The Preliminary SAT (PSAT) standardized tests provide students with first-hand practice for the SAT. They measure skills in critical reading, math problem-solving, and writing. They do not require students to recall specific facts from their classes.
On Oct. 16, 2019, 11th and 10th graders will take the PSAT/NMSQT and 9th graders will take the PSAT 8/9. The PSAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT), a program co-sponsored by the College Board and National Merit Scholarship Corporation (NMSC), gives juniors a chance to enter NMSC scholarship programs and gain access to college and career planning tools. The PSAT 8/9 is tailored to what 9th graders know in the fall of their first year in high school. Common reasons for taking the PSAT tests are
- to gain feedback on the students' strengths and weaknesses with skills necessary for college study, so students can focus their preparation in those areas
- to see how students' performance may compare with that of others applying to college
- to become familiar with the kinds of questions and directions students will see on the SAT
- to receive information from colleges when students check "yes" to Student Search Service
- to enter the competition for NMSC scholarships (grade 11 only)
Students enrolled in at least one College Prep (CP), Accelerated (ACC), or Honors (HON) course will be automatically registered to take the PSAT.
For classified students, the administration of the PSAT in grades 9 and 10 is considered a group administered practice assessment with oversight by the College Board and Lenape District as the test site. The PSAT is not a district assessment governed by IEP provisions, and will be administered without accommodations. For those juniors who may score high enough to enter the National Merit Scholarship competition, parents may apply to the College Board to seek approval for accommodations, but this application is not necessary for classified students to participate. The district does not be utilize PSAT scores for program or placement decisions, and there are no negative consequences to participating in this enrichment opportunity.


What is a Polymer Facts for Kids Video
A polymer can be defined as a large molecule composed of repeated chemical units. The smallest unit which is being repeated is known as ‘monomer’. The number of these units in a particular polymer is known as the degree of polymerization (DP) or chain length. If all the units in a polymer are same then it is called a homopolymer and if they are not all the same then it is called a heteropolymer. All the molecules cannot form a polymer. There are two different types of polymers on the basis of their structure. A linear polymer starts at the beginning and goes straight to the end. A branched out polymer has branches along the chain.
Fast Facts: –
- Sometimes, they are also referred as macromolecules because these are substances composed of large molecules.
- Physical properties of a polymer depend on many factors including whether they are inter-chained or intra-chained.
- Polymer chains can be connected to one another chemically or physically. The connections of these chains are called crosslink.
- All of the polymers are not transparent. It completely depends on the degree of crystallinity.
- Polymers can be very resistant to chemicals. They can be thermal and electrical insulators.
- Organic polymers provide basic structural materials and have involvement in vital life processes.
- Cellulose, a polysaccharide is a polymer composed of sugar molecules.
- Diamond and graphite are good examples of inorganic polymers.
- Polyester is a linear polymer characterized by a repetition of ester groups along the main chain.
- Silicones are an example of a different type of polymers called the mixed organic-inorganic compounds.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " All Amazing Facts for Kids about Polymers ." Easy Science for Kids, Jun 2020. Web. 02 Jun 2020. < https://easyscienceforkids.com/what-is-a-polymer-facts-for-kids-video/ >.
APA Style Citation
Tobin, Declan. (2020). All Amazing Facts for Kids about Polymers. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/what-is-a-polymer-facts-for-kids-video/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
Sponsored Links :


Benefit four: Success in Life
Each of us wants our children — and the children of all those around us — to achieve success in school, success in employment, and success in the social structures through which we move. But we also want our children to experience “success” on a broader scale. Participation in music, often as not based on a grounding in music education during the formative school years, brings countless benefits to each individual throughout life. The benefits may be psychological or spiritual, and they may be physical as well:
- “Studying music encourages self-discipline and diligence, traits that carry over into intellectual pursuits and that lead to effective study and work habits. An association of music and math has, in fact, long been noted. Creating and performing music promotes self-expression and provides self-gratification while giving pleasure to others. In medicine, increasing published reports demonstrate that music has a healing effect on patients. For all these reasons, it deserves strong support in our educational system, along with the other arts, the sciences, and athletics.” — Michael E. DeBakey, M.D., Leading Heart Surgeon, Baylor College of Music.
- “Music has a great power for bringing people together. With so many forces in this world acting to drive wedges between people, it’s important to preserve those things that help us experience our common humanity.” — Ted Turner, Turner Broadcasting System.
- “Music is one way for young people to connect with themselves, but it is also a bridge for connecting with others. Through music, we can introduce children to the richness and diversity of the human family and to the myriad rhythms of life.” — Daniel A. Carp, Eastman Kodak Company Chairman and CEO.
- “Casals says music fills him with the wonder of life and the ‘incredible marvel’ of being a human. Ives says it expands his mind and challenges him to be a true individual. Bernstein says it is enriching and ennobling. To me, that sounds like a good cause for making music and the arts an integral part of every child’s education. Studying music and the arts elevates children’s education, expands students’ horizons, and teaches them to appreciate the wonder of life.” — U.S. Secretary of Education Richard W. Riley, July 1999.
- “The nation’s top business executives agree that arts education programs can help repair weaknesses in American education and better prepare workers for the 21st century.”— “The Changing Workplace is Changing Our View of Education.” Business Week, October 1996.
- “Music making makes the elderly healthier.... There were significant decreases in anxiety, depression, and loneliness following keyboard lessons. These are factors that are critical in coping with stress, stimulating the immune system, and in improved health. Results also show significant increases in human growth hormones following the same group keyboard lessons. (Human growth hormone is implicated in aches and pains.)” — Dr. Frederick Tims, reported in AMC Music News, June 2, 1999
- “Music education opens doors that help children pass from school into the world around them — a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music.” — Gerald Ford, former President, United States of America
- “During the Gulf War, the few opportunities I had for relaxation I always listened to music, and it brought to me great peace of mind. I have shared my love of music with people throughout this world, while listening to the drums and special instruments of the Far East, Middle East, Africa, the Caribbean, and the Far North — and all of this started with the music appreciation course that I was taught in a third-grade elementary class in Princeton, New Jersey. What a tragedy it would be if we lived in a world where music was not taught to children.” — H. Norman Schwarzkopf, General, U.S. Army, retired
- “Music is about communication, creativity, and cooperation, and, by studying music in school, students have the opportunity to build on these skills, enrich their lives, and experience the world from a new perspective.” — Bill Clinton, former President, United States of America


The purpose of this directory is to present teaching artists and community-based educators who utilize the arts to provide exciting, interactive learning experiences for youth, teens, adults, seniors, and special needs individuals. A 2006 national survey by the Center on Education Policy , an independent advocacy organization in Washington, DC, found that in the five years after enactment of NCLB, 44 percent of districts had increased instruction time in elementary school English language arts and math while decreasing time spent on other subjects.
The creation of the Network is one of the recommendations included in the Creating Pennsylvania’s Future Through the Arts and Education, a report published in March 2012 by The Education Policy and Leadership Center (EPLC) EPLC provides staff and other support for the Network.
Many of these models are based on new findings in brain research and cognitive development, and they embrace a variety of approaches: using the arts as a learning tool (for example, musical notes to teach fractions); incorporating arts into other core classes (writing and performing a play about, say, slavery); creating a school environment rich in arts and culture (Mozart in the hallways every day) and hands-on arts instruction.
I see so many people saying so many crazy things about renewable energy, and when I tell them that solar Photo Voltaic panels just don’t produce much energy at all when it is cloudy as it was this week and then it snows heavily, I’m directly confronting their belief systems.
Unlike the strongest traditions of our field, which have focused heavily on promoting an appreciation of the visual arts of the past, art education from this perspective is concerned with taking a more critical stance and addressing the increasingly difficult challenges of the visual arts in the future” (325).


What will I study?
What will you learn
Understand crucial underpinning theory and approaches
You will gain an advanced knowledge of critical disability theory and how educational theory and research inform inclusive music education pedagogy. You will understand how neurodevelopmental conditions or learning differences impact music skills training – and how you can tailor your teaching approach accordingly.
Design inclusive learning plans and put your knowledge into practice
You will assess, design and evaluate music education programs for a diverse range of music learners. In interactive sessions, you will put your lesson plans into practice and gain crucial feedback on how to adapt your teaching style to ensure all learners have equal access to quality music education.
To gain the Specialist Certificate in Inclusive Music Teaching, you must complete two core subjects, comprised of a total 25 points:
- Theory of Inclusive Music Teaching (12.5 points)
- Methods for Inclusive Music Teaching (12.5 points).
The face-to-face component of this course is delivered over eight days of interactive sessions with your peer group, amounting to 32 hours of contact time per subject. You will need to dedicate additional time to assignments, reading and preparation.
Explore this course
Explore the subjects you could choose as part of this degree.


- To better allow you to differentiate for your students
- To give you flexibility with lesson duration
- To allow you to challenge your students or focus on building foundational skills
Finding the Right Lesson Types for Your Classes
We know that each class is unique. Depending on what grade or subject you teach, you might be interested in different lesson types. Also, within a class, sometimes you need to differentiate for your students using different content. Well, you are in luck! Not only does NextLesson help you set up classes within Class Manager, but we offer a wide range of lesson types to assign to those classes, too!
NextLesson offers K-12 teachers thousands of standards-aligned lessons that engage students by combining personal relevance, rigor and real world context. We have several different lesson types, that range from basic skills practice to in-depth projects and PBL units. Learn more below about our different lesson types below.
Projects – (Grades K-12) ELA, Math, Science, Social Studies
Projects are extended interactive lessons based in real life situations or simulations, culminating in the creation of a final idea, interpretation or product.
NextLesson Projects are specifically designed to be ready to use and compatible with implementing PBL in your classroom. Our Projects include our Key Components, requiring deeper learning and in-depth inquiry while also incorporating student voice and choice, reflection and revision and student collaboration.
Activities – (Grades K-12) ELA, Math, Science, Social Studies
Activities are interactive lessons that include resources, links, videos, and student/teacher notes. Activities may vary in length from one to multiple class periods and tend to be instructional in nature.
Performance Tasks – (Grades 3-12) ELA, Math
Performance Tasks are high-interest activities where students apply and integrate math & ELA skills using topics they care about. Students develop and apply critical thinking skills in authentic, real world scenarios.
Rank & Reason – (Grades K-12) ELA, Math, Science, Social Studies
In a Rank & Reason, students are prompted to rank a list of choices based on a discussion question, which often does not have a right answer. Students must think critically and provide justification for their rankings. Interactive features allow students to compare their rankings with others and to the class average.
Skill Builders – (Grades K-12) ELA, Math
Skill Builders are short exercises focused on repeated practice of math & ELA skills. We offer five lines of Skill Builders (Essentials, Person Puzzles, Crime Scene Decoders, Crime Scene Decoder – Whodunnits?, STEM-ersions, and Choose Your Own Adventures), which incorporate real world and high interest topics.
Check out our lesson types page or click on a lesson type to start downloading lessons today!


A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.
At Honey Bee Nursery Dubai, we follow the Early Years Foundation Stage Curriculum (EYFS). The EYFS curriculum is a British framework that provides standards and expectations for the development of children. The EYFS curriculum promotes teaching and learning to prepare children forschool readiness by giving the children a diverse range of knowledge, experiences andskills that provide a strong foundation for future learning and school life.
There are seven areas of development in EYFS. All areas are equally important and dependent on each other.
Personal Social and Emotional Development is an important area of the EYFS which involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behavior in groups; and to have confidence in their own abilities
Communication and Language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing them selves in English; and to speak and listen in a range of situations. As we are a Dubai based nursery, we also offer Arabic class.
Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children will also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children will be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.


The Bartók Performing Editions Presents: The Well-Tempered Clavier
September 2, 2019
J.S. Bach's The Well-Tempered Clavier is essential for the study and development of aspiring pianists around the world. As such, Bartók dedicated a lot of time to these pieces and gave a lot of thought to how they can be used most effectively to educate young musicians.
The four-volume The Well-Tempered Clavier was the first of Bartók's instructive editions. Bartók's editing reflects contemporary ideas about performance, and his primary goal was to create an instructive edition that was more detailed than any other which existed during his time.
This publication has been renewed as a two-volume edition (I-II and III-IV, respectively), and it includes suggestions, commentaries and fingerings by Bartók for the performer. In addition to correcting several editorial errors, this version also contains English and Japanese translations of Bartók's original Hungarian and German annotations.
A New Resource for Teaching Piano Pedaling
April 25, 2019
Pedal use is a fundamental part of expressive piano playing, but proper pedaling skills are not easy to acquire. Thus, it is crucial for piano students to become acquainted with the use of the three pedals as early as possible. As a result, Editio Musica Budapest has published Introduction to Pedaling in order to fill a necessary gap in the existing pedagogical piano repertoire.
Introduction to Pedaling is a collection of pieces adapted to all levels of manual dexterity, enabling learners to improve their mastery of both the musical function and technique of pedaling. The volume contains both individual and joint studies for the three pedals of modern pianos, and it was compiled and edited by prominent Hungarian music pedagogue, Ágnes Lakos.
In addition to ten selected pieces from Samuil Maykapar's Twenty Pedal Preludes (1937), Introduction to Pedaling includes keyboard music from across four centuries, ranging from Johann Sebastian Bach to contemporary Hungarian composers. Pupils can thus encounter pedal marks from different periods.
March 24, 2015
Embrace Music — That is the motto we have adopted this year. In other words, we want to help you to make music an integral part of your life.
Music is all around us these days; it stimulates us more intensely and prevalently than ever before. But do we relate to it passively or actively? Are we merely consumers or makers of music as well?
We at EMB know that making music brings joy. That joy is multiplied and shared by playing to others. What’s more, making music develops individual values, such as concentration, openness, sensitivity, collaboration, and concern for others.
Our aim is to allow as many people of all ages to experience the wonder and value of music.
Faces of contemporary music in music education
March 31, 2014
One of the gems of Editio Musica Budapest is its increasingly expanding series of piano pieces by György Kurtág entitled Games. Now the EMB catalogue is being enriched with two new related publications: János Bali’s exciting and inspiring work, Introduction to the Avant-garde for Recorder Players, and György Orbán’s two-volume, completely individual Aulos: Piano Pieces for Advanced Players to Practise Polyphony.
Beyond their basic differences (range, instruments, and target audience), the three works share common features, for example, an intensive connection with the music of the past and the stress on improvised elements, but most of all, going far beyond any educational aim, they enrich the repertoire of contemporary music with significant, exciting, unmistakeably unique-sounding compositions.
60 years' experience in music education
September 4, 2012
For decades, and today even more so, EMB’s scores have been appearing in every country of the world where music education is recognised as a factor of culturally-forming consciousness, where it is acknowledged that music plays an important role in the personality development of young people.
Our mission is simply to help as many young people as possible to become music lovers by playing an instrument or singing.
The main activity of our music publishing house involves music education, namely the creation and distribution of publications which provide teachers and students, from beginner’s to university level, with methods and concert pieces selected from every period of music history, including contemporary music.


Enjoy this Easy Science for Kids Natural Wonders of the World Quiz – you’ll get your quiz score after completing this FREE interactive quiz for kids on Natural Wonders of the World. You need to answer all the questions to be able to get your score. You can do this fun quiz about the Natural Wonders of the World again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the Natural Wonders of the World.
Natural Wonders of the World Quiz & FREE Quizzes
Our interactive science quizzes are a free science quiz for kids resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Natural Wonders of the World quiz helps your kids learn fun facts about the Natural Wonders of the World while enjoying this FREE interactive science quiz for kids.
If your kid is interested in learning about animals and the world, or is doing after-school education, then this is a fun science activity, with reading comprehension benefits for kids in grade 1-5. Kids will enjoy competing against their classmates and friends, to see who scores highest, doing this fun kids science quiz on the Natural Wonders of the World.
As a reading comprehension training for kids, you can set a timer to encourage kids to do the reading comprehension activity better, while paying better attention to text they read, or set a limit on the number of times your kids can read about the Natural Wonders of the World quiz topic, before they do the actual fun science kids quizzes we offer.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Natural Wonders of the World quiz and our other fun kids quizzes, as a listening comprehension activity; you read out to them about the topic and then read the kids quiz questions and answers. You will select the Natural Wonders of the World quiz answer they think is correct, and at the end you get the quiz score. Your child can try doing the Natural Wonders of the World quiz again and again, till gets the perfect score faster, as your kid learns to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about the Natural Wonders of the World? Check out all our other fun Kids Quiz Questions and other Earth science fun facts for kids. Visit our Earth Science for Kids all about the Natural Wonders of the World page. Get lengthy info here.


Colored Music Settlement School
|Colored Musical Settlement School|
417 W 114th St
|Head teacher||J. Rosamond Johnson|
|Last updated: 31 December 2017 or December 31, 2017|
The Colored Musical Settlement School, also known as Colored Musical School Settlement for Colored People in the City of New York, Inc. was a New York City school established and operated to provide music education for African-American children, who were generally excluded from other music schools.
The term “settlement school” is to be understood within the context of the settlement movement started in 1884 in London. Growing concern in Victorian England concerning poverty gave rise to a movement whereby those connected to universities settled students in slum areas to live and work alongside local people. Through their efforts, “settlement houses” were established for education, savings, sports, and arts. “Settlement schools” are adjuncts of organizations founded to provide education in various disciplines to the needy. In the United States, the two largest and most influential settlement houses were Chicago's Hull House (founded by Jane Addams and Ellen Gates Starr in 1889) and the Henry Street Settlement in New York (founded by Lillian Wald in 1893).
During the 1911-12 season, David Mannes, a European-American violinist, and other supporters founded "The Music School Settlement for Colored People". It was to enable "for the first time in the history of the nation the opportunity for talented black youngsters to obtain excellent musical training at nominal fees."
In keeping with institutionalized segregation of the times, the school was founded to be an African American version of the Music School Settlement, which did not accept Black students. The Colored Musical Settlement School is a small chapter in the much larger history of African-American education in the early 20th century.
References and reading
- Walton, Elizabeth (February 17, 1915). "Letter to W.E.B. Du Bois". Retrieved 31 December 2017.
- Boyce Davies, Carole (July 28, 2008). Encyclopedia of the African Diaspora: Origins, Experiences, and Culture. p. 595. ISBN 9781851097005. Retrieved 31 December 2017.
- Walton, Lester A.; White, L. H; White, Lucien H; K, A. W; et al. (Spring 1978). "Black-Music Concerts in Carnegie Hall, 1912-1915". The Black Perspective in Music. 6 (1): 71–88. doi:10.2307/1214304. ISSN 0090-7790. JSTOR 1214304.
- Volk, Terese M. (Winter 1994). "Folk Musics and Increasing Diversity in American Music Education: 1900-1916". Journal of Research in Music Education. MENC_ The National Association for Music Education. 42 (4): 285–305. doi:10.2307/3345737. ISSN 0022-4294. JSTOR 3345737.


This unit explores major topics in the history of Western art music from the 9th century to c. 1750 in a broad historical context. Beginning with Gregorian chant and the invention of music education notation, we investigate a wide range of genres and styles of the Medieval, Renaissance and Baroque eras, as well as innovations including the development of music printing, developments in musical instruments, and the emergence of opera, sonata and concerto. Musical works for analysis and discussion include examples by Hildegard of Bingen, Machaut, Dufay, Josquin, Palestrina, Monteverdi, Frescobaldi, Lully, Purcell, Vivaldi, Handel and J.S. Bach.
One 2hr lecture/1hr tutorial/week
Tutorial assignments (20%), essay (40%), exam (40%)
J. P. Burkholder and C. V. Palisca. Norton Anthology of Western Music, vol. 1, 7th ed. (2014) J. P. Burkholder, D. J. Grout, and C. V. Palisca. A History of Western Music, 9th ed. (2014)
This is a Foundation unit in Analysis, history and culture studies.
Ability to read musical notation


6 reasons sensory play is important.
1. TACTILE LEARNING
This is an easy one: sensory bins are a tactile way to learn. It even says it in the name: sensory. The foundation of sensory play is play with our senses aka tactile learning.
When a child is playing with a sensory bin, they are using multiple senses to learn about the world. They’re seeing how the rice moves, hearing the way corn meal sounds when it pours, and touching all parts in the sensory bin.
If the bin has a scent – they’re learning through smell. If it’s taste safe (like this Jell-O party I threw once), then they are licking and learning too.
2. LIFE SKILLS
A big part of sensory bin play is the life skills they teach. Life skills is a fancy way of saying “the skills your child will need throughout their life”. In sensory bins, that’s things like scooping, pouring, and dumping.
Sensory bins teach spoon skills and transferring skills, as well as helping kids learn the best ways to fill certain containers.
Adults know you shouldn’t use a wide mouth bowl to pour into a small milk jug…kids learn this through sensory bin trial and error. It’s amazing what they can learn to do from a few bags of bean…
3. PRE-MATH SKILLS
Think about a toddler sitting with a rice bin, scooping and pouring rice into containers. This toddler is learning about measurement (capacity), about estimating, and spatial awareness (the understanding of one object in relationship to another).
Sensory bins might seem like just bits and pieces of a future mess waiting to happen but it’s not. It’s some serious learning.
4. INDEPENDENT PLAY & PRETEND PLAY
Sensory bins are my favourites for independent play and pretend play. Children concentrate and focus during sensory bin play in a much different way than when they are using toys that tells them what to do (think video games) or how to do it (think light up toys that talk and ask questions).
A sensory bin is child driven. The child directs the play, imagines the situations, and determines the tasks. Sensory bins provide the most amazing opportunity for truly independent, uninterrupted play. It’s also why I stand way back when my kids are playing with a bin – I don’t want to disrupt the learning that’s going on.
5. FINE MOTOR SKILL DEVELOPMENT
Think of all the work a child does with their hands during a sensory bin. The moving of fingers, the grip of their hand, the coordination with their eyes to make it all happen.
Compare that to using an iPad.
It just isn’t the same. Sensory bins build motor skills in a way that technology simply cannot.
6. DEVELOPING SELF-CONTROL
When my children are playing with a sensory bin, they are following a set of rules / guidelines that we have in place to keep sensory bin play safe and “relatively” mess-free.
Nothing in your mouth.
Keep stuff in the bins.
These aren’t Earth shattering rules but they are still rules. Boundaries. And my kids play within them.
Sensory bins give my children an opportunity to follow the rules. They might have the impulse to throw the rice, but they stop. They know the rules. They might have the urge to stick a bean in their mouth. They stop. They know the rules.
Sensory bins are a safe place to in-still self-control. To work with something so exciting, but to remain in control of your body.
Sensory bins give us a low stakes playing field to practice following the rules (as in, if they break these rules, it’s unlikely anyone will get hurt. Super low stakes.).
Rules are a part of the real world. Despite my impulse to drive fast on the freeway, I have to follow the rules. And sensory bins provide a really great practice opportunity for rule following.
Sensory play is an important part of childhood.
The bonus, the lottery win, the amazing part of sensory bins is that while they’re learning all these things – you’re probably getting to sit for a second and just watch.
Not playing, just being there. Loving the view of happy children learning so much from something so basic.
So come on – grab that bin of cornmeal and set it down. Don’t shudder. Smile. Your child is about to learn so much.
Adapted from - https://goo.gl/U9xNaE


Curriculum – The Liverpool Counts Quality Mark
The District CE Primary School is working towards achieving the Liverpool Counts Quality mark.The Liverpool Counts Quality Mark is part of a varied programme of strategies targeted at improving maths results for the children.
The specific remit of the Quality Mark is to tackle the negative attitudes towards numeracy and mathematics which are prevalent in many areas of our society.
We aim to challenge these widely held views and promote a culture where people readily understand the impact good numeracy skills and mathematics qualifications can have on the social, financial, health and employment aspects of their lives.
We also aim to support teachers and other adults in our schools to encourage pupils to make connections in their numeracy and mathematics lessons to real life contexts and with other areas of their school experiences.
Recommended Maths Websites and Games
• Primary Games You’ll find all sorts of maths content here, all presented as engaging games and challenges.
• Maths Zone Another collection of games and activities across the full range of curriculum content, mostly appropriate to our KS2 pupils.
• Topmarks Lots of fun games to play with children of all ages! https://www.topmarks.co.uk/maths-games
Internet-based Activities relating to Number and Place Value
• Chinese Dragon Ordering Numbers Learn to order numbers by playing this fun Chinese Dragon game!
• Underwater Counting Game Learn to count up to 10 sea creatures accurately with this fun underwater themed game!
• Give the Dog a Bone Explore the 100 square. http://www.primarygames.co.uk/pg2/dogbone/gamebone.html
• Spin to Win Create the highest number to win the round. http://www.primarygames.co.uk/spintowin/wheelres.html
• Eggs to Order (KS1) Ordering numbers according to place value. http://www.primarygames.co.uk/pg3/orderegg/ordereggsKS1.html
• Eggs to Order (KS2) The extended version that includes decimal numbers too. http://www.primarygames.co.uk/pg3/orderegg/ordereggsKS2.html
• Super Sid’s Decimal Challenge Can you match the decimal numbers to create the target number?
• Splat Square Splat the numbers in different colours. Play games, look for patterns and learn your numbers to 100!
Internet-based Games relating to Times Tables Practice
• Times Table Rock Stars Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice.
• Teaching Tables A collection of little games from the Primary Games website.
• Multiple Wipeout Burst only the balloons that are multiples of the given table. http://www.ictgames.com/rhoodbeyond10.html


By accepting you will be accessing a service provided by a third-party external to https://yamahaeducatorsuite.com/
You have grand plans for your music program, but money is tight. In 2015, music educators celebrated the passing of the Every Student Succeeds Act (ESSA), which calls for a "well-rounded education" that includes music and the arts. But it's been almost five years since ESSA was signed into law, and your program is working to stretch every dollar.
ESSA included Title IV-A funds that school districts can apply to meet the mandates of the law. Allocation of these funds began in 2017.
How can you navigate through the red tape to access these Title IV-A funds? Where can you find information about ESSA and Title IV-A? What information is available that you can use when presenting your music program's needs to school and district administrators? How can you become a music advocate?
Title IV-A (read the complete Title IV law here) is currently funded at $1.16 billion but was authorized at $1.6 billion each year. It is a formula grant program that provides funding for three broad categories:
Get a printable fact sheet from the Title IV-A Coalition here.
As a music teacher, you can be a part of the process to bring these authorized dollars to your district and program.
There are many qualified needs that can apply to your school or district. Funding can be applied to many things, including:
Here are more examples of Music Program Needs outlined by the National Association for Music Education (NAfME).
The Title IV-A funding rules are divided into two tiers:
The basic steps to access Title IV-A funding are:
In short, here is what the process looks like:
NAfME has built helpful toolkits and resources:
The NAMM Foundation has additional toolkits and resources:
How and where has ESSA been implemented and how has funding been applied?
The National Arts Education Data Project is collecting and visualizing interactive arts data funding for many states. The project plans to complete all states' arts education data by 2022.
Use this data to help support the needs of your music program when you talk to leadership at your school, district and state.
Read Music Achievement Council Educational Advisor Marcia Neel's advice on how best to use stats at SBO Magazine.
Yamaha is an active advocate for music education. We want to empower you as music educators to strengthen your programs in any way we can. Please register for the Yamaha Educator newsletter to read up on advocacy, professional development, instruments, resources, partnerships in education.


TUESDAY, June 24, 2014 (HealthDay News) -- All pediatricians should encourage parents to read out loud to their children every day, beginning in infancy, to promote literacy and strengthen family ties.
That clarion call comes in a new policy statement issued Tuesday by the American Academy of Pediatrics' Council on Early Childhood.
The aim of the recommendation is to help parents "immunize their children against illiteracy," said statement author Dr. Pamela High, director of developmental and behavioral pediatrics at Hasbro Children's Hospital in Providence, R.I., and a professor at Brown University.
In fact, literacy promotion should be part of residency training for any medical student entering pediatrics, the policy statement added.
"This is the first time the AAP has called out literacy promotion as being an essential component of primary care pediatric practice," High said. "Fewer than half of children are being read to every day by their families, and that number hasn't really changed since 2003. It's a public health message to parents of all income groups, that this early shared reading is both fun and rewarding."
The stakes are high. Every year, more than one of every three American children start kindergarten without the language skills they need to learn to read, a disadvantage from which it is hard to recover, High noted.
Reading proficiency by the third grade turns out to be the most important predictor of whether children will graduate high school and be successful in their careers, she said. About two-thirds of children in the United States and about 80 percent of those below the poverty threshold fail to develop reading proficiency by the end of the third grade.
The policy statement asks pediatricians to counsel parents about "developmentally appropriate reading activities that are enjoyable for the child and the parents and offer language-rich exposure to books and pictures and the written word."
The statement will be published in the August print issue of Pediatrics.
Research has found that children who are read to by their parents have a leg up when it comes to literacy, High said. Reading can provide even infants with spoken words and sounds that form the basis of future language and literacy development.
Children whose parents don't read to them "hear fewer words and know fewer words. They have fewer literacy resources in the home," she said. "In children with stronger reading abilities, you will learn that their parents started reading to them at a younger age."
Parents reading to their young children also creates a nurturing experience that promotes social and emotional development during a critical period of early development, the statement reads.
"It really is evidence-based that we're going to have several benefits of daily reading from infancy on. It stimulates brain development, and there's no question their speech/language development will be enhanced," said Dr. Peter Richel, chief of pediatrics at Northern Westchester Hospital in Mount Kisco, N.Y. "It also enriches the family experience, and contributes to social/emotional development."
Richel said that his hospital already has taken steps to make literacy promotion part of the education that new pediatricians receive.
"We're adding this in terms of their training, to counsel parents during well-child visits to include daily reading," he said.
Poverty makes a difference in parents' reading to kids, and the policy statement encourages state and federal funding for children's books to be provided to parents at or near the poverty line.
About 34 percent of children age 5 and younger in families living below the poverty line are read to daily, compared to 60 percent of kids in families living 400 percent or more above the poverty line, High said.
Parents should keep reading to their children for as long as their kids show an interest, she said.
"My personal choice about that was I kept reading to my kids until they were 10 or 11," High said, noting that as kids grow older parents can help improve reading comprehension by having deeper discussions about each book.
Richel agreed, but added that parents should make sure they don't force reading upon an uninterested teen.
"When they are reading, some kids want to have every book in the world, while others want to pick up every piece of athletic equipment they see and aren't really in love with reading," he said. "I would make that [reading] part of the routine as long as it lasts. When there's the eye roll, you don't want to be counterproductive, so you never force."
For more on reading to your child, visit Reading Is Fundamental.
This article: Copyright © 2014 HealthDay. All rights reserved.


Online Elementary Education degree programs can be a learning resource for educators from Kindergarten to 5th grade. Learners in this program can gain expertise through courses in teaching techniques, the foundations of elementary learning, and pre-clinical experiences. The diverse and all-inclusive nature of this program can prepare you for an influential career in the field of Elementary Education.
If you are a new prospect to online degree programs in Elementary Education, you might be curious to learn about these convenient programs and what they require from you along the way. Learning online is essentially similar to traditional degree programs, with an added element of virtual learning.
During bachelor’s and master’s programs in this field, you may be expected to log in through your university’s e-learning platform to access your courses. Each week, you may be required to check your syllabus for assignments, engage in weekly readings, and complete homework assignments. Submission of course work in these programs is completed through the online classroom, with drop box features available for easily turning in your assignments. Testing can also be completed through the online course, with some requiring completion within a certain time frame and others not. Attendance in online degree programs can be verified through your weekly log-ins to your courses. Most instructors require that you log in 2-3 times per week, with class discussions being a prime way to exercise engagement with the material.
Although the majority of learning in online Elementary Education programs is complete in the online classroom, your state licensure may require that you participate in clinical experiences and a student-teaching program. Both of these elements of learning may be in-person and require you to locate a placement during your program. Most colleges can provide you with guidance during this portion of your program, making this a great point to discuss with your admissions representative prior to solidifying your enrollment.


Addressing educational disadvantageResearch 8 Sep 2014 5 minute read
Three projects supported by the ACER Foundation are developing actionable ideas to address educational disadvantage, as Deirdre Jackson explains.
The ACER Foundation was established in 2013 as a vehicle for forming partnerships between ACER and other charitable organisations in order to undertake discretionary research and development to improve learning. In 2014 the ACER Foundation introduced the Innovation Fellowship – a new initiative to support ACER staff to develop solutions based on ideas that address educational disadvantage in the community.
Following a call for submissions, three projects have been selected as the recipients of the inaugural Innovation Fellowships. The projects address the development of an educational app for Aboriginal early learners in Western Australia; the development of a best-practice teaching and learning model for refugee students, particularly students from Africa; and developing a mentoring program for Aboriginal and Torres Strait Islander education researchers and research assistants.
The development of an educational app for Aboriginal early learners is tailored specifically to meet the needs of disadvantaged Indigenous pre-schoolers, particularly those who speak English as a second language, in the Broome, Fitzroy Crossing and Halls Creek belt in the Kimberley region of WA. The project is being undertaken by Dr Sacha DeVelle, with support from Tony Dreise and Danielle Anzai.
Development of the app is being informed by Dr DeVelle’s experience over many years working in developing contexts in Latin America and sub-Saharan Africa as well as her experience in the development and launch of the first educational mobile phone project in Uganda.
“The current work addresses a top priority issue for the WA Minister for Education and Aboriginal Affairs, Peter Collier, namely early intervention tools in literacy and numeracy for Aboriginal three- and four-year olds living in remote areas of the state,” Dr DeVelle said.
Research by Paul Hughes, Arthur More and Mark Williams reported in Aboriginal Ways of Learning shows that Indigenous learners have specific, as well as universal, learning styles. The educational app under development addresses specific and universal aspects of Indigenous learning by embedding learning experiences within storytelling, community and cultural contexts. The app measures literacy and numeracy skills, and will also include a creativity measure that examines how three- and four-year-old Aboriginal children respond to simple and abstract tasks within authentic, cultural contexts.
A new mentoring project to match Aboriginal and Torres Strait Islander education researchers and research assistants with ACER researchers, is being established by Kathryn Moyle, Tony Dreise, Gina Milgate and Kelly-Ann James. The team is also developing a research methods training program and maintaining a database of participants following calls for expressions of interest from Aboriginal and Torres Strait Islander education researchers and research assistants.
‘ACER recognises the fundamental importance of Indigenous involvement and empowerment in educational research. Our project aims to increase capability in the area of Indigenous research, by supporting Indigenous researchers and research assistants, but just as importantly by increasing the knowledge and skills of non-Indigenous education researchers as partners in Indigenous research,’ said Mr Dreise.
‘In developing and implementing a research methods training program we are looking to establish a pool of Indigenous educational researchers and create a guide to support Indigenous researchers and research assistants on the collection and analysis of data. We're looking to support Indigenous educators who might be interested in early career educational research opportunities through a mentoring program with support from established researchers and mentors at ACER.’
Mary Kimani’s best-practice teaching and learning model for refugee students, particularly students from Africa, aims to support those who have suffered severely interrupted schooling or have little or no experience of school. ‘The combined effects of low or no literacy in a first or a second language, little or no schooling and trauma mean the process of settling into schooling and learning can be challenging for refugee students,’ Dr Kimani said.
Research indicates there is a lack of appropriate educational and other specialised support targeted to assist the acculturation, integration and school success of refugees. ‘To address that, and the varying cultural and educational needs of refugees from different parts of Africa, we are identifying African refugee students’ schooling experiences, needs and barriers, and the lessons we can learn from these in order to build support systems for students,’ Dr Kimani said. ‘We are anticipating that the model will include mentoring of African refugee high school students by African refugee university students.’
By focusing on practical innovations supported by research evidence, the Innovation Fellowship projects aim to make a real difference for those most educationally disadvantaged in our community.
Indigenous educators, early career researchers and community leaders interested in participating in the Indigenous Visiting Fellow Development Program are encouraged to contact Gina Milgate, ACER Research Fellow (Indigenous Education), on telephone +61 3 9277 5417 or via email.
Further information about ACER Foundation projects is available at < www.acer.edu.au/foundation >


At The Small Schools Multi Academy Trust we believe that the Early Years are critical in children’s development and that the EYFS builds a firm basis for future learning, development and independence.
Here at St Mary's we ensure every child is provided with;
- a happy, secure, well-ordered and stimulating environment, where children can develop as independent individuals through interaction with sensitive adults and other children.
- a broad and balanced curriculum which extends previous learning and covers the seven areas of learning as set out in the Early Years Foundation Stage Framework (Sept 2014).
- a calm and encouraging learning environment where children are supported in developing a positive attitude towards learning, self-motivation, curiosity, confidence and responsibility.
- Enriching, first hand learning experiences rooted in purposeful play in which they can become actively engaged, expressing thoughts, ideas and feelings.
These opportunities will develop the whole child socially, spiritually, emotionally, physically, intellectually and aesthetically. It will encourage every child to believe and achieve, and enable every child to fly like an eagle in everything that they do!
EARLY YEARS CURRICULUM
There are seven areas of learning and development which shape educational programmes in our early years classes. All areas of learning and development are important and inter-connected.
The three prime areas of learning are crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
These three areas, the prime areas, are:
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development.
There are four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
- Understanding the World
- Expressive Arts and Design
Planning in all topics includes the following:
- Communication and language development which involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
- Physical development provides opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children are also helped to understand the importance of physical activity, and to make healthy choices in relation to food.
- Personal, social and emotional development which involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
- Literacy development which involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
- Mathematics which involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
- Understanding the world which involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
- Expressive arts and design enables children to explore and play with a wide range of media and materials, providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
The staff set high expectations for children’s attainment and progress. Sessions are organised so that there is a balance of teacher initiated and child initiated activities. The children’s own interests and experiences are valued and their learning takes these into account. Teaching always allows for the opportunity to explore the unexpected and fly like eagles.
We use a range of different phonics and reading schemes in EYFS.
For our Guided Reading sessions we are using Rigby Star.


For the Birds! has been inspired by Audubon (New York). For the Birds! is an elementary education programme that teaches environmental awareness and appreciation of nature through the study of birds. Together with a friend of ours, Barbara Vagliano of New York, we are intending to develop and adapt this programme to suit Spain and our trial area here in Ronda. During an 8 or 16-week session, public school students, in grades for ages 8 to 10, learn about their natural environment through classroom lessons, outdoor field trips, a live bird program, and a conservation project designed to provide bird habitat in the local community. For the Birds! is a well-rounded curriculum that is aligned to performance standards in Math, Science and Technology and English Language Arts. For the Birds! focuses on local birds and local habitats. This place-based learning encourages a sense of pride in one’s own community. Gaining knowledge of the local environment empowers students to take an active interest in protecting it. We hope to bring you more news in future newsletters.
We are, together with Spanish Nature, also taking this programme into schools based in the Sahara region of Morocco. The scheme in Morocco is very much more involved and also sees us partaking in the publication of a small field guide covering 50 typical and local species of birds seen in the area of the schools. We are also organising appeals to help provide secondhand binoculars, telescopes and donations of pencil sets, crayons, writing pads and even bicycles! The provision of old or used bicycles can mean the difference between some children receiving an education or not. Many young children, particularly those belonging to nomadic families, live too far from schools to be able to walk the long distances involved from home to school, bicycles will enable these children to attend.
Note: A very important aspect of our education programme is the provision of new or used binoculars. If you are buying a new pair please consider donating your old ones to our programme. We are also assisting some local wildlife guides who are desperate for used telescopes so if you are buying a new scope, please do consider donating your old one.
Any quantity of good quality children’s clothing, notebooks, drawing books, pen sets, crayons and pencils (plus sharpeners) are all welcome. If you would like to make a donation (even money helps) please contact us for details.


By Teachers, For Teachers
Being a creative classroom teacher may not be your forte, but it can be. For many teachers, creativity comes naturally, but for others, it does not. However, every single one of you has the potential to be a creative teacher. You have what it takes to think about education differently right inside of you. You have studied around creative colleagues and used your imagination to create engaging lessons and activities for your students. If you want to become a creative educator, then you have to know the habits of the ones who already are. Creative teachers aren’t afraid to take risks. They are open-minded, and use what’s around them to help them create innovative ideas and teaching strategies for their classroom. They are willing to try new teaching strategies and methods and are not afraid of failure. They bounce ideas off of their colleagues and students and are will try anything once. They will step outside of the box and are always up to hear about new ideas. Here are a few more habits and teaching strategies of creative classroom teachers.
Creative teachers do not “Teach to the middle:” They use a variety of different modalities to reach each individual learner. Some creative teachers use the Multiple Intelligence Theory to show students how to learn the same concept, but in different ways. For example, when teaching a specific math concept, the creative teacher will show their students visually, kinesthetically, and linguistically. Other teachers may choose to use the “Student choice” method to reach all students. This is where the student gets the option to choose how they will learn the concept.
Creative teachers know that education is forever evolving, so they stay up-to-date with all of the latest educational news. They do this because they know that how important is it to try new things. Every day, the education world is creating new strategies and methods to better reach all learners. Creative teachers follow these trends to ensure that their students are always learning.
Creative teachers are not just creative in the field of education, they are also creative outside of the classroom. They follow their passions and draw from their interests. They use what motivates and intrigues them and incorporate it into their teaching. For example, a teacher who cooks healthy and exercises a lot may incorporate nutrition into their lessons. Or a teacher who paints in her down time may incorporate art into her lessons.
These types of teachers try and intertwine each subject within each other and show students how they are related to their own lives. They take the content that they are teaching students and make them aware of how it correlates in the real world. They spend time highlighting the relationships between subjects and topics and help their students figure out how they all connect.
Creative teachers have a passion for finding the good in every situation. They do not stress over teaching to the standards, instead they look at the standards and try to find a way for students to be creative within them. They use the standards as a guide to help them create new innovative ways to reach their students. This may mean that they incorporate play, learning centers, or student choice into their curriculum. They will do whatever it takes to be creative instead of stressed when it comes to the ever-changing educational standards.
While creative thinking is not a characteristic that everybody may have, with a little forethought and imagination, you can become a creative teacher -- you just need to know where to find it. Sometimes inspiration and ideas may come out of nowhere, and it is up to you to act upon those moments and integrate those ideas into your daily plans.
Are you a creative teacher? If so, in what way? What teaching strategies do you use? Please share what makes you creative in the comment section below, we would love to hear from you.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds master's of science in education from the State University of New York College at Buffalo. She is a contributing writer to TeachHUB.com, TeachHUB Magazine, and Skyword. She was also the Elementary Education Expert for About.com for five years. You can follow her on Twitter @Empoweringk6ed, on Facebook at Empowering K6 Educators, or contact her at Janellecox78@yahoo.com.


Mapping Numeracy Skills 7-10 across each KLA
Use the Numeracy skills framework to map the particular skills taught for each learning area. Indicate the topic in which the skill is applied and the time teachers planned for students to engage in the skill. The mapping grid will provide teachers with an overview of a student’s numeracy journey through the syllabuses, when the skills will be taught and the application. Teachers can clearly see if any skill needs to be addressed earlier or if skills have been missed. The holistic map provides a collective picture of teachers plans to address numeracy within each subject area for a certain year group.


In response to the coronavirus outbreak we are aware that many children will be at home for extended periods of time whether or not the school closes. We have updated this page to include a range of websites that families may find useful during this time. We will review and update this page periodically so do check back from time to time.
Young Minds – advice for supporting those dealing with anxiety linked to coronavirus.
Commonsense Media – to help you check any websites / games that children are accessing and their suitability.
Hungry Little Minds – Recommended by the dfe and full of ideas for 0-5s
Teach Your Monster to Read – A fantastic app to help EYFS and early readers
Virtual Museums – Google arts and culture provides links to many museums who have put their collections online.
Go Noodle – sensory breaks and mindfulness videos
Scratch – computer programming
Duolingo – languages
Mystery Science – science lessons and activities which can be carried out at home
CBeebies Radio – listening activities
Red Ted Art – arts and crafts activities
DK Find Out – quizzes
Mathletics is an online maths resource that all our children are encouraged to use from Year 1 to Year 6. Mathletics switches kids on to maths. It’s engaging, supportive and targeted to the various National Curricula of the UK.
A really useful starting point is the BBC Schools website where a lot of information and resources for teachers and parents are held.
In the run up to National Curriculum tests, the BBC Bitesize website provides a huge range of games, activities and quizes from Key Stage 1 right up to GCSE level.
Websites for Literacy/Numeracy
ict games also provides a range of activities and games to help with literacy and numeracy skills. The site does contain adverts.
The Topmarks website contains a dedicated parents section as well as a wealth of ideas and resources for all areas of the curriculum.
Like the Topmarks website, Crickweb contains a large range of resources and activities for all subjects across the curriculum.
Websites for Phonics
Whether you are a parent or teacher, you can use the free resources on the Letters and Sounds website to help support the DfES Letters and Sounds phonics programme. The site contains lots of useful information if you are new to the phonics approach.
Another very useful website for phonics is the Phonics Play site which contains activities and resources for teachers, parents and children.
Further information from the DfE can be found here
Safer Internet Advice
We have also created some cribsheets for parents with advice for using key websites and apps safely:
Whether you are a parent or teacher, you can use these free resources to help support the DfES Letters and Sounds phonics programme.
from – www.letters-and-sounds.com


Programming Skills for Data Science: Start Writing Code to Wrangle, Analyze, and Visualize Data with R (Addison-Wesley Data & Analytics Series)
Michael Freeman, Joel Ross
立即出貨 (庫存 < 4)
$700Bad Data Handbook: Cleaning Up The Data So You Can Get Back To Work (Paperback)
$999Cloud Data Centers and Cost Modeling: A Complete Guide To Planning, Designing and Building a Cloud Data Center (Paperback)
$607Python 深度學習 (Deep Learning with Python)
The Foundational Hands-On Skills You Need to Dive into Data Science
“Freeman and Ross have created the definitive resource for new and aspiring data scientists to learn foundational programming skills.”
–From the foreword by Jared Lander, series editor
Using data science techniques, you can transform raw data into actionable insights for domains ranging from urban planning to precision medicine. Programming Skills for Data Science brings together all the foundational skills you need to get started, even if you have no programming or data science experience.
Leading instructors Michael Freeman and Joel Ross guide you through installing and configuring the tools you need to solve professional-level data science problems, including the widely used R language and Git version-control system. They explain how to wrangle your data into a form where it can be easily used, analyzed, and visualized so others can see the patterns you’ve uncovered. Step by step, you’ll master powerful R programming techniques and troubleshooting skills for probing data in new ways, and at larger scales.
Freeman and Ross teach through practical examples and exercises that can be combined into complete data science projects. Everything’s focused on real-world application, so you can quickly start analyzing your own data and getting answers you can act upon. Learn to
- Install your complete data science environment, including R and RStudio
- Manage projects efficiently, from version tracking to documentation
- Host, manage, and collaborate on data science projects with GitHub
- Master R language fundamentals: syntax, programming concepts, and data structures
- Load, format, explore, and restructure data for successful analysis
- Interact with databases and web APIs
- Master key principles for visualizing data accurately and intuitively
- Produce engaging, interactive visualizations with ggplot and other R packages
- Transform analyses into sharable documents and sites with R Markdown
- Create interactive web data science applications with Shiny
- Collaborate smoothly as part of a data science team
Register your book for convenient access to downloads, updates, and/or corrections as they become available. See inside book for details.


Beyond TechThe Rising Demand for IT Skills in Non-Tech Industries
A new study finds Canadians need a range of digital and human skills to succeed in today’s job market—and some of the most valuable digital skills are among the most basic.
Burning Glass Technologies research identifies New Foundational Skills that not only get careers started but gain in value as your career progresses.
Nine in 10 IT jobs are outside the traditional tech industry, according to new research by Oracle Academy and Burning Glass Technologies. Beyond Tech: The Rising Demand for IT Skills in Non-Tech Industries, is the third in a series of reports examining how the demand for computer science skills is spreading throughout the job market. Burning Glass Technologies analyzed its database of more than 1 billion current and historical job postings to identify the computer science skills employers demand in a wide range of occupations.
Key findings from the report include:
· IT jobs are large and growing — especially outside of the tech industry. In 2018 there were 6.9 million online IT job openings, accounting for 24% of all online job openings. The vast majority of openings, 89%, were in non-tech industries. Between 2013–2018, IT job growth in the tech sector was 40%; outside of tech, IT job growth jumped 65%.
· IT jobs are in high demand across the non-tech sector. The professional services, manufacturing, and financial services industries are the largest in terms of absolute demand for IT jobs, accounting for about half of all IT openings in the non-tech sector. But many industries with the smallest absolute number of IT jobs actually have large proportions of IT job openings. The utilities industry, for example, accounts for 1% of all non-tech IT jobs, but IT jobs constitute 35% of all job openings in the industry.
· IT jobs in non-tech industries are more accessible than in the tech sector, making them strong entry-points into careers in IT. In the tech sector, 89% of IT jobs require at least a bachelor’s degree, compared to 76% in non-tech industries. Similarly, there are also greater opportunities for entry-level workers to begin their IT careers outside of tech: 29% of openings in non-tech industries request two years of work experience or less, compared with only 16% in tech.
· IT careers are highly lucrative across sectors. IT jobs both in and out of the tech sector pay substantially more than non-IT jobs, with salary premiums of $20,000 or more. The estimated lifetime earnings of IT workers, regardless of industry, greatly exceed those of non-IT workers or minimum-wage workers. On average, IT workers can make 19% more than non-IT workers, or $802,129 over the course of a career. That number soars to 600%, or $4,361,355, when measuring the lifetime earning difference between minimum-wage workers and IT workers. The report can be found at https://burning-glass.com/research-projects/beyond-tech.


A slightly smaller Best Evidence in Brief this time it appears, still this seems a relevant review:
This Campbell systematic review examines the evidence on the correlation between teacher qualifications and the quality of early childhood learning environments, as measured by the Environment Rating Scale (ERS). The review summarizes findings from 48 studies with 82 independent samples. The studies had to be comparative or correlational and report either an overall quality scale or an environment rating scale.Overall, the review suggests that higher teacher qualifications are positively associated with classroom quality in early childhood education and care (effect size = +0.20). The review also suggests a positive correlation between teacher qualifications and classroom quality on a number of subscales, including:
- Program structure – focusing on the schedule, time for free play, group time, and provisions for children with disabilities (ES = +0.22).
- Activities – this relates to fine motor, art, music/movement, blocks, sand/water, dramatic play, nature/science, math/number, use of digital technologies, and promoting acceptance of diversity (ES = +0.20).
- Language and reasoning – encouraging children to communicate, use language to develop reasoning skills, and the informal use of language (ES = +0.20).The researchers conclude that while there is evidence for the relationship between teacher qualification and classroom quality as measured by the ERS, further research is also needed into the specific knowledge and skills that are learned by teachers with higher qualifications that enable them to complete their roles effectively. It is important to note also, that while higher quality in early childhood education and care may lead to improved outcomes for children, we cannot assume that this is the case.


You have no items in your shopping cart.
FOUNDATIONAL SKILLS PHONICS GR 2
Support students' phonetic development as they practice key second grade phonics skills. Focus on phonics with fun and engaging activity pages that are research-based and support the Common Core State Standards. This professional resource reinforces phonics skills for second grade and is great for teachers, tutors, and parents to use with students for enrichment, re-teaching, preteaching, or review.
- MSRP: $12.99
- Brand: SHELL EDUCATION
- SKU: SEP51100
- Part Number: SEP51100
- Product Type: EducationalSupplies


Drums 101 gives students the opportunity to apply their rhythmic knowledge to the entire drum set. We will use contemporary music in order to develop an understanding of the drummer’s role in a band. The students will focus on coordination techniques as well as drum rudiments in order to build the confidence to play different styles of music. We will learn to listen to other instruments and how a drummer interacts with these instruments while laying the foundation for the rest of the band to play on top of.
- A well-balanced music education consists of Music Theory, Technique and Repertoire.
- Students learn faster playing music they like.
- Simplified versions of modern songs allow students to see results more quickly.
- Audio recordings of each simplified arrangement are available to students. This allows them to hear how their part should sound.
- Lessons are catered to the needs of each student's learning style.


Each year September 8th marks UNESCO’s International Literacy day, raising awareness globally on the issues surrounding adult and child literacy. First held in 1966 and now part of the UN’s sustainable development goals program adopted in 2015, International Literacy day highlights the changes and improvements being made worldwide in literacy development.
UNESCO has been central to improving global literacy since 1946 and promotes International Literacy day in partnership with governments, charities, local communities and experts in the field worldwide. Using themes and programs the day aims to turn attention on literacy in all its forms in a changing world. Recognising literacy encompasses more than the written word in societies today the theme for 2017 was Literacy in the Digital World’.
International Literacy Day is a day to remind world leaders, influencers and the general public of the current status of adult literacy and learning. UNESCO has used the phrase Literacy is the best remedy in its banners seeing literacy as key to the right for all to an education. In 2015 the UN adopted its Sustainable Development goals to mobilise efforts to eradicate poverty and inequalities across the world, of which improving literacy rates is an integral element.
In conjunction with International Literacy day, UNESCO also announces its International Literacy awards. A prestigious prize recognising excellence and innovation, submissions will be on Literacy and skills development, the theme for 2018. With International Literacy Day the awards help in promoting awareness of the importance and relevance of literacy and adult learning.


Studies show that students retain learning more effectively when they apply rather than regurgitate information. Performance Based Assessment- also known as Performance Based Learning or Experiential Learning- is a method by which students actually participate actively in their learning and apply what they have learned in practical ways.
This course will teach you how to plan a thematic unit that is thorough, meaningful, and has real-world application.
Elizabeth Porter NBCT, M.Ed
Elizabeth Porter is a National Board Certified French teacher (EAYA/WLOE) with a Master’s Degree in Elementary Education and a Bachelor’s in French and Linguistics. Elizabeth also holds a French Degree in called a DEUG Français Langue Étrangère (FLE) from the Université de Caen in Normandy, France.
Elizabeth began her career teaching elementary and middle school English in Normandy France, then returned to the United States in 2002 where she taught for three years at the French Immersion School of Washington. Elizabeth then taught high school French and was the World Languages Curriculum Specialist in Central Kitsap School District. She opened Bon Voyage World Languages Academy in 2016. Elizabeth also travels extensively with students and offers multiple travel programs at Bon Voyage.
Elizabeth is the author of Pathways to Language Fluency: Changing How We Think About Language in the United States, which is an explanation of her unique method- Language with the Five Senses and her journey to create the method. She writes curriculum that aligns with her method for teachers and is currently working on a book about travel with students and Global Citizenship Education.
Elizabeth is the host of the podcast The Bon Voyage Language Experience, highlighting the Langauge with the Five Senses Method.
Elizabeth is a dynamic teacher who is passionate about language, how the brain naturally acquires language, and language advocacy


Madame Curie Biography Worksheet – Free Printables Hidden Words Game Science for Kids
Madame Curie Biography Worksheet – Learn fun facts about Madam Curie with this free printables hidden words game science for kids activity. This fun Biography worksheet about Madame Curie includes a hidden words game and a find the missing word puzzle for kids. Parents and teachers are free to download and print this worksheet as often as they need. The Madame Curie worksheet is ideal for Preschoolers, Pre-K kids, Kindergarten kids and Grammar school kids in Grade One to Grade Five.
Grammar school & Primary school kids can enjoy learning fun facts about Madame Curie and use this worksheet as a reading comprehension exercise. Younger kids who have not yet learned to read and write can enjoy the hidden words game and missing words puzzle as a listening comprehension game.
Educators can use the facts about Madame Curie Biography worksheet as a fun way to teach kids about this famous inventor. Teachers can use this free printable hidden words game to supplement science lessons and special education programs for kids. Kids being home-schooled can also enjoy this fun science for kids worksheet.
Madame Curie was a great inventor! She invented a very special invention we still use today. Do you know what that invention was? Madame Curie married a great scientist inventor and both of them won Nobel Prizes. They usually worked together in their laboratory. Want to know more about Madame Curie discoveries?
Visit the page on our site with fun facts about Madame Curie to learn about her inventions and life and download the Madame Curie Biography worksheet!
Free Madame Curie Biography Worksheet for Kids
[sociallocker]Download free hidden words game for kids about Madame Curie.[/sociallocker]
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Madame Curie Biography Worksheet - Free Printables Hidden Words Game Science for Kids - ." Easy Science for Kids, May 2020. Web. 26 May 2020. < https://easyscienceforkids.com/madame-curie-biography-worksheet-free-printables-hidden-words-game-science-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Madame Curie Biography Worksheet - Free Printables Hidden Words Game Science for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/madame-curie-biography-worksheet-free-printables-hidden-words-game-science-for-kids/
We've recently added
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
- Explore the Wet-Sand Effect at Home
- How to Bake Ice Cream Without it Melting
- Make your Artwork Dance!
- Food Insecurity
Sponsored Links :


If you are a parent, then you know that training children to brush and floss their teeth can present all sorts of challenges! It is no easy task to master for little hands and fingers still fine-tuning motor skills and anxious to move onto the next activity within 30 seconds of starting one. Regardless, it is important for them to begin development of healthy habits that will serve them well throughout their lives. That doesn’t mean it can’t be fun with a few little tweaks to the game!
Children tend to learn visually and audibly as they get to know the world and objects around them. Using an activity to demonstrate how a task is done not only gives them something enjoyable to do, but it can also help them translate the action into personal life skills. Try a fun approach with these little activities which will give kids a visual, hands on skill-building experience.
Scrubbing Activity using… Toys
Materials you will need:
- Dinosaur figurine (or other animal with grooves and crevices)
- Spare toothbrush
- small bowl of water
- Clean surface or tray (place mats work too!)
- Baking soda or play dough
Those tiny little hard-plastic figurines you often find yourself stepping on can prove useful for this activity! By using toothpaste rather than soap, you can keep this activity closely relateable for your kids in regards to their own teeth. Encourage them also to work within a defined space such as on a plate, tray, or place mat which will help refine motor skills.
How to scrub:
The goal here is to follow the same steps with the toy as you would to instruct your kids to brush their teeth.
- Lightly coat the toy with playdough or baking soda paste (if using baking soda, let dry)
- Dip the toothbrush into the water and assist, as needed, with toothpaste application (remember, pea-size dollop!)
- Let the kids scrub away!
- When finished dip the dinosaur into the water to rinse
While they are brushing, discuss why they are cleaning their toys and point out any stubborn bits that need a little extra scrubbing. Encourage them to check that all little crevices are clear before rinsing and drying. Create a positive experience to draw from by even referring to their teeth as little “dinosaurs” (or whatever it is you used for this activity) and ask if they thoroughly scrubbed them clean!
Flossing activity with Play dough
Materials you will need:
- Dental floss
- Megablock or large toddler “Lego” block (Use a regular Lego for older kids)
How to Floss the Dough
- Help or allow your child to put the dough between the bock pegs.
- Show them how to extract and cut the floss. Use the same amount needed for flossing their own teeth
- Demonstrate the proper flossing technique and leave them to it!
As with the brushing activity, discuss the importance of flossing and what happens when plaque (or playdough) is left between the teeth. You can even leave the block out to dry overnight to similarly show your child what happens when plaque remains between the teeth. Not such an easy mess to remove then! Having your child scoop out the play dough from between the pegs is also a great motor skill development activity. This particular activity emphasizes the importance of shaping the floss around the tooth to ensure no little bits of “plaque” are left behind.


Early black institution in Alexandria, Virginia existed when Alexandria was part of Washington, D.C., prior to 1847 as Alexandria County. After Alexandria was returned to Virginia, the southern laws of educating Blacks adversely affected Black education. Many blacks who were free went undercover to pursue their educational dreams. Schooling took place in free black households and in black churches.
During the civil war and soon after the civil war, the Freedmen Bureau and Northerners provided schools and teachers to teach the newly freed colored people. By 1870, the first black public schools were established Snowden School for boys and Hallowell school for girls. These schools provided the basic elementary education. During the early 20th century, black educators of both black schools and concerned citizens from the black community wanted to have a new school building with higher grades for both black girls and black boys. In 1920, Parker-Gray School opened for black students. This web site will discuss early black education from 1860 – 1965 with focus on Snowden, Hallowell and Parker-Gray Schools.


A new era in Mexico’s economic and social history began when President Fox assumed office. President Fox was relatively successful in stabilizing the Mexican economy during his tenure in office. As the run up to the 2006 election began, GDP growth, foreign investment, and inflation all were going in good directions. However, other problems persist. The economic turmoil that erupted during past changes of government must be avoided, an entrenched bureaucracy with allegiance to an opposing political party must be won over or replaced, an escalating crime have (estimated to cost at last 6.2 per cent of Mexico’s gross domestic product) must be controlled, and a favorable relationship must be maintained with members of the North American Free Trade Association (NAFTA)
Some African countries are unstable, with seemingly unending civil wars, boundary disputes and oppressive military regimes. Sierra Leone has three changes in government in five years; the most recent coup d’etat (1997) ended the country’s brief experiment with democracy. Shortly after the coup, a civil war erupted, and (UN peacekeeping forces have had to maintain peace. Central Africa where ethnic wars have embroiled seven nations is one of the most politically unstable regions in the world. Africa is trapped in a vicious cycle. For its nations to prosper hey need foreign investment. But investment is leery of unstable nations, which is the status of most of Africa. A recent World Bank study showed that the 47 nations of sub Saharan Africa were attracting less than $ 2 billion annually in direct foreign investment – about one tenth of what a developing nation such as Mexico attracts.
If there is potential for profit and if permitted to operate within a country, multinational companies can function under any type of government as long as there is some long run predictability and stability. PepsiCo, for examples, operated profitably in the Soviet Union when it had of the World’s most extreme political systems. Years before the disintegration of the USSR Communist Party, PepsiCo established a very profitable business with the USSR by exchanging Pepsi syrup or Russian vodka.
Socioeconomic and political environments invariably change, as they have in the Soviet Union and Mexico. There are five main political causes of instability in international markets: (1) some forms of government seem to be inherently unstable; (2) changes in political parties during lections can have major effects on trade conditions; (3) nationalism; (4) animosity targeted toward specific countries; and (5) trade disputes.
Forms of Government:
Circa 500 BC the ancient Greeks conceived of and criticized three fundamental forms of government: rule by one, rule by the few, and rule by the many. The common terms for these in use today are monarchy (or dictatorship), aristocracy (or oligarchy), and democracy. About the same time in history Cyrus the great monarch of Persia, declared that the purpose of government was to serve the people, not vice versa. Cyrus’s notion is embedded in the constitutions of most modern nations. Following the collapse of communism circa1990 the world seemed to have agreed that free enterprise democracy was the best solution to all the criticisms of government since the time of Aristotle, Cyrus and the others.
Thus of the more than 200 sovereign states on the planet almost all have at least nominally representative governments with universal suffrage for those 18 years and over. In about 10 percent of the states voting is required; in the rest it is voluntary. A few have some unusual for suffrage: In Bolivia you can vote at 18 if you are married and at 21 if single; in Peru police and military personnel cannot vote; in Croatia you can vote at 16 if employed; in Lebanon only women with at least an elementary education can vote; in Croatia you can vote at 16 if employed; in Lebanon only women with at least a elementary education can vote (although all men can vote) and Saudi Arabia precludes women from voting. The last appears to be the only state still completely in the dark ages with regards to suffrage.
The Central Intelligence Agency claims to have taken a look beyond the faced of constitutions in their descriptors. For example, Iran (modern Persia) is defined as a theocratic republic recognizing that the constitution codifies Islamic principles of government as interpreted for the Koran. Although political parties are allowed to function, they hold little political power. Instead, the Supreme Leader controls all important decisions of the government including who is allowed to run for president in Iran.


Education of a child in Japan begins early at home. At the age of 6 children are enrolled in elementary school followed by Junior High School which starts from 7th grade and goes up till 9th grade. From elementary to junior high school, education in Japan is compulsory after which they can go for high school or upper secondary education. The programs offered at colleges and universities usually last for four years and lead to graduation. In some universities six year programs are also offered that ultimately lead to a professional degree.
Pre-schooling or early education in Japan starts at home by mothers who are supported by several specially designed books and Television programs. Usually the training and education given to a child at home is about social behavior, manners and well thought-out play. Gradually verbal and number skills are also introduced. Though pre-schools are supervised by the Ministry Of Education, it isn’t part of the official education system. Preschools are usually staffed with female college graduates. Apart from the pre-schools, a well refined system of day care centers is also supervised by the Ministry Of Labor. In Japan, about 90% of children are enrolled in day- care centers and pre-schools before entering the first grade.
In Japan, entering an elementary school is considered to be the most crucial part of a child’s life. The ratio of children getting their elementary education in private schools is very low as compared to the public schools because of high tuition fees in private schools. Same is the case with private secondary schools. Majority of the parents prefer public schools due to high cost of private institutes.
High school or upper secondary education in Japan is considered optional, still according to the estimates taken in 2000, around 94% of the junior high graduates went to high schools.
After high school, different colleges and universities provide higher education from four to six years. According to the estimates in 1991, there were about 2.1 millions students who got enrolled in 607 universities. The majority of the college students go for the full time courses. At this level education is considered expensive, however, there are several types of funds and student loans offered by the local governments, nonprofit corporations, and various other institutions.
Frequently Asked Question(s)
Q:My search on Education in Japan led me to Career Development course. Could you tell me more?
A:It is common to come across the mention of various courses and programs relevant to the field while going through search such as Education in Japan. Career Development course can be a part of numerous programs. In this course the students are introduced with career development and importance choices needed to be made in life.
Q:What can be the benefits of online education Japan?
A:There are a number of benefits offered by online education Japan that is not there in on campus education. With online education you can study at your own pace and make your own schedule. Online programs are also cost effective, as you do not incur travelling, textbook, or hostel accommodation costs.
Q:While searching for online education in Japan I came across the master's in general education program. Can you give me the details of this program?
A:If you found the master's in general education program, while searching for online education in Japan, you would have noticed that this program is a pathway to a very rewarding profession. The topics that are generally covered in the program include theories and issues in literacy, educational change and innovation, gender and education, languages, culture of school organizations, and the reforms in education.
Ask your Question
* All Fields are Required


Early Literacy in Education
“Literacy learning has a profound and lasting effect on the social and academic lives of children. Their future educational opportunities and career choices are directly related to literacy ability. Since early childhood is the period when language develops most rapidly, it is imperative that young children are provided with a variety of developmentally appropriate literacy experiences throughout each day, and that the classroom environment is rich with language, both spoken and printed. Early childhood teachers are responsible for both understanding the developmental continuum of language and literacy and for supporting each child’s literacy development.
Literacy learning begins at birth and develops rapidly during the …show more content…
A teacher may ask Billy to identify the first letter of his name. “B” replies Billy. “What sound does the letter B make?” “Buh-buh-Billy exclaims the child. Billy is now inspired and driven to want to learn the other sounds the letters make. Parents and teachers must also realize that reading will contrast greatly as children grow. Below is a list that may help each parent as well as teacher:
• Talk, read, and sing to infants--they learn from everything they see and hear even in the first stages of life.
• Take your baby to the park, zoo, and the store with you. Bring her attention to objects, signs, and people.
• Always make books a part of your baby's toy selection, even if he enjoys handling books more than being read to. As your child grows, point out pictures of objects and offer their names. Eventually, your child will be able to name the pictures, too.
• Encourage associations between symbols and their meaning--as they get closer to toddlerhood, children may begin to recognize familiar signs for products and logos for cereal or fast food restaurants.
• Help toddlers make the transition from baby talk to adult language by repeating their words and expressions correctly without reprimanding them.
• Let toddlers "read" their favorite picture books by themselves while you remain close by to comment. Or, pause before a familiar word as you read to your toddler, and let her fill in the missing word. This


The lower school years are the time to build a foundation for a lifelong appreciation of the arts.
Children engage in music, theater, dance, drawing, painting, sculpture, printmaking and ceramics and are encouraged to explore and experiment. They visit museums and cultural institutions and study the works and lives of artists.
Arts activities are integrated in the classroom curriculum, whether students are creating clay sundials during the first grade unit on Mexican culture or making Japanese prints during the fourth grade unit on East Asia.
Our young artists strive for educational excellence through practice and constructive critique, reflecting on, revising and refining their work over time. We also strive to use our exhibit and gallery spaces to validate the student experience while engaging our community in an exciting, celebratory, and thought-provoking manner. The visual arts play a significant role in the intellectual life of our students. The arts enhance thinking - the ability to use observation, metaphor, interpretation and imagination. We believe that analysis, creativity, the process of creating something, and innovative thinking are life skills that the arts develop.
Respectfully valuing all perspectives and voices produces a more tangible understanding.
The Heart of an Artist
Junior kindergarten students didn’t just paint hearts for Valentine’s Day in February. Instead, they used their artistic skills to honor one of the most celebrated African-American painters of the 1940s, Jacob Lawrence. The students learned that the Harlem artist painted everyday life as well as historical narratives of African-Americans, including The Migration Series, a pivotal set of pieces that focused on the movement of hundreds of thousands of African-Americans from the rural South to the North, and their adjustment to the Northern cities. Students then created works on paper hearts that focused on their own home and items around it in an effort to showcase the communities represented in their classroom.
Highlights and Shadows
Second graders create self-portraits in the style of Pablo Picasso.
365体育网址大全Performing arts are represented in the lower school by general music, band, and dance/movement. From the earliest years, students in music classes begin with what they do instinctively: play. Imitation, experimentation, guided exploration, and personal expression lead effectively into music literacy. The music curriculum is based on the Orff Schulwerk approach of exploration, while it incorporates the music reading, aural literacy and movement-based principles of the Kodaly, Gordon and Dalcroze approaches to music education. The general music program aligns with the academic, physical education and visual arts curricula within a framework of multiculturalism and inclusion.
Outside the classroom
- wind ensemble
- student art shows
- grade-level assemblies
- after school resources for grades 1-4, including visual arts, performing arts and instrument instruction.
For young children, especially, the visceral component of arts education is so important. In our art room students touch art. They put their hands in clay. They put mosaics together. They get to feel materials and fabricate things.”
One of the reasons why theater is so important is that it teaches empathy and presentation skills, and I found myself applying both to my schoolwork outside of the shows.
Participating in middle school and high school productions taught me so much about empathy and creative expression, and as I got older, I realized how much those skills in particular prepared me for leadership in the Latin community and beyond.