Have you heard the buzz about the on-the-job construction worker from Toronto secretly recorded while dancing to a hit song by Ariana Grande? The video went viral, boasting tens of millions of viewers, after his wife posted it on social media. Although this was a humorous and entertaining break from the onslaught of political banter we have been overwhelmed with, I long for a world where life-impacting concerns, significant to all of society, become as viral and news breaking as what the Kardashians had for dinner last night.
There is need for greater awareness and understanding of and community involvement in numerous human concerns that impact society, including one that affects many in the celebrity community: learning disabilities and differences and the need for early, proactive intervention.
To add some star-struck spark to the topic: Actor Keanu Reeves struggled in school with dyslexia, as did billionaire investor Charles Schwab. Actor Daniel Radcliffe, known for his role as Harry Potter, has lived his life with dyspraxia, a neurological disorder that affects motor skill development and processing. All celebrity buzz aside, according to the report “The State of Learning Disabilities-Third Edition, 2014,” about 5 percent of our nation’s school-age population has learning disabilities (LD) that have been formally identified. Data suggest that an additional 15 percent or more struggle due to unidentified and unaddressed learning and attention issues.
A lack of intervention, special services and limited individualized education programs for children with learning differences can ultimately affect our communities. Here are just a few of the ways:
- Financial drain on the community in the future. A prosperous community and economy is one that prepares its kids to be successful, productive, self-sufficient adults. This must encompass all students, including those who have different abilities, strengths, weaknesses and ways of learning. We need programs for every demographic.
- Broken families within the community. A struggling child can negatively impact the entire family unit. When you help a student with learning differences, it positively impacts that student and the entire family.
- Bullying. This has been a growing topic of concern. Students who struggle or lack appropriate assistance with their learning differences often shut down on learning, feel defeated, have low self-esteem or self-confidence and are often targets for being made fun of or bullied. According to a survey conducted by the National Center for Learning Disabilities, nearly half of the parents of children with learning disabilities (45 percent) said that their child had been bullied in the past year.
- The cost of future social services. The possibility of unemployment, homelessness and incarceration increases for adults who struggle as children with learning differences and do not receive proper support. More than half of people with LD (55 percent) had some type of involvement with the criminal justice system within eight years of leaving high school. As a community, we need to alleviate the struggle through early intervention.
Director Steven Spielberg spent his childhood bullied by classmates and being classified as “lazy” by school administrators. It wasn’t until he was in his 60s that he was diagnosed with dyslexia! He was blessed to have found great success in filmmaking, due in part to his feelings of being an outsider helping him to co-write “The Goonies,” a hit movie about a quirky group of friends who didn’t quite fit in at school. But many others are not so fortunate. Early intervention is so important. The earlier the intervention, the more likely the issues are to be ameliorated. Students with learning differences require individualized strategies and acquired tools to succeed. The further the inabilities progress, the more costly it can become.
For students who struggle, learning is optimized in a safe environment where qualified educators and specialists show care, support and love for them. When they feel supported, accepted and nurtured, they are more confident and driven to succeed. Recognizing students cognitive diversity, or learning differences, can help with getting them into the work force as adults. Recognition, awareness, knowledge and involvement in the community can help maximize the potential for success in all of these areas.
Alicia Maciel, Executive Director for The Prentice School, is a mother of two and veteran business and nonprofit education services leader, passionately dedicated to developing 21st century learning environments that enable all students to thrive and cultivate their full potential. Celebrating its 30-year anniversary, The Prentice School is a private, nonprofit academic school located in Tustin, serving students from all over Southern California.


Elementary (Grades 1-5)
CISP's elementary school (Grades 1-5) curriculum focuses on developing basic skills in English language reading, writing and grammar, while building foundational skills in mathematics, science, social studies, and Bible. Other class opportunities include music, art, physical education (PE), and Czech language. Our students also participate in an elementary chapel service every Wednesday.
Elementary classes are involved in many special activities throughout the year, such as Reading Day, the Hundredth Day of School, and Poetry Day. Classes also take periodic field trips to museums and exhibits throughout the beautiful city of Prague and its surrounding areas.
8:15 - 9:00 Classroom
9:05 - 9:50 1st/2nd Cz/ELL // 3rd Specials // 4th/5th Classroom
9:55 - 10:10 Snack/ Recess
10:15 - 11:00 1st/2nd Specials // 3rd/4th/5th Cz/ELL
11:00 - 11:25 Classrooms
11:25 - 11:50 Lunch
11:50 - 12:10 Recess
12:15 - 13:10 Classrooms
13:15 - 14:00 1st/2nd Classroooms // 3rd Classrooms // 4th/5th Specials


If you’re buying your first set of Rory’s Story Cubes®, this is the pack for you. Roll the nine cubes to make one of over a million combinations, for limitless storytelling fun. As our brain thinks in pictures, it will find ways to connect the images allowing us to create our own stories. This cooperative game is definitely an inspiration for students to express their ideas aloud.
There are infinite ways to play with Rory’s Story Cubes. You can play solitaire or with others. Here are some suggested uses: Party game or ice-breaker, Literacy development, Speaking & listening skills, Creative inspiration, Mental workout, Problem solving.
Dr. Toy’s 10 Best Games of The Year
Major Fun Award
Parents’ Choice Gold
Oppenheim Toy Portfolio Gold Award
Creative Child Magazine Seal of Excellence Award
iParenting Media Award
Play Advances Language (PAL) Award
Education.com A Award
• Stimulates creative thinking and innovation
• Increases confidence in expression
• Improves creative writing skills
• Supports 21st Century Competencies byencouraging creativity, communication andcollaboration
• Ideal for PSLE’s Stimulus-based Oral
Enhances the following skills
Language & Vocabulary Development
Creativity & Imagination
How to play
Rory’s Story Cubes is a pocket-sized creative story generator, providing hours of imaginative play for all ages. With Rory’s Story Cubes, anyone can become a great storyteller and there are no wrong answers. Simply roll the cubes and let the pictures spark your imagination! Then, starting with ‘Once upon a time…’ select the icon that catches your eye first.The objective is to tell a story that link together all nine images.And remember – there is no wrong answer! Have fun.


By Murray Charters (B. Mus., M.A.) Cellist and Teacher, Kitchener, Ontario
Wolfgang Amadeus Mozart (1756-91) holds great appeal to teachers and students of the Suzuki method. There are pictures of the young boy playing the harpsichord with his older sister, Nannerl, and we know much about the strong guiding hand of his father, Leopold, in his music education. They were already a Suzuki family! Wouldn’t it be nice to connect clever young Mozart with the most famous tune in Suzuki literature?
Nannerl recorded that her brother started composing simple keyboard pieces around age 5, and his first symphony at age 8. By that time he had already travelled to many of the important cities of Europe and actually wrote that first symphony to pass the time while his father recovered from a cold when they were in England. On the way to England they had stopped in Paris where a collection of folk songs had been published just a few years earlier, in 1761. That collection included a very attractive little song, without lyrics, said to have been created in the then popular pastoral style some 20 years earlier by author or authors unknown.
This tune proved so appealing that it was published again in Paris in 1774, this time with lyrics of a rather sophisticated nature added. "Ah! vous dirai-je, Maman" is the first line of an anonymous love poem of the time. Of course it’s about love; it’s French isn’t it? “Oh! Shall I tell you, Mother / What is tormenting me?” the poem begins, and goes on to exclaim: “Can anyone live without love?” These lyrics speak of teenage angst rather than nursery rhyme cuteness, but that was soon to change.
In 1806 a young English poet, Jane Taylor, published a six-stanza poem called The Star in a book of Rhymes for the Nursery. Whether intended or not, Taylor’s poem fit very nicely onto this French folk song. In fact, others must have thought so too and her words were eventually printed together with that music in an 1838 song book. And thus it was that what we now know as “Twinkle, twinkle, little star” finally made its first appearance on the world’s stage in that form in the second year of the reign of Queen Victoria.
So how did we come to associate this well-known English nursery rhyme and French folk song with Mozart, especially in Suzuki circles? Because both he and Dr. Suzuki knew a good melody when they heard it. Mozart wrote a splendid set of keyboard variations on this tune around 1781 or 82. But he called it “Ah! Vous dirai-je, maman” which shows he knew the melody only after its French publication of 1774.
He certainly wasn’t the only composer attracted to all the possibilities for variation offered by this simple but elegant tune. Johann Christoph Friedrich Bach, 9th son of J.S., did the same thing around the same time, and there have been other sets written since, but none by composers with names of the musical appeal of Mozart. (I particularly recommend the Variations on a Nursery Tune for piano and orchestra by Ernst von Dohnanyi, perhaps because of its subtitle: For the enjoyment of humorous people and for the annoyance of others.)
I’m sure these musicians saw the same things in this melody that we all point out to our eager music students. Its immediately innocent nature using just six notes of the scale, a very simple rhythm pattern, and much repetition belies a more sophisticated emotional tone set by the refusal of the middle section to return to the tonic.
Of course this charming melody is also absolutely ideal for creating good posture for little left hands on bowed stringed instruments, and we should all praise Dr. Suzuki for using it so cleverly at the beginning of his method. Just don’t say it was written by Mozart.
A very special thanks to Murray's Music for contributing this article to the Music for Young Violinists Project!
Hi! It's me, Heather. I absolutely love working on the Music for Young Violinists project and all the many facets: blogging, website, music, teaching materials, freebies, videos, newsletter and giveaway contests. The best part is connecting with you so feel free to drop me a line. You can learn more about me on the "ABOUT" page. Thanks!


Editor’s note: The draft New Education Policy, which intends to introduce broad reforms, is now open for public scrutiny. In this three-part series, Firstpost examines the structural efficacy of the proposed policy. This is the first part of the series.
“When was the last time you used a quadratic equation in your life?”
I have not used it in at least seven years. I am not suggesting that learning quadratic equations is not important, because it is, for a small set of people. But why is every child grilled through the same, then?
Looking back, I would have benefited more if the school years taught me how my identity shapes my actions, how I may have been less misogynistic (#YesAllMen), handing rejections without being harsh on myself, normalising writing gratitude letters and learning to disagree without being bitter or losing the fondness for the other.
I believe I would have benefited more by combining music and science, history and physics, and computers and environment. I think others too would have benefitted from these. Instead, we were learning quadratic equations’ formulas.
It is in the context of such a disconnect between our individual as well as collective needs that having examined the specific provisions of the policy, I zoom out to examine the broad principles and approach of the New Education Policy.
New Education Policy is a piece of mixed news. It has its fair share of good news and a fair share of areas where the committee disappoints.
Several studies including the Annual Status of Education Report (ASER) shows that more than 50 percent of our class 5 children are unable to read the basic text and perform basic arithmetic. This is a national emergency that is neither adequately discussed nor acted upon. With the majority of the children unable to read basic text, it is difficult to predict the future of these children or India because there does not seem to be one.
In that context, the New Education Policy lays emphasis on building foundational literacy and numeracy. The policy goes on to recommend sound measures such as dedicated time for foundational skills, reviewing textbooks for primary grades, redesigning teacher education modules to reorient focus towards building foundational skills, among others.
The committee acknowledges that the syllabus currently imposed on students is unwarranted. Harvard professor Lant Pritchett has demonstrated negative consequences of overambitious curricula.
Ours is not only ambitious but disconnected. Recall the last time you used trigonometric equations? He showed that two countries with exactly the same potential learning could have massively divergent learning outcomes just because of a gap between curricular and actual pace—and the country which goes faster has much lower cumulative learning.
Ironically, the learning could go faster if curriculum and teachers were to just simply slow down, the research proved. Therefore, the recommendation of the committee to reduce the content curriculum making space for critical thinking and the arts is a progressive step forward.
The policy, however, falls short of establishing the connection between our national needs with that of its proposals. One of the most significant challenges our democracy faces today is the menace of fake news. The responsibility of building citizens that can identify the difference between fake and real news, facts and fiction, campaign and propaganda lies in our schools. The menace is eating up our democracy with no foreseeable sign of it relenting. In that light building institutions that can resist and counter to this menace is the key responsibility that the committee has failed to even take into account.
The committee that drafted the New Education Policy did not have a single school teacher in it. One is unable to understand the reasons and explanation for it if there can indeed be any. There are nearly 80 lakh teachers in India and they remain the most important unit of effecting changes proposed in the policy. Without their involvement and considerable say in the making of the New Education Policy, it remains to be seen as to how the teaching community responds to it. The fate of the No-Detention Policy is well-known because the teachers did not want it. Within two years of Right to Education, a review committee was set up and within seven years, the provision has been diluted significantly.
Not one school teacher can be found in the list of 217 eminent persons the committee consulted. However, the committee rightfully laments the loss of prestige of teachers and its approach provides evidence for it.
The author works as a Secretary-rank officer in Delhi Commission For Protection of Child Rights (DCPCR), Government of Delhi.
Your guide to the latest cricket World Cup stories, analysis, reports, opinions, live updates and scores onhttps://www.firstpost.com/firstcricket/series/icc-cricket-world-cup-2019.html. Follow us on Twitter andInstagram or like our Facebook page for updates throughout the ongoing event in England and Wales.


Effective Practices in Reading Promotion and Literacy Development
What works when it comes to effective reading promotion activities? What are some of the ways in which librarians support youth and adults in their literacy development? What have other libraries done to attract more users to the library? These questions are often at the forefront when librarians set out to use their library resources successfully. It is great to have plenty of books on the shelves, but it is much more important to get those books into the hands of users so that they can enjoy them and learn from them. The 11 libraries from 6 continents that we have been profiling in this book all provide some interesting practices that have worked well for them, and this chapter will look across these programs and highlight some of their examples. We have also drawn from our personal experiences and have combed the general professional literature to include other practices that have proven effective.


National Literacy and Numeracy Week will be held on the 29th August - 4th September 2016 highlighting the importance of developing literacy and numeracy skills in children.
I have created a list of activities to try out in your classroom.
- Six Word Stories. For some of you who, like me, are not sure what Six Word Stories are, they are literally a made up story using six words. Six Word Stories are a great way to get your students to practice their writing without actually having to write much and explore just how much can be understood with only a few words. They can also be used as writing prompts once the class has written a few each. While doing a bit of internet scrolling I came across this great website that has used really interesting and eye catching designs to tell their Six Word Stories.
- Participate in Read for Australia on Friday 2nd The 2016 Read for Australia book is My Two Blankets, written by Irena Kobald and illustrated by Freya Blackwood. Get your class to make a blanket by each doing their own quilt pictures and joining them altogether!
- Often you’ll hear adults saying “I was never very good at maths when I was at school”. This makes it important to be creative when it comes to teaching maths. A couple of ways to get your students motivated and having fun whilst learning include;
- Going for a maths walk. Plan a route where students stop to explore maths outside. Students can investigate symmetry, measurement, angles and patterning and much more. Use our Measuring Length Kit to practice measuring length and distance.
- Using drama to enhance learning. When forming groups tell students to imagine they are a 5 cent coin. The students walk around the classroom and call out different amounts. The “coins” have to join with other “coins” to make the correct amount. If any of them can’t make a group then they are the “change.” Use our coin pack for more enhanced learning.
If you have any other great ideas to promote literacy and numeracy learning we would love to hear them!
Written by Angelique Cocco


Italian, the universal language of music
Why is Italian considered the universal language of music?
Every art has its own special language and the universal language of music is Italian. Most of the terms that are still used today to describe, compose and play music have their roots in Italian: the adjectives used to define the speed and genre, the terms used for the styles and techniques, the names of the musical instruments and the Opera libretti are all in Italian. The early Baroque, which followed the astounding period of Renaissance architecture, sculpture and painting in Italy, gave rise to the history of modern music. Italy as a State and political organisation with a shared language hadn’t been formed at the time, however, another Italian culture was taking shape: one that recognised as its universal language that of Dante, Petrarca and Boccaccio, which had flourished in the 13th century Italian literature and had been elevated and disseminated at all courts, from North to South.
The use of Italian as the language for music is a true revolution: composers take advantage of its vast richness to delve into the expressive possibilities of sound and, at the same time, explore a new concept of harmony, a prelude to the modern one. All this was transformed into theatre when, in the 17th century Florence, a group of intellectuals known as “Camerata de’ Bardi” developed a new monodic style, Recitar cantando or “Acting while singing” – a cross between a recitative and an aria. New instruments and the spreading of the new harmony gave birth to innovative forms such as the sonata and concerto, with exuberant bursts of creativity and melodic invention.
In the 1700s an ingenious luthier from Padua invented a keyboard instrument that, unlike the harpsichord, had a large dynamic range and could play piano or forte (loud or soft), two adjectives that gave name to this extraordinary invention. Recitar cantando turned into Opera and migrated from courts as Italian-style theatres spread throughout Europe. Among them stands out the Teatro alla Scala of Milan which, in the 1800s, hosted the premieres of some of the most celebrated lyrical operas by Gioachino Rossini and Giuseppe Verdi. It wasn’t only creativity that flourished but also dissemination and teaching: with the establishment of music Conservatories, that first started as colleges and professional schools for orphan children, Italy is the motherland of music education.
All that is history: and today? Italian today is the universal language of music: artists and musicians around the world study it through diction, opera libretto, and Italian courses for musicians and perfection it with customised language courses in order to continue with their studies at AFAM institutions (Institutes of High Training in Art, Music, and Dance).
Learn more about the Italian Language Schools of the Dante Alighieri Society; the language of music awaits you!


Make mud magnetic this week.
Dallas, TX (PRWEB) August 03, 2014
Science for kids is fun. Amazing science activities and things every teacher needs have been released on Kids Activities Blog. Discover and explore the wonderful world of science together with the kids at home.
Kids like to explore and experiment. Over 150 science experiments have been published for kids of all ages. The amazing experiments include making mud magnetic, using cabbage to teach about the pH value, and teaching about the science of food.
Teaching kids safely about fire and creating naked eggs will amaze and teach the kids life long lessons. Surface tension can be explored with a water drop, life cycles can be studied with a pumpkin, and density can be taught with a variety of colorful liquids that can be found in the kitchen.
Let older kids dissect a bean to study nature and let younger kids learn with a fun dancing raisin project. Prism projects and all kinds of colorful activities will teach about light and color. The list is endless.
Back to school is just around the corner. Things every teacher needs include a whole lot of dry erase markers, a dull tone hand bell, an oversized tote bag, and a cart organizer.
Get the kids attention with fun hand pointers and with answer buzzers. The buzzers can add a bit of fun competition to an otherwise monotonous review. Other items include a giant chart ring set and cart tote on wheels.
For detailed instructions and to get additional fun ideas, check out Kids Activities Blog this week. Come get inspired to have a blast exploring science this month.
About Kids Activities Blog
Kids Activities Blog is a website created by two moms (who collectively have 9 children), Holly Homer and Rachel Miller. Their new book was published this spring by Page Street, 101 Kids Activities That Are the Bestest, Funnest Ever! Kids Activities Blog is an interactive website that publishes fun things to do with kids twice a day. It is an amazing resource for moms, dads, grandparents, caregivers and teachers to find kid-friendly activities that create memories and sneak learning into the fun.


Could A Socially Assistive Robot Be The Solution?
Perhaps you are aware that there is somewhat of growing trend underway to better utilize technology for in home interactions with children, especially the youngest children. In other words, a quest to develop technological solutions to deliver early literacy education.
With that in mind, you will be interested to learn that there is a new robotics platform engineered with just that sort of thing in mind. This platform is referred to as “Tega”. In so many words, Tega is envisioned as a “social robot”.
As such, Tega could be used for real world early learning applications such as vocabulary and even story telling. Following is a brief overview of Tega.
Note that the Tega robot is one in a line of Android based robots. These robots make use of the Tega Android platform to in essence leverage the smartphone. That allows for the direct control of the robot’s animated eyes, control of behaviors through on board motors and sensors and actuators.
In addition, the Tega robot includes on board speakers as well as a high definition camera with a wide view field. The speakers and the camera extend the Android smartphone capabilities. Furthermore, the on board battery system is engineered to be the most efficient design possible. Current Tega designs of Tega can operate for a full six hours before needing a recharge.
What does all of that mean in practice? It means that the Tega robot is in essence a tireless learning companion for children. It turns out the kids love Tega because the robot interacts in real time with expressions, movements and comments that keep the children engaged.
Think of Tega as something like Google Plus or Siri but designed for early learning. More importantly, the Tega robot actually interacts with the children with movements, expressions and engaging conversations. The key point to understand here is that unlike the traditional early learning model of teacher to child interactions, the Tega robot actually engages the child as a peer.
You can well imagine that the children are naturally more interested and engaged in this sort of learning activity. Which naturally raises a range of questions. Questions such as: Will technology such as Tega away with traditional early childhood learning programs? Will such technologies be the solution to the problems associated with a lack of teachers in some areas?
Stay tuned, this sort of technology is most definitely one to keep an eye on.


Students in Years 7-10 complete an individualised learning program during Junior Mathematics. Students complete pre-tests at the beginning of each unit to identify students strengths in the topic and areas where they may require some extra assistance. From the results of these pre-tests, students are set work specifically to their learning needs. During class time, students participate in activities independently, in small groups and as a whole class. They also have the opportunity to choose how they demonstrate their learning of a concept to their classroom teacher.
The focus of the Mathematics classroom at Upper Yarra Secondary College is on individual improvement and at the end of each unit students are provided with an indication of their improvement for the given topic as opposed to a summative test result. Mathematics classes also have a focus on strengthening basic numeracy skills, key terminology and engaging students in problem solving and reasoning by providing students with opportunities to participate in rich learning tasks.
Students in Year 7 and 8 may also be involved in the numeracy classes offered at the College. Numeracy class are a chance for students to continue to develop their basic numeracy skills and are an opportunity to consolidate the learning occurring in the regular maths classroom. Content and skills taught in this class are tailored to the learning needs of the students in these classes. Students are taught concepts through a variety of different activities and resources, with many opportunities to be involved in hands on learning tasks.


All this info and way more is available on my ULTIMATE MODAL POSTER! https://teespring.com/signals-ultimat...
01:08-Theory 04:20- Begin the Tour with Major 05:33-Dorian
06:49-Phrygian 07:57-Lydian 08:56-Mixolydian 10:26-Minor/Aeolian 11:44-Locrian 13:16-Related Theory
Building the modes in parallel (starting from the same root) allows you to see and hear the differences. Learn each mode's unique identity , so you can easily identify it when you hear it, and be able to employ its characteristics when composing.
Learning the modes of the major scale is very important, but the topic is often difficult to fully grasp. There are many ways to look at modes, and this video explores each mode in parallel, meaning each mode is played from an unchanging root (in this case, G).
Normally modes are taught as being related- C major is the same thing as D dorian is the same thing as E Phrygian, etc. But looking at the modes in parallel like demonstrated here allows a different perspective of why the concept of modes is important.
Free online guitar lessons for beginners, intermediate, and advanced players. Located in Crystal Lake, Jake Lizzio provides free jam tracks and video lessons for guitar players, as well as music theory videos and other music education content.


Ludwig van Beethoven (1770-1827) Ludwig van Beethoven is one of the most widely recognized and admired composers in the history of Western music, and served as an important bridge between the Classical and Baroque era styles he admired and the Romantic style his music would come to personify.
Since 2007 MakingMusicFun.net has been leading the way with quality music lesson plans and resources for elementary music classroom teachers, private music instructors, and homeschool parents. Today MMF is the #1 site for elementary music education with more than 1,800 pages of sheet music, music lesson plans, music theory worksheets and games ... Aug 04, 2018 · The musical key of C minor was the palette for several of Ludwig van Beethoven’s most emotionally “stormy” or “heroic” works, most notably the Fifth Symphony but also the “Pathétique” Sonata, the “funeral march” in the Third Symphony, and the Choral Fantasy. Later in his life, Edvard Grieg often spoke with disdain...
JW Pepper ® is your sheet music store for band, orchestra and choral music, piano sheet music, worship songs, songbooks and more. Download and buy printable sheet music online at JW Pepper. ® Stores 1-800-345-6296 Beethoven 5th Symphony Piano Sheet Music and Piano Tutorial Home » Piano Tutorials » Beethoven 5th Symphony Piano Sheet Music and Piano Tutorial Since this is one of the most familiar pieces in the world I took the time to create an easy version of it so that you could play it even if you're just a beginner at playing the piano.
Now please read the following four paragraphs taken from E.T.A. Hoffmann’s 1813 article, “Beethoven’s Instrumental Music,” adapted from his 1810 review of Beethoven’s Fifth Symphony, published in the music periodical Allgemeine musikalische Zeitung in Leipzig! E.T.A. Hoffmann


The Uruguayan K-12 Education System
The Ministry of Education and Culture is responsible for the education system in Uruguay. The K-12 education in Uruguay starts with preschool education, followed by primary education and basic cycle/middle school education which are compulsory to attend, and then upon completion of basic cycle, students can go for the second cycle/upper secondary education.
Understand the Uruguay K-12 Education System
Pre-primary Education/Pre-school Education
Early childhood education caters to children aged 0-3 years. Pre-primary education in Uruguay is provided by preschools and kindergartens.
Initial education is for children aged 3 to 5 years. Initial education is mandatory for children aged 4 to 5 years. This educational level provides knowledge of environment, physical and social knowledge, language and expressions, math, and artistic knowledge.
Compulsory education in Uruguay last for 9 years encompassing primary education and basic cycle- secondary education.
Primary education in Uruguay is free of charge in public schools and is mandatory to attend.
The courses are classified into three levels.
- Duration: 6 years
- Ages: 6 to 12
- Grades: 1-6
- First level covers grade 1 and 2
- Second level covers grade 3 and 4
- Third level covers grade 5 and 6
Admission requisite: Students who have complete primary education can enter basic cycle secondary education.
Curriculum: Mathematics, natural sciences, language, physical education, geography, music education, civics, artistic studies, and history
Certificate awarded: Certificate of Primary Education
Secondary education in Uruguay is conducted in two cycles of 3 years each.
- First/ basic cycle
- Second/high school cycle
The basic cycle is compulsory to attend and comprises of two streams-general and technological. Students who have completed basic course can go for higher level in the general stream, or can go for technological education. Technological education prepares students for higher studies or labour market.
- Duration: 3 years
- Ages: 12 to 14
- Grades: 7 to 9
General basic cycle: Mathematics, physical sciences, history, Spanish, chemistry, literature and language, physics, physical education, English, civic and social education, geography, biology, and art education.
Technological basic cycle: Technology, mathematics, physical sciences, history, Spanish, chemistry, literature and language, physics, physical education, English, drawing, geography, biology, and computing.
Second Cycle: High School/Upper Secondary Education
The second cycle prepares students for higher education.
- Duration: 3 years
- Ages: 15 to 17
This cycle provides students 3 options. Students choose the option on the basis of course studied at the secondary basic cycle.
- First option is to study under the Circlo Diversificado. This programmes leads to a Bachillerator Diversificado de Secundaria and consists of following areas: law, medicine, humanities, business and science.
- Second option is the Bachillerato Tecnico/Diversificado: This option prepares pupils for vocation in technical fields and also consists of programmes in the humanities field.
- Third option is the Bachillerato Tecnico: This alternative emphasize on developing the technical skills only and the course last for 4 years.
Certificate awarded: Diploma of Secondary Education/Secondary Education Certificate
The schools in Uruguay run from March to December with summer holidays, winter holidays and spring break in between the session.


OLD COLONY REGIONAL VOCATIONAL TECHNICAL HIGH SCHOOL
PHYSICAL EDUCATION CURRICULUM
Physical Activity and Fitness at Old Colony focuses on individual
competence and versatility in movement skills, understanding movement
concepts and body dynamics, and relating physical activity to lifelong
health. Our students are able to identify and experience the
relationship of exercise to overall health, applying important social
skills and safety in physical activity, integrating learning movement
with other modes of learning, and practicing strategies to respond to
stress. Old Colony students are given keys on how to enhance their
overall health and wellness. Topics covered in our Physical Activity
and Fitness program include: Motor Skill Development, Fitness, and
Personal and Social Competency. Adequate facilities and equipment will
be made available to insure the health and safety of the participants.
The comprehensive goals of our program emphasize to our students how
they can maintain physical fitness throughout their lives, as well as
focusing on the mental, emotional, and social aspects of living. The
program emphasizes the relationship of physical activity to the
physical, mental, social, and emotional maturity of students.
Both present and future physical and recreational needs of students
are met through participation in a wide variety of physical
activities, including team and individual sport, stress management
activities, yoga, and aerobics. These activities will lead to the
development of coordination, strength, skills, and endurance, all
which have continuous lifetime value.
1. Physical Competency– The physically literate individual
demonstrates competency in a variety of motor skills and movement
2. Knowledge– The physically literate individual applies knowledge of
concepts, principles, strategies and tactics related to movement and
3. Demonstration of Knowledge– The physically literate individual
demonstrates the knowledge and skills to achieve and maintain a
health-enhancing level of physical activity and fitness.
4. Behavior– The physically literate individual exhibits responsible
personal and social behavior that respects self and others.
5. Values– The physically literate individual recognizes the value of
physical activity for health, enjoyment, challenge, self-expression
and/or social interaction.
1. Develop and maintain a suitable level of physical fitness to
include strength, endurance, agility, and flexibility.
2. To develop knowledge of good health habits.
3. To develop an emotional control and social consciousness.
4. To develop an appreciation toward physical activity and its benefits.
5. To develop acceptable social and personal behaviors.
6. To develop self-control, self-discipline good sportsmanship and
7. To provide experience and knowledge of activities, which will be
used during present and future leisure time.
8. To develop a knowledge of rules, techniques, and strategies used
for physical education now, and in future activities.
9. To develop a means of relaxation, and elimination of tension during
their future working hours in industry.


Music In Our Schools Month® or “MIOSM™” is the annual NAfME celebration during March that engages music educators, students, and communities from around the country in promoting the benefits of high quality music education programs in schools.
Music In Our Schools Month began as a single statewide Advocacy Day and celebration in New York in 1973 and grew over the decades to become a month-long celebration of school music in 1985.
Here is the actual timeline:
1973—The New York State School Music Association sponsors the Music In Our Schools celebration.
1975-76—MENC (now NAfME) sponsors two national Music In Our Schools days, March 13, 1975 and March 4, 1976.
1977—MENC creates Music In Our Schools Week after members who wanted to participate asked for more flexibility to plan events in March.
1985—MENC expands the event to the entire month of March and creates The World’s Largest Concert in which music teachers and students from throughout the United States and Europe gathered at the same time to sing their same concert program in their schools.
1990s—The World’s Concert is broadcast on PBS stations throughout the United States, and students, teachers, families, and members of the community gather to experience the results of a high quality music education.
2000—The Association encourages schools to create community events to “encourage the sharing and making of music by all.”
2002—Through the help Sibelius Music, the Association makes free instrumental scores available online, and more secondary school bands and orchestras participate.
2006— The World’s Concert theme, “Music the Heart of Education” takes place in Branson, Missouri as a benefit for Feed the Children.
2013—NAfME posts videos of the concert, now known as the Concert for Music In Our Schools Month, online and encourages members to use social media to encouraged page views of their videos.
Mike Blakeslee, Deputy Executive Director of NAfME, said the goal for MIOSM has remained the same throughout the years: “To give music educators the opportunity to showcase their music programs for school administrators, members of the community. March gives them a chance to advocate for their programs and NAfME provides them with high-quality materials to do just that.”
Roz Fehr, NAfME Communications Content Developer, January 15, 2015 © National Association for Music Education (NAfME.org)


Only 1 in 4 people in Central and Eastern Europe identify with values of the United States of America, according to the results of our opinion polls collected in the spring of 2019. Moreover, in some countries, a significant number of people consider the United States to be a significant threat – percentages are the highest in Austria (29%) and Slovakia (41%).
These findings might come as a surprise, especially as the identification with the values of the EU are twice as high and might be a reflection of the weakening of the transatlantic bond.
While the broad approach to values does not allow us to identify causes and factors and more in-depth analysis is needed, a socio-demographic analysis of the data allows us to better understand where to look and what to look for.
- In Austria, Bulgaria, Czechia and Slovakia, young people are generally more pro-US than their older co-citizens.
- Level of education plays no role in the degree of identification with US values, except for Czechia. In Czechia, only 22% of those with elementary education identify with US values, compared to 44% of those with university education.
- In Austria, Czechia, Hungary and Romania, stronger identification with US values was identified in capital cities compared to other regions in each country.
- In Slovakia, Czechia and Bulgaria, stronger identification with US values was observed among NATO and EU supporters.
- 30% of Poles and Austrians identify both with EU and US values.
Read more in the short report below!


It is important to study history so one may learn about past human behavior that is relevant to the intellectual growth and development of an individual. Studying the events of the past give us an understanding of how the world came to be, not only in your world but around the world including all cultures of people as well as nature. By learning about the causes and effects of events in history, people can learn better ways to deal with conflict among nations and individuals. Studying the history of environmental changes can enhance a healthier lifestyle for mankind, as well as prevent the extinction of plants and animals, which could disturb our ecosystems. Although human behavior is unpredictable at times, a better understanding through the study of history, can provide valuable insight for our future generations.
Setting standards for history in the schools requires a clear vision of the place and importance of history in the general education of all students. The widespread and growing support for more and better history in the schools, beginning in the early grades of elementary education, is one of the more encouraging signs of the decade. The reasons are many, but none are more important to a democratic society than this: knowledge of history is the precondition of political intelligence. Without history, a society shares no common memory of where it has been, what its core values are, or what decisions of the past account for present circumstances. Without history, we cannot undertake any sensible inquiry into the political, social, or moral issues in society. And without historical knowledge and inquiry, we cannot achieve the informed, discriminating citizenship essential to effective participation in the democratic processes of governance and the fulfillment for all our citizens of the nation’s democratic ideals.


Michelle McBride writes about healthy eating in schools in her article called “It is not teachers who sneak chocolate in kids’ lunchboxes.” in the Independent on the 21st October 2015.
I agree with her that not every new social concern can be foisted on to the teacher’s desk but there are some issues within her article that made me start to think about the teacher’s role in school and society as a whole. Is the teacher’s role only in literacy, numeracy and the so-called academic subjects? Or should the teacher be expected to deal with the social, health and personal issues of their students?
The Teaching Council lays out one of our many functions, it tells us that teachers are expected to promote their student’s holistic development and develop lifelong learning skills
Also, in the Primary School Curriculum, one of the specific aims of schooling/curriculum is to “develop a foundation for healthy living and a sense of responsibility for his or her own health”. This is referred to on numerous occasions throughout the document before we even come to the SPHE curriculum, where lessons are taught explicitly in the area of health education.
A glance at recent research on this subject tells us that “Children are more likely to develop a taste for vegetables if they are offered with foods they know and like.” (Journal of Academy of Nutrition and Dietetics) Another study from the Nutrition Research Centre says that role models are the most important thing when helping children try new foods. There is so much information that is conflicting out there on the issue of health education!
But, neither Michelle nor any specific teacher can be held responsible for researching all of these new healthy eating initiatives. This is the role of curriculum makers and dietitians. Teachers are not dietitians and I am always weary at the idea of teaching what I think is healthy. Last year, it was the 5:2 diet and today, it’s all “Free from” foods. Will the government get up to date with the latest research on health education?
Michelle finishes by mentioning the teacher’s most loved subject areas of literacy and numeracy and how these are in “ a danger of being undernourished” due to her belief that teachers are taking on too many initiatives. While, she may be correct about curriculum overload, I think there is more to life and the school day than spellings and tables tests.
I believe that if we can help children to be socially and emotionally happy and healthy, that success will follow. Actually, it’s not only me who believes this, I can name countless studies that point to emotional and social literacy as being the most important skill you can develop in young children in school as a predictor of success. Cognitive skills can get a person so far. Cherry tomatoes will get you some way to living well but having good mental health will win every time.
Currently, the primary school curriculum has 30 minutes a week to teach everything there is to be taught about social, personal and health education. Michelle and I can agree that there is overload and that teachers cannot be expected to cover all social woes. But, what can we do? We can plan carefully for where we would like our children to end up as adults. That is the premise of all good education systems.
Michelle’s full article can be viewed here at http://goo.gl/dh5Ihl


Human Body – Its Function and System
Your body is more amazing than any machine on earth. Your brain works like a complex computer, telling all the other systems in your body what to do. Your circulatory system includes your heart and blood. It delivers nutrients to your organs and keeps things clean. Your skin protects your body and keeps you from drying out. Bones give your body structure and strength. Muscles move your body. Your lungs take oxygen from the air for your body.
Fun Facts about the Body for Kids
- You have more than 600 muscles and 200 bones in your body.
- Your body needs food, water and air. Food gives your body energy. Water keeps your body moist. Air delivers oxygen to your body.
- Your brain sends tiny electrical impulses to your nerves. Your nerves tell your body when and how to move.
- Your brain has millions of nerves that connect to one another.
- You grow more during the first two years of life than during the rest of your life.
- Complex: detailed
- Nutrients: materials that feed your body
- Oxygen: a colorless and odorless gas found in the air
- Energy: power
- Impulse: message
Learn More All About Your Body
Check out this fun video all about your body:
A video song about the human body parts.
Question: Does my heart beat all day long?
Answer: Your heart must beat continuously to send blood and oxygen to your body. It beats more than 100,000 times each day.
Question: Why do I feel pain?
Answer: When you are hurt, the brain sends a message through your nerves in the form of pain. Pain lets you know that there’s a problem you need take care of. It’s sort of like the “check engine” light on your mom’s car.
Cite This Page
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Declan, Tobin. " Fun Human Body Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 24 Feb 2020. < https://easyscienceforkids.com/all-about-your-body/ >.
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Tobin, Declan. (2020). Fun Human Body Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-your-body/
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Nevada sits squarely in the western United States, bordered by California, Arizona, Utah, Oregon, and Idaho. Native people lived in the area at least 2,000 years ago, building clay dwellings on rocky ledges. Spanish explorers arrived in 1776, but the region remained largely uninhabited until gold and silver were discovered in the mid-1800s. Today, ghost towns dot the landscape—a reminder of the state’s prosperous, but forgotten, past.
- Mining is still part of Nevada’s economy, but the tourism industry has outpaced it. People come to Las Vegas and Reno for casinos, hotels, and entertainment. Lake Tahoe is also a popular resort area for gambling and outdoor recreation.
- Nevada, like Arizona, is mostly a desert. Saguaro, aloe, and other desert plants thrive here, as well as sagebrush. Tumbleweeds and dust devils are a common sight.
- The Hoover Dam, built on the Colorado River, supplies water to Nevada, Arizona, and California. As the area’s population grows, providing water will be a challenge.
- Named in 1996, Extraterrestrial Highway is a 98-mile stretch of Nevada Highway 375 famous for UFO sightings.
State capital: Carson City (population, 55,274)
Largest city: Las Vegas (population, 584,756)
State bird: Mountain Bluebird
State flower: Sagebrush
Watch a short video about Nevada.
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Declan, Tobin. " Facts for kids about Nevada ." Easy Science for Kids, Feb 2020. Web. 25 Feb 2020. < https://easyscienceforkids.com/nevada/ >.
APA Style Citation
Tobin, Declan. (2020). Facts for kids about Nevada. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/nevada/
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Tee Up In Gym Class
In elementary schools in our community and across the United States, many students are teeing off for the first time thanks to The First Tee National School Program, bringing our curriculum to your child’s gym during physical education class. By teaching elementary students The First Tee’s Nine Core Values and Nine Healthy Habits, we’re putting them on the course to a healthy and active lifestyle.
The First Tee National School Program gives gym teachers and physical educators the tools to get started. We provide the training, junior golf lesson plans, and equipment.
- Create a safe introduction to golf for today’s students and teachers.
- Ensure that golf education meets the same national standards developed by the Society for Health and Physical Educators (SHAPE).
- Help students build character and confidence through the positive personal and social values associated with the game.
- Show students that golf can be a great part of a healthy and active lifestyle.
- Make the positive values of golf a part of the classroom and students’ everyday lives.
The First Tee National School Program integrates golf motor skill development with character education and wellness. It’s a winning combination! Read about our independent case study research outcomes, PGA of America school golf program independent review results, and what physical educators engaged in the program have to say. Research results »
Are you a physical educator looking for more information? Explore and share resources with other trained and certified teachers in The First Tee online resource center


Our early literacy program is for families of learners birth to four. We are dedicated to building the brains of our littlest learners. We are also dedicated to coaching families with learning and play strategies. Families are a child's first and most important teacher. During playgroups families can learn strategies to teach vocabulary through play, how to lengthen sentences, and why talking is so important to your child literacy development.
Did you know...
80% of a the brain is developed between 0-3; 90% is developed by 5.
The achievement gap can start in the todder years. There is a 32 million word gap between professional families and families that live check to check. We can combat these 32 million words by talking, reading, and using new vocabulary during play.
For information or a consultation contact Rachelle "The Book Ninja" Elliott at firstname.lastname@example.org.
Check out our article in the Beloit Daily news: LINK


Enrichment and Support Classes
The support and enrichment classes available at our resource centers and in the field are meant to enhance the homeschool experience. They provide opportunities for group work, peer review, and oral presentations to support and supplement your teaching at home. The following examples highlight ways that content can be supported through enrichment classes.
English Language Arts Support (K-8):
ELA support focuses on building literacy skills. Activities may include building foundational skills, deepening reading comprehension and analysis, and developing writing skills. Examples of current and previous offerings are Book Club; Reading, Rhythm, and Rhyme; Focus on Poetry; and Writer’s Workshop.
Math Support (K-8)
Math support focuses on building foundational math skills, as well as problem solving as a bridge to solving complex math tasks. Activities may include number talks, logic problems, working with math manipulatives, group projects, and performance tasks. Examples of current and previous offerings are Math Strategies Lab, Math Tutoring, Strategic Games, and Math Discoveries.
Science and Social Studies Enrichment (K-8):
Explore a variety of life, physical, and earth science topics through hands-on labs and activities. Examples of current and previous offerings are Mad Science, Legomation, Science Lab, Coding, Problem Solving & Logistics, and Water Conservation.
Explore communities around the world through studying maps and globes, community dynamics, as well as concepts like courage and responsibility. Learn what makes each of these places unique! Examine the connection between the past and the present with a variety of projects and group work. Examples of current and previous offerings are History’s Mysteries, World Cultures, Communities Around the World, and Ancient Greece.
A World of Enrichment (K-8)
Extracurricular enrichment sessions are available each semester at our resource centers.
Examples of current and previous offerings are Mixed Media Arts, Musical Theater Dance, American Sign Language, Spanish, Public Speaking, Drama, Woodworking, Printmaking, Coding, Mad Science, Lego Engineering, and many more!
Middle and High School Academic Support (6-12)
Weekly support from math and writing tutors, credentialed teachers that guide students through assignments, access to Chromebooks, science labs, art studio classes, and more.


Outline of courses are available from Family Learning in Action click on the link to get a programme plan and one session outline in detail. Other courses have been developed since publication and are included below:
- Family Learning Resource Pack
- Creativity and Imagination
- Family Learning and Play
- Helping Children through Primary School: Learning Skills
- Helping Children through School: Home Study Skills
- Family Learning and English for Speakers of Other Languages ESOL
- Family Learning and Art
- Family Cookery
- Family Stories in a Box
- Fun 4 Health – Dads and Children
- Fun things to do with your child
- Supporting school learning at home
- Games, gadgets and machines test
- Grandparents and family learning
- Growing together – gardening
- Living in my community
- Moneywise ideas for the family
- Supporting your primary school child
- Making music together – Parents and children
- Preparing for second level
- Settling into second level
- Write a story for your child
- Seasonal crafts
- My Baby and Me
- Families Reading Every Day (FRED)
- Looking after the Family, Looking after Me
- Green Families
- Digital Stories
Family Learning Tutor Training
Family learning staff develop training modules to suit local needs, specifically for a topic e.g. My Baby and Me or a refresher course for those who may have attended training some years ago.
Topics covered can include:
- Theory and research
- Programme themes
- Increasing parental understanding of how school works at primary and second level
- Providing fun learning opportunities based around home and family to encourage positive attitudes and further participation in learning
- Explaining curriculum content and helping parents identify how they can help with homework and study skills
- Promoting greater engagement with books and stories at all ages
- Working in partnership and recruitment
- Evaluation and progression.
We have lots of resources to share and the training will facilitate sharing of ideas.
Parents in 1994 attending literacy classes requested help with their children’s homework. The first family learning classes started as a pilot project. The work was developed by Clare Adult Basic Education Service.
Clare Family Learning Resource Pack was published in 2000, to support parents helping their children’s emerging literacy and numeracy skills. As courses were piloted, research carried out, more resources were developed in response to local and national needs.
Clare Family Learning is now part of Limerick and Clare Education and Training Board. It is known nationally and internationally for developing courses, tutor training and support.


UNICEF-Studie, 21.1.2020 (engl. Originalfassung)
Although more children than ever before are enrolled in school, for too many, schooling does not equal learning. In 2016, over 600 million children and adolescents were estimated to be not reaching minimum proficiency levels in reading and mathematics. To highlight the global learning crisis, the World Bank has introduced the concept of ‘Learning Poverty’ – the inability to read and understand a simple text by age 10. The concept draws on new data developed in coordination with the UNESCO Institute for Statistics (UIS). An estimated 53 per cent of children in low- and middle-income countries cannot read proficiently by age 10.
Even so, solid progress on getting children into school has been made. The near universalization of primary schooling is one of the great global achievements of the past 50 years. In the early 1950s, some 50 per cent of primary school-aged children were out of school. Today, that figure has come down to 9 per cent. But, going through school without learning critical foundational skills – literacy, numeracy, digital and transferable skills like problem-solving and critical-thinking – is a tragedy unfolding in a world being transformed by globalization and automation. For millions of children and young people, it will mean a future where they are unable to find productive employment, engage in active citizenship, or shape better futures for themselves, their families and their communities.
Die vollständige Studie finden Sie hier.


Music is a powerful learning tool for growing minds. In early childhood, music is used to mark the importance of new tasks such as cleaning up, establishing routines, or to engage with others. Continued research on the subject has shown that music has an even stronger impact than previously understood. Music education actively molds the brain’s synapses, engaging children in multiple ways across disciplines and subjects.
A recent article by Elaine Winter of Scholastic Magazine synthesizes some of these findings. We thought this article was so great we just had to summarize and share.
“A preschooler’s ability to organize new thoughts, ideas, and information is referred to as executive functioning. We spot it in children with a clear sense of purpose…their thinking is flexible; if one idea doesn’t work, an alternate is right behind it”. Executive functioning is a stronger prediction of academic success than even IQ, and music education is shown to improve executive functioning in young children. The ability to organize one’s thoughts with clarity and flexibility it not only an important school skill, but a life skill.
Literacy and Language Processing
“Musical training improves the way children’s brains process the spoken word. This improved auditory processing becomes an asset to children learning to read, and is especially helpful to children with dyslexia and other reading challenges because it helps them to hear the words as they decode.” Literacy is the fundamental building block of education, and absolutely critical for kids.
“Children who sing or play an instrument are consistently organizing, adjusting, and sequencing new material before committing it to memory.” Blake Madden, the author of Why Music Education Actually Matters, says “young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.” A strong memory helps kids across all subject matters, including math, history, and science.
Dr. Julene J. Johnson, professor at the University of California, San Francisco believes that “when they move and sing, children feel good about themselves.” Singing together also helps strengthen children’s sense of community, which contributes positively to their overall, sense of well-being.
These outcomes listed here are only some of the reasons why music education is critically important for kids. When you contribute to a child’s music education, you’re giving them much more than just music- you are strengthening their lifelong learning abilities for years to come.


In one word, absolutely.
What is art, teaching, pedagogy, anything without content? Without a meaning behind it? Content is the core of creating. If there were no content there would be no creation. An emphasis on content is necessary for art to 1) be created in the first place 2) be something that is both enjoyable and teachable. The pedagogical aspect of creation and art is derived from content. Pedagogy requires content. Content is required for the realm of art education to even exist, let alone any type of education.
Every piece of art ever created means something different to every person who sees or experiences it. Emphasis on personal voice is crucial, because without it, what is art ever going to be besides something nice to look at? Perception is unique to each person, and emphasis on learning personal voice on the receiving end will eventually develop into a personal voice on the creating end. If personal voices in the artistic world didn’t exist, all art would be the same, uninteresting things. Emphasis on a personal voice for each student and each artist invites an individualistic pedagogical approach, whereas content is a more group based educational experience. Both are crucial and deserve emphasis in the conversation of art education.


Your Accuplacer essay is only required to be – words in length, so a simple 5 paragraph essay will be more than sufficient. Scores on WritePlacer range. College Board, ACCUPLACER, WritePlacer, and the acorn logo are registered no mastery of on-demand essay writing and receives a holistic score of 1.
Individuals who are preparing to take the WritePlacer test may be concerned about what kinds of topics they can be asked about. This article looks at some. An essay that is too short to be evaluated, written on a topic other than the one . Below you'll find a list of three possible ACCUPLACER essay prompts. Choose.
ACCUPLACER tests help identify your knowledge, strength, and needs in math, reading, and writing. The ACCUPLACER web-based study app features practice tests in each test subject. Sample questions from the next-generation ACCUPLACER Reading placement test. Learn more about ACCUPLACER English and math content covered on the test and the type of questions you can expect.
Get our ACCUPLACER Writing Practice Test questions. Learn more about the ACCUPLACER Writing test. Visit today!. Prepare for ACCUPLACER with practice test questions, the official web-based help identify your knowledge, strength, and needs in math, reading, and writing.
These tests do not have fixed passing scores, rather the scores needed For all tests except the WritePlacer Accuplacer tests, scores range from 20 to This article looks at scoring ranges for different Accuplacer tests along with some of the score Individuals may need to earn at least 6 points on the WritePlacer or ESL Writing Accuplacer What Score Do You Need to Pass the Accuplacer?.
Next-Generation Reading. Score range: and below. Students scoring in this band are beginning to demonstrate the foundational skills and knowledge. The Next-Generation Accuplacer math tests and Reading and Writing tests are scored in the to point range. Students' scores may determine if they have .


The economic value of skills
Skills that pay the bills
Jan 7th 2014, 17:16 by C.W. | LONDON
HOW well are your skills rewarded? There is surprisingly little research on that question, and what does exist is pretty much entirely focused on America. A new paper* from the OECD, a rich-country think-tank, tries to fill this gap.
The research uses survey data from the Programme for the International Assessment of Adult Competencies (PIAAC), released only a few months ago. The database is a big improvement on what has come before: not only does it look at people of all ages but the sample size is large. Over 150,000 people in 24 countries were interviewed: respondents were given numerical, literacy and problem-solving tests. (The results were then standardised on a 500-point scale.) The same survey asked people about their work.
The raw results of the PIAAC survey are fascinating. South Korean high-school graduates have better numeracy and literacy skills than Italian university graduates. Younger folk in Finland do substantially better than their elders.
Overall, the effect of skills on earnings (what economists call “returns-to-skills”) is unsurprising. The authors focus on numeracy and show that people with more skills earn more. A one-standard-deviation increase in numeracy skills is associated with an 18% wage increase among “prime-age” workers (workers between 25 and 54).
But there is massive variation in returns-to-skills:
Why? The authors conduct a series of regressions and, some would argue, show the limitations of social-democratic policies:
[R]eturns to skills are systematically lower in countries with higher union density, stricter employment protection, and larger public-sector shares.
The analysis shows, for example, that a 25% point increase in union density (the difference, say, between Belgium and the United Kingdom) leads to a 3.5% point lower wage increase for each one-standard-deviation increase in numeracy skills.
But free-market types should not gloat. Pretty much unexplored in the paper is the question of whether high returns-to-skills are a good thing. Highly skilled people might simply be extracting “rents”—economists’ shorthand for earning more than they would need to continue doing what they are doing. And when the skilled do extremely well, dystopian predictions like those discussed by Tyler Cowen in a recent book are never far away.


Music is a natural vehicle for language acquisition. It’s easy to remember new words when they’re set to music and paired in rhymes. And studies show that music education has a profound impact on phonemic awareness (the ability to recognize and distinguish between phonemes, the smallest units of sound in oral language), and on phonological awareness (a more general skill that involves the ability to recognize and manipulate all the structural units of oral language—sounds, words, syllables, etc.). Both phonemic and phonological awareness are absolutely vital to reading.
Kindermusik classes are chock-full of language learning. Silly rhymes and catchy songs offer opportunities for vocal development, phonemic awareness, and vocabulary building, and storytime strengthens pre-reading skills such as print awareness and auditory discrimination. Through musical activities and interactions with their teacher and peers, children also develop conversation skills and the ability to speak rhythmically and expressively. And, results from a recent independent research study showed that preschoolers who participated in the Kindermusik curriculum for as little as 30 minutes each week showed a 32% greater gain in their phonological awareness than the control group.
Hello! Bonjour! Buenos días! Researchers often cite the power of music as a tool for teaching a second language. Music has been shown to help second language learners acquire vocabulary and grammar and develop reading, writing, speaking, and listening skills.
All Kindermusik classes provide a fun, natural, and non-threatening way for non-native speakers to learn English through music and movement. Our ABC English & Me curriculum is designed to introduce English as a foreign language in international preschools and schools. We also offer supplementary support and materials for U.S.-based classes with students learning English as a second language. Our EFL and ESL offerings are rooted in research on second language acquisition and utilize methods such as repetition and Total Physical Response (TPR), a language teaching system based on the coordination of language and physical movement.


Children are naturally curious about the world they live in. With all the ‘whats’ and ‘whys’ children ask, why not stimulate their curiosity by fueling their creativity? At Jaycees Early Learning Center, we strive to engage your child in creative activities each and every day. As a parent, you can help ignite your child’s creativity by providing them with stimulating activities and opportunities for them to do at home. In this blog, we are going to share some simple and effective ways to help your child better discover their creativity skills and abilities.
Engage in Activities With Your Child
At Jaycees Early Learning Center, we provide an array of creative activities for your child to participate in. These activities are designed to both stimulate your child’s desire to learn and a desire for them to explore their creative side. Therefore, it can be helpful for you to jump in your child and engage in creative activities when at home. Pull out the coloring books, create unique objects and items with playing dough, or play house or dress-up — whatever it takes to get the creativity flowing.
Empower Your Child
The teachers in our early childhood learning center strive to empower the children in their care as much as possible! Many of our programs and activities are designed to stimulate creativity. As a parent, you should continue to empower your children at home. This means providing them with opportunities, providing resources and art supplies, feeding their natural desire to explore, and encouraging them during the moments when they create something through trial and error as much as possible.
Let’s face it, it’s hard to go shopping without your child practically dragging you to the toy aisles. While you don’t have to purchase a new toy with every trip to the store, if you are going to purchase a new toy, be sure to consider resourcefulness. It’s easy to find pre-assembled toys your child will love, but instead, purchasing toys that allow children to assemble or put things together on their own can help promote a child’s resourcefulness. You’ll be amazed how resourceful your child can be when given the opportunity.
Of course, there are plenty of other ways, in addition to the three above, that can help stimulate your child’s creativity at home. By following these tips, you can help your child discover their creativity skills and abilities quicker.
Stimulate Your Child’s Creativity at Jaycees Early Learning Center
If you want to nurture your child’s creativity skills, as well as other important skills, enroll them at Jaycees Early Learning Center in Fort Washington, MD. We provide thoughtful education programs that help children grow in creativity, math, reading, and other areas of learning. For more information, contact us!


Ms. Melissa Hammer
Course Description: These courses will build on the fundamentals of art and dig deeper into the Elements of Art. Students will generate & conceptualize both 2D & 3D methods.
Objective: 3rd – 6th grade students will explore intermediate methods of art and develop skill levels through criteria-based projects.
- level II color theory including but not limited to Gradation, Tints & Shades, & Value
- refine skill & use of level II materials & tools
- reference specific Elements of Art in execution and use intermediate artistic vocabulary
- model artist style & genre as it pertains to projects
Meet Mrs. Melissa Hammer! Here is a little note from our new art teacher.
My name is Melissa Hammer and I have been teaching art at Grace Lutheran School in River Forest for 5 years. I’m a Wisconsin girl transplanted to the Chicago area after schooling at Evangel College, in Springfield, MO & UW Milwaukee. My husband & I have been married for 19 years and have a 16yr old daughter & 13yr old son. Although I went to school for Art Education, I spent most of my adult life in the corporate world, only to be left exhausted and feeling undervalued. After raising my children at home, I volunteered and worked as a teacher’s aid at my kids’ school. Ultimately, I was asked to take over the art program, which has been my dream come true.
I am classically trained and have experience in many fields; from drawing to painting, metal sculpting, & clay. I love paint & clay and am NEVER afraid of getting messy. I absolutely LOVE teaching art to all age ranges and enjoy writing my own lesson plans based on the group I’m working with. It’s exciting for me to break down the process of creating a piece of art, demonstrate the method, discuss the medium, or tying in an artist or genre so that kids understand the history. I get bored easily, so I love to expose children to new and exciting projects. I also love finding beauty in nature and exploring art in every culture.
I would describe myself as an ambitious teacher, in that I believe children can accomplish amazing things when they are challenged. I enjoy encouraging students & guiding them accordingly. I am so very excited to start this new journey with ODE. I also look forward to building new relationships and having a great time teaching your children!


As your child progresses in school, homework assignments get tougher and workloads get bigger. (Have you noticed your child’s “to do” list is starting to rival your own?) Thankfully, you don’t have to teach your child good study skills all by yourself. Through our study skills program, we can help your son or daughter take on these challenges with confidence and ease.
Our study skills program is designed to help kids in grades 4-12 build great habits that can last a lifetime. Even if your child is a really good student, we’ve found that establishing great study habits early is the secret to making a big impact in school, from higher grades to greater confidence.
Of course, there’s much more to study skills than just taking notes! Using a variety of study tips and strategies, our tutors will teach your child how to get more organized, strategically plan projects and achieve goals — all skills that align well with Common Core.
Study skills your child will learn
Every child has unique study needs, whether your family is focused on getting those As or turning frustration into confidence. Some kids can benefit from school time management tips. Others need study tips to effectively take tests. And yet others need help managing advanced coursework as they prepare for college.
With our study skills program, your child gets the individual help he or she needs at the personal pace that works best. Depending on needs and study goals, our program covers the following skill sets:
- Study strategies to become an independent and effective student.
- School time management tips and organizational habits to better manage time and responsibilities.
- Active reading strategies, including reading comprehension strategies, to read better in every class.
- Active listening strategies and presentation skills to communicate clearly.
- Effective note taking strategies and how to use study tools, such as flash cards and color coding, to study efficiently and improve test scores.
- Test taking strategies to take tests and quizzes with confidence, tackle different types of tests and manage testing anxiety.
- How to research effectively, such as learning how to research a topic, evaluate sources and write a bibliography.
- How to write effectively, such as mastering all the steps of the writing process.
- How to be safe online, such as learning how to locate, evaluate and share digital information responsibly and other tips on how to be safe on the internet.
- How to navigate college admissions requirements, including a college admission essay.
- Job interview preparation, including job interview tips and how to write an effective resume and cover letter.
What to expect from our study skills program
Our tutoring experts will:
- Instill life-long study skills in your child that will pay dividends far beyond school.
- Share effective study tips that will make homework assignments, school projects and big tests much more manageable.
- Reinforce positive behaviors and attitudes. Our tutors are experts at motivating and recognizing children for every skill learned, building your child’s confidence.
- Give your family convenient scheduling options.


The Roman Empire was formed in circa 27 BC by Augustus after the assassination of Julius Caesar. It was one of the biggest civilizations in the human history. During the first 150 years of imperial rule, Rome reached the height of its power. Ancient Rome was its Power Center.
The Romans adapted the ancient Greek culture but they used the Roman law. They divided the day into 24 hours but the length of hours varied. There were 12 hours of daylight and 12 hours of darkness. Daylight hours were longer in summer as compared to in winter.
Fast Facts: –
- The average life expectancy in Ancient Rome was from 25-30 years.
- The longest conflict in human history was between the Romans and Persians. Their wars lasted about 721 years.
- The Romans used urine to wash clothes and whiten their teeth.
- Roman gladiators rarely fought to the death or against animals.
- The Statue of Liberty was inspired by Roman Pagan goddess Libertas.
- Flamingo tongues were considered a delicacy in Ancient Rome.
- Romans built aqueducts, a system of channels and bridges that transported water for public baths and toilets.
- The Colosseum is one of the most famous buildings left by the ancient Romans. It is a huge amphitheater in the center of Rome.
- The tunic and toga were two general types of clothing popularly worn by ancient Romans.
- Their regular diet consisted of common staple food like wheat, posca, bread etc.
- The Roman army was really powerful. They could march up to 40 kilometers in a day.
- The Roman Empire occupied just 12% of the entire world’s population, even at its peak.
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Some routes to teaching are traditional, and others are not. Some ways you will gain experience through sustained, hands-on engagement with classrooms of students, and other routes will require that you attend college and university in order to graduate as a fully qualified teacher.
Be sure that you scope out the likelihood of receiving a scholarship if you have your heart set on becoming a teacher, or a financial grant if the cost of tuition is a concern of yours. You will also have to undertake a period of student teaching and gain enough mastery of lesson structure, and student support before you can teach your own group of pupils.
Know What Is Expected Of You
Once you’ve decided that teaching is for you, then you can begin researching suitable courses and programs. Make sure that your search is wide and conducted thoroughly, after all you’re choosing where you’re going to have to spend the next few years of your life studying.
Consider studying for an Elementary Education Masters degree online, and reap the rewards of deciding your own flexible work hours. By taking part in such a program, you gain knowledge and insight through eight self-paced online courses, field-based experiences that involves a full practicum of 450 hours – equivalent to 15 weeks of teaching experience, and immersion events such as seminars, guest speakers, and networking events. Lastly, you prepare for exams and gain support for your Initial License.
Have A Keen Interest
Share your interests and passions with others, and more specifically the young minds of the future. As a teacher, your responsibility is to educate young people and help them find areas in which they excel. You’re imparting wisdom over topics of a broad nature since you’re typically required to teach literature, mathematics, the sciences, as well as the arts. You should also foster student’s ability to think for themselves, and form opinions and interpretations through using their own volition.
Before embarking on becoming a teacher, you should be absolutely sure that a teaching profession suits you and that you’re excited to begin. At this crucial stage, it’s important to ask yourself why you’re going forward to become a teacher, and ensure that the decision is yours and yours alone. Leadership skills are going to enable you to show your potential as a teacher, and exemplify why you’re right for the job.
Begin creating professional profiles online that detail your experience and relevant employment to date, as this way you’ll have a strong online presence before actually applying for graduate jobs after you’ve completed your qualifications. It’s worth starting a LinkedIn account and networking with other professionals in the educational field too.
Have The Correct Skillset
Teachers typically possess a skill set that helps them aid others. This involves being approachable and supportive, and being organized with good time management skills. You should also have the ability to work independently as well as part of a large team, a passion and drive to see a better world unfold around them, confidence and creativity, as well as having the ability to empower and encourage others around you.


At St Christopher’s we believe that music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. Through the music curriculum, St Christopher’s pupils develop their understanding, make musical judgments, apply their new learning, develop their aural memory, express themselves physically, emotionally and through discussion and create their own musical ideas. Each individual’s personal interest is captured and nurtured. Pupils not only learn about music; they become musicians who are able to share and perform using their new skills. Music is taught by the class teacher in Nursery and by a specialist Music teacher in Years 1 to 6 in purpose-built, spacious music rooms with space to dance and move around in. The music curriculum is well-resourced with a wide range of tuned and untuned percussion instruments and resources from all around the world. A Samba kit, Djembe drums and class sets of keyboards are also used to support curriculum music. There are 6 practice rooms where small class ensembles can practice when preparing for assessments or performances. Music is taught for two 30 minute sessions in Reception and 1 hour a week in Years 1 to 6.
Our Music curriculum in Nursery follows the Expressive Arts guidance in the Framework for the Early Years Foundation Stage, supported by the Foundation Stage Music Express course. Pupils learn to sing a wide variety of songs, make music and dance.
Our music curriculum in Reception to Year 6 follows the Music Programmes of Study in the National Curriculum for England 2014 and focusses on the Elements of Music:
- Pulse and Rhythm
- Music and Movement
- Creative Composing
At St Christopher’s School, we also follow the methodologies of Dalcroze Eurhythmics, George Self and Kodaly which focus upon pupils exploring music and feeling music through movement and active music-making. The Solfège Scale and teaching methodology (Do-Re-Mi-Fa-Sol-La-Ti-Do) is used to teach pitch, singing and harmonies.
The specialist music teachers collaborate very closely with the Instrumental Music Department and the Senior School Music Department, working together for large prestigious events and concerts.


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Introduction Unit 1: Performing Music Unit 2: Composing Music Unit 3: Music - listening and appraising Area of Study 1: Western Classical Music 1600-1899 Area of Study 2: Music in the 20th century Area of Study 3: Popular music in context Area of Study 4: World music Extended Answers Glossary Index
Paul Terry has taught from primary to postgraduate level, including 15 years spent as director of music at the City of London Freemen's School. He was an examiner for ABRSM for nearly 30 years, and has been chief examiner in music for both OCSEB (now part of OCR) and Edexcel (for whom he pioneered the introduction of Music Technology as an A-level subject). He has also served as a member of the Secondary Examinations Council and its successor the Schools Examinations and Assessment Council, and has been employed as a music consultant for several examining boards. Paul's many publications include Musicals in Focus and a number of music study guides for Rhinegold Publishing, three books on A-level music aural published by Schott, books on music technology and group music-making for Musonix Publishing, and various articles on music education for Music Teacher, Classroom Music and other periodicals.
"This guide is comprehensive and a 'must-have' for any GCSE music student." - Anthony Anderson, Head of Music and Advanced Skills Teacher at Beauchamp College, Leicestershire "The book is thorough and approaches challenges such as sonata form, Schoenberg and the intricacies of Indian rag with character and a fearless attitude." - Ben England, Head of Music, the Grange School and Sports College, and Advanced Skills Teacher for Music in South Gloucestershire


The future of the Corridor is entrepreneurs
Entrepreneurs are important for many reasons, from promoting social change to driving innovation. Entrepreneurship occurs in small businesses, education, large companies, charitable and religious organizations. It’s about the impact of fostering new ideas and ways of thinking to create dramatic change.
Here are a few reasons entrepreneurship is important:
Entrepreneurs add to regional income
According to the U.S. Small Business Administration Office of Advocacy:
- Iowa has 267,733 small businesses
- Iowa has 646,525 small business employees
- 3% of Iowa businesses are small businesses (defined as those with 500 or fewer employees)
- 3% of Iowa employees work for small businesses
Iowa firms with fewer than 100 employees have the largest share of small-business employment.
According to the U.S. Bureau of Labor Statistics, Iowa small-business employment is greater than total employment in South Dakota and nearly equal to total employment in Idaho.
Entrepreneurs create social change
By offering unique products and services, entrepreneurs break away from tradition and reduce dependence on obsolete systems and technologies. This results in an improved quality of life, improved morale and greater economic freedom.
The Art of Education in Osage began when an art instructor grew frustrated with being forced to take general continuing education courses that had nothing to do with art. So, she and her husband began offering accredited CE courses online specifically for art instructors. In 2019, The Art of Education became accredited as the Art of Education University. Instead of exclusively offering courses and degrees, AOEU provides a variety of learning opportunities. Instead of abandoning students after graduation, AOEU supports its students during an entire career. Instead of offering an endless list of degree programs to every student imaginable, AOEU is hyper-focused on the field of art education.
Imagine – a university built by art teachers, exclusively for art teachers. Imagine the social and professional impact on the individuals who have discovered and taken advantage of these two entrepreneurial enterprises.
Entrepreneurs spur community development
Community development includes attracting different business anchors such as senior housing, educational enterprises and visitors and retirees. These are less traditional, but effective, ways of increasing the flow of resources into the economy from outside. Cheap land and labor are no longer the keys to community development. Rather it is knowledgeable workers and a culture of innovation and creativity.
Think of what has occurred since the flood of 2008. We have new housing developments in urban downtown areas, bike trails that connect Center Point to Iowa City and beyond, new senior housing developments, new school construction and theatre restorations – all completed and supported by entrepreneurial individuals and organizations.
We must work together
We need to work with stakeholders to establish a framework that will allow entrepreneurship in each city and rural area to flourish. We must cut down on negative externalities, instead focusing on the growth trajectories of local business to stimulate the Corridor’s economy from the ground up.
Growing local businesses is good for business, good for local economies, and good for entire communities. The relationship between entrepreneurship and economic development is important to understand for policymakers and business owners.
Empowering local businesses can positively change communities. Few places possess enough assets on their own to compete for and support new, existing, and emerging businesses. Our neighbor’s successes spillover into our own borders. It’s about regions, networks, clusters and innovation. It’s about entrepreneurship.
Maurie Cashman is a member-owner of Agri-Management Farm Services LLC and manages its Aspen Grove Investments brand. This appeared in the November 25, 2019 edition of the Corridor Business Journal.


ECU ELEMENTARY EDUCATION
ECU Elementary Education majors develop skill and competency in educating children in grades one through eight. The student acquires an academic foundation in Language Arts, Mathematics, Science, and Social Studies by completing at least 12 semester hours in each of these content areas. Elementary Education majors expand their teaching knowledge and skills in the use of teaching methods, materials, various assessment instruments, and appropriate technologies toward meeting the educational needs of elementary students. The candidate develops perspective and skills in planning, organizing, implementing, and evaluating learning activities and lessons. Students also learn appropriate classroom management skills that provide a setting and climate conducive to learning and growth.


The typical college student dreads hearing, “Let’s review the chapters you read for homework.” What generally ensues is a question and answer drill in which students are peppered with questions designed to make clear who has and hasn’t done the reading. In reality, these exchanges do little to encourage deep thought or understanding of the assigned reading. They produce awkward silences during which students squirm in their seats, hoping to become invisible. Other times students decline to answer for fear of giving the wrong answer. Almost all the time a negative tone permeates the classroom during this review. I decided to restructure the way that I approached reviews of reading assignments, and found that by doing things differently, I could change both the tone and outcomes of the review activity. I’d like to share some of the ideas and techniques that I have found useful:
The Top Ten – Ask students to create their own “Top Ten List” of important concepts presented in the chapter(s). I encourage student collaboration in the creation of these lists. The activity provides a nice review of the material, and you’ll be amazed at what students consider to be most important. I use these lists as a starting point for discussions. They also let me know what areas of content need further explanation. For students who didn’t do the reading, the lists expose them to ideas in the text and that prepares them at least a bit for the subject of the day.
Secondary Sources – Gone are the days when the textbook is the only source of information available to students. With blogs, research articles, journals, informational pages, and news websites at the touch of a fingertip, students can easily learn more about the subject. After they’ve done the assigned readings, have students locate another viewpoint on the subject and bring it to class. In class, set a time limit (say 15 minutes) and have partners/groups discuss the reading material and their secondary sources. As you circulate around the room, you may hear some good examples that you can use later in the period. Interestingly, students often (without being asked) continue to bring in outside resources on the topics we study, which makes for rich and healthy discussions.
Journaling – For the ideas presented in the readings to become relevant, students need to articulate thoughts about what they are reading and they need to hear how others responded as well. I encourage my students to write journal notes, which I describe as what the brain is thinking while reading. Example: “Wow! I never considered how George Washington must have felt during this turbulent time in the nation’s history. I always thought of him as liking his role as president.” Students can share their journaling with a partner or small group. This exercise helps students get past initial impressions, and it connects what they already know to the new information.
Divide and Conquer – Divide up the next reading chapter among small groups of students. Student A reads the first section in the chapter, Student B reads the next section, and so forth. The next day, students meet in small groups and report on the section they read. Or you can have groups of students that read the same section meet with students who read different sections. Students become dependent on one another to create the full picture of what was in the reading material. My students seem to enjoy these group discussions, which are a way to become familiar with the material before being graded on it.
Using these and other strategies has really made a difference in my classes. More students are engaged in and contributing to class discussions, and they are moving beyond a simple repetition of facts and details. Students are digging deeper and connecting their world with other viewpoints, and that gives them a richer understanding of the content.
These new approaches are having an effect on me, too. I am more calm and confident in my role as a teacher and a learner. I find it easier to be more patient and thoughtful with my students. Most important, I have noticed that the classroom feels like a safe and positive place. Students show greater respect for one another and more appreciation of the material. In my opinion, all these responses make these changes worthwhile!
Dr. Sarah K. Clark is an assistant professor of elementary education at Utah State University.
Reprinted from “Making the Review of Assigned Reading Meaningful.” The Teaching Professor, 24.9 (2010): 2-3.


The Republic of Yemen, located in southern Arabia, was formed in 1990 when the Yemen Arab Republic and the People’s Democratic Republic of Yemen combined. In recent years, the country has endured revolution and conflict. Yemen is one of the poorest countries in the Arab World. Women here are afforded few rights and most are illiterate.
Fun Facts about Yemen for Kids
- 24.8 million people live in Yemen.
- Yemen has 203,850 square miles of land.
- Most people in Yemen are Muslim.
- The official language is Arabic.
- The life expectancy here is 67 years.
- Endure: tolerate, live through
- Revolution: political uprising and war
- Illiterate: unable to read
All about Yemen Video for Kids
Here’s the best kids Yemen video you can watch right now to learn more all about Yemen:
A video presentation of the beautiful sceneries in Yemen.
Question: What are the most common industries in Yemen?
Map of Yemen
Here’s a map of the country of Yemen and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around Yemen! You can see the terrain, but also see the roads, images of the buildings and even take a 3D tour through the streets of the cities of Yemen, as though you are actually there!
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MLA Style Citation
Declan, Tobin. " Yemen Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 23 Feb 2020. < https://easyscienceforkids.com/all-about-yemen/ >.
APA Style Citation
Tobin, Declan. (2020). Yemen Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-yemen/
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