilling musicianship are manifold, and certainly part of these is the ability to develop a personal sound conception. Relative solmization is a unique tool for training the sense of inner hearing. This traditional method has been receiving more attention for some time now. It can be used in elementary music education, in choral work, or even in instrumental instruction. The music pedagogue Ulrich Kallmeyer has developed a two-volume textbook for elementary areas of music teaching, music theory, and ear training, using relative solmization from his longtime, solmization-based teaching experience.


Which Letter Team?
The standards correlation for this activity is coming soon!
Try Which Letter Team?
with a sample word list!
Note: Although this activity is designed for the grade levels above, it can also be used as a remediation or enrichment activity at any grade level with an appropriate word list.
- Foundational Skills
What? The ability to identify missing letters from a word is a skill students learn after they develop visual cues and an understanding of how phonemes (individual sounds) and graphemes (letters that make up those sounds) work together. More...Less
Identifying sounds in isolation is an important skill students need in order to learn how to decode and write words. In this activity, students will focus on vowel pairs consisting of two and sometimes three or more letters that make one sound.
Once they know that there are individual phonemes (sounds), they learn that there are graphemes (symbols) that correspond to those. They are then ready to decode individual sounds to read words. Once students know about the letters and the sounds they make, they can start learning the letters that vowels make when two or more are grouped together to form a letter team.
The activity can be projected onto a whiteboard for an engaging interactive review game. Teachers can also assign Which Letter Team? for independent practice during literacy centers or for homework.
A word is presented with a missing letter team, and the students have to choose the teams of letters that correctly completes it. The students can listen to the word being read as many times as needed, and each letter is spoken aloud as well. Immediate feedback is provided, and students cannot move to the next word until they choose the correct missing letters.
Teaching Tip: Because of the audio component in this game, Which Letter Team? is a great activity for English Language Learners and students who struggle to grasp sounds within words.


We believe the homework should be appropriate to the age of the child and also leave time for each student to have free time after school: to play, read, eat with their family and get a good night’s sleep.
The nature of tasks and the amount of time spent on homework activities changes as your child progresses through school. Class teachers will always ensure that you and your child are aware of what tasks are involved and homework deadlines.
A unique feature of Nord Anglia Education Schools is the Global Campus which links staff and pupils across the world. Apart from joint projects and charitable work, it provides a programme of suitable independent learning, appropriate for each age group. There are a range of projects on offer which require research and practical activities at home. This is another way to develop each child as successful and effective learner.
Teachers set regular, appropriately differentiated homework in the different curriculum areas and this will usually involve key skills such as reading, writing, vocabulary, handwriting and numeracy skills. Your child may also be asked to undertake research work or special assignments to support topics being studied in school.
Homework, however, can take many forms and is not necessarily written work. It is any task that a child is asked to complete at home, including talking about what they have been learning. Having to explain the work that they've been doing at school is a great way of ensuring that your child fully understands the projects they are working on, and is an excellent way for you to be more involved in your child’s school life.


Hemet-Ryan Airport, formerly known as Ryan Field, was constructed in 1940 as a World War II training facility for pilots.
The U. S. Army Air Corps contracted with Ryan Aeronautical Co., among others, to create schools to train the many pilots needed to wage war. Ryan Aeronautical’s first school was in San Diego. Eventually it was not big enough to accommodate the number of men who needed to be trained.
That was when 320 acres of open land was found in Hemet to open a new training school.
In his memoir, “Mud, Wings and Wire,” Harry X. Ford included several letters he wrote home while training at Ryan Field in 1942. Through these letters, Ford offers a glimpse into the early days of Ryan Field and what it was like to be there during World War II.
Ford was born in 1921 in Indiana. After graduating from high school, he went to art school for a year before enlisting to become a pilot.
Ford arrived at Ryan Field by train from Santa Ana on April 26, 1942. At his previous assignment, Ford had slept in tents set up in a dirt field, and slogged through mud on rainy days. In his first letter home after arriving in Hemet, Ford said Ryan Field looked pretty good, so good that Ford compared it to a “country club.”
According to his letter, instead of barracks or tents, “we are quartered in little wooden cabins with white porches.” Each cabin had two rooms, with two sets of bunk beds in each. Ford said there were also two desks, two upholstered chairs, indirect lighting, floor lamps, an ash tray, and, apparently most surprising, in Ford’s own words, “venetian blinds of all things!”
The cabins surround grassy courtyards. Ford noted there were many young trees planted about the area and even flowers around each cabin. In the mess hall there were tables for four set up throughout the dining area and the food was not normal Army fare, but was cooked by people hired by Ryan Aeronautical. In a later letter, Ford said they got desserts like Jell-O, ice cream, and sherbet, but he made sure his family knew that those sweets did not compare to the cookies and cakes they were sending him.
Discipline was strict on the base. Haircuts were required every week and demerits were given if a man failed to visit the barber. Every meal was required to be “squared,” which meant the men had to sit up absolutely straight and bring each forkful of food straight up from their plate to the level of their mouth, and then straight back to the mouth, creating two sides of a square. However, in spite of the strict discipline, Ford told his family he hoped he didn’t get spoiled as he knew one day he would return to the real world of the U.S. Army.
The training base was not fenced. Ford said it was surrounded by fields of sugar beets. The beets were sprayed almost every day by crop dusters, whose expert flying was admired by the budding pilots.
The one thing Ryan Field lacked was a chapel. Anyone wishing to attend church had to go into Hemet or San Jacinto. Ford was Catholic, so he went to Mass in San Jacinto at St. Anthony’s. Ford noted that the church was half the size of the one he attended in Indiana, but twice as beautiful.
Ford gave an overall impression of California and the west in one letter.
“All of us from the coal smoked Midwest marvel at the cleanliness of this part of the country. The buildings are brightly colored or sparkling white.”
Ford went on to become a bombardier with the 379th Bombardment Group. He flew five missions over Germany before being shot down and captured. He spent 20 months as a German POW before being liberated by the 14th Armored Division of Patton’s 3rd Army. While in the camp, he secretly forged German paperwork for escape purposes, for which he received a Bronze Star.
After the war, Ford completed his art education and went on to become president of the California College of the Arts from 1960 until he retired in 1985. Ford married and had two sons. He died in 2008, and is buried in the Santa Fe National Cemetery in Santa Fe, New Mexico.
If you have an idea for a future Back in the Day column about a local historic person, place or event, contact Steve Lech and Kim Jarrell Johnson at firstname.lastname@example.org.


Poor quality of education places half of all children in the region under lowest benchmark for foundational skills
AMMAN, 29 August 2019 – Millions of children and young people around the Middle East and North Africa are starting their new school year. But an estimated 9.3 million children between the ages of 15 and 17 – more than one third of adolescents in this age group – are out of school. Girls account for just over half of all out-of-school 15 to 17-year-olds.
The cost of conflict is enormous: an estimated 3 million out-of-school children would have been enrolled in education had the conflicts in Syria, Iraq and Yemen not occurred. At least 2,160 education facilities have been attacked in the region since 2014.
Inequities in access to education persist across the Middle East and North Africa, with the poorest and conflict-affected children consistently left behind.
Across the region, children from the poorest families are seven times more likely to be out of school than children from the richest families, while children in rural areas are three times more likely to be out of school than their urban peers. At the lower secondary school level, girls are twice as likely to be out of school than boys.
As children move into adolescence, they are far more likely to drop out of school than at an earlier age. To help their families make ends meet, many are engaged in child labour or are forced into marriage. Young people also cite distance to schools and low education quality as the main reasons for dropping out.
Overall, education quality around the region remains poor. Only half of all students meet the lowest international benchmark for foundational skills such as reading, mathematics and science.
The mismatch between the skills acquired by graduates and those required by the labour market are compounding youth unemployment in the region which is the highest in the world. Outdated curricula, teacher-centred approaches and a focus on rote learning and memorization do not equip students with essential skills for lifelong learning, employability, personal empowerment, and active citizenship. Given poor education quality and limited job prospects, young people may not see the relevance of going to school.
“Not only do the poor learning outcomes for children and adolescents across the region compromise their future, they are also an inefficient use of public funds and educational resources,” said Geert Cappelaere, UNICEF Regional Director for the Middle East and North Africa. “Current spending on education is far below the internationally agreed benchmark and not focused enough on providing equitable access to all children or improving education quality.”
This year, the world marks the 30th anniversary of the Convention on the Rights of the Child. Every child has the right to quality education. With the start of the new school year, UNICEF reminds governments, donors, education personnel and parents of their obligation to fulfill this fundamental right through the following actions:
- Increase investments in education: governments should allocate 15 to 20 percent of their total public expenditure on education, in line with international standards;
- Make sure that schools are inclusive: children should not be deprived of access, especially the most vulnerable and disadvantaged, including children from the poorest families, rural areas, girls, refugees or children with disabilities;
- Provide opportunities for learning beyond schooling: recognize the specific needs and requirements of learners especially for secondary school-age children; leverage possibilities for learning from new technologies; and provide practical learning options for young people through mentoring, internships, apprenticeships and on-the-job training;
- Ensure that learning outside the classroom is recognized, allow transitions back into formal education such as accelerated learning programmes, and provide opportunities to gain an education certificate to transition into meaningful employment;
- Focus teaching and learning on the acquisition of basic and life skills for further learning, employability, personal empowerment and active citizenship;
- Provide learning spaces that are child friendly, playful, healthy and free of violence, where children feel that their creativity, curiosity and thirst for learning are valued and stimulated.
UNICEF Middle East and North Africa
Tel: +962 797 588 550
UNICEF Middle East and North Africa
Tel: +962-79 136 8405


Here Are 5 Reasons Why Art Is So Important for Early Childhood Development.
Studies show students who study art are four times more likely to be recognized for academic achievement and three times more likely to be awarded for school attendance. In fact, countries that consistently score highest in math and the sciences have mandatory art classes in schools.
Unfortunately, arts programs in U.S. schools are often underfunded and in danger of being cut. This is in large part due to most states now providing less support per student in elementary and secondary schools, leading to decreased funds and fewer teachers.
Despite the reduced focus on the arts in schools today, parents are encouraged to provide their children with exposure through supplemental programs outside of the traditional classroom.
In early childhood development, art benefits children in a variety of ways, such as:
1. Motor Skills
When kids participate in creating arts and crafts, there are many movements involved. From holding a paintbrush to coloring with a crayon, a child’s fine motor skills progress through this hands-on approach to education. Other actions, such as using scissors, help develop the dexterity children need for writing.
2. Language Development
In addition to getting their hands physically dirty creating art, children have the opportunity to expand their vocabulary by learning words for colors, shapes and various actions. This helps children use descriptive words to discuss their creation, and will help them express what feelings are elicited from observing different types of art by the time they are in elementary school.
Studies show art education strengthens both critical-thinking and problem-solving skills in young children. The process of creating art gives children choices and urges them to make decisions in the course of creating their art – a crucial skill that translates into other parts of life. For example, exploration through art will encourage children to try new ideas in other areas of life. Not only will this further spark creativity and imagination, but children can also use critical thinking to react to new experiences and problem-solve when necessary.
4. Cultural Awareness
Exposing children to a variety of interpretations on society is a great way to help them understand the nuances of their surroundings and embrace the differences they see around them in the diverse society we live in today.
5. Encourages Neural Connections
Because art employs any or all of the senses, such as sight, sound, taste and smell, the synapses in the brain of a small child fire away as they experience situations that immerse their senses and further encourage their creativity. In fact, a young brain makes billions of new connections with every bit of new knowledge it is exposed to. In young children, artistic activities lead to the formation of well-rounded personalities, good attachment, self-esteem and better mental health.
Art is Smart!
Kidcreate Studio is an art studio just for kids that offers children’s art classes, camps and art-themed birthday parties for children ages 18 months through 12 years. Making a mess is the best at Kidcreate!
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Nichol Courtois May 10, 2020 Kitchen
When children undertake real life kitchen roles and play superior roles such as head chefs, they also start to develop great leadership qualities as well. Kitchen role play enhances a child’s cognitive ability and problem-solving skills. If problems arise, such as a fork going missing, it forces children to come up with a solution – whether that is substituting the fork for something else or going out of their way to find the lost item. Play kitchens also help to improve a child’s numeracy skills. Children may count how many plates they need, weigh ingredients or count how many minutes the food needs to be in the oven for, which enhances their mathematical learning while they play.
The seventh and the final effective step to avoid harmful microbes is to wash the hands properly after every kitchen job or before and after taking the meals. Our hands are the easiest hub for these minute living organisms which does not seem to be as big a trouble as they can bring. These regular preventive steps can be truly helpful in keeping away from any health problems posed by these microscopic creatures.
Considering these implications, let us ponder upon some easy and cheap ways to maintain the kitchen hygiene. Today the most frequently used kitchen asset is oven, or rather microwave oven. This has made our lives easy in many ways. But everything comes as a package of boon and curse at the same time.
”The practice of cooking not only eases the mind, but also relaxes your body,” says Wawrzonek. ”It helps you get into the flow of the activity and eases the tension that can show up in our bodies when we feel anxious or depressed. ” Aside from the process of cooking and the delicious end result, there’s another aspect of making food that’s beneficial to mental health: doing it for others. Altruistic cooking, research has shown, has a strong part in many cultures as a way to bond with others; you cook to show you care in a time of crisis, to celebrate, to entertain, or just to nourish. And those social bonds in the kitchen are beneficial AF. ”Cooking can be a doorway to connection,” Wawrzonek tells Bustle. ”Food brings people together, there’s no question about this. For someone who struggles with social contact, the act of sharing one’s creation of a home cooked meal can be really powerful. Positive feedback and just seeing someone else enjoy, appreciate and value your creation (the meal) has major implications for rebuilding one’s self of worth and value.”
Modern Kitchen Design, Everyone likes buying new things and new kitchens are no exception. The benefit of buying a new modern kitchen is that they tend to make more efficient use of space. The latest kitchen design software means that designers can create a setup that is completely customized to your space. This means you can get the things that are important to you. Kitchen designers have also transformed the kitchen industry by introducing new concepts and designs. Home owners are no longer restricted to simple color schemes.
The waste should be disposed off twice a day and the bins should be cleaned using medically prescribed chemicals like phenyl, dettol etc. As for the grease that builds up at the corners or the exhausts, one can use one-fourth cup of ammonia mixed in two cups of water and keeping the affected area wet for fifteen minutes. Also, using a pint of ice on the greasy part is effective too. This will help in keeping up hygiene in the sanitation department of kitchen.
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Testing a PK -3 Approach to education in three urban public schools
A model for educating children in grades pre-kindergarten (PK) through third grade (3) was tested in the current study. The PK-3 Approach includes Structure (e.g., class size, teacher training) Process components (e.g., emotional & instructional classroom climate) in addition to Aligning and Coordinating children's experiences across grades PK-3. Alignment and Coordination is the lining up of standards, curricula, and assessment practices and ongoing efforts to maintain this alignment in the context of the student population. A comparative case study design was implemented in three urban public schools serving low-income student bodies, but with different fourth grade achievement outcomes in literacy and math. The main goals of the study were to: (1) examine empirical evidence regarding the relationship between a PK-3 Approach to education and fourth grade achievement outcomes; and (2) discover variations in PK-3 implementation which could then be used to modify the original model. Data from classroom observations using the CLASS, archival school records, and teacher and principal interviews were collected in order to characterize how each school operates on a daily basis, and then to compare the three school types in the context of the PK-3 Approach. Alignment and Coordination components best discriminated among the three schools, with the highest achieving school implementing within grade (horizontal) and across grade (vertical) Alignment and Coordination activities across subjects on a regular basis. The school with the next highest level of achievement implemented horizontal Alignment and Coordination for the literacy curriculum; and the lowest performing school (average for the population they served) did not implement any level of Alignment and Coordination except for monthly within grade meetings designed for teachers to agree on literacy topics to be taught. Process components discriminated between the two higher performing schools and the lowest performing school; and Structure components were either non-significant, or did not predict achievement in hypothesized directions. Alignment and Coordination moderated the relationship between teacher training (Structure) and Instructional Climate in the classroom (Process), whereby teachers with training above and beyond an M.A. in education was related to higher Instructional Climate scores in the lowest performing school, but no significant relationship was found in the two higher performing schools. Results are discussed in terms of educational policies.
Educational psychology|Preschool education|Elementary education
Bogard, Kimber Lee, "Testing a PK -3 Approach to education in three urban public schools" (2006). ETD Collection for Fordham University. AAI3216905.


Contemporary art has all the time been attracting the worldwide artwork lovers since many years and it have a significant place on the earth of art. Artwork education teaches college students the way to interpret, criticize, and use visual info, and find out how to make selections primarily based on it.” Data concerning the visible arts, corresponding to graphic symbolism, is very vital in helping children change into smart customers and navigate a world crammed with advertising logos.
Within the last 30 years, we’ve seen our nation’s investment within the arts decline as advocates for the arts have scrambled to communicate relevancy by way of the frames of instructional achievement, inventive economy funding, and financial development—these are all true but undersell the ability of art.
By analyzing the methods and targets of a wide variety of latest artwork practices-from “excessive art” to neighborhood-primarily based work to D.I.Y. tradition-art education curriculum can grow to be more exciting, more relevant to students’ lives, and will more precisely symbolize the vary and complexity of the worth and makes use of of the arts in a democratic society.
Main keywords included the humanities and medical outcomes, the creative arts and therapeutic or wellness, inventive expression and therapeutic or wellness, the humanities and health care, artistic expression and illness, music therapy, artwork therapy, and inventive expression and humanities.
We additionally characteristic objects by among the world’s high textile and fibre artists providing insights into their vary of textile art strategies and methods; artists using recycled supplies, floral textile artists, artists inspired by journey and way more.


"One-size-fits-all phonics lessons," Karin Dahl and her coauthors assert, "may be too big for some students, too short in the sleeves for others." Before children can make sense of phonics study, they first must learn that print conveys meaning. Children who do not have this foundation concept may do phonics workbook pages, but without understanding or processing the concepts. That's why, unlike books on traditional phonics teaching, this book emphasizes the making of sound instructional decisions based on the unique needs of individual students. And because children learn many concepts as they read and write each day, it concentrates on phonics-in-context, rather than on traditional, stand-alone phonics. In short, it explains embedded phonics instruction: what it is, how it works, and how to do it.
Since a critical component of phonics instruction is selecting the most appropriate lessons (for whole-group, small-group, or individual settings) this book presents a variety of proven-effective activities that teachers can use. These activities, along with other examples, come from an in-depth study of highly successful phonics instruction in eight exemplary first-grade classrooms. The classrooms' nine master teachers describe the decisions they made before, during, and after shared reading from big books, charted stories and songs, quality children's literature, writing demonstrations, writing conferences, word study, and project work.
Each chapter provides valuable insight into teachers' decisions to plan phonics instruction based on their students' specific needs, rather than on the old skill-and-drill routines. The book reveals six basic principles for effective phonics instruction, explores the vital role of assessment in making instructional decisions, and devotes a chapter on how to help children who struggle with phonics and reading.


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The Bachelor of Elementary Education (BEEd) aims to develop elementary school teachers who can teach in the different learning areas in elementary like Mathematics, Sciences, English, Filipino, among others with basic and higher-level literacy, communication, numeracy, critical thinking, learning skills needed for basic education learning.
To develop teachers who can facilitate learning of diverse types of learners, in the diverse types of learning environments, using a wide range of teaching knowledge and skills; and
To equip BEEd graduates with a wide range of theoretical and methodological skills that will allow options and greater flexibility in designing and implementing learning environments.


HearBuilder General FAQ's
All four HearBuilder programs combined in one convenient set, available by subscription or on CD-ROM.
- Following Directions with Basic Concepts
- Phonological Awareness – Sound Awareness for Reading
- Auditory Memory – Strategic Memory Training for Listening
- Sequencing – 2-6 Step Sequences
Step-by-step, each program leads students to acquire the basic skills they need to succeed in school and become proficient readers
The HearBuilder Collection is available on CD-ROM and online subscription – click here for pricing.
The HearBuilder Collection strengthens students’ listening, memory, comprehension, and early reading skills by combining research-based, multi-level activities with entertaining games that both challenge students and hold their interest. Here is the formula for school success:
Following Directions with Basic Concepts
From the first day of school, students must be able to follow directions in order to focus on classroom activities, interact well with others, and behave properly. With HearBuilder Following Directions, students:
- Develop essential listening skills as they learn 40 basic concepts.
- Become Master Toy Makers while building Toy Central factories.
- Learn to follow five different types of directions: Basic, Sequential, Quantitative/Spatial, Temporal, and Conditional.
Phonological Awareness: Speech Sound Awareness for Reading
Before students can learn to read, they must be aware of the sounds that letters make in words, phrases, and sentences — in other words, they must have good phonological (sound) awareness skills. With HearBuilder Phonological Awareness, students:
- Practice nine activities to help them hear the sounds in words, syllables, and sentences.
- Earn instruments and band members to form the rock band The Phonemix.
- Move from basic activities (Sentence Segmentation, Syllable Blending, Syllable Segmentation) to more difficult ones (Rhyming, Phoneme Blending, Phoneme Segmentation/Identification) to the hardest tasks (Phoneme Deletion, Phoneme Addition, and Phoneme Manipulation).
Auditory Memory: Strategic Memory Training for Listening
Next, students must be able to remember and recall information they have learned. With HearBuilder Auditory Memory, students:
- Practice memory strategies as they recall numbers, words, specific details, and multiple sentences.
- Embark on special missions with Recall Agents Kim and Joey to save Memory Town from Dr. Forgetsit.
- Learn memory strategies for answering WH questions.
Sequencing: 2 to 6 Step Sequences
Finally, students use all the information they learned in the first three HearBuilder programs to work on essential language and literacy skills. With HearBuilder Sequencing, students:
- Practice foundational skills such as reading left to right, understanding details, predicting, and identifying important parts of stories.
- Go to the Sequencing Fun House, earn tokens to use in the Arcade, and become Sequencing Superstars.
- Put 120 illustrated scenes in order, starting with basic 2-step sequences and progressing to 6-steps.
We recommend using HearBuilder 15-20 minutes each day until your child completes the programs. However, you can choose the length and frequency of use that works best for your child.
You can renew your home or educator subscription directly from your account.
- Login to your account at https://my.hearbuilder.com/
- Type in your email address and password to log in
- Click the “My Account” tab
- Click on the link provided to renew your subscription for another year.
To renew a school or district subscription, please email us at firstname.lastname@example.org.
HearBuilder Support FAQ's
Find the student login code on the home page of your Educator/Parent account.
Click the "Forgot Password?" button, enter your email address and follow the instructions.
Login to your Educator/Parent account with your email address. Click the "Students" tab and select the "Print Students" button. Make sure the "Show Passwords" box is checked.
Yes. Learn how to get started with these step-by-step instructions.
HearBuilder is a supplemental instructional tool; no specific age or grade equivalents are included. Review your state’s standards and compare them to HearBuilder’s learning objectives. use your professional discretion to determine which level in each activity aligns most closely with age-level expectations.
Select one of the global setting options or select the “Custom Settings” button. Home subscriptions provide access to global settings only. To learn more, watch a student settings tutorial.
In order to use the software on an iPad or Android tablet, an online subscription is required.


HART3361 The Dutch Golden Age and the Art of Exploration
- 6 points
|Not available in 2020||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 3 option in the History of Art major sequence
- The area of knowledge for this unit is Design and Creative Arts
- Category A broadening unit for Bachelor of Arts students where relevant according to the broadening requirements for each student
- Level 3 elective
- This unit focuses on the art of the Dutch Golden Age and early explorations. What were the effects on art and culture of Dutch explorations at home and abroad? How does the work of artists like Rembrandt and Vermeer reflect globalisation? In the seventeenth century, the world was changing rapidly. Since the end of the fifteenth century, it had been mostly the Spanish and Portuguese who set sail to the Americas, Africa and Asia. But when the Dutch entered the scene at the turn of the seventeenth century, they very soon became the most dominant power in the overseas trade. The establishments of permanent trading posts and settlements in Asia, Africa and America not only brought the Dutch in contact with local cultures, they permanently changed them. At the same time, trade with faraway lands brought unknown wealth to the Netherlands. A new class of wealthy merchants developed a taste for paintings, prints, shells, tulips, porcelain, and exotic objects for their new houses. The question is whether the overseas trade, the import of foreign artefacts and the encounter with 'the other' not only profoundly changed Dutch art but also had a lasting effect on the culture and society of the Dutch Republic. In this unit we discuss the encounters with foreign cultures and the impact of cultural exchange, the view of 'the other' (visual ethnography versus exoticism and its racist undercurrents), and the phenomenon of transculturation and globalisation.
This unit is characterised by a hands-on approach, with numerous on and off-campus visits to public and private collections.
- Students are able to (1) locate the art of the Dutch Golden Age in the broader historical, cultural and politico-economic context of globalisation; (2) employ key theoretical approaches and sound research skills in regard to the art of the Dutch Golden Age and internationalising trends; (3) engage with debates about the history of globalisation mediated by the art of the Dutch Golden Age; (4) understand the role of art of the Dutch Golden Age in commercial and enterprising interests and of the shifts wrought by global forces in genre, style and techniques unique to the locale; (5) integrate cross-cultural awareness with cogent visual and aesthetic analyses of the artistic contribution made by the Dutch Golden Age; and (6) critically engage with current intellectual inquiry to compose coherent historical and theoretical arguments.
- Indicative assessments in this unit are as follows: (1) research proposal; (2) research paper; and (3) oral assessment. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Arvi Wattel
- Unit rules
- at least one Level 2 unit from the History of Art major sequence OR
MEMS2001 Classical Traditions and Transformations in Medieval and Early Modern Europe
- VISA2208 Art of the Reformation
VISA3320 Art of the Reformation
VISA3361 The Dutch Golden Age and the Art of Exploration
- Contact hours
- Lectures: 2 hours per week; tutorials: 1 hour per week
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


How do we develop musical creativity? How is musical creativity nurtured in collaborative improvisation? How is it used as a communicative tool in music therapy? This comprehensive volume offers new research on these questions by an international team of experts from the fields of music education, music psychology and music therapy. The book celebrates the rich diversity of ways in which learners of all ages develop and use musical creativity. Contributions focus broadly on the composition/improvisation process, considering its conceptualization and practices in a number of contexts. The authors examine how musical creativity can be fostered in formal settings, drawing examples from primary and secondary schools, studio, conservatoire and university settings, as well as specialist music schools and music therapy sessions. These essays will inspire readers to think deeply about musical creativity and its development. The book will be of crucial interest to music educators, policy makers, researchers and students, as it draws on applied research from across the globe, promoting coherent and symbiotic links between education, music and psychology research.
Table of Contents
Contents: Introduction, Oscar Odena; Part I Conceptualising Musical Creativity: Rethinking 'musical creativity' and the notion of multiple creativities in music, Pamela Burnard; Teachers' perceptions of creativity, Oscar Odena and Graham Welch. Part II Examples from Practice: Preparing the mind for musical creativity: early music learning and engagement, Margaret S. Barrett; Music composition as a way of learning: emotions and the situated self, Ana Luísa Veloso and Sara Carvalho; Towards pedagogies of revision: guiding a students' music composition, Peter R. Webster; The nature of the engagement of Brazilian adolescents in composing activities, José Soares; Empathetic creativity in music making, Frederick A. Seddon; Cognition and musical improvisation in individual and group contexts, Su-Ching Hsieh; Music therapy: a resource for creativity, health and well-being across the lifespan, Leslie Bunt. Part III Paths for Further Enquiry: Action-research on collaborative composition: an analysis of research questions and designs, Gabriel Rusinek; Perspectives on musical creativity: where next?, Oscar Odena; Index.
Oscar Odena is Reader in Education at the University of Glasgow, UK. He is past Co-Chair of the Research Commission of the International Society for Music Education (2012-14) and a member of the editorial boards of leading journals including the British Journal of Music Education, Journal of the Musical Arts in Africa and Research Studies in Music Education.
'... [a] useful and informative book.' Music Education Research
'Odena’s reflections on the book as a whole lead him to four main conclusions: in brief, that the increased diversity of contemporary forms of musical expression in the mass media and online have not led to a clearer definition of musical creativity; that there is a great deal of local and international variation in the ways in which musical creativity is expressed; that emotion plays an important part in musical creativity; and that some clear practical implications for music education policy follow from these studies. I think that [...] the abandonment of the term may be the best way of dealing with this [conceptual overgeneralisation] but I wholeheartedly agree with Odena’s second and third conclusions.' British Journal of Music Education
'This collection of reports in the Ashgate SEMPRE series is an excellent example of how cross-discipline research works... If you are looking for examples of how to conduct research on creativity, this volume offers many appropriate designs... Insights reported in this volume clearly contribute to the global importance of creativity and offer valuable suggestions for continuing the search.' American Music Teacher
'[Webster contributes] a remarkable case study about guiding revision in composition.' Journal of Research in Music Education
‘The chapter authors...represent...very experienced thinkers and writers. Barrett’s chapter offers...lovely parallels between young children’s exposure to words and their exposure to music...Seddon...presents an elegant model to use when comparing musicians’ modes of verbal and nonverbal communication. Webster’s chapter...would be an important read for anyone teaching composition...Burnard’s chapter sets the stage very nicely for her later book, Developing Creativities in Higher Music Education...Editor Oscar Odena...provides a great many topics for future exploration as well as things to keep in mind when attempting to develop music creativity.’ Music Educators Journal


How to Make a Snowflake Video for Kids
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Transition Metals can be defined as a group of elements in the periodic table that are located at the center of the table including columns 3 through 12. They include metals like copper, titanium, silver, platinum, nickel etc.
They can have an incomplete inner sub shell that allows valence electrons in a shell other than the outer shell. Any other element will have just valence electrons in its outer shell. Sometimes Lanthanides and Actinides are also included in the group. They are known as inner transition metals.
Quick Facts: –
- Charles Burywas the first person to use the word “transition” to describe the elements that undergo a transition series during an electron’s change of inner layers.
- There are a total of 38 transition metals, all having similar properties. They are very hard and have high melting and boiling points.
- All of them are ductile, malleable with high electrical and heat conductivity. They form coloured compounds.
- Because of these unique qualities, these metals are often used in industry as catalysts for various chemical reactions.
- Due to their ability to change oxidation states, these metal ions are very effective catalysts.
- These metals are harder and less reactive than alkali metals.
- Some of the transition metals are necessary to keep humans healthy, such as iron, zinc, and chromium.
- Similar to other metals, they can also conduct electricity.
- Iron, cobalt, and nickel are the only three elements that produce a magnetic field.
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Tobin, Declan. (2020). Fun Facts for Kids about Transition Metals. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/transition-metals/
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Literacy is most commonly understood as reading and writing, but before children can read and write, they need to learn about sounds, words, language, books and stories.
Parents have a vital role to play in helping children with early literacy development.
Encouraging Literacy Development
The growth of literacy skills is a vital part of your child’s overall development.
It’s the foundation for doing well at school, socialising with others, developing independence, managing money and working.
But before your child learns to read and write, he needs to develop the building blocks for literacy – the ability to speak, listen, understand, watch and draw.
With time, and your support, your child will also come to understand the connection between letters on a page and spoken sounds.
For this to happen, she’ll need plenty of experience with:
pictures and objects – how you can use words to talk about them
letters and words – their shapes, sounds and names
sounds – how words can rhyme, begin and end with the same letters, be broken up into parts (for example, syllables), be formed by blending different sounds, and so on.
This will prepare your child for school, when he starts learning the more formal aspects of literacy.
You can help your child’s literacy development by communicating with her, reading with her and teaching her about sounds in ways that are fun for both of you.


It’s no secret that we live in a technical age. Adults, teenagers and even young children are adapting to the changing technologies that will shape our future, and for some, that process begins in the classroom. For those of us who were hooked on phonics, it’s hard to imagine a classroom that substitutes an iPad for a chalkboard. Many are skeptical about the idea of students using digital devices during school — but in the 21st century, these devices can enable our students to easily research topics, learn new languages, and hone their problem-solving skills.
Teachers, parents and policy makers alike have long been comparing the pros and cons of technology in the classroom versus a more traditional academic setting. But for a child who struggles with learning disabilities, there’s nothing “traditional” about the way their brain processes new information. So why not embrace the technology that’s been created to change the way we learn? When we consider these three benefits to incorporating technology in the classroom, the payoff becomes clear:
- Software Designed with Learning in Mind
There are countless apps, websites and online programs that have been developed to enhance student success. Students can benefit from educational apps that target foundational skills, develop emotional and social skills, and help students with organizational tactics and project management. Text-to-speech programs, Accelerated Reader (AR) and Rosetta Stone are just a few examples of this kind of software.
- Career and Workplace Readiness
When it comes to preparing students for their future, it’s impossible to ignore the increasing demand for technological skills within the job market. By integrating digital tools into the classroom, we can equip our students with the technical confidence required for a variety of industries and career opportunities. Additionally, we can reduce the fear of new technology in the future by familiarizing students with innovative software and digital tools at an early age.
- Engaged Students = Active Learners
For students with learning disabilities, technology can level the playing field. In many cases, lecture-style teaching can leave the student feeling lost, distracted or disengaged — but virtual programs have changed the game. We now have the ability to customize by learning style, allowing students to pause, rewind, or even skip ahead through the use of interactive learning activities. Subjects that were once considered “boring” can now be interactive, fun and engaging to even the most distracted students.
Technology leads to collaborative learning environments that provide students with the tools they need to reach major academic breakthroughs. Today’s digital world will require students to possess a certain level of technological intelligence in order to excel in this new era. For children with learning differences, you can give them a head start by enrolling in a program that blends traditional instruction with today’s technology. Embracing these digital tools can have a profound impact on your child’s learning.
About Hill School
Hill School is a college preparatory, full-service school for students with dyslexia, dysgraphia, dyscalculia, ADHD, high-functioning ASD and other learning differences. Hill School is launching its new-and-improved summer school programs in June 2019, which will be open to Hill School and non-Hill School students entering K-12 in fall 2019.
Located in southwest Fort Worth, Hill School’s 40 faculty and staff members teach grades K-12. Hill School focuses on intensive small-group instruction in core subject areas to ensure that all students have an opportunity to reach their full academic potential. Students also explore interests and affinities through athletics, fine arts (drama, visual arts, music) and a wide variety of community involvement activities. For more information, visit www.HillSchool.org or www.Facebook.com/HillSchool.


“Reading proficiency by third grade is the most important predictor of high school
graduation and career success. Yet every year, more
than 80% of low-income children miss this crucial milestone.„
Building a strong base early is critical to future academic success. During the formative kindergarten through 3rd grade years, children develop significant foundational skills and an essential interest in learning. Within our K-3 Achievement focus area, we seek partners that enable students to perform on or above grade level in core subjects by third grade, beginning with the kindergarten year.
We support organizations that are measuring their results and incorporate evidence-based strategies. In the focus area of K-3 achievement, we are particularly focused on the growth of students, along with improved test scores. Our Outcomes Sought document summarizes our priorities and is a basis for discussion with grantees. We hope to engage in a dialogue with grantseekers about their approach and use of data.


Early and Middle Childhood Education Specialization
Do you have a bachelor's degree in early childhood or elementary education and are you interested in enhancing your interdisciplinary content knowledge? This specialization is designed for educators working with children in Preschool – 8th grade settings who are eager to attain a graduate degree while developing the latest knowledge in curriculum and instructional strategies.
The Early and Middle Childhood Education Specialization program is for:
- Current educators teaching in early childhood, primary, elementary or a middle school setting who are looking for professional development to become curriculum specialists or interdisciplinary instructional leaders.
- Individuals who already hold a bachelor's degree (in early childhood or elementary education) who want to become teacher leaders in their educational communities.
- Substitute teachers, career changers, retired military personnel, school paraprofessionals, and others with bachelor's degrees in content areas or related fields who want to teach and need to develop their expertise in the area of curriculum design, development and pedagogy.
- Those interested in teaching at the college level.


MUSC1351 Women in Music
- 6 points
|Semester 2||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 1 option in the Gender Studies major sequence
- The area of knowledge for this unit is Society and Culture
- Level 1 elective
- Women have played significant roles in all aspects of music throughout history. This unit explores women's musical activities in a wide variety of roles including composer, performer, patron, teacher, critic, and musical object and symbol. Students study gender ideologies in various historical times, geographic locations, and culturally diverse contexts, and examine their effect on the ways in which women have been able to participate in music. Study also takes into account how related constructions of identity (such as class, ethnicity and race) intersect with issues of gender and sexuality. Topics covered are drawn from different musical genres, historical periods and places, for example: representations of women in nineteenth-century opera; African American Blues Queens of the 1920s; the role of women in the anti-apartheid protest movement; and female performers in Chinese courts.
- Students are able to (1) identify important women in music history and articulate their significance; (2) identify places and contexts in which women have traditionally been musically active; (3) demonstrate understanding of social, cultural and political constructions of gender and their impact on the roles women played in music; (4) describe women's experiences and accomplishments in a variety of musical roles in several musical genres; and (5) discuss a number of compositions by women composers.
- Indicative assessments in this unit are as follows: (1) participation and tests; (2) concert review projects; and (3) assignments. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr Cecilia Sun
- Contact hours
- seminars: 2 hours per week
- No formal music training is necessary for this unit.
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


AHEA5755 Aboriginal Health
- 6 points
Availability Location Mode Non-standard teaching period UWA (Perth) Face to face
- This unit provides students with an opportunity to learn in depth through interaction with Aboriginal lecturers and guest speakers. Health issues covered include historic and cultural concerns; impacts of policies and programs; and contemporary and contentious factors that influence Aboriginal people today. Other topics include Aboriginal health statistics and specific health problems; environmental health; community diagnosis; sociocultural factors in health; community development and disease prevention; and the role of Aboriginal medical services and their relationship to state health services. The unit is run in a mixed lecture and tutorial format. The learning outcomes are achieved through lectures, guest speakers, student group discussions, media resources and discussion with a panel of Aboriginal professionals.
- Students are able to (1) gain an understanding of the cultural definition of the concept of health and wellbeing as described in the holistic health model; (2) understand the origins of ill health in Aboriginal people; and (3) apply approaches to redress some of the health inequalities Aboriginal people face.
- Indicative assessments in this unit are as follows: (1) essay outline; (2) essay; and (3) reflective journal. Further information is available in the unit outline.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Dr Christine Clinch and Dr Alexandra Balzarelli
- Contact hours
- offered intensively
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Primary Programs: (Non-Competitive)
A non-competitive problem-solving program designed for implementation in the regular classroom divided into three stages: Foundational Skills (Prep -2); Developing Skills (Grades 3-4); and Competitive Programs (Grades 5-6). These can be organised as a whole class activity or can be conducted in smaller groups, depending upon the needs of the students and school involved.
The gradual introduction and practice of each step of the 6 step problem solving process enables students to build a solid foundation of skills applying the future problem solving process to a range of genre across the curriculum. Through a range of creative and critical thinking strategies they develop adaptability in the application of the six step process. Responsible and ethical attitudes are developed through our topic suggestions leading to more involvement in community issues. The Primary Programs support and extend oral and written literacy, collaborative group work and class discussion.
Grades Prep - 2 Foundation Skills
Focuses on developing step 1-3 of the FPS process through Fairy Tales, literature, science topics, current affairs, issues in the local or school community, ethics education and many other options.
Step 1 - Brainstorm Challenges
Step 2 - Select an Underlying problem
Step 3 - Brainstorm solutions to address Underlying Problem
Twice per year your class/group will send in a short submission “Our best ideas” for evaluation. These can be handwritten or drawn by the students or an adult on suggested A-3 format. Submissions can respond to a stimulus picture provided from the designated topics for the year or any subject area / genre you wish.
Grades 3/4 Developing Skills
Revisit Step 1-3 + Develop use of
Step 4 – Writing criteria to help select the best solution.
Step 5 – Scoring the solutions
Step 6 – Using the highest scoring solution to develop an Action plan
You will do this through applying the process to real world problems in your classroom/school/local community (this leads into Community Problem Solving OR Applying the 6 step process to the designated topics for the year. (This leads into Global Issues Problem Solving in Grades 5-6) OR Try both (Topics – Semester 1, Community – Semester 2)
Twice per year your class/group can return a submission for evaluation. While the completion of at least steps 1-3 is encouraged with 4,5 and 6 as you are able. This submission can use the topic Future Scenes for the year or a real world problem for you in your class/school/local community.


Literacy and numeracy are foundational skills, providing the base on which to learn other, more complex skills. They underpin workforce participation, productivity and the broader economy, and can also impact on social and health outcomes. The importance of literacy and numeracy skills is that they enable us to engage fully in social and civic life.
Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.
Numeracy encompasses the knowledge, skills, behaviours and disposition that students need to use mathematics in a wide range of situations.


Welcome - Member ID #Back
Member Price: $18.00 (20% off) / List Price: $29.00Your Price: $29.00
This book has three foci that guide art educators in addressing these important concerns: 1) multicultural art education, 2) alternative artworlds, and 3) the maintenance and evolution of art traditions. Attention to these foci help guide art educators in developing art curricula that are inclusive, that promote high standards of art achievement, and that are culturally sensitive. Multicultural Artworlds offers a rationale, a model curriculum unit, and sample lessons for guiding students in investigating key people, places, activities, and ideas of some of the historical and contemporary artworlds that make up the complex art traditions of North America. The first section presents foundations for multicultural art education. The second has 15 artworld-centered lessons developed by practicing elementary, secondary, and university art educators. Section three includes resources for teaching one multicultural, artworld-centered curriculum unit.
158 pgs. (2002) ISBN 1-890160-20-2
Members save an additional 20% on this title! Sale price indicated above.
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At English Martyrs we follow the primary national curriculum for computing supported by the Knowsley Scheme of work.
Children will have the opportunity to develop their understanding and use of the foundational skills, knowledge and understanding of computing they will need for the rest of their lives. Through their computing education, they will learn how computers and computer systems work; they will design and build programs, develop their ideas using technology and create a range of content as well as how to operate in a digital world both safely and respectfully.
The Computing Curriculum is built upon the following principles:
· Equipping pupils to use computational thinking and creativity to understand and change the world.
· The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Buildings on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content.
Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
Computing Curriculum Jargon busting-
Program- A sequence of instructions
Algorithm- A sequence of instructions to perform a defined task
De-bug-To adjust an algorithm or program when it isn’t functioning correctly
Logical Reasoning-To think through the actions of an algorithm (used to predict an outcome)
Selection- When commands are activated based on a condition occurring
Repetition- When sections of algorithms are repeated a fixed number of times or infinitely
Variable- A value in a game which can change (such as a score)
E-Safety at English Martyrs CVA
At English Martyrs CVA we believe that learning about e-safety is a vital life skill. Empowering children at an early age with the knowledge to safeguard themselves and their personal information is something that needs to be nurtured throughout school to see them into adult life. We have embedded e-safety into our curriculum and children feel confident using technologies safely both in and outside of school.
Although E-Safety education is an integral part of our computing curriculum and our daily practice, we also celebrate Safer Internet Day annually. On this enrichment day, all classes work to further develop their understanding of key risks and safe practices.
Watch out for tips on E safety for parents during the academic year.
English Martyrs has its own Digital leaders that are our resident experts and offer pupil, parent and teacher support .
Their role includes:
· Working with the IT leader to develop E-Safety education and learning environments keeping up to date with current changes and risks.
· Deliver E-Safety training sessions for each class through workshops and whole school assemblies.
· Organise and deliver lunchtime activities to develop computing skills with younger children.
· Getting out and putting away correctly digital equipment.
· Supporting where appropriate in classrooms with curriculum teaching. To find out more about E-Safety practice and Technology Safety, view our E Safety Policy.


Hobbies Playing Music ganze Note Share PINTEREST Email Print Image © Brandy Kraemer, 2015 Playing Music Playing Piano Tutorials Piano Chords Buying Advice Music Education Playing Guitar Home Recording By Brandy Kraemer Updated May 24, 2019 Definition: The German music term ganze Note refers to the whole note. One whole note is worth four quarter-note beats, and takes up an entire measure in common time. More Note Values:▪ ganze Note▪ halbe Note▪ Viertelnote▪ Achtelnote▪ Sechzehntelnote▪ Zweiunddreissigstelnote Also Known As: semibreve; whole notesemibreve (It)ronde (Fr) Reading Piano Music• Note-Lengths in U.K. & U.S. English• Notes of the Piano Keys• Memorize the Grand Staff Notes• Reading Music RestsPiano Chords• Easy Bass Piano Chords• Chord Types & Symbols• Piano Chord Fingering• Diminished Chords & DissonanceReading Musical Symbols• How to Play Dotted Notes• Accidentals & Double-AccidentalsBeginner Piano Lessons• Comparing Major & Minor• Understanding the Key Signature• Types of Barlines• BPM & Tempo Commands• Left Hand Piano FingeringPiano CareHow to Safely Whiten Your Piano KeysLearn ivory-safe methods for brightening up your acoustic piano keys, and find out what you can do to prevent keyboard yellowing.When to Tune a PianoFind out when (and how frequently) you should schedule a professional piano tuning to keep your piano healthy and on-pitch.Easy-to-Spot Signs of Piano DamageBefore you buy or sell an acoustic piano, learn how to assess it for both internal and external damage.Ideal Piano Temp & Humidity LevelsMaintain sound quality and piano health by monitoring the temperature, humidity, and natural light in your piano room.<br/>♫ Musical Quizzes!▪ Identify the Piano KeysBeginner Quiz: Label and identify the white and black piano keys.Musical Articulation:◦ staccato◦ tie◦ (rfz) rinforzando◦ arpeggiato◦ accentatoVolume Commands & Symbols:◦ (mf) mezzo forte◦ (sfz) sforzando◦ diminuendo◦ al niente◦ (fp) fortepianoCommon French Musical Terms:◦ à l’aise◦ doucement◦ en ralentissant◦ mi-doux◦ très viteGerman Musical Commands:◦ anschwellend◦ lebhaft◦ geschwind◦ fröhlich◦ schnellRelated Glossaries ■ Italian Music Commands ■ Essential Piano Music Glossary ■ German Musical Terms How to Start Playing Piano: • Octave Naming & Pitch Notation'Pitch class' refers to an octave from one C to the next. In pitch notation, the notes C4, D4, and B4 all belong to the same pitch class (in this example the fourth octave).• Finding Middle C on Different Keyboard SizesIt's normal to be confused about the location of middle C, especially on keyboards with fewer than the standard 88 keys. Use this illustrated guide to find middle C and remember its location.▪ (M.S.) mano sinistra: “left hand”; the passage should be played with the left hand.▪ : to play “majestically”; to perform with grand, dignified expression. Maestoso is often used in the title of a musical composition, as in the first movement of Mozart’s Piano Concerto No. 21 (Elvira Madigan), Allegro maestoso.▪ marcato: “marked; to make stand out.” Marcato refers to both a written/verbal command as well as a musical symbol affecting articulation. Indicates that a note or series of notes is to be played with accentuation. See accentato.Marcatissimo is to make notes heavily accented.▪ martellato: (usually seen as a command for string sections, but has been and can be used to command piano music) to give notes a heavy, hammer-like accent.▪ marziale: “march-like”; see alla marcia.▪ melancolico: “full of melancholy”; to play in a painful, solemn, and mournful manner.


By Alex Pinsk || Managing Editor
In Donald Trump’s 2018 State of the Union Address, which took place this past Wednesday, January 31st, we heard a lot about America’s economy. Trump essentially began his speech by pointing out the positive economic influence that his presidency has had over the past year. He mentioned that there are “2.4 million new jobs, including 200,000 new jobs in manufacturing alone.” He also made it clear that the new tax-cuts have been beneficial for working-class Americans and that “unemployment claims have hit a 45-year low.” And that is all well and good, assuming these statistics are fact-checkable.
Trump went on about how the nation is now in good standing because of the positive changes that he has made regarding wealth and finance — highlighting his own personal goals for the country. While he did mention a few more of his values, he notably did not touch on education — mentioning it only twice and not featuring it as a significant issue. Certainly it is important to invest in America’s economy; in order for the majority of people to live comfortable lives, they must be employed. However, people with higher levels of education, statistically, tend to secure higher-paying jobs which allow for more comfortable living. Thus, by deduction, investing in education, or at the very least informing people of opportunities, would be the best way to strengthen the economy.
Currently the universal demand for education is high; yet, in many countries, opportunities in education remain low. This may be because leaders are so focussed on creating more jobs and decreasing poverty levels — both admirable goals. These are, potentially, only temporary fixes, however. It seems that in order to fix the problem of income inequality, or at least ameliorate it, we must examine its roots — one of which is education inequality.
While the United States has significantly higher standards of education than do less-developed countries, this nation is still lacking. There are still thousands of students who do not even consider college as an option purely because they do not know the extent of the financial aid that is available to them. That needs to change.
Were Trump to focus on education and to work toward implementing change throughout the nation, other countries might follow suit. He needs to recognize that education inequality is an issue (even if it does not affect his high-class standard of living) and voice concerns about it.
The United States could easily help other countries with goals to increase literacy rates and provide information regarding opportunities in education — which is necessary. Many countries remain fixed in sexist, racist values that are magnified when examining education. As early as elementary education, boys are often given greater opportunities than girls. Not only that, religion, political affiliation, socio-economic status, among other elements play a role in determining whether or not a child can attend school and for how long. It seems to me that an ultimate goal should be to eliminate the contingency of these factors on education. However, that being said, and serious goal needs to be approached in smaller steps.
Education is not an issue that affects one percent of the population. It is a universal issue and should be a universal priority. In order to minimize income inequality we must fortify education networks, increase opportunities, and inform people that education need not always be a financial setback. The United States has a responsibility, as a developed nation, to encourage changes in education policy in other countries, and to strengthen its own.
Sophomore Alex Pinsk is the Managing Editor. Her email is email@example.com.


Date of this Version
Published in Cultural Studies of Science Education 8 (2013), pp 803–820.
This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates’ culturally responsive knowledge and skills in science and mathematics teaching.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons


Children are naturally playful and creative. In fact, they express themselves musically from birth, starting with their very first sound – their voice. Play is children’s work; it’s how they learn about the world. New ideas are tested out and thoughts and experiences are formed through a process of trial and error. Cultivating opportunities for musical experiences that encourage creativity and are both structured and open ended are pivotal for children’s learning and development.
We can all contribute in meaningful ways to children’s musical literacy, regardless of our own musical ability or skills. The fundamental elements of music are more intuitive than you may think!
The Elements of Music course on ARTS:LIVE, produced in collaboration with ClickView, helps you on this journey through engaging children with fun activities in the classroom and at home, where you can use a growth mindset to make, talk about, and listen to music together.
The six elements, rhythm, pitch, dynamics, form, timbre and texture, are universally considered to be the fundamental systems that underpin all music. They all have an important part to play in any musical style, be it pop, classical, soul, nursery rhymes… you name it, they’re there! Sometimes they’re hidden, but we can uncover them with these basic activities.
You don’t even need instruments to teach them. By simply using our voices to sing we’re encouraging children to make connections to speech patterns and language development, and by using our bodies to make rhythms, we’re teaching them turn taking, idea sharing and cooperation with others.
Playing music and singing with others is one of the most powerful ways of learning about oneself, working with others, problem-solving and being a part of a team. Music is an incredible vehicle for self-expression in children.
Elements of Music is designed to be used by teachers, parents and carers to create opportunities for kids to develop their understanding of music and the language we use to describe it. These activities are just an example of what you can try out together. Use them to ignite your ideas. See where the students take the activity. Enjoy!
Download the Elements of Music Poster here.
If you haven’t registered for ARTS:LIVE yet, you can do so here.
Katie Hull-Brown has been teaching music since 2002 in primary classroom music, instrumental piano and ukulele, preschool music classes, primary school and Kindergarten choirs and percussion groups. She began Tuned In Music in 2006, offering an Orff style approach to families for preschool music sessions. In 2010 Katie started a new choir for young children in Preston called KIDS (Kids In Darebin Sing) Choir that perform at local community events. In 2015 she was accepted into the Richard Gill National Music Teachers Mentoring Program and is currently mentoring generalist primary classroom teachers to include more singing with their classes. Katie sings in two choirs and Songrise, a performing a capella quartet. She also delivers music education programs for the Melbourne Symphony Orchestra and is a Teaching Artist with The Song Room.


Pediatric Occupational Therapy
Pediatric occupational therapy helps children, ranging in age from newborns to teens, gain independence in daily routines while also strengthening the development of fine motor, sensory motor and visual motor skills necessary for participation in day-to-day activities. Adaptations for disability are also addressed through compensation training and adaptive equipment.
Our pediatric occupational therapy staff members are clinically trained to provide services to children with a variety of medical conditions and diagnoses related, but not limited to:
- Attention deficit hyperactive disorder
- Autism & pervasive developmental disorders
- Birth injuries, birth defects and chromosomal abnormalities
- Cerebral palsy and other chronic illnesses
- Coordination disorders
- Developmental delays
- Down syndrome
- Juvenile rheumatoid arthritis
- Learning difficulties, dyslexia, dysgraphia
- Sensory processing disorders
- Traumatic injuries (brain or spinal cord)
- Visual impairments
Early Intervention Occupational Therapy for babies and toddlers is to establish foundational skills necessary for overall development, large and fine motor coordination, vision and perception, and nervous system regulation. Developmental testing, therapy, home programs, and parent training are part of our program.
- Gross Motor Coordination Training for posture, balance, running, jumping, as well as eye-hand and eye-foot coordination training.
- Fine Motor Coordination Training to develop mature hand grasp patterns, pencil grasp and control, handwriting, cutting, coloring, and typing/computer use.
- Activities of Daily Living (ADL) Skills Training such as buttoning, tying shoelaces, dressing, eating, utensil use, grooming, as well as time management, organizational and memory skill development for daily independence including self-care and homework.
- Visual Skill Training for oculomotor control for following lines of print, copy, and left-right directionality, as well as visual perceptual training for spatial awareness and understanding of math concepts.
- Sensory Integration therapeutic activities and sensory diets to help your child with increasing tolerance for touch during grooming, improving self-regulation of alert/calm versus distressed states, improving adaptation to various senses (movement, sound, taste, touch, smell, and vision), tolerance of sensory rich environments, sleep issues, and transitions. Sound and listening therapies are also available for children who are hypersensitive or non-responsive to sound and speech.
- Aquatic therapy is therapy that takes place in a swimming pool. Performing usual therapy activities in the water is sometimes easier and works better for some children, helping them reach their movement goals.
- Positioning training includes use of adaptive equipment for positioning, handling and transportation of the child.
Family education includes home programs and activities, positioning, parent education and support.
For more information about our pediatric occupational therapy programs, call (813) 707-9362 option 2.
South Florida Baptist Hospital Pediatric Outpatient Rehabilitation Center
1601 W. Timberlane Drive Suite 800
Plant City, FL 33566


Everyone in my home loves nature study. When it’s warm and beautiful or even warm and rainy, we head outside to make observations, take photographs, and draw. But, with the combination of my pregnancy sickness and our seemingly never-ending Northeast winter, we’ve been inside a lot for nature studies lately. Here’s how we’ve made that work —
1. We’re reading living science books. Burgess Bird Book was a scheduled part of our Ambleside reading for this year. Living books are essentially not textbooks, but great books by a passionate author that also include teaching on a subject. Burgess Bird Book is a quintessential example of a living book. It is a series of stories told from the perspective of Peter Rabbit as he encounters different birds and some other small animals in the Old Orchard. Through the stories, we’ve learned, among other things, nest building techniques of different birds, a variety of birdsong sounds, and relations of bird families.
2. I ask questions. When I incorporate conversation naturally either during the reading or after it serves a few purposes: a) engages my littles in the story, b) encourages observations by them, and c) ensures their comprehension. I want my littles to not only enjoy the story, but also learn how to be engaged, critical readers. This seems to come more naturally for one of my littles, but I’ve seen growth in all of them this year.
3. Look up more information as desired. If we’re curious to see the way a bird flies after hearing it described, we look up a video online. If we want to see the differences between a male and female bird of the same species, we’ll search our books or online for images. We listen to birdsongs in our BirdSongs book.
4. While I read, my littles draw the bird we’re learning about in their creation journal. They start with light pencil sketching and add color. Through this exercise, not only have their drawing skills improved, but also their attention to detail. They’ve learned to look at everything from the varying coloring on birds to the length of their tail feathers to the shape of their beaks.
While spending time outdoors for nature study is ideal, this is working for us in this stage. Plus I’m still able to teach them one of the foundational skills of early scientific study by fostering their curiosity through careful observation.
For more on how we approach scientific study classically, check out At Home with the Classical Method – Teaching Science and How We Study Nature.


Do you know how to interact with young children to encourage learning? Discover different ways to engage young children in conversation, support their play, and “scaffold” their learning to help them move to the next skill level.
DIRECTIONS: The module can be accessed on the iPD, located on the Early Childhood Learning and Knowledge Center (ECLKC) website by clicking on the link posted * below.
First, make sure that you have added the module to your OCCRRA registry account.
Second, you will need to open an ECLKC account and log on to the iPD to access the module. The links below can help you with the process.
* The iPD can be accessed at: Link to iPD on ECLKC. Once you are on the iPD, search for the module by entering the title of the module in the search box.
Once you have completed the module, please allow 6 weeks for attendance verification.
For assistance with verification of the module email: DRuhland@zerotothree.org.
|Training approved for||
|Registration deadline||Jun 30, 2020|
|Number of open seats||1223|
|Event Owner||ZERO TO THREE|
|Sponsor Phone||(202) 857-2995|
|Target Audience||Classroom Staff / Teacher,Staff working with children with special needs|
|Age Groups related to content||Preschoolers|
|Core Knowledge Area||N/A|
|Child Development Associate Area||Principles of growth and development|
|Early Learning and Development Standards||
Approaches Toward Learning
Physical Well-Being and Motor Development
Cognitive Development and General Knowledge
Language and Literacy Development
Define instructional interactions.
List different ways to encourage children to engage in conversation.
Describe the role of play in early childhood.
Demonstrate how to create opportunities for instructional interactions during play.
Define scaffolding and describe three methods of providing it.


The 10 Quick Questions A Day series has been designed to develop the fundamental and ongoing understanding of grammar, spelling, sentence structure and punctuation as well as number sense, mathematical processes, measurement, space, chance and data, problem solving and mathematical thinking, in one clear and fun format, that is very teacher and child-friendly.
Designed to provide a concise and unique resource for all classroom teachers, The 10 Quick Questions A Day series has been formulated around the current Australian primary school curriculum and is a must-have resource for literacy and numeracy teaching.
This fantastic program fits any classroom.
- Adaptable to ANY teaching style or classroom daily program – daily brain warm-ups, the must have constant revision tool, homework program – you will never have to slave away on your weekends again completing homework sheets, fast finishers worksheets, the perfect parent group work activity.
- Excellent for home-schooling. The curriculum work has been done for you.
- Ideal for parents. Great for any parents who are interested in helping their child succeed in the primary school years. Work with your child daily on the concepts that is being taught in the classroom.
- Each set of questions follow the same format. Questions 1-5 are literacy based and questions 6-10 are numeracy.
- A very comprehensive learning tool to establish those fundamental curriculum concepts that are a must for students.
- The numbered system provides the best tool for differentiation. Students can be given the odd numbers to complete one day, even numbers the next. Struggling learners still cover all curriculum concepts by the end of the week, without the stress.
- Each day, questions are repeated with slight changes so younger children can become familiar with terms or ways of working and build their understanding of individual concepts.
- Where appropriate, questions have a definition. This builds an understanding of appropriate literacy and numeracy language. These definitions are continually repeated throughout the book to reinforce key concepts and consolidate learning.
- Developed by dedicated, passionate, enthusiastic and fun classroom teachers.
- Graphics are based on children’s interest and engage curiosity when using their student workbook.
- 63 PAGES.
- Includes Answers.
- This is a digital downloadable product. Once you have completed your purchase you will be sent two emails. One will contain the link to download your pdf purchase and the other from Paypal.
- For further information on purchases, including other payment methods for schools, email email@example.com and we will attend to this request promptly so there is no disruption in your students’ learning.