Using concrete but age-appropriate materials with adult learners enhances instruction by providing a context for language and literacy development. A basic kit of materials might consist of the following objects, games, and materials.
- realia: clocks, food items, calendars, plastic fruits and vegetables, maps, household objects, real and play money, food containers, abacus, manual for learning to drive, and classroom objects;
- flash cards: pictures, words, and signs;
- pictures or photographs: personal, magazine, and others;
- recorder and CDs, including music for imagery and relaxation;
- overhead projector;
- DVD-player and videos;
- camera for language experience stories—to create biographies and autobiographies;
- games such as bingo and concentration: commercial or teacher-made;
- colored index cards to teach word order in sentences, to show when speakers change in dialogue, to illustrate question/answer format, and to use as cues for a concentration game;
- cuisenaire rods to teach word order in sentences, to use as manipulatives in dyad activities;
- colored markers to teach word order, to differentiate between speakers in a dialogue, and to illustrate question and answer format;
- poster, butcher, and construction paper;
- colored pencils, and crayons;
- scissors, glue, and masking tape.


How can you make sure that your children stay healthy?
Your role as a parent is crucial all throughout the different stages of child development. If you want your children to live a healthy lifestyle, you must arm them with proper knowledge and guidance. You must act not only as a provider, but also as a model and regulator of their dietary choices.
Here are some tips that will help you equip your children with habits that will keep them fit and rosy-cheeked:
1. Walk the talk.
Studies say that children learn what, when and how to eat through direct experiences with food and by observing the eating behaviors of the people around them. Children of parents who consume healthier food such as fresh fruits, vegetables, and milk also have the same food preferences that they carry as they grow older.
Eat with them and let them see your healthy food preferences as well as your regulated food intake.
2. Teach them to be independent.
As your tot starts to explore the world around him, let him discover new flavors and make decisions for himself. Allow your child to choose from a variety of healthy food choices. Give him enough leeway as to when and how much to eat. Your little explorer may start by eating nothing or eating too much, but his innate ability to know when he’s hungry or not will kick in and guide him in determining his eating pattern.
3. Plant a garden.
Eating something that he himself has planted will more likely add to his interest in fruits and vegetables. This also teaches him to be self-sufficient and hardworking.
4. Go food shopping.
Include your youngster when making your grocery list and take him with you to the supermarket. Doing so will give him ownership of his food choices. Reading labels and comparing costs will teach him other lessons that he will need as he grows up.
5. Cook together.
Have fun making meals together while learning about nutrition and health, among other things. Aside from acquiring cooking skills, your child will also get to appreciate the value of preparing a good, healthy meal.
Make your cooking time enjoyable by cutting up fruits and vegetables in fun and crazy shapes, for example. Your child will even be proud to show his healthy snacks in school!
6. Read up and share knowledge.
Part of your child’s milestones is literacy development. Shoot two birds with one stone as you and your child read up on topics about food and nutrition. Share information in a way that is appropriate for his age and level of comprehension.
By learning about the benefits of good food, he will learn to appreciate and lean towards adopting a healthier lifestyle.
7. Get up and play.
One important factor that goes hand in hand with eating healthy is to also have an active lifestyle. Encourage your child to play instead of being glued to gadgets, games or television. Eating while watching TV, for example, can also encourage “mindless” eating which could lead to weight gain.
Kids over six years old should at least have 60 minutes of play a day to keep them fit.
8. Avoid putting your child on a “diet”.
Be mindful of putting your child on a diet unless recommended by his doctor. Putting children on fad diets can lead to eating disorders. Work out a healthy meal plan instead and engage in physical activity.
Healthy choices lead to a healthy, successful life.
Healthy eating habits will need to be consistently taught and reinforced in family, school, and community environments. Ask any expert nutrition advisor and he will tell you that these strategies need to be done throughout childhood and adolescence as this will have a profound impact on your child’s well-being.
As a parent, you want your children to be the best version of themselves. Equipping them with the correct habits toward maintaining a healthy lifestyle can help them reach their goals and succeed in life. With proper guidance in nourishing not only their bodies, but their hearts and minds as well, your children are well on their way to success.


Sensational Babies: Meeting sensory needs in early intervention
Sensory Processing Disorder and Autism are now recognized earlier in development than ever before. Early Intervention professionals must meet the sensory needs of these little ones. In addition, they learn how to help parents deal with developmental issues that arise. This 2-hour webinar discusses sensory modulation difficulties and the resulting impact on sleep, self-soothing, feeding, social interaction, speech and language development, and fine and gross motor skill development. Participants come away with resources and strategies to promote modulation and facilitate typical development. Our early childhood webinar package also includes this course.
- Recognize signs and symptoms of sensory processing issues in babies and toddlers.
- Understand assessment options for identification of sensory issues in the birth to three population.
- Identify the benefits of using visual support systems in meeting the sensory needs of young children.
- Select activities to support babies and toddlers in their daily routines based on their sensory needs.
- Identify intervention strategies to support issues with sleep, feeding, bathing, dressing, social interactions, play, and motor skill development.
Target Audience: intermediate-level OTs, COTAs, PTs, PTAs, SLPs, teachers, and other early intervention professionals
Course Instructor: Gwen Wild, MOT, OTR/L
Learning Assessment: Objective post-test
Continuing Education Units (CEUs)
Certificates Immediately Available!
AOTA approves this course for 0.20 AOTA CEU or two contact hours under this Classification Code: Category 2, OT Process: Intervention.
This course is offered for 0.20 ASHA CEUs (Intermediate level, Professional area), available September 13, 2019.
♦ Information on refunds and returns
♦ Continuing education policies and procedures, course completion requirements, special needs request, complaint policy, and more
♦ Questions? Email firstname.lastname@example.org.


Learning resources for teachers and students
Connect your learners with nature and Country through NSW National Parks’ suite of online education tools.
Read more about Learning resources for teachers and students
Designed by a team of NPWS rangers, scientists and traditional knowledge holders, this content supports engaged student learning across the spectrum.
Our resources are aligned with the NSW syllabus and learning outcomes. They use contemporary approaches to environmental education and follow Aboriginal protocols for cultural safety.
Explore our growing range of learning resources below. Join our community of learners today.
Who cares about national parks? Stage 2 learning resource
Discover what national parks are, why they exist and who looks after them in this comprehensive, modular 7-lesson resource.
Students will navigate a step-by-step online learning platform rich with information, video content, relevant links and fun interactive activities. Teachers can assess the formative and summative activities throughout. Incorporating Geography, English, Science and Creative Arts learning areas, this resource delivers learning in a contemporary and engaging way.
Teachers can access curriculum links and support via the Stage 2 Teacher Resource: Who cares about national parks. There is also a concise guide for teachers in this learning resource.
WilderQuest for primary students
WilderQuest in the Classroom is a teaching tool that features a series of 10-week units linked to the NSW and Australian primary school curriculum. Covering Science, Geography and digital technology, students can explore natural environments and develop new skills. Visit the WilderQuest in the Classroom digital resource to register as a teacher and create a login for your class.
WilderQuest is a new and innovative way to learn about nature using digital technology. It's available on your desktop or as an iPad app. It features fun online activities across 6 unique Australian landscapes, to develop students’ knowledge of their environment nearby and in national parks.
We’re working on other new educational tools for teachers, students and families.
Look out for these great new resources spanning multiple key learning areas and stages:
- Bushfire case study
- Aboriginal culture and heritage in NSW national parks
The NPWS Academy – NESA-accredited professional development for teachers – is also coming soon.
Want to know more? Register your interest today.


Editor’s comment/ Many piano teachers are dead against digital pianos – especially for young beginners – as this article sets out to explain the reasons why digital pianos are not ideal to learn on.
Many people don’t know the difference between an acoustic piano and a digital piano. I will give you the right advice on which type of piano is best to learn on, especially from a young age.
The best time to start playing piano is when you are very young. The ideal age is 5.
An acoustic piano is the best type of piano to learn on for young beginners. This is because from their very first days you will get used to hearing the real, original sounds of the piano. Your finger muscles will also get used to the weights of the piano keys from an early age and will strengthen them up for later in life.
Digital pianos tend to have a lighter key touch than acoustic pianos and practicing too much on a digital will leave your fingers weak and you will find it difficult to adjust to the touch of an acoustic piano.
I don’t advise learning classical music on a digital piano — It won’t be the same ‘beauty’ or ‘feeling’ — It will be the electric (digital) feeling and not the natural original sounds of an acoustic piano.
Most – if not all – examination centres have acoustic pianos. So if your child has been practicing on a digital piano at home and he/she is confronted with an acoustic piano, they will find it a real struggle to play the exam centre’s piano. Your child will probably not score as high in the exam as he or she should and will end up being disappointed with the result.
Who buys digital pianos?
Musicians that want to compose their own music or practice with their band. They need all these buttons and background sounds. They can connect to their computers. But not for young beginners who will more likely be distracted by these extra features on the piano.
If you have no choice because an acoustic piano will not fit in your house or your child’s bedroom, then the best choice is to go for the ‘most plain’ digital piano that hasn’t got lots of buttons, features (gimmicks I call them!) and has weighted keys with a progressive piano action.
A progressive piano action mimics the weight of the real piano. The bass notes have a heavy touch and they get progressively lighter as you go up the keyboard. This really is a ‘must-have’.
If you are used to driving an automatic car then you will find it very difficult to drive a manual one. But, if you always drive a manual car, then switching to an automatic is much easier. This is the same thing for acoustic and digital pianos. If you learn on an acoustic piano then it is dead easy to play a digital piano. If you learn on a digital piano, or especially a keyboard then you will find it very difficult to adjust to playing an acoustic piano – mainly because of the feel and weight of the piano keys.
Advantages of an acoustic piano
• The acoustic piano has got a VERY long life (if you look after it of course)
• The only maintenance required is tuning once or twice per year
• You can sell it anytime, it never goes out of fashion
• The piano’s value (if looked after) can be more than you paid for it over time
• Acoustic pianos have real, natural sounds
Disadvantages of a digital piano
• If something goes wrong it can cost over £100 to fix.
• New models come out every 2-3 years, technology advances and no one wants to buy an old model
• Digital pianos continue to depreciate over time and will be worth less the more time goes on
• Electric sounds are unpleasant and can put you off practicing
If you are starting to give a music education to your child, think very carefully about which piano you buy for them to practice on at home. If you make the wrong choice, you may regret it in the future.
About the Author
My name is Hejran Stogden. I’m founder of the ALL Talents Music School and Author of Hejran’s Piano Method. I’ve been teaching piano for over 25 years and have set up music schools in Enfield, Finchley, Walthamstow, Stoke Newington, and Worcester. You can find information here: www.alltalents.co.uk and www.hejran.com.
[Do you want to use this article on your website? ukpianos.co.uk gives you permission to copy this article and use it, providing you include this author’s biog box.]


Early in the year, our North American forests come to life (Wake Up, Woods) as native wildflowers start to push up through patches of snow. With longer days and sunlight streaming down through bare branches of towering trees, life on the forest floor awakens from its winter sleep. Plants such as green dragon, squirrel corn, and bloodroot interact with their pollinators and seed dispersers and rush to create new life before the trees above leaf out and block the sun’s rays.
Wake Up, Woods showcases the splendor of our warming forests and offers clues to nature’s annual springtime floral show as we walk in our parks and wilderness areas, or even in shade gardens around our homes.
“An enchanting peek into the splendor that awaits us outdoors.”
– Richard Louv, author of Last Child in the Woods
Readers of Wake Up, Woods will see that Gillian Harris, Michael Homoya and Shane Gibson, through illustrations and text, present a captivating look into our forests’ biodiversity, showing how species depend on plants for food and help assure plant reproduction. This book celebrates some of nature’s most fascinating moments that happen in forests where we live and play.
“Detailed illustrations, lilting verses and scientific explanations make “Wake Up, Woods” an important text for anyone wanting to wake up to the wonder around them when visiting the woods. This is an excellent nature book to share with young readers and is perfect for the classroom, or to tuck in a backpack before a hike.” —Wednesday Word blog of the Indiana State Library, Suzanne Walker, Indiana Young Readers Center Librarian.
Congratulations to Wake Up, Woods, a recipient of a Silver Medal of Achievement as part of the 2020 GardenComm Media Awards!
Michael A. Homoya is a botanist and plant ecologist. He works for Indiana Department of Natural Resources, Division of Nature Preserves and is adjunct faculty for Indiana University-Purdue University Indianapolis. He has been a botanist and plant ecologist for the Indiana DNR Natural Heritage Program since 1982. His duties include discovery and assessment of natural areas for inclusion as state dedicated nature preserves, conducting field surveys for rare species and state-significant natural communities, and updating the official Indiana list of rare, threatened, and endangered vascular plants. Current book projects are about Indiana ferns and Indiana’s early natural landscape. He teaches Indiana flora class at IUPUI.
Shane Gibson has been in education for over 20 years, writing poetry for more than 25 years, and enjoying the outdoors since birth. At an early age, Shane’s dad immersed him in nature and this immersion grew into a life-long passion for the outdoors. With degrees in environmental science and elementary education from Indiana University, Shane enjoys blending his love of the outdoors, writing, and literature. He is Environmental Education Director for Sycamore Land Trust, is former Director of Environmental Education at Bradford Woods, Indiana University’s Outdoor Center, naturalist with Indy Parks, and a classroom teacher.
Gillian Harris is a natural history illustrator and botanical artist working at the intersection of art and science. Gillian has studied at Indiana University, Harvard University, and the University of Michigan. She has illustrated field guides and garden books, and has exhibited her illustrations in zoos, botanical gardens, and at the Smithsonian National Museum of Natural History. Gillian loves to hike; one of her favorite places is the Great Smoky Mountains. She also draws inspiration from the wild plants and animals she encounters in the Great Lakes region and in her own backyard, the wooded uplands of southern Indiana.


To learn more about important milestones in the Conservatory's history, launch the interactive timeline and view videos on the history of the Dance, Music, and Theater divisions.
In 1867, Boston newspapers advertised the opening of the new "Boston Conservatory of Music" in the heart of the city. Located across from the Boston Common, the school would usher in a new era of music education in Boston, rooted in the vision of its founder, Julius Eichberg.
Trained in the European conservatory tradition, Eichberg believed that superior music education is achieved by building strong connections with students, and that all students—regardless of gender or race—should have the opportunity to excel. After founding the Conservatory, Eichberg quickly enacted this vision, forming the first-ever all-female string quartet: the Eichberg Quartet.
The Conservatory flourished during the latter half of the 19th century, until Eichberg's death, when leadership changes led to years of financial uncertainty. It was not until 1920, when Agide Jacchia—then conductor of the Boston Pops—realized that the school's legacy was worth preserving. With his Boston Symphony Orchestra connections, Jacchia revitalized the Conservatory by establishing the country's first-ever department of grand opera and hiring the city's best musicians as faculty to shape the next generation of performing artists and entrepreneurs. One such alumnus from that time was Albert Alphin, who would go on to change the entire course of Conservatory history.
Following his graduation from the Conservatory, Alphin recognized Boston as a hub for music education, and established his own collective studio for music instruction, the National Associated Studios of Music (NASM). While Alphin's business flourished, Jacchia's death in 1932 brought on another period of uncertainty for Boston Conservatory. Alphin, fearing the collapse of his alma mater, stepped in as president and amalgamated NASM with the Conservatory to keep it running.
While Alphin's leadership upheld Eichberg's principles of building strong student connections, his vision of performing arts education went beyond classical music instruction. Soon after assuming a leadership role, Alphin brought in Harlan F. Grant to establish a theater program and, in 1943, Alphin persuaded renowned modern dancer Jan Veen to merge his burgeoning dance studio with the Conservatory. Thus, Boston Conservatory became the area's premier performing arts institution, and was the first conservatory to grant undergraduate degrees in all three major arts disciplines: dance, music, and theater.
Under the recent leadership of William Seymour and Richard Ortner, the student body expanded, while maintaining the feel of a small community, and the Conservatory solidified its status as a leading institution in performing arts education. Today, Boston Conservatory at Berklee remains a community where students can perform, collaborate, learn, and excel.


#TeachEverywhereGrowAnywhere #FoodSecurityIsFreedom #LearnGrowEdSeries
The purpose of this project is to convey the basic vocabulary and concepts of plant biology in the most simple terms. The foundational concepts are that plants grow in dirt and that fruits and vegetables come from plants. Preoperational learners will not be able to conceptualize the seed-to-plant-to-harvest life cycle of a garden plant. They must learn more foundational skills before they can conceptualize such things, such as “What is soil?” and “What is a plant?” The basic vocabulary to instruct here is:
These are the basic materials of a container garden. Teaching the vocabulary for these materials is good by itself, but it’s meant to actually lay the foundation for a larger concept that plays out of time. The story continues with:
How to approach teaching vocabulary to a preoperational learner about a concept that plays out over the better part of the year is tricky. Remember how much your learner will grow and evolve over that same period of time. You should be able to anticipate an increase in his/her sophistication and ability to master more complex concepts by the time your self-watering container garden comes to harvest, particularly if you continue to use it as an on-going learning experience and give the seed-to-harvest cycle a chance to play itself out before your learner’s eyes.
To start, however, you need to put everything on the table at once. Teach the vocabulary by showing your learner real containers, real soil, real plants, and real food. If you can show your learner the same kinds of foods that the plants will eventually produce and explain that the plants make the food using clear, simple language like, “This is a tomato. Tomatoes come from tomato plants. This is a tomato plant. It will make more tomatoes,” you will go a long way towards laying the foundation for your learner’s eventual comprehension of these concepts.
The ongoing gardening experience will allow you to reinforce that learning by pointing out things like, “Oh look! Your tomato plant has flowers on it! They can turn into tomatoes!” and “Oh look! The flowers on your tomato plants are turning into tomatoes!” and then “Oh look! Your tomatoes are ripe and ready to eat. Let’s pick them!”
As your learner progresses towards concrete operations, he/she will begin to make reliable predictions about how the world works with respect to things that can be concretely demonstrated to them. By teaching these early concepts during their preoperational phases, you usher in the next developmental milestone with a structured, logical framework upon which more sophisticated learning can then be added as your learner matures and grows.


Imagine the vast changes that have taken place between 1839 and 2011.
The Old School was built in a period of change with an emphasis on reform, and it was itself a new school and a significant development in Stanwick. The idea of a school in Stanwick reflected a change in attitude to the rural poor and to the value of education for all. The idea came from the Rector of Stanwick in 1838, the Revd. John Sergeaunt, MA(Oxon). He had already built a school at his last parish of Great Doddington near Wellingborough. In a letter of his dated 3 Feb 1838, he writes:“I am desirous of establishing a School in this Parish in union with the National Society.”
He goes on to refer to the flourishing school he built at Doddington which he left in 1837.
According to the 1839 legal document for the Stanwick school we can see that the agreement was signed on 31st August and it was enrolled on 19th September.
We also learn that the Rector gave the land from the orchard garden of the Old Rectory. From his letter dated 28 November 1839 we found that he also paid for the stone and its cartage. He refers to a ‘respectable builder’ called Litten from Wellingborough who estimated £245 for the work to build the school and a Master’s house.
This was accepted after gaining several estimates. He states that the funds and grants received or promised amounted to £197 19/3d. As the overall total cost was £252 14/4d he was troubled by the deficiency of more than £54 which he had to raise.
He refers to the exertion in gaining the funds to which he added his own subscription. He even refers to “despairing of even having a school if I did not on my own………begin the building.”
He went ahead with the building, and in the same November letter he writes: “The building is in progress. The walls are up, the window frames in, the roof on and just covered in.”
We owe so much to the Rector’s pioneering vision and determined drive that the Old School was built. We also owe much to all those who supported the Rector and for those who gave money. The two Churchwardens who became trustee owners with the Rector were George Gascoyen of Stanwick Hall and William Denton of Stanwick Lodge. In the 1841 census for Stanwick we read that the Rector, his wife Sarah and 11 of their children were living in the Old Rectory.
In 1851 he had 320 acres and employed six agricultural labourers. There is much to tell about this family, perhaps in another article. The new school in 1839 brought change to Stanwick, and it is possible that there were those who were against the loss of the orchard garden in order to put up a school for the poor children of the parish.
The Old School was inevitably bound up with further change as the Victorian age progressed. The expansion of the population and the important Education Act of 1870 showed up the inadequacy of the Old School. This led to an extension of the building. which explains the plaque showing 1876 over the porch. The Old School changed to meet the greater demands of State education in the 1870s and beyond. In a letter written by a later Rector, the Revd. W.F.M. Hamerton he states: “Under the Elementary Education Act of 1870, the Rector and Churchwardens granted the School to the Stanwick School Board and their successors by lease for 99 years on 15 June 1875.”
In the same letter written by the Rector on 27 August 1931 to the Secretary of the National Society he writes about the Stanwick settlement: “The Northampton(shire) County Council is about to surrender the School to the Rector and Churchwardens from whom they hold it on lease ……because the County Council in consequence of other arrangements have no further use for the premises. The site and buildings therefore will revert to the possession of the Rector and Churchwardens…governed by the terms of the original Deed of the 31st August 1839.”


Food Eating Contests
Most people enjoy food, but you have to really love food to sign up for a food-eating contest. Imagine scarfing down 20 hot dogs or 35 donuts! Talk about a stomachache!
- Major League Eating (MLE) is the official professional organization—like the NFL—of competitive eating. It organizes events and keeps detailed records of the winners.
- Competitive eating is not just about how much you can eat, but how fast you can eat—or drink—it. Patrick Bertoletti downed a 22-ounce Slurpee in 7 seconds!
- Sonya Thomas consumed over 8 pounds of Vienna sausage in 10 minutes. She also ate 46 crab cakes in 10 minutes!
- Joey Chestnut holds the record for apple pie eating. He ate almost five big apple pies in 8 minutes. He also holds the record for eating the most brain tacos, chicken wings, and huckleberry pie.
- The first known eating contest was Nathan’s Famous 4th of July hot dog eating contest in 1916. Four men competed to show their patriotism. In 1919, the New York Yankees hosted a pasta eating contest.
- A few big winners earn money and prizes, but most competitive eaters do it for the fun—and thrill—of it. They say there’s something about pushing your body to its limit in front of screaming fans that exhilarates them.
- Competitive eating is a uniquely American sport. People from other countries compete, but America is the only country that regularly hosts such events.
Questions and Answers
Question: Is competitive eating dangerous? Why do we enjoy watching it?
Answer: Competitive eating can be dangerous. People can choke on food, and eating large quantities of food so rapidly can cause digestive problems, as well as spikes in blood sugar.
It’s hard to say why competitive eating is a popular sport. It’s gross, but also kind of funny. It seems to celebrate some of the more negative qualities Americans are sometimes known for–greediness and wastefulness. What do you think?
Head over to the MLE to see more astounding stats on competitive eating record holders.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Food Eating Contest Facts for Kids ." Easy Science for Kids, Nov 2020. Web. 27 Nov 2020. < https://easyscienceforkids.com/food-eating-contests/ >.
APA Style Citation
Tobin, Declan. (2020). Food Eating Contest Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/food-eating-contests/
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Research shows that children who have mastered basic early literacy skills by the time they enter Kindergarten have more success in reading throughout elementary school and beyond.
Star Early Literacy is a nationally renowned adaptive, technology-based assessment that assesses a child’s early literacy and numeracy skills and also indicates whether they are progressing at a rate to be ready for Kindergarten.For school year 2019-2020, Star Early Literacy set the benchmark for Kindergarten Readiness as 530, which means if the child scored higher than 530, she/he has the basic skills and the confidence to embrace all the excitement and challenges she/he will be facing in the Kindergarten program.
Each school year, Preschool and Pre-K children at Primrose School of Willow Glen will participate in three assessment cycles. The year-end testing window has officially completed for Star Early Literacy at our school, and we want to share these outstanding results of our students with you:
Preschool Assessment Results:
Prekindergarten Assessment Results:
Assessment results helps us identify each child’s strengths and weaknesses; it also gives our teachers a direction in their curriculum development in the future.


Adolphe Deschamps ([deʃɑ̃]; also Dechamps [dəʃɑ̃]; 17 June 1807 – 19 July 1875) was a Belgian statesman and publisher, the brother of Cardinal Victor-Auguste-Isidor Deschamps.
He entered public life about 1830 and soon became popular through his contributions to several Catholic newspapers. Having founded, with his friend Pierre de Decker, La Revue de Bruxelles, he advocated in that paper a system of parliamentary government which was termed "government of the centres". The ministries were to be composed of Catholics and Liberals and to be supported by the moderate elements of the two parties. The scheme worked for some years. In 1834 Dechamps was elected to the Belgian Chamber of Representatives, where his talent as an orator soon secured him a prominent position. In 1836 he participated very actively in the discussion of the bill on the organization of the communes, and in 1839 he opposed the Treaty of London, 1839. The Great Powers had imposed that treaty on Belgium and the Netherlands in 1834, but the latter had delayed accepting it in the hope that she might eventually obtain better conditions. Deschamps, with many others, held that by this delay the Netherlands had forfeited her right to the advantages granted her by the Powers and they urged the Government to appeal to arms rather than to surrender any part of Belgian territory. This warlike policy, however, would have been opposed by the Great Powers, and peace was finally signed with the Netherlands.
He also played a leading part in the passing of the bill on elementary education. Up to 1842 there had been no elementary public schools in Belgium, although there were numerous schools organized under the direction of the clergy. One of the provisions of the new bill enacted that religious instruction was to form an essential part of public education and to be under the control of the clergy. The bill was passed almost unanimously by the votes of both Catholics and Liberals. From 1843 to 1848 Dechamps was a member of several ministries. After the defeat of his party in 1848 he became the leader of the Catholic minority in the Chamber of Representatives and retained that position for several years. In 1864 he retired from politics and engaged in financial enterprises, but his ventures proved unsuccessful.Grand officer of the Order of Leopold.
Knight Grand Cross in the Legion of Honour
Knight 1st class in the Order of the Red Eagle
Knight Grand Cross in the Order of Saint Michael
Kingdom of Italy: Knight Grand Cross in the Order of Saints Maurice and Lazarus
Knight Grand Cross in the Order of the Netherlands Lion
Knight Grand Cross in the Order of the Gold Lion of the House of Nassau
Le second Empire (Brussels, 1859);
Le second Empire et l'Angleterre (Brussels, 1865);
Jules César; l'empire jugé par l'empereur (Brussels, 1865);
La France et l'Allemagne (Brussels, 1865);
La Convention de Gastein (Brussels, 1865);
Les partis en Belgique et le nouveau règne (Brussels, 1866);
L'école daBs ses rapports avec l'Eglise, l'Etat et la liberté (Brussels, 1869);
Le prince de Bismarck et l'entrevue des trois empereurs (Brussels, 1873).


Many countries around the world have experienced an unprecedented increase in the education levels of their populations in recent years. Around half of all young people in Canada, Japan, and Israel complete tertiary education. However, despite huge investment in education, a significant proportion of the workforce in some countries still has very low levels of literacy and numeracy, with negative consequences for future earnings and employment.
“…However, the estimates of the wage premium associated with having better basic skills vary substantially across countries. For example, in eight countries the wage premium is below 15% but in six countries it is above 21%. The US shows the highest wage premium from having better numeracy skills at nearly 30%.”
All newly published one-pagers are also available to read and download in German.Find out more.
Opinion: Minimum wages hurt young people
Charlene Marie Kalenkoski
One purported purpose of minimum wage legislation is to increase the incomes of unskilled workers. However, research using US data, plus the bulk of the economic literature, shows that minimum wages usually reduce the job opportunities available to such workers. Youth employment is reduced by 2–3% in response to a 10% increase in the minimum wage. While some workers are lucky enough not to have their hours cut or lose their jobs when minimum wages are imposed or increased, some are not so fortunate. Read the full commentary.
Have a specific labor market query? Get in touch with one of our designated Topic Spokespeople.
IZA/CEPR Annual Symposium in Labour Economics 2018, September 20-21. This year's symposium features a keynote talk by Jesse Rothstein (University of California, Berkeley and IZA). The goal of the symposium is to provide a forum for high-quality work in labor economics and to bring together economists in the field from across Europe as well as key researchers from outside the region.
3rd IZA Workshop: The Economics of Education, October 4-6. The aim of the workshop is to bring together about 30 researchers working on the economics of education, in particular on the theme "Education and the Labor Market."


Incomplete Intelligentsia: Efforts of Folk Teachers to Improve Their Social Status within the Habsburg Monarchy
Languages of publication
As part of the modernisation process, the authorities of major European countries ascribed to teachers of people’s schools the role of educating the lower strata of society (inhabitants of villages, manual workers, etc.). Similarly, they put this professional group in charge of the realisation of the hidden purpose of state education: shaping subjects so that they would accept the social and political order. Given their required education and the social tasks they undertook, it was assumed folk teachers would be associated with opinion-forming groups and the intelligentsia. However, in fact, for a long time, they were denied belonging to either of these groups. During the long nineteenth century, they had to struggle with a negative reception of their efforts in those circles in which the school and the teacher were perceived as unnecessary institutions. In most regions of Central Europe, for example in Austrian Silesia, thanks to the improvements of the professional competencies of the teachers and their dedication in fulfilling their obligations, both at school and outside it, the teachers and their organisations were successful in changing this perception of them. They were also actively involved in the political activities of various national camps. Nevertheless, in most official institutions, they were not the ones making the most important decisions concerning elementary education. At the same time, however, without their cooperation, none of the educational and social plans would have been implemented in practice.Thanks to their participation in the public life of local communities, especially rural ones, over time they became the new opinion-formers, playing the role of an intelligentsia that works among the people. They were not only elementary education specialists, but also pedagogues, activity-inspirers for the adult inhabitants, and experts in dealing with all kinds of situations and emergency issues.
Publication order reference


BHM Series #4: Celebrations of Culture: The Visual History of Social Dance
In honor of Black History Month, I’m reposting a previous series. A few years ago, (2015 to be exact!) I challenged myself to write 28 posts highlighting African-American History. This year I finally reached my goal!!! Check out my original post below which appeared on October 13, 2016. To see more posts in this series, click here.
Even though we are living in what many would like to believe is a “color blind” society, children today see very few positive images of Black culture. With all that is going on with the fight for Black Lives, it’s important for Black children to be educated about our great heritage. It’s important as well for non-Black children to learn the richness of our culture.
More and more, I’m coming to believe the antidote to all this hate is consciously celebrating our history and culture.
In that vein, I wanted to share a great video I came across. It provides a visual history of social dance in our country (dances like the Dab, the Twist, etc.) and also highlights some of the unrecognized contributions African-Americans have made in creating American culture. It also serves as an important example of why quality arts education is important in our schools. Enjoy!
“Why do we dance? African-American social dances started as a way for enslaved Africans to keep cultural traditions alive and retain a sense of inner freedom. They remain an affirmation of identity and independence. In this electric demonstration, packed with live performances, choreographer, educator and TED Fellow Camille A. Brown explores what happens when communities let loose and express themselves by dancing together.”
Camille A. Brown’s work is the antidote to anti-black racism and a testament to the importance of art in our schools. To see more of her #BlackGirlMagic, or learn about her current projects, check out her website here.
Do you know any great artists who are helping to raise visibility of the contributions of marginalized groups to our culture? Do you know artists who are helping to push back on racial or cultural stereotypes? Please share your ideas below.
- Promoting #blackexcellence in and through the arts
- Black Violin — Challenging Stereotypes about Classical Music and Who Plays It
- Antidotes to Anti-Black Stereotypes
- Monday Inspiration: Mix’d Ingrdnts Will Make You Rethink “Women’s Dance”
- “Every school, Every student, Every day.”
- Investing in Music Education Is Smart!
My homework assignment: Inspired by an SNL’s skit, I challenged myself to write 28 posts highlighting African-American culture and heritage (roughly one for each day of the month)… Do you have a great resource to share? Post it in the comments or email me!


Beginning leadership and impacting the future.
Elementary school at Calvary provides students with a sound preparation for higher education. Emphasis continues to be placed on instruction in a Christian environment, which begins in our Early Education Department. Elementary teachers strive to foster a supportive atmosphere giving students the opportunity to develop independence and self-confidence while challenging them to think critically and to solve problems. Consideration is given to the development and nurture of the whole child — spiritually, academically, physically, emotionally, and socially.
• The BIBLE, God’s Word to man, is the grid through which all learning is viewed. The curriculum offers a biblically integrated approach recognizing that all truth is God’s truth and that the whole child must be taught the whole truth. The Bible is woven into the daily curriculum to help children understand and apply scriptural truths within their own lives. Daily Bible instruction, prayer, Scripture memorization, weekly chapel services, and positive adult Christian role models all help each child seek and develop a growing relationship with God.
• LANGUAGE ARTS are organized around the principle that language is the key to learning. In the lower elementary grades, students learn to read through systematic phonics instruction. The aim of rigorous grammar instruction is correctness and clarity in communication. Students are regularly exposed to wholesome literature that compliments the character building emphasis of the school.
• The MATH CURRICULUM is designed to build a strong foundation in basic math facts and skills in order to progress to higher forms of mathematics. Students use manipulative materials and problem-solving techniques that give real meaning to mathematics.
• The SCIENCE program is designed to develop a sense of curiosity, wonder, and enthusiasm about God’s wonderful creations in a variety of science areas. Children are encouraged to develop a sense of the processes inherent in scientific study.
• The SOCIAL STUDIES program encourages students to be historically informed, globally aware, and responsible active citizens. The goal is for students to gain a sense of God’s working in history.
• FOREIGN LANGUAGE is focused on teaching Spanish to our elementary students. An emphasis on the sounds of the language and exposure to the cultures of Spanish speaking countries fosters an appreciation for foreign language and people of diverse backgrounds.
• The TECHNOLOGY program emphasizes the computer as a valuable learning tool that enables students to expand traditional methods of learning. Computer classes integrate classroom studies while students develop skills in keyboarding, word processing, and research.
• Other subject specialists encourage students in the areas of music, library use, art, and physical education. These subjects are also treated as an integral part of each child’s overall educational development.
• Students are encouraged and afforded opportunities in a Christ-centered environment to develop skills essential for life-long learning. These skills include problem-solving, clear and creative thinking, contributing to the community, producing quality work, and communicating effectively.
Clubs and Organizations offered to elementary students (Clubs are subject to change):
- Choral Club
- Elementary Praise Team
- History Club
- Math and Science Club (also offered to Kindergarten students)
- Pep Club
- Foreign Language Club (also offered to Kindergarten students)
- STEM Club (Science, Technology, Engineering, and Mathematics)
- Technology Club


Move Better – Run Better - Run faster
“Why do we only educate our children from the neck upwards? Children should
also learn movement skills from pre-school through to secondary school” - MA
We believe that walking, running and multi-directional movement are
important “Life skills” that are not taught in schools. We need to teach
children good movement skills and then re-teach them better movement as
they grow and develop. It’s not just for the kids that do sport, its movement
This course is for coaches & teachers who want to teach Movement
Education, Motor Skill Development and Running Technique to young people.
Based on 20 years of research and coaching experience, this course covers both the theoretical and practical application of what to observe, what to change and how to coach movement and running, teaching children to become physically competent in running and fundamental movement skills.
Using The Running School™ methodology, this course provides teachers and coaches with the coaching methodology and tools to be able to educate their students effectively and to provide a comprehensive and inclusive physical literacy programme irrespective of age or ability.
Research shows that getting young people moving is important for both their physical and cognitive development as well as:
• Increased confidence
• Better social interaction
• More likely to pursue a healthy and active lifestyle
Movement skills and quality of movement can be taught, refined and reinforced through The Running School™ (TRS) methodology and Dynamic Movement Skills (DMS) programme with advancements made in gross motor skill development, balance, rhythm, coordination, agility and quickness in all three planes of motion.
By stimulating the Central Nervous System though game based movement patterns, significant improvements in running and movement skills can be made in as little as 6 weeks!
Aims & Objective
The aim of this course is to provide attendees with a thorough understanding of the background, research, coaching methodology and practical applications of The Running School™ methodology. It will give attendees the skills needed to deliver movement skills education using Dynamic Movement Skills™ as part of a comprehensive physical literacy programme that can be tested, developed and improved.
At the end of the course attendees will be able to:
• Understand the theory of movement and running re-education and development of gross motor skills
• Know key components of The Running School™ and Dynamic Movement Skills methodology
• Understand the current problems with movement in children and how this relates to their Long Term Physical development and participation in fitness and competitive sport
• Show an understanding of dominant & non-dominant development
• Understand the cognitive benefits of movement education
• Know how to coach and develop gross motor skills, coordination, agility, quick feet & dynamic balance in children
• Observe, correct and test movement inefficiencies
• Demonstrate & coach effective movement patterns and running technique with a methodical approach
• Deliver movement education sessions including game based lessons
• Deliver and adapt progressive session plans that are challenging but achievable for a wide range of abilities & age groups
• Understand how to teach kids with slow movement development, movement dysfunction, Dyspraxia & Autism
- Theory, background & research of The Running School methodology
- Gross motor skills and movement development
- Stages, phases and teaching of fundamental movement skills
- The role of the Central Nervous System and importance of neuromuscular efficiency
- Effects of dominant and non-dominant development– with video case studies
- Benefits of Dynamic Movement Skills
- Practical session in how to observe, correct and test movement inefficiencies
- How to coach running technique
- Discussion of Video case studies of running biomechanics of children of varying age groups and abilities
- Running workshop
- Cognitive benefits of movement re-education
- How to teach kids with slow movement development, movement dysfunction, dyspraxia & autism
- Practical: Games ideas and how to incorporate upper body & sport skills i.e. throwing & catching
- Session planning and how to incorporate movement education in to the PE syllabus
• Coaching Running Technique and Dynamic Movement Skills
• Coaching a group
• Implementing Coaching sessions


What happens when the talibés turn 18?
Having received no other form of education, these talibés often cannot speak French – the country’s official language – and have no professional skills. Even basic numerical concepts like addition and subtraction need to be taught to them from scratch.
Most talibés become marabouts themselves, perpetuating this corrupt practice. Many others become homeless, unemployed, and often turn to crime.
How does Projects Abroad help?
Projects Abroad runs two main programmes in Senegal, which are aimed at assisting the talibés.
We have set up a Talibé Centre which offers a haven of rest to these children during the day, as well as a place where they can enjoy some aspects of the life of a child, and benefit from some basic education, hygiene and healthcare.
Volunteers teach the talibés some basic French, English and maths and, along with our nursing supervisor, tend to infected wounds and offer treatment for sick children. Talibés are able to have a shower, wash their clothes and brush their teeth at the centre. We also offer fruit juice and healthy, nutritious food for hundreds of talibés on a weekly basis.
Volunteers organise sports and leisure activities for the talibés who visit the centre, so that they have a chance to enjoy just being children, even if only for a little while. Beyond the centre, our volunteers also go to visit the daaras and help teach the children to clean, in order to maintain some basic sanitation levels, and tend to the wounds of those who weren’t able to come to the centre.
The motivation, ambition and sense of hope in each and every one of their eyes was magnificent, and every one of the talibés had thought of a sensible micro-finance venture, which were very viable on the whole. I distinctly remember one talibé coming into the office to have his interview with the biggest smile on his face and a sparkle in his eyes, merely delighted at the opportunity he now has.”
Maximilian Wieland, the first Senegal Micro-finance volunteer
This project is specifically aimed at adult talibés. With no education and no experience, it is impossible for talibés to find employment or to receive loans after they leave the daaras. We are the only institution in St Louis to offer an interest-free loan to talibés, to help them move away from perpetuating the cycle of abuse and exploitation.
Before receiving the loan, beneficiaries are taught basic subjects such as French, English, Maths and Business that will enable them to set up a small business. Beneficiaries so far have been able to set up businesses such as fruit stands, fast food stands, small shops, and so forth. By word of mouth, they are able to draw in more talibés interested in receiving a loan. Projects Abroad continues to monitor the beneficiaries, guiding them in the running of their business and how to increase their profits.
The repayment rate for many people has so far been positive, and some beneficiaries are making profit from their businesses. Though on a small scale, this project will help empower these talibés as adults.
Our plan for the future is to capitalise on the hard work of our volunteers and local staff, ensuring that we continue to provide vital care, basic education and skills training to these vulnerable members of society. Using our Global Impact Database, we can constantly monitor our progress in achieving our placement goals, such as improved literacy and numeracy skills. For example, in the past year alone, volunteers have made a significant improvement in ensuring children have access to reading materials and take part in activities to improve their French and English language abilities.
Volunteers have an important role to play on these placements in Senegal. By helping to train entrepreneurs in basic numeracy and business skills, or providing medical treatment to the young talibés, each contribution helps to improve the living conditions and future prospects of these boys.


SEMANTICS OF THE DIFFERENTIAL CALCULUS 575
The application of the differential calculus to geometry produced differential geometry. This prepared the way for the notions of Einstein and Minkowski.
The whole of modern physics becomes possible through the calculus, and it will probably be correct to say that the achievements of the future also will be dependent on it.
The present work is also to a large extent inspired by it, and develops simple non-technical methods by which the psycho-logical structural s.r necessitated by the calculus can be given to the masses in elementary education without any technical knowledge of it. This statement does not include teachers, who should be acquainted with at least the rudiments of the calculus.2
It is true that in the beginning we did not suspect that the semantics of the calculus are indispensable in education for sanity. It is the only structural method which can reconcile the as yet irreconcilable higher and lower order abstractions. Without such a reconciliation, at our present level of development, sanity is a matter of good luck quite beyond our conscious or educational control.
A function may have more than one independent variable; in which case we have a function of several variables. It happens frequently that to one value of the independent variable there may correspond several values of the dependent variable. Then y is said to be a multiple-valued function of x.
Roughly speaking, a function is said to be continuous if a small increment in the variable gives rise to a small increment of the function.
A theory of functions can be developed without any references to graphs and geometrical notions of co-ordinates and lengths; but in practice (and in this work), it is extremely useful to introduce these geometrical notions, as they help intuition. A modern definition of an analytic function is technical and unnecessary for our purpose. Suffice it to say that it is connected with derivatives and power series, which means structure.
Geometry is a very remarkable science. It may be treated as pure mathematics, or it may be treated as physics. It may therefore be used as a link between the two or as a link between the higher and lower order of abstractions. This fact is of tremendous psycho-logical and semantic importance. It is not by pure 'chance' that the most important writers on mathematical philosophy, authors who have generalized their knowledge of mathematics to include human results, were mostly geometers.
Indeed, Whitehead, in his Universal Algebra (p. 32), says, and justly so, that a treatise on universal algebra is also a treatise on certain generalized notions of 'space'. 'Space' should be understood as 'fulness', 'fulness of some-


Career & Technical Education
Waterford Schools Career and Technical Education (CTE) programs provide high school students with work-based learning experiences that bridge the gap between education and the world of work. Supported by strong partnerships with our business community and curriculum aligned to industry standards, these programs increase student options for occupational choice in the pursuit of careers or post-secondary training. Middle school students may enroll in exploratory classes which provide foundational skills to be built upon in the high school programs.
A primary goal of the Waterford School District is to ensure that every student graduating from our high schools will have a realistic career goal and a plan for achieving that goal. In order to accomplish this, we are providing the following career awareness and exploration activities for our students:
- Career and Technical Education courses in the area of business and marketing, technology, health service occupations, and life skills.
- Educational Development Plan (EDP) preparation: a systematic plan a student will follow detailing his/her coursework to satisfy high school graduation requirements and provide a foundation for a future career.
- Career Cruising gives students and their parents easy website access to all of the career research and assessment results in their EDP, as well as information on careers, colleges and sources of financial aid.
- Information about Career Pathways, which are broad groups of careers that share similar characteristics and whose employment requirements call for many common interests, strengths, and competencies.
- Resources for career exploration: Bridges, Internet, Career Cruising, ACT Plan and Explore.
- Work-based learning opportunities, which are planned programs of job training and experiences that utilize business and industrial sites for training as part of the school educational program.


NCASE Resource Library
This publication features some of the best resources, including webinars, briefs, and toolkits, available in the online NCASE Resource Library, developed for both practitioners and system builders.
These selected resources, curated by NCASE, offer ideas and information for OST system leaders to support recovery from COVID-19.
The NCASE Out-of-School Time Professional Development System-Building Toolkit was designed to assist states as they build professional development systems inclusive of school-age providers.
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The Afterschool Alliance's webpage on COVID-19 offers a rich array of resources to help support Out-of-School Time (OST) system builders, administrators, and practitioners in navigating the challenges of the pandemic as they strive to effectively serve children, families, and providers.
This issue brief provides a succinct overview of social emotional learning and why afterschool is a perfect place to focus on this and to achieve positive developmental outcomes. It includes examples of curriculum and activities for afterschool programs from SC, NC, GA, NH, and NY.
This issue brief provides a summary of tools and guidance for summer programs. It includes a summary of the Center for Disease Control's guidance for youth and summer camps, the extensive field guide developed by the American Camp Association and the YMCA, and a comparison of summer camp guidance in 10 states.
This updated issue brief provides a summary of key evaluations on the impact of after school programs. It focuses on academic outcomes, school attendance, student behavior, and parental concerns about student safety.
This issue brief focuses on the importance of taking a comprehensive approach to wellness that includes attention to social emotional health as well as healthy eating and physical activity.
This brief provides a conceptual model for developing quality improvement initiatives and professional development for home-based child care that takes into account the distinctive characteristics for these settings. The model is organized into three components: (1) foundations for sustainability of care; (2) lasting relationships; and (3) opportunities for learning and development.
The Afterschool Alliance has developed an easy-to-use searchable database on evidence-based impacts of afterschool and summer programs.
This issue brief includes helpful facts on literacy rates among underserved youth. It identifies ways afterschool and summer programs can contribute to literacy development. It includes program examples and ideas for advocacy.
This website provides links to all issues of Afterschool Matters, a national, peer-reviewed journal aimed at practitioners who develop and manage youth programs, as well as researchers and policymakers. The journal is published two to three times a year; each journal is 48-60 pages. Articles on almost any topic related to school-age care are available here.


Brass Musical Instruments
“Music gives a soul to the universe, wings to the mind, flight to imagination, and life to everything.” - Plato
These beautiful photographs of brass instruments are meant to inspire and capture your child's curiosity. This set includes a photo wall decal of:
- french horn
Let your child enjoy the fun of playing a toy version of a brass musical instrument. Find websites that play their sounds. Visit places where they can actually experience the sounds and the magic of the real ones.
Music is the greatest creation of man. It is an essential part of life. Everyone loves some type of music. Music is everywhere, it pervades our world. Music has power and importance. It is transformative!
It builds imagination and intellectual curiosity. Introducing music in the early childhood years can help foster a positive attitude toward learning and curiosity. Artistic education develops the whole brain and develops a child’s imagination.
Musical training helps develop language and reasoning. It is scientifically proven that music enhances brain functioning. Children who have early musical training develop the areas of the brain related to language and reasoning. The left side of the brain is better developed with music, and songs can help imprint information on young minds. Playing music uses many brain functions simultaneously such as motor control, imagination, hearing, sight and memory.
Music teaches pattern recognition. Children can develop their math and pattern-recognition skills with the help of musical education. Playing music offers repetition in a fun format.
It teaches memorization. Musicians have to constantly use their memory to perform. The skill of memorization can serve children well in so many areas in education and beyond. Music education greatly enhances children's understanding and achievement in non-musical subjects.
It increases coordination. Children who practice with musical instruments can improve their hand-eye coordination. Just like playing sports, kids can develop motor skills when playing music.
Music can develop spatial intelligence. Children who study music can improve the development of spatial intelligence, which allows them to perceive the world accurately and form mental pictures. Spatial intelligence is helpful for advanced mathematics and more.
Music is a simple pleasure. All it takes is your ears and your imagination!
So now that you see how important music is, how about some lessons?
Our bright colored fabric wall decals are perfect for children's rooms or classrooms!
These wall decals are removable, repositionable, reusable and easy to apply. They do not damage paint and they never leave behind a sticky residue on your walls!
We provide a kit with a small level to get it perfectly positioned!
These decals are 10" x 10". We can make these decals smaller or larger and priced accordingly. Please contact us!
Made in USA
We do our best to ship same day!


Merla Camélia November 3, 2020 worksheets
2. Know the author’s background. This person needs to have a background in education and, ideally, should be trained in the latest educational methods, like brain-based teaching/learning. I personally would never use any materials with my child that didn’t specifically mention being ”brain-based.” I am not talking about just ”research-based.” I see more and more sites claiming to have research-based materials, but what I find is definitely NOT based on how the brains actually learns. Brain-based learning is relatively new in the educational world, but most worksheet sites and materials are using old science or, more often, no science at all.
– Do I feel anxiety if I don’t have worksheets copied? (The answer should be no.)
The answer, of course, is YES they can. In my perfect world of mathematics education, no pre-school child is ever exposed to a worksheet of any kind. I would swing my magic wand, all worksheets would disappear, and the memory of them would be gone forever. In the real world, I know that simply won’t happen. There will still be some parents who will insist on using worksheets.
If education is your goal, you may want a set of worksheets designed to teach your child all of the basic skills they will need for school.
So what is the concern? There are three big concerns, actually.Our teacher ”caution light” should start blinking if we are using lower-level-thinking worksheets (Example: ”Check the box next to the correct answer.”), if we are using too many worksheets or if we are using worksheets as classroom busy work.
Both lower-level-thinking worksheets and too many (even high quality) worksheets can hold students back by not providing stimulus and challenge. Studies have shown for years (just do a Google search!) that children learn best through active involvement and real-life experiences. Virtually every teacher knows that children learn to read by being exposed to books and by being read to, NOT by completing worksheets. The same applies to all areas of learning.
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New European research has found that children who take music lessons in addition to their regular school classes benefit from improved cognitive abilities and a boost to their academic performance.
Carried out by the VU University of Amsterdam, the study looked at 147 children across multiple schools in the Netherlands which all followed the regular primary school curriculum.
The students were split into one of three groups: a music intervention group, one visual arts group, and a no-arts group which acted as a control.
The children in the music and visual arts group received music or visual arts classes in addition to the school curriculum, with the classes providing children with both theoretical and practical lessons.
After following the children for 2.5 years, the researchers tested the children’s cognitive abilities including language-based reasoning, short-term memory, planning and inhibition, and collected data on the children’s academic performance.
They found that the children who received music lessons had significant cognitive improvements compared to all other children in the study.
Children who had taken visual arts classes also showed a significant improvement in visual and spatial short-term memory compared to the control group, who had not received any supplementary lessons.
“Children who received music lessons showed improved language-based reasoning and the ability to plan, organise and complete tasks, as well as improved academic achievement,” says Dr. Jaschke. “This suggests that the cognitive skills developed during music lessons can influence children’s cognitive abilities in completely unrelated subjects, leading to overall improved academic performance.”
However, the researchers also noted that despite the potential benefits of music classes, they have been taken out of many curriculums around the world, in part due to competition with more academic subjects and a lack of funding.
The team now hope that the findings will help to highlight the importance of the music, and the arts in general, as an important part of cognitive development in addition to education.
“Considering our results, we hope that this study will support political developments to reintegrate music and arts education into schools around the world,” added Jaschke.


Advancing Anti-Racist Instruction in K-12 Curriculum
SPONSORED BY NEWSELA
In this webinar, learn how educators, schools and districts can and should intentionally interrogate representation within their curriculum and support anti-racism more broadly. In a time when actively anti-racist content is urgently needed in virtual and in-person classrooms alike, representative voices, diverse perspectives and unheard narratives can still be hard to find in instructional content.
Hear from a panel of experts and education leaders about concrete strategies for implementing anti-racist content in your school or district, across subject areas and grade levels. You’ll also hear from school and district leaders about strategies for taking a multi-pronged approach.
Whether you are just beginning to engage in this work or are further along in supporting anti-racist conversations, you’ll learn practical ways to transform and build upon inclusive or culturally responsive curriculum in order to explicitly teach anti-racism.
You’ll also learn how to:
- Support anti-racism during remote learning
- Develop robust instructional content that promotes anti-racism
- Build an anti-racist culture and safe community in virtual and in-person spaces
- Support teacher training on anti-racism
- Create buy-in for school and district-wide anti-racism efforts
Date: Wednesday, October 14, 2020
Time: 11:00 am PT / 2:00 pm ET
Duration: 1 hour
Meet Our Panelists
Chief Content Officer, Newsela
Jennifer Coogan is Chief Content Officer of Newsela, an instructional content platform and one of the fastest-growing startups in K-12 education technology. Jennifer has a master's degree from the Medill School of Journalism at Northwestern University and a bachelor's degree in comparative literature from Wellesley College. She lives in the heart of Silicon Valley with her husband and two children.
Deputy Superintendent, Tuscaloosa City Schools, Tuscaloosa, AL
Dr. James Darin Pope is a passionate instructional leader with a focus on foundational reading skills and literacy across content areas. In his twenty-three years as an educator, he has served as a teacher, reading coach, literacy specialist, assistant principal, instructional specialist, elementary principal, reading coordinator, turnaround middle school principal, director of elementary education and director of student literacy. He has served on the National Advisory Council for Teaching Reading and presented his work on disrupting the status quo at the Model Schools conference.
James Darin Pope
Digital Project and Operations Manager, EdSurge
Liana is part of the EdSurge Solutions Studio team. Previously, she was a researcher on youth and politics at USC, Community Manager at Connected Camps, and Program Associate at the National Writing Project. She is also a published author and holds a Ph.D. in Sociology.
Host: Liana Gamber-Thompson
Principal, Newburg Middle School, Louisville, KY
Nicole W. Adell earned her Bachelor’s Degree at the University of North Carolina at Chapel Hill, her Master’s Degree from George Washington University in Washington DC, and is currently a second year doctoral candidate at the University of Louisville. Nicole is married to Scott, and they have two, young adult children, Jessica and Jordon. As principal of Newburg Middle School, Nicole’s daily philosophy is simple: Work hard and be kind!
Deputy Chief Academic Officer for the Division of Teaching and Learning, NYCDOE
Lawrence has 24 years of experience with the NYCDOE. Prior his work there, he served as Executive Superintendent of Queens North, overseeing 168 schools serving approximately 148,000 students. Prior to that, he spent three years as Executive Director of Field Support in Queens North, spent four years as Network Leader in the Bronx, and worked as a teacher, Assistant Principal, Principal, and Instructional Specialist.
© 2020 EdSurge Inc. All rights reserved.


2. Learning through Play. Play is at the heart of Lingotot sessions. Babies and young children learn, grow and have fun through play. Lingotot play sessions help them understand the world and other cultures. Singing songs, reading together and having fun with friends gives them a head start to develop socially and emotionally.
3. English is Not Enough. Our global community means it is vital to be able to communicate with other communities around the world.
4. Early is Better. If it’s introduced early and well, children pick up a second language naturally, just like they learn their mother tongue, instead of learning it in “second language” mode like we do as adults - constantly translating from one language to another in our heads!
5. All Round Educational Boost. Research suggests that children who know two languages can gain an academic and social advantage over those who speak only one. Children have an amazing ability to learn language and this happens best when it is interactive, engaging, child-centered.
6. Excellent Communication Skills. Speaking and Listening are the cornerstone to literacy development. A broad and rich language curriculum ensures such skills are developed, leading to a good start in phonic work. In fact, Lingotot can introduce young learners to foreign- language letter sounds!
7. Increased Self-Esteem. Children love being able to communicate in another language. Our classes encourage talking, imitating, play-acting and sharing their language skills right from the first lesson. Children and adults alike make lots of new like-minded friends too!
8. Prepare Them for the Future. Competence in foreign languages is increasingly valued by universities. Languages become compulsory in English primary schools in 2014 and will form part of the new EBaac at secondary school level.
9. Acquire a Lifelong Advantage. Learning another language offers a lifetime of possibilities and adventure. In later life, knowing another language not only helps you make friends, finding jobs etc, it can also help stave off illnesses such as Alzheimer’s
10. Learn a Language Together! Lingotot sessions benefit the whole family. Parents and children learn, play and bond together. The sessions are designed for you to attend with your child so that you can be fully engaged with their learning and carry on using new language together at home.


The Instrumental Music Project
Online music education for students and families
What is The Instrumental Music Project?
Created during the summer of the COVID-19 pandemic, this website is designed to give upper-elementary school students an experience with instrumental music education while they are at home. As a result of distance learning and other safety precautions, students are missing out on important instrument fitting sessions, live performances, and other events that help students decide whether they would like to learn an instrument at their school. The Instrumental Music Project is the result of collaboration between music teachers, professional musicians, and college music majors from all across the United States.
How should I use this website?
Explore this website for original videos and educational content on musical instruments, musical ensembles, and other music education resources. On this website, you will find information on every instrument of the concert band and string orchestra, descriptions of all the major school musical ensembles, and a wealth of resources that advocate for music education in the public school setting. Use the information you find here to think about why music is important, and to help you decide what musical instrument you would like to play at your school.
What else should I know?
The Instrumental Music Project values diversity and encourages students of all backgrounds to take part in their school music program. Our hope is that this website can help every child become interested in playing any instrument of the band or orchestra.


Avalanche Quiz – Fun FREE Online Geography Kids Quizzes
Enjoy this Easy Science for Kids Avalanche Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Avalanche. You need to answer all the questions to be able to get your score. You can do this fun quiz about Avalanche 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 Avalanche.
Avalanche Quiz – FREE Online Geography Quizzes
Our fun Geography quizzes are a free online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Avalanche Geography quiz helps your kids learn fun facts about Avalanche while enjoying this FREE fun kids science quiz.
If your kid is home-schooled by you, or is in an after-school enrichment program, then this is a fun activity, with reading comprehension benefits for kids in 1st to 5th grades.
Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this entertaining free online Geography quiz on Avalanche.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or you can limit the number of times they can read about the quiz topic, before they do the actual interactive Geography questions and answers quiz.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun quizzes, as a listening comprehension activity; you read out to them about the topic and then read the Avalanche quiz question and answers.
You will select the Avalanche quiz answer they think is correct, and at the end you get the quiz score.
Your child can try again and again doing the Avalanche quiz, till gets the perfect score faster, as children learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Avalanche? Check out all our other fun Free General Knowledge Quizzes at our best science kids website. Visit our Easy Geography for Kids all about Avalanche page. Get lengthy info here.
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MLA Style Citation
Declan, Tobin. " Avalanche Quiz – Fun FREE Online Geography Kids Quizzes - ." Easy Science for Kids, Nov 2020. Web. 30 Nov 2020. < https://easyscienceforkids.com/avalanche-quiz-fun-free-online-geography-kids-quizzes/ >.
APA Style Citation
Tobin, Declan. (2020). Avalanche Quiz – Fun FREE Online Geography Kids Quizzes -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/avalanche-quiz-fun-free-online-geography-kids-quizzes/
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Launch of multi-media competition: Why reading matters
PR - In the lead up to International Literacy Day on 8 September, the South Pacific Community (SPC) is conducting a campaign with Pacific education ministries to raise awareness on the importance of reading.
The campaign includes the launch of a multi-media competition today which is open to children up to 16 years old from SPC member countries.
Literacy and numeracy skills provide a foundation for future generations to succeed at school and in life. The campaign, led by SPC’s Educational Quality and Assessment Programme aims to highlight how reading skills are of use in so many aspects of life beyond the classroom.
“Kids listen to other kids, so the idea behind this regional competition is exactly that, kids talking to other kids about reading. All they need to do is share a story, preferably their own experience, about how reading has helped them and their communities,” Pacific Community EQAP Director, Michelle Belisle said.
Bearing in mind the varied technological capabilities of Pacific Island countries and territories, entries can be submitted as a letter or email, a storybook with illustrations, a poster with illustrations or as a short video.
The best entries from each of these categories will feature on selected websites, media platforms and shared with schools in the build up to International Literacy Day and can also be used in future campaigns to promote the importance of reading.
The competition is open to entries from: American Samoa, Cook Islands, Federated States of Micronesia, Fiji, French Polynesia, Guam, Kiribati, Marshall Islands, Nauru, New Caledonia, Niue, Northern Mariana Islands, Palau, Papua New Guinea, Pitcairn Islands, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu, Vanuatu, and Wallis and Futuna.


We are committed to developing the numeracy skills of our learners, in the belief that it will support their learning and enable them to access the whole curriculum and, in turn, raise standards for all. We believe that Numeracy is not the sole responsibility of the Mathematics Department. Most other subjects can, in fact, contribute to the development and enhancement of students’ numeracy skills including their ability to describe and explain their strategies and reasoning. Almost all subjects depend on pupils having competence in basic numeracy skills.
Numeracy skills enable students to understand and interpret numerical and analytical information. This facilitates improvement in students' abilities to make their own judgments and to draw sensible conclusions from information. If students' numeracy skills are not developed and used they may well be denied the opportunity to develop the level of understanding of some topics or subjects at the level expected for their age.
Implementing systematically a Numeracy policy across the curriculum, with all teachers confident in the teaching of numeracy in the context of their subject.
- To provide opportunities for pupils to improve and develop numeracy skills outside the Maths classroom.
- To provide opportunities for staff and parents to improve and develop numeracy skills.
- To build partnerships with parents to accelerate progress and, where necessary, to both raise aspirations and support learners in realising their ambitious goals.
- To create effective channels of communication and a cohesive voice for Numeracy across the whole school via the Numeracy Steering group.
- To encourage pupils and staff to recognise the importance of Numeracy in all subjects across the curriculum, transfer and apply Numeracy skills in everyday life / unknown contexts.
- To encourage staff to take responsibility for the development of numeracy in each subject area.
- To raise staff and pupils awareness of key numeracy strategies through whole school initiatives.
- To deliver subject specific and generic extra-curricular opportunities.
NUMERACY ACROSS SCIENCE
We have created Numeracy mats on the topics that appear across the curriculum on a regular basis. They are split into the maths categories students will recognise.
- Shape, Space and Measure
- Data Handling
These resources are to support teachers and students in the mathematical methods and processes involved within the skills.
Numeracy Mat Combined Core
Numeracy Mat Combined Support (Level 3 – 5)
Numeracy Mat Combined Extension (Level 7 -8)
NUMERACY ACTIVITIES AT CFGS
Weekly Form time activities * Weekly Staff numeracy challenge * Numeracy Rock club * Happy Puzzle Days * World Maths Day * Money Week * Mathletics Days
NUMERACY DRIVING LICENCE
- Covers some well-defined basic numeracy skills.
- Aimed at 20 things that students commonly get wrong (e.g. long division, percentages); have misconceptions about (e.g. adding fractions); don’t know well enough (e.g. tables, measurement conversion)
- Tested with straightforward can-do questions.
- Pass or fail only – with pass set at a high threshold.
- Will ensure that most students have a known knowledge of number.
Please see the TOPICS for a Numeracy driving licence HERE
Useful weblinks for developing and improving skills for the numeracy driving licence
On number line http://www.fractionmonkeys.co.uk/activity/
Fraction of a quantity http://www.bbc.co.uk/skillswise/worksheet/ma17frac-e3-w-working-out-fraction-problems
Simplifying fractions video http://www.mathplayground.com/howto_fractions_reduce.html


Korea and Southeast Asia
In Southeast Asia the former colonial powers that had been ousted in the early 1940s by the Japanese attempted, briefly, to reestablish control. Korea was perhaps more brutally exploited than any colonial country in the world, under an exceptionally harsh Japanese rule from 1910 to 1945. National movements and outside pressure forced them to withdraw, for the most part, by the early 1960s. Most Koreans were denied even elementary education. Western missionaries, mainly American, hung on in Korea during the Japanese occupation and began to make many new converts, who found the Christian message with its Western connections both an antidote to the Japanese and a consolation. Korean culture, language, and nationalist sentiment are quite uniform across the current border between north and south—a fact that serves to underscore the tragedy of the country’s artificial division. North Korea with its government-controlled press remained almost entirely closed to outsiders, but there was some modest economic growth after 1980.


Why Early Childhood Education is Important
Early childhood education is advocated for by governments and non-governmental organizations alike. What is more interesting is the fact that, besides being essential for the child to cope in the preceding levels of education, this education really fits the kids at the time when their mental ability to learn is at its highest, which is definitely a plus in their cognitive ability.
Simply put, a child’s early years lay the foundation for all that is to come. In recent years, researchers have learned that the human brain develops the vast majority of its neurons, and is at its most receptive to learning, between birth and three years of age. In fact, the intake of new information is critical to the formation of active neural pathways (Shonkoff & Phillips, 2000).
Early education can play a critical role during this important developmental period. Research linking early intervention to both cognitive and socio-emotional gains has fueled the proliferation of early childhood programs since the early part of the twentieth century. The last four decades in particular have produced many new practices and principles for use in the classroom with young children, as well as countless books, videos, and activities to enrich the home environment.
Several states have announced plans to implement universal preschool programs. In the last five years, the Federal government has produced several critically important books on early childhood education (Bowman, Donovan, & Burns, 2001; Shonkoff & Phillips, 2000; Snow, Burns, & Griffin, 1998) and has provided record contributions for the development and dissemination of effective practices.
Sourced From: http://web.jhu.edu/CSOS/early_learning/
This form of education has been reported to be helpful in making better scholars in the upper learning levels. People who undergo this level are said to be good in academic performance, which creates better and successful members in the society. It can’t be any surprise that this form of education is helping fight poverty in many areas.
High-quality preschool programs are proven to raise academic performance and give children the skills and tools to be successful and contribute to society.
The results of early childhood education programs speak for themselves. Adults who participate in ECE programs show lower crime rates, and both participants and their parents enjoy higher median income rates than their counterparts who were not afforded the same opportunity. ECE participants are also significantly more likely to graduate from high school and are 2.5 times more likely to continue on to higher education.
Building up early childhood education programs is also one of the smartest investments we can make. Various studies determine that on average, society sees a return of $7 for every $1 invested in early childhood education programs.
Courses on early childhood development are available in many platforms nowadays, the latest being the online training courses. If you are training on Early Childhood development online, you are not missing out anything on the whole aspect, just as the others who are undertaking this course in other platforms, you also stand a chance to be good at it.
By the time that you are already studying the lessons and undergoing the trainings on the Early Childhood Education Online Degree, there is a great possibility that you will discuss and deal with Child Study. This field tackles the development of a child with regard to social and cognitive manners. As long as you focus on these things, you will have the capability to give them these simple concepts with regard to leadership, decision-making and ethics.
In Elementary Education, under Early Childhood Education Online Degree, several trainings and teaching theories are discussed. This is a good chance for you to have some helpful knowledge in line with the students that are under the age of 5-12.Starting with this kind of opportunity will make you more competent in terms of communication and hands-on skills.
Elementary English Education specializes with all the lessons in the field of English language. It has something to do with Early Childhood Education Online Degree for the reason that it covers several topics in relation to proper reading, writing, spelling, developing vocabulary and effective curriculum. As long as you focus with these learning stages, there is a great chance for you to come up with good results under the programs of Early Childhood Education Online Degree.


Nal’ibali is built on the simple logic that a well-established culture of reading can be a real game-changer for education in South Africa. Literacy skills are a strong predictor of future academic success in all subjects – and children who regularly read and hear engaging stories, in languages they understand, are well equipped and motivated to learn to read and write. A significant body of research reinforces the link between reading for pleasure and improved outcomes for children.
The campaign values the power of language and cultural relevance in literacy development. For reasons relating to empowerment, pedagogy, identity and democracy, Nal’ibali fully promotes reading and writing in mother tongue languages. All children and adults need to understand what they are listening to, or reading, for it to be meaningful and enjoyable – which is crucial for raising readers.
The most inspiring part of promoting a reading culture in South Africa is that many parents, caregivers and community-based organisations are already reading and telling stories to their children! Nal’ibali is about recognising and respecting the power and potential of these communities in literacy development. It is also about working to build a larger community of people across the country who are interested in and passionate about storytelling, reading and writing with children. In supporting them to find more ways to root reading and writing habits in children’s daily lives, we strive to build a nation of powerful readers and storytellers.


A child's vision is one of their most valuable assets. Optimal vision is essential for proper developmental progression in many areas from motor skill development to reading and even behavior. By age four, children have typically attained 20/20 acuity and should have early control over eye movements, meaning they can use their eyes to look around without turning their head. Between four and ten years old, this ocular motor control will continue to improve as their brain and sensory-motor systems develop. While many children may only need glasses to correct acuity issues, other children may suffer from eye movement problems that make it impossible for their eyes to work together and send messages to their brain correctly.
It can be difficult to know if your child is having these types of problems because they simply don't realize they are seeing things differently than their peers. Other children may complain of headaches, moving objects, burning eyes, wiggling lines, or floating words. Because children may have a difficult time telling you they are struggling with their vision, you may need to do some detective work. Children with vision problems may be struggling with academics, including learning to read. Or, their writing may have numerous letter reversals. They may also rub their eyes frequently while reading or tilt their head or cover an eye while completing their homework. In terms of daily living activities, these children may have difficulty locating their toys when searching their bedroom or become car sick more often than other children. Their motor skills may also be impacted with difficulties with tasks like catching a ball or completing age-appropriate puzzles. Some children with vision problems may even demonstrate highly active or inattentive behavior leading parents and teachers to question the presence of ADHD.
While some of the issues can be both frustrating and alarming, often these issues can be explained by impairments in visual skills, such as impaired tracking, convergence, or accommodation. These problems frequently arise due to weak eye muscles and can be corrected with treatment aimed at strengthening those muscles and improving how the eyes work together. Occupational therapists are trained to provide treatment addressing visual motor deficits. These interventions, often covered by medical insurance, can make significant and lasting impacts in a short period of time, with an appropriate carryover of home exercise programs.
Call us for details: In Sioux Falls, 605-444-9700. In Sioux City, 712-226-ABLE (2253). In Rapid City, 605-791-7400.
Learn more about our LifeScape’s therapy services here.


US colleges and universities require that all their applicants take one or more standardized tests. These tests include the SAT (Scholastic Aptitude Test), ACT test (American College Testing Assessment, GRE (Graduate Record Examination), and GMAT (Graduate Management Admission Test). Additionally, International Students also required taking the TOEFL (Test of English as Foreign Language).
International students applying for an undergraduate program (bachelors degree) will be required to take the TOEFL and the SAT I tests. Some schools will also require the SAT II. There are also many schools that will accept the ACT in place of the SAT I.
Graduate students applying to an arts or science program will be required to take the TOEFL and, usually, the GRE. Graduate students applying to a business program will be required to take the TOEFL and, usually, the GMAT.
Over 2,000 US universities and professional bodies accept IELTS scores as proof of English language skills. Over 1,000,000 people a year are now using IELTS to open doors throughout the English-speaking world and beyond n good universities, a good GMAT score is required, in addition to IELTS or TOEFL scores and work experience of 2-3 years, in addition to decent academic performance at the Bachelor's level.
The U.S. has the world’s largest population of international students: nearly 600,000. Education system in the USA is different from the British system of education as practiced by India and from other countries.
After the Nursery school and Kindergarten, primary or elementary education starts, which will be from first to sixth grade. Grades from 7thto 12th is known as secondary education in which seventh to ninth are known as Junior High School grades and 10thto 12thare known as Senior High School Grades.
One could join the first year of college, either in a community college which offers a two-year Associate degree or a technical institute of similar duration programs. Completion of this level will make one eligible to take up two more years of the undergraduate program at a four-year college or a university, on completion of which leads to a Bachelor's degree. A Master's degree after that could be between one to two years. And Doctoral level education could be simultaneous along with the Master's or additional, which can be another 3-4 years. On completion of two years in college (first two years of Bachelor's program) one could join a first professional degree, which will be an additional four years. First professional degrees are normally offered in Pharmacy, Dentistry, Physiotherapy, Law, Medicine, Veterinary Medicine etc. In some fields, the master's degree is the next highest degree awarded after completion of the first professional degree. Finally, once a student earns his doctoral degree, he could pursue further research/study as a Post-Doctoral Fellow, which is the highest level of education anywhere in the world. Students from all over the world come to study in usa.
USEFUL WEBSITE LINKS FOR THE STUDENTS GUDIANCE