It’s so easy to connect to your students in a meaningful way with multimedia and with music education videos on YouTube. With a single click, you can instantly inspire young musicians to excel musically and academically, teach a concept through the language of video or simply enjoy exploring the many educational offerings. Here are 10 of my favourites:
1) Why an “A” is not enough:
Dr. Brennan makes a poignant point about the educational system using a familiar tune at a band concert while encouraging excellence through music education and performance.
2)Vibration: See The Unseen:
This is an excellent slow motion look at vibrations that can serve as a music teaching resource. With a catchy electronic melody and awe-inspiring imagery, this YouTube video will help your music students understand vibrations and sound wave in an unforgettable way.
3)T-Mobile Music Events: Making Music Fun!
I just love these! if you’re not familiar with the term – these are extraordinary musical/dance events that take place in everyday places just out of the blue. I’ve put a few here together on this post so you can find them easily and enjoy them with your students.
4)Animusic on YouTube:
Animusic creates musically inspiring computer animation combining imaginative virtual instruments with MIDI music. Works for every instrumental group from percussion to strings will awe students!
5)Deaf Percussionist Evelyn Glennie Teaches How to Truly Listen:
Scottish percussionist Evelyn Glennie has mesmerized audiences for decades. She explains how to listen to music, including interesting insights from her own experiences with music, deafness and how there’s much more to the art of listening than act meets the eye. This TED talk video is over 30 minutes long and makes a great start to discussion for any older class.
6)Music Advocacy YouTube Video:
What are the benefits of music? This simple presentation is one of the best music advocacy videos I’ve seen- it’s simple yet tasteful and provides interesting insight and facts on the benefits of music education to our brains.
7) History Of Rock Videos
Finding videos and recordings for teaching general classroom topics such as the History of Rock can be useful, but often time consuming to put together. At this article, I’ve put together some the most relevant videos to highlight the most significant artists in the beginning of Rock and Roll era.
8)Eric Whitacre’s Virtual Choir “Lux Aurumque”:
Choral directors who love Eric Whitacre’s lush harmonies and ethereal compositions will enjoy sharing Whitacre’s innovative take on choral music in this popular YouTube video.
9)Music for Kids: The Young Person’s Guide to the Orchestra
In this you tube video which is wrapped in a child friendly platform so that students don’t to read comments or get distracted, puppets explore musical instruments at the Meyerson Symphony Center and learn about Benjamin Britten’s “The Young Person’s Guide to the Orchestra”. A fun introduction to this work for any young music classroom. Click here for the link.
10)Evolution of Music – Music History Mashup
With over 100 songs spanning a millennium, this music history mash-up takes your students through an exciting historical journey through time in just 11 minutes.
These ten videos are a start to sharing, but I’m sure you will agree there are so many more high quality videos freely available. Please feel free to leave your comments and share your favorite music education videos so that all teachers can get easier and quicker access to resources.


Many people have the impression online art education is limited to digital forms of art-making, such as using computer programs to create digital drawings. However, online art education encompasses so much more. In fact, art encompasses more than just the act of making art – it includes the whole artistic process.
Each artist has their own artistic process beginning with the initial artistic idea and ending with the presentation of the final masterpiece. Online art courses need to account for this complete process. Here are just a few ways that the stages of the artistic process can be taught online.
Artists are excellent at observing their environment for inspiration. Effective art education allows students to explore their surroundings to find their own inspiration. This discovery process can be facilitated online by guiding students with open-ended questions. These questions allow students to consider all aspects of their artwork and use their creativity instead of being told exactly what to do. Here are a few examples:
- What kind of art materials would best represent your idea?
- Which colors work best in the background?
- If the feeling happy were a shape, what kind of shape would it be?
Having students perform observation activities like sketching or studying their environment can also help to get their inspiration flowing. They can be guided to become mindful of textures, colors, and shapes in their surroundings, which can become a source of inspiration later in the creative process.
Artists experiment with non-traditional materials, and they often work with regular materials in new, exciting ways. Students of any age can practice experimentation by playing with artistic materials. For example, they can create sculptures outdoors using leaves, twigs, and rocks. They can transform old plastic bottles into an animal sculpture.
Students can experiment with traditional materials like pastels and paint through guided play. For example, they can layer pastels over a painting, or they can practice watering paint down and applying it with different types of paintbrushes. Creating art for experimentation purposes can help students gain mastery because it allows them to gain familiarity and confidence with the art material.
An effective online art course should steer students to brainstorm and plan out final works of art. Presenting students with open-ended questions during the planning process allows them to begin thinking about art in unconventional ways. Encourage students to conduct artistic investigations that allow them to explore the inspiration and history of the artists they study. Direct students to sketch out their ideas as they develop their plan.
In teaching art online, is important to remember that while many artists plan before creating artwork, some artists dive right in to creating. Therefore, it is also important to incorporate projects that allow students to work without a plan. When students are presented with a balance of opportunities to create works with a preconceived plan in addition to spontaneous works, they will complete the course with a well-rounded approach to artistic creation.
In an online learning environment, it is important to guide students to complete artistic projects using a step-by-step process. Text can be used to provide instructions. Images can be used to provide visuals to accompany text-based instruction. Consider incorporating videos to demonstrate challenging steps or show the process from start to finish.
While structured steps are important in guiding students through an artistic process, it is also important to allow students ample freedom to exercise their own creativity. Aim to keep a balance between developing your students’ foundational art skills and allowing them to make creative choices.
An artist thinks about where, how, and why their artwork will be presented to viewers. When teaching art online, it is important to instill this skill in your students. Incorporate examples of how artwork can be displayed to the public in your course content. For example, artist Andy Goldsworthy creates temporary sculptures outdoors using natural materials and documents them by taking pictures.
Inform your students about which materials last the longest and why. Oil paintings on canvas may last longer than a watercolor painting on thin paper. Teach your students to think about the purpose behind their creations. Encourage your students to use their artistic intention to guide their choices about the presentation of their artwork.
As you embark on the journey of teaching art online, remember that a hands-on subject does not have to be limited in an online learning environment. Please share your ideas for teaching art online in the comments below. To learn more about the online art courses offered by Lincoln Learning Solutions, explore our course catalog and send us an email for information.
Danyelle Roadman is an art teacher at Lincoln Learning Solutions and has been teaching art online for more than three years. She has also assisted in the development of Lincoln Learning Solutions’ art courses. In her spare time, Danyelle enjoys traveling, writing, reading, and creating her own artwork.


This is a photograph of Maritcha as an adult.
In adulthood, Maritcha was able to fulfill her lifelong ambition of becoming a school teacher. In her memoir, she credited the many people who helped her at every step of the way. In childhood, there were her parents, who “made over a sickly, peevish, unproposing [sic] girl into a woman with a new lease on life” and sacrificed so that she could “attain what was regarded in my youth as a liberal education for a woman.” Later came her teachers, most esepcially Charles Reason.
Maritcha devoted herself to elementary education. She began at Colored School no. 1, later P.S. 67, where Charles Dorsey, another member of Brooklyn’s black elite, was principal and the much admired Georgiana Putnam assistant principal. There, Maritcha progressed from teaching the lowest primary grade to instructing the graduating class. Ten years later, she was hired as the assistant principal of P.S. 83 under the directorship of Frank Harding whose further mentoring helped her become, in her own words, “useful and efficient.”
Thanks to her long career Maritcha developed a well-defined set of teaching principles. Recognizing that elementary education was the full extent of what the majority of children—black or white, native born or immigrant—would receive, Maritcha saw herself as providing “the education of the masses rather than of the classes.” She believed that there were three essential components to their education: information, which included not only book knowledge but also critical thinking; elevation, or moral development and the formation of personality; and the cultivation of the mind-body connection since she was convinced that control over muscles led to greater mental readiness and concentration.
In 1892, Maritcha moved beyond the female sphere of elementary school teaching into political activism. That year she debated Ida B. Wells at the Brooklyn Literary Union and, in the eyes of many, won the debate. The two women became close friends. Maritcha mentored Wells “extempore speaking”; in turn, it was Wells who convinced Maritcha and her friends to start a black women’s club in Brooklyn, the Woman’s Loyal Union.


Most children begin learning phonics by sounding out letters and learning what items represent that sound and that letter, i.e. A is for apple; A sounds like “aaaaaaaaaaaaaa”. Children begin learning phonics from parents, siblings, videos, and music at a very early age (2-4 years old) even before entering school.
Phonics and phonemic awareness are comingled when teaching children in this manner. Phonics involves the relationship between sounds and written symbols, whereas phonemic awareness involves sounds in spoken words. Therefore, phonics instruction focuses on teaching sound-spelling relationships and is associated with print. Most phonemic awareness tasks are oral.
Even though parents are the initial teachers, it will take a professional to instill all of the rules of phonics and to teach students decoding skills as they begin to read. Hiring a tutor with experience teaching early learners will ensure a student’s success as they begin elementary school. A professional tutor can also reinforce phonics for those students that were taught the Whole Language approach to reading and are still struggling in 2nd and 3rd grades. Hiring an Advanced Learners tutor is a guarantee that you will receive a professional tutor that can make a difference in a child’s ability to read.
High School Tutors
As soon as your student begins high school the pressure is on. Many students find the transition into high school rough. When every grade counts towards a scholarship or college acceptance, starting high school on the right foot and staying on solid ground can be a struggle for many students. Do not wait to hire a tutor when you see your student struggling! Hiring a professionally educated, experienced, and qualified tutor can save many stressful nights of studying and test preparation anxiety. A commitment to your student’s education doesn’t have to be a costly one; our high school tutors work around your schedule and we work with your budget.
San Diego Tutors
San Diego’s emphasis on education is apparent in its notable support of the biotechnology research being conducted at the University of California, San Diego Medical Center. The Census Bureau ranks San Diego as the 9th most educated city in the US with 40% of its population attaining a bachelor’s degree or higher. San Diego is home to some of the most coveted private schools, colleges and universities in America. San Diego hosts four school districts to cover the needs of all its public school students. These residents take their education very seriously and so do we! As a city with students of all ages, we have cultivated an elite group of tutors to help students with any subject necessary. Our highly customized service means that you determine exactly who your tutor will be, where the tutoring will take place, and for how long. Our reputation as a premium service is evident in the multitude of testimonials and referrals we have received from parents, students, and schools throughout the San Diego area.
Our Tutoring Service
Every Advanced Learners tutor is a highly qualified, college-degreed, experienced, and fully approved educator. You can feel secure knowing that each tutor has been thoroughly pre-screened and approved. We have stringent requirements for all of our tutors. We require a national background check, a personal interview, and both personal and professional references of each applicant. We select only the very best tutors for our clients to choose from. Your personalized list of matched tutors will include professionals specifically suited to your child’s current academic needs. The backgrounds of our tutors are varied and their experience diverse, but the common factor is the passion for learning and education that they all share. As our client, you have the opportunity to review and speak with as many tutors as you wish until you find the right match for your student.


The oases in Morocco are home to more than 2 million people. They have traditionally been defined by the presence of fertile land within a desert setting. As climate change and global warming progress, desertification of these regions has dire consequences for local land, plant life and culture. Contrast VR, Al Jazeera’s immersive storytelling studio, created a virtual reality film called, “The Disappearing Oasis,” to draw attention to local activists who aim to improve the state of their homes. Halim Sbai, who grew up in the oasis of M'hamid El Ghizlane in Southeast Morocco, is one of this true story’s main protagonists.
"This land is so precious to us because it's the last oasis before Sahara starts, and it's our roots. We consider ourselves protectors of this oasis against the desert. If we leave it, the desert will take over,” Sbai said.
Sbai and his brother have been working together to nourish and celebrate their homeland since they started a regional music festival in 2009. They lead programs honoring the Saharan culture and ecosystem, provide music education for children, and carry out environmental cleanup campaigns and tree-planting initiatives.
“The things that belong to this land are gone,” one farmer says in the “The Disappearing Oasis.”
Oases have historically served as points of gathering and cultural exchange for travelers.
"M'hamid was the door to the desert,” Sbai said, explaining that people would converge there from north of Mali, south of Algeria and Mauritania, among other lands. Nomads who stayed to make their home at an oasis typically practiced herding and farming. Sbai remembers seeing dates, vegetables, grasses, water, fish, rabbits, partridges, herds of goats and palm trees while he was growing up.
Over the last few decades, rain became less frequent and more unpredictable. As desertification occurs in response to increasingly dry, hot temperatures, few trees persist and the local population dwindles. M'hamid has lost about 25 percent of its population since 1980, and less than 7,000 people now remain.
During the last 100 years, about two-thirds of Morocco’s oases have disappeared, the Ministry of Agriculture reports. Oases in the Maghreb region in Northwest Africa have all experienced the harsh effects of global warming, including those in Tunisia, Libya and Algeria.
Climate Scientist Carl-Friedrich Schleussner of the Berlin nonprofit Climate Analytics told E360 this region will continue to have a “very robust drying signal” over the next few decades and that, “It’s already experiencing drying trends, and this is only predicted to continue.” He co-authored the World Bank 2014 Turn Down the Heat report on climate change, which states the number of drought days in the Maghreb region could increase by more than 50 percent by the close of the 21st century.
"We cannot plant all M'hamid. We cannot bring water to the whole oasis. We cannot clean it all. We can only make some noise and shine a light so people can see what's happening,” Sbai said. “The Disappearing Oasis” highlights his efforts and the ongoing climate-related challenges in the region.
The YouTube version of Contrast VR’s immersive documentary below can be explored with grab-and-drag features.


- To contribute to a balanced an appropriate general education, leading to the personal and social development of each student together with a fostering of the concept of accountability
- To create awareness of the business environment and to to provide each student with the knowledge, understanding and skills leading to a personal competence and responsible participation in this changing and challenging environment.
- To encourage the development of self-reliance, mental organisation and agility, clear and logical thinking, planning habits, methods of investigation and processes whereby accuracy can be ensured
- To enhance numeracy skills and promote awareness of the use of figures computations and statistics in the world of business and enterprise
- To expose students to aspects of business and enterprise with a view to career and working life, additional studies in accounting or as a basis for further education.
The course is divided into eleven main sections:
- The Conceptual framework of Accounting
- The Regulatory Framework of Accounting (Higher Level only)
- Accounting Records
- Double-entry bookkeeping
- Bank reconciliation statement
- Control Accounts
- Suspense Accounts
- Sole Traders
- Company Accounting
- Share Capital, Reserves and Loan Capital
- Financial Statements of Limited Companies
- Appreciation of Annual Reports of Public Limited Companies (Higher Level only)
- Specialised Accounts
- Manufacturing Accounts
- Club Accounts and the Accounts of Servicefirms
- Departmental Accounts
- Farm Accounts
- Incomplete Records
- Cash Flow Statements
- Analysis and Interpretation of Financial Statements
- Management Accounting
- Information Technology and Computer Applications in Accounting
The syllabus is assessed by means of an examination paper at two levels, Ordinary level and Higher level in ascending order of difficulty.
A review of the Leaving Certificate Accounting syllabus has taken place and a revised syllabus has been completed. This revised syllabus will be approved by the NCCA in spring 2006 and following approval, will issue to the Department of Education and Science for implementation in schools in due course.
This is a practical and vocationally-oriented course that introduces students to the world of Business in a straightforward and logical way. It aims to create an awareness of the importance of Business activity and to develop a positive and ethical attitude towards it.. The importance of people in Business is highlighted. The course sets out to illustrate the process of setting up a business and developing a new product or service. It emphasises the importance of good management and deals with skills and activities necessary for good management practice. It also deals with the impact of technology, foreign trade, global firms and competition and with business structures and the national economy
- People in Business
- Conflicting interests.
- Household and Business Finance, Insurance, Taxation.
- Human Resource Management
- The Changing Role of Management
- Monitoring a Business including ratio analysis.
- Identifying Opportunities
- Starting up
- Business Sectors
- Structure of Business
- Community Development
- Business, Government and Workers
- Social and Ethical Responsibilities of Business
- The International Trading Environment
- The European Union
- International Business
Assessment is by examination paper at two levels, Ordinary level and Higher level.
The Leaving Certificate Business Studies syllabus was introduced in 1997 and first examined in 1999.


Document Type: Original Article
Islamic Azad University, Tehran North Branch
Islamic Azad University, Garmsar Branch
The purpose of this study was to measure reading comprehension strategies when Tell Me More and Sweet English software were utilized to enhance the traditional reading comprehension practice. The study focused on evaluation of four strategies (i.e., scanning, skimming, inferencing and headline guessing) in reading comprehension in three different classes at an English language Institute in Iran. In addition, the study reported the relationship between learner attitudes and learner perceptions toward the use of the software. To do so, one hundred and twenty students studying at Jam-e-Jam Institute in Tehran were selected. In the first step, CELT was administered and among 83 participants who were found to be homogeneous, sixty were selected and assigned randomly to three groups of 20, one as the two experimental groups and the other as the control group. In the second step, subjects in both experimental and control groups were tested on a researcher-prepared reading comprehension test as a pretest in the first session. In the following 12 sessions, the treatment was administered to the participants. At the end of the semester, the subjects in all three groups were given the same test of the pre-test as post test. The test result showed that CALL groups (the experimental groups) surpassed slightly the control group. The use of Tell Me More produced a significant difference in learners’ inferencing and scanning but not skimming and headline guessing as compared to Sweet English. The result of survey indicated an overall positive attitude toward Tell Me More. A significant correlation was reported between student attitudes and student perception.


Mount Elbrus is an inactive volcano located in the Western Caucasus mountain range. It is the highest mountain in Russia. This mountain has two summits, the east summit measuring 5,621 meters and the West Summit measuring 5,642 meters. It is also among the top ten most prominent peaks in the world.
The first person to climb Mount Elbrus was a local man Killar Khashirov. He made his ascent in 1829. He reached the East Summit. The west summit was first climbed in 1874 by a British expedition led by F. Crauford Grove.
Quick Facts: –
- Mount Elbrus is one of the Seven Summits. This group consists of the highest mountains on each of the seven continents.
- There are a total of 22 glaciers on the mountain covering an area of about 53 square miles. These glaciers feed three rivers including Kuban, Baksan, and Malka.
- Initially this mountain was known as Sobilus. The name has been derived from Latin which means ‘pine cone’.
- Russian adventurer Alexander Abramov drove a Land Rover to the summit of Mount Elbrus in 1997, along with a team of 10 men.
- In 1998 a fire was started by a group of climbers while cooking, and burned down the first hut Priut 11 which was built at 13,650 feet.
- There is a cable car and chairlift on this mountain which was built between 1959 and 1976.
- There are barrel huts on the mountain as well which are located at a height of 3,800 meters.
- Approximately 30 climbers die each year while trying to ascend the mountain. This figure puts the mountain among the deadliest ones.
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In the early days, when education system was just a push towards providing basic and standard knowledge to the people, there were not many schools established in the UK. The education was all provided by the religious institutes and the churches in UK. However, the school Roman workshop started resisting the government regarding the introduction of education system.
There were several attempts made by the government in the early 19th century to provide education to the people. The time was right to set something for the people and educational reformation was needed.
Establishment of National Schools
In the early days of the 19th century, in 1811 the National Society was established and the main aim of the society was to promote the education for the poor people. The schools that were established by the national society were named as the National schools, though they were a part of the state system administration.
The law of compulsory apprenticeship was abolished by the government in 1814. By the end of the year 1831, there were approximately 25% of the total populations who were attending the Sunday schools. These schools among the first ones that were running by the state funding and they are the main reasons for the modern day system that is known as the English school system.
Different initiatives during the century to increase the educational levels
- The school for reading, writing and arithmetic was started by John Pounds in 1818. The school was free of charge without any fees.
- The first infant school was established in Spitalfields during the year 1820. The founder of the school was Samuel Wilderspin.
- In 1833, the state started involvement in the education system and the parliament decided that they would allot some amount for the construction of new schools in the UK.
- The Lancashire Public school association was established in 1837 and the association proposed that some of the schools should be funded from the taxes that are collected by the state.
- A bill was proposed in 1837 by the Whig, it was a proposal for the public education in UK.
- The grammar schools decided that they will now start teaching the science and literature along with grammar.
Foster Elementary Education Act 1870
The foster education act was introduced to provide the primary education to the areas where the previsions of education were inadequate at that time. The schools were partially state funded and the main aim was to provide the elementary education. There was a separate board elected to monitor the schools, thus making it the main part for the teaching history in the UK. The schools started charging the fees but the poor people were given separate exemptions for the education.
The rule was passed that there was compulsory attendance required for the children that fall under the age between 5 to 10. The schools were empowered by the board to make it compulsory education till the age of 13.
However, in some cases the students were exempted after the age of 10 if they have reached the standard level of education that is set by the board.


Arnhem youth inspired to learn through new education program
A new learning program in northeast Arnhem Land is using traditional knowledge to bridge the gap to mainstream education, teaching students leadership and employment skills.
The Dhupuma Foundational Learning program is a partnership between the Yothu Yindi Foundation (YYF) and the Department of Education and will deliver a unique curriculum for Yolngu students who are disconnected from traditional education settings.
The first group of young people aged between 14 and 17 to enter the program recently participated in the inaugural culture camp run by elders. This is integral to the program as it is designed to combine cultural traditions with mainstream learning such as literacy and numeracy.
YYF chairman and Gumatj leader Dr Galarrwuy Yunupingu said the program was the culmination of many years of hard work by Yolngu leaders with Dhupuma meaning “looking up and ahead.”
“Education is at the heart of everything we do, and the creation of a special program for education and culture in northeast Arnhem Land has been a vision of the YYF since its inception in the 1990’s,” he said.
“It’s not designed to replicate or replace school, but rather to enable those who are disconnected from the traditional education environment to get the skills they need to succeed in life.”
Dhupuma Foundational Learning program senior teacher Cameron Adams said flexible learning offered a sustainable and locally relevant approach to education to better support Yolngu students engage, grow and achieve.
“Foundational learning promotes the development of strong young people, through the delivery of targeted training and learning programs based on community and cultural connections,” he said.
“This program is a great opportunity for real power-sharing experiences, in which the young people are the experts of their own knowledge and use this knowledge as the bridge to acquiring new skills in the mainstream curriculum that will serve them in the contemporary world.”
YYF chief executive Denise Bowden said the program would provide pathways into further education, as well as opportunities to develop job-specific training through vocational programs.
“We have always aspired for our young people to have the foundational skills needed to properly shape their futures, to be role models, and balance the Yolŋu and Balanda worlds,” she said.


Parents of young children have long been told that the number one predictor of reading success in their children is the act of reading aloud to them. However, a new study by National Center for Children and Families at Teacher's College, Columbia University suggests that other elements in a young child's home environment may play a larger role in reading development than previously thought. The most surprising factor? The level of “chaos,” specifically household disorder, in an early reader's home environment.
For parents that consider themselves lucky to catch a glimpse of the floor under their children's clutter, this news may come as a shock. But according to Anna Johnson, the lead author of the study, “chaos” is actually a specific construct that takes into account not only general untidiness, but “crowding” (either people per room or people per square foot), noise, transitions (moving house often), and routines (such as eating dinner every night or having the same bedtime ritual).
Reading aloud to your child has been thought of as the major component for reading success. But the study, controlled for socio-economic status, showed that other variables may well come into play. “What we found was that some of the home literacy environment components that mattered were more unusual, such as how often a child entertains himself alone with a book,” says Johnson.
Surprisingly, however, the study found different results between literacy development of children with mothers of average reading ability and those of above average reading ability. “Household order explained literacy growth only among children of mothers who were above average readers,” says Johnson. In contrast, child-initiated elements such as how often a child brings books home or spends time alone with books explained literacy growth among children of mothers who were average readers.
What do these new findings mean for parents of beginning readers? Although Johnson cautions against jumping to conclusions before the results of the study have been replicated, she says that different households may find that different reading strategies work best for them. “For mothers who are average readers, it looks like it could be very useful to make books available and give access to your child. It looks like for mothers who may be very busy – perhaps professionals who are high functioning with respect to reading - maybe their kids can benefit by having an organized house that has a series of regular routines,” suggest Johnson. “And don't resist the urge to pick up the broom.”
Want more unusual ideas for aiding reading development at home? Here are some out of the box ideas for fostering reading:
- Take your child to the library to sign up for his very own library card. Having his own card will make your child feel a sense of excitement and motivation around books and reading. While you're there, challenge your child to a library treasure hunt using the call numbers and letters on the spines of shelved books.
- Sneak reading practice into regular playtime. There are lots of ways that you can work literacy learning into fun and easy activities. Go pretend fishing for words, play post-it bingo, or practice a cup toss game for a literacy lesson that's inspired by the classic carnival challenge.
- Books form the foundation of early reading, and having them around is just the beginning of the different ways that they can inspire your child. Not only can kids begin to appreciate books by looking at and reading them, they can also begin to create books of their own! For a some fun book creation ideas, try Story Starters: A Book Making Activity, making a nonsense book, or creating an ABC nature book.


A thorough introductory guide to the techniques of the musculoskeletal examination
Systematic Musculoskeletal Examinations is a clear, step-by-step learning text and atlas designed to teach essential and foundational skills of musculoskeletal physical assessment. Utilizing concise, easy-to-follow text and hundreds of outstanding photographs, this is an important resource for students, residents in training, nurse practitioners, physician assistants, and practicing physicians seeking an organized approach to performing practical, problem-focused musculoskeletal physical examinations.
Systematic Musculoskeletal Examinations presents a 3-part learning system:
1. Screening Musculoskeletal Examination (SMSE): rapid assessment of structure and function
2. General Musculoskeletal Examination (GMSE): comprehensive assessment of joint inflammation and arthritis
3. Regional Musculoskeletal Examination (RMSE): focused assessments of structure and function combined with special testing of the shoulder, knee, and neck and low back
Each chapter is similarly organized to include: Introduction, Clinical Utility and Objectives; Essential Concepts and Clinical History; Overview and Component Parts of the Examination; a Practice Checklist, and brief descriptions of Common Clinical Problems. Superb photographs support the text and enhance the learning process.
- Systematic Musculoskeletal Examinations PDF Free Download,
- Systematic Musculoskeletal Examinations Free Ebook,
- Systematic Musculoskeletal Examinations PDF


Can We Better Define and Identify 'STEM Deserts'? This Nonprofit Is Going to Try
It's well known that there are disturbing, pervasive disparities for needy students in their science and math experiences: They attend schools with less lab equipment, have access to fewer rigorous classes, and receive less hands-on teaching. But there hasn't been an agreed-upon definition for what specifically constitutes a "STEM desert"—and especially, where they're located across districts and neighborhoods.
Now, the National Math and Science Initiative, a nonprofit that works to get more students access to advanced classes in science and math, is hoping to create such a definition—and use it to better target its work and that of others in the STEM education space. It is inviting interested STEM education partners to join in the work. (The first to join is the school rating and resource site GreatSchools.org.)
By next summer, NMSI hopes to have finalized the definition and released a report on the state of STEM deserts, as well as highlighting "oases" where most students have access to rigorous programs.
"The idea of putting a spotlight on some of these STEM deserts that exist throughout the country is a recognition that it is going to take many aligned contributors from philanthropies to school districts to corporate philanthropy to identify where these massive opportunity gaps are and, strategically in partnership with each other, scale rigorous STEM opportunities," said Matthew Randazzo, the CEO of NMSI.
It's an interesting attempt at cohesion, given that the STEM field itself is fairly fragmented, with coding advocates siloed in one place and informal science fans in another, for instance. And the announcement also marks an evolution of sorts for the now decade-old NMSI.
NMSI's current core activities fall into three buckets. By far its largest initiative is to support efforts to increase access to Advanced Placement classes in math, science, and English. (In 2015, the nonprofit spent nearly $22 million, or more than 70 percent of its programming, to do this.) NMSI also helps establish math and science teacher-preparation programs on the model of UTeach, developed at the University of Texas at Austin, and runs a professional-development initiative to boost K-12 teachers' STEM content knowledge and teaching skills.
NMSI has grown quite a bit over a decade (its work has touched a million and a half students), but some of that growth has been opportunities-based rather than with a cohesive regional goal in mind, Randazzo said. It has also, from one angle, been narrowly tailored: The group has favored Advanced Placement access because that program's frameworks and standards cross state lines, and success on the exams has been shown in research studies to predict future college success.
But with this new coalition, NMSI hopes to better link communities to what they need. It may be access to AP—or it might be other services, like better elementary education science content, that other providers are better-placed to provide, Randazzo said.
And in crafting a definition, the group plans to consider measures of STEM course rigor beyond AP. That will probably include AP's main competitor, the International Baccalaureate program, as well as dual-enrollment programs that allow students to take some college classes and earn college credit while in high school, and possibly even "honors" classes.
The last two pose some significant challenges: Dual enrollment looks very different from state to state and college to college. And honors recognition, similarly, is decided by states or even school districts, so it is very difficult to compare the quality of the offerings.
Meanwhile, the group is excited at what GreatSchools can bring to the table.
"We can do a lot of work in naming what a STEM desert is and building a coalition, but ultimately, we need parents in local communities to be in partnership around us. GreatSchools has a great brand, and a great reach around parent engagement," Randazzo said.


Early learning and the brain
Much like our physical development, our brain development occurs much more intensely at certain times in our lives. Knowing this, it is our responsibility to capitalize on the potential of these windows of opportunity and provide enriched contexts for learning. Our brain development also works much like building blocks-- it’s vital to lay down the foundation upon which other growth and development rests. How sturdy or fragile this foundation is, depends on the quality of our early learning experience and early learning lays the foundation for all learning to follow. Our first years of education matter.
· Center on the Developing Child at Harvard University
This quote pretty much says it all. We are each born not only ready to learn but with an incredible drive to learn. Early learning actually begins before birth, but we are most acutely aware of its power as our newborn learns to work their complex little body to communicate with us through sound and movement, or our toddler discovers the rudimentary rule-of-three in humor. Take a moment to consider that pre-verbal toddlers can understand humor. That is impressive!
Our brains are the organ of learning and they are built over time as a result of innumerable interactions with others and the environment. Through experience, our brains bloom with billions of new neuronal connections, prune those that are not needed, and strengthen and quicken those that are. This process of neuroplastic blooming and pruning happens over the lifespan but is much more intense and arguably most important during early childhood.
Why is brain development most important during early childhood? Our brains are not built in a willy-nilly way. There is order to how development builds upon, and is dependent upon, previous development. Continuing with the metaphor of a garden, our brains first create the planting bed, then plant the seeds, and finally continue to grow the garden.
Early childhood is that perfect time in spring to create the planting bed and begin putting the seeds in the ground. Early childhood is when the soil can be enriched and the seeds nourished so they can grow into an incredible garden. A child’s brain is more able to change in response to experience, better at the blooming and pruning, from ages 2-6 than any other time. Additionally, the brain development during this time is what all other development is built upon. Research in the social sciences and neuroscience has shown that the quality of early childhood brain development is evident into adulthood and predictive of social-emotional wellbeing, academic achievement, and even career success.
Considering this, it is easy to understand why an enriching early childhood educational program is vital for future brain development and the corresponding outcomes in school and in life. In the best early childhood programs, the interactions with teachers, other students, and the environment serve as gardeners nourishing this incredible time of growth and guiding the process of developing skills.
As the opening quote emphasizes, knowing what we now know, it is our responsibility to provide each of our children with early childhood learning experiences that capitalize on the brain’s ability to grow and develop, and recognize the importance of early development to support all development that follows.
Center on the Developing Child at Harvard University (2016). From Best Practices to Breakthrough Impacts: A Science-Based Approach to Building a More Promising Future for Young Children and Families.
Concepts of Childhood: What We Know and Where We Might Go King, Margaret L., 1947- Renaissance Quarterly, Volume 60, Number 2, Summer 2007, pp. 371-407
Daelmans, et al, 2017. Early childhood development: the foundation of sustainable development, The Lancet, Volume 389, Issue 10064, 7–13.
The Minnesota Scholastic Art Awards (MSAA) have been announced for 2020 and Breck visual art students are well represented. We've listed our MSAA artists alphabetically below. Congratulations to our Gold Key, Silver Key, and Honorable Mention award recipients.
Congratulations to Breck's Athena Award recipient, senior Olivia Mobley!
By order of her Majesty’s Secret Service, you are cordially invited to join us on March 007 for the Blue & Gold Bash.


Register for Free edWebinars Below
Join live or receive a link to the recording and earn a CE certificate
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Developmentally Appropriate Practice and Music Learning
Thursday January 28, 2016 @ 3:00 pm - 4:00 pm EST
Presented by Lili M. Levinowitz, Ph.D., Professor of Music Education at Rowan University and Director of Research for the Center for Music and Young Children
Sponsored by Music Together
Developmentally Appropriate Practice is the path to supporting young children’s growth and learning throughout the early years. Did you know that research in music education also points to the importance of Developmentally Appropriate Practice when teaching and making music with children?
In this webinar, learn about the National Association for the Education of Young Children’s definition of Developmentally Appropriate Practice and the 3 core considerations – and how these can be adapted to apply to early childhood music education. Developmentally appropriate songs and teaching strategies that best support children’s music development in the early childhood classroom were introduced. Even if you are not a music educator, this recorded session will provide you with a new lens through which to look at Developmentally Appropriate Practice in early childhood education.
Join the Arts & Music in Early Learning community to participate in online discussions with peers, for invitations to upcoming webinars, to view past webinar recordings, to take a quiz and receive a CE certificate for a past webinar, and for access to more resources.
Lili M. Levinowitz, Ph.D., is Professor of Music Education at Rowan University. She is the coauthor of the early childhood music and movement program Music Together and Director of Research for the Center for Music and Young Children. Lili is considered a national authority on early childhood music and is actively involved in teaching very young children as well as graduate students. Her articles appear frequently in professional journals and popular magazines. She received her M.M. and Ph.D. from Temple University; her B.M. from Westminster Choir College.
At Music Together, we understand the importance of music in early childhood—from birth, in fact. Because the truth is, most people are born with enough music aptitude to play in a symphony orchestra when they are adults, if they choose. But first we must learn how to “speak music”—to take the musical instrument we all have, ourselves, developing that musical capacity from a very young age. The sounds we make, our movements, our rhythms—these are the building blocks of music and of early childhood learning. And that’s what Music Together is all about.


Extensive research shows that babies are scientific and systematic in their playful exploration of the world
Laura Schulz, associate MIT professor of brain and cognitive sciences, has carried out research showing that children as ‘scientist’ is not merely an analogy for childhood development but in fact is descriptive of what children do and the way that they play and learn.
Schulz’s PhD research, done with Berkeley psychologist Alison Gopnik, investigated the theory that children’s representations of the world resemble scientific theories that allow them to form categories and identify relationships between different things. It studied the process children use to draw conclusions based on observed causes and effects.
Once at MIT, Schulz’s research examined how babies generate evidence through their exploration. She has found that babies carry out very systematic processes in their play, forming hypotheses and testing them against observed evidence using scientific principles – isolating variables, recognising when evidence is contrary to their assumptions and positing unobserved variables to explain novel events. “All of these abilities that we think of as scientific abilities emerged because of the hardest problem of early childhood learning, which is how to get accurate abstract representations from sparse, noisy data,” says Schulz. Her research has also shown how babies and children decide how much effort a task is worth, what stimulates curiosity, what determines different strategies of seeking help versus exploration and what supports their exploration and development.
Some of the findings from Schultz’s studies.
Babies test individual variables separately
One study showed that when babies were given ambiguous evidence about how to make a toy work they carried out methodical experiments within their play to test individual variables. The babies tested each possible variable in turn to ascertain how toys worked just as scientists also design experiments to test individual variables separately.
Babies can work out the properties of sets of objects
In one study the ability of babies to work out the properties of sets of objects based on very limited evidence.
Babies were shown three blue balls pulled from a box, all of which squeaked when squeezed by the researcher. The babies were then handed a yellow ball from the box.
What the babies did with the yellow ball depended on the colour make-up of the box of balls. When pulled from a box of mostly blue balls the babies squeezed their yellow one, suggesting that they generalised the quality of squeaking to all the balls. But if most of the balls in the box were yellow the babies were much less likely to squeeze their yellow one, suggesting that they believed the blue balls were a rare squeaking exception.
Babies, like scientists, care whether evidence is randomly sampled or not. They use this awareness to develop expectations and act accordingly.
Instruction results in less exploration
Another recent experiment explored how children responded when given instruction compared to their actions when allowed to explore on their own. Schulz found that children who were shown a feature of the toy – how to make it squeak – were less likely to discover the other things the toy could do than children who played without instruction. “There’s a trade-off of instruction versus exploration,” Schultz says. “If I instruct you more, you will explore less, because you assume that if other things were true, I would have demonstrated them.”
Not understanding how something works stimulates curiosity
Schultz found that when children knew how a toy worked they chose to explore a new box offered. However, children who had ambiguous or confusing evidence chose to continue playing with the toy they hadn’t yet worked out.
Babies use evidence to decide on the best strategy for working out the toys
One experiment showed that babies reacted differently on being shown different combinations of adults succeeding or failing with a task. They chose different strategies, asking the researcher for help, asking their mums for help, or just exploring on their own when no adult seemed to be succeeding at the task. Essentially the 15-month-olds were using a tiny bit of statistical data to decide between two fundamentally different strategies for action: utilising adult help or experimenting themselves.
Babies weigh evidence to make decisions on effort allocation
Babies who had watched an adult visibly struggle when doing two tasks before they succeeded tried harder at their own difficult task, compared to babies who saw an adult succeed without effort. It isn’t logical or possible to put effort into everything, this study showed that babies are able to use evidence to make decisions about effort allocation.
Furthermore, in this study they found that direct and supportive interaction with the baby – using their name, making eye contact, talking directly to them – made the babies try harder than when there was no direct interaction.
“What we found, consistent with many other studies, is that using those pedagogical cues is an amplifier. The effect doesn’t vanish, but it becomes much weaker without those cues,” Schulz says.


History classes can be an enjoyable journey through time for students. However, history is often presented in a dry and/or non-experiential manner. Music history can be one of the areas of study that the second paradigm often holds true. When I take a look back on the my own music education, most lessons that focused on composers and their historical context were the least enjoyable and most quickly forgotten. I am surely not alone. In a 2007 study, Campbell, Connell, and Beegle found that one area of concern middle schooler noted about their music classes was “boring music” they learned about that did not relate to their musical taste. So, why is it that music history and “classical” music, in general, is regarded as boring areas of study for so many students? The problem could lie in the way in which such lessons are presented. How can music educators expect students to enjoy learning about and retain information on music history when, all too often, it is presented in the form of outdated, lecture style lessons that do not seem relevant to students’ lives, their educational needs, and personal preferences?
For my music history domain, I tired to find a way to present Western Art Music History to my students experientially in an interdisciplinary manner so that they would find enjoyment and relevance in what they learned. I regularly include classical music in my lessons and fifth grade students are expected to experience a survey and display a basic level of understanding about four periods of Western Art Music History; Baroque, Classical, Romantic, and 20th Century/Modern. Yet, I have always struggled with marking these types of lesson highly engaging. Therefore, I developed some methods, tools, and projects that would assist me in teaching this part of my curriculum in a way that would be well received by my students and also leave them with a developing body of knowledge. In doing this, I attempted to change the way I taught to help develop my students’ “21st Century Skills” of collaboration, critical thinking, making global connections, self-direction, and use of technology as a learning tool, as described by Ravitz, Hixson, English, and Mergendoller (2012). Two methodologies utilized as guiding concepts to achieve these ends are Project-Based Learning (Solomon, 2003) and flipped learning as advocated by Kahn (2011).


Maspeth High School employs a classical curriculum built on two pillars. The first pillar of our classical education model is language-focused: learning is accomplished through the study of words, written and spoken, rather than through images. The second pillar is adapted from the trivium - grammar (the art of interpreting symbols), dialectics (the art of reasoning), and rhetoric (the art of expression). The trivium is the structure of every subject and discipline. To the classical mind, all knowledge is interrelated and derived from history. Eventually, our students develop an understanding of the role of their lives, families, and communities as part of the broad landscape of human existence and achievement.
We believe that a student who has engaged in English language arts, Mathematics, Science, and History for all four years of high school will be well equipped for post-secondary success. As such, all students are encouraged to enroll in the core disciplines in each year of their high school career.
English language arts (ELA) courses guide students toward mastery of the skills and standards associated with the Common Core curriculum through the lens of classical texts. Throughout their literary journey students at our school demonstrate their comprehension of each unit through participation in Socratic seminars and declamations. In 9th grade, students explore Classical Mythology through texts such as The Iliad and The Odyssey. In 10th grade, students are prepared to take the New York State Regents exam through the study of Philosophy and related texts. In 11th grade, students engage with the literary works of classical American authors and in their final year of study, students complete their classical journey with British Literature. Students also have the opportunity to enroll in AP Literature and Composition and AP Language and Composition throughout their high school career. The ELA department concludes each year by hosting a school-wide declamation competition.
Mathematics is our primary forum for teaching dialectics. Our teachers push our students to view mathematics as a method for logic and reasoning with applications in their daily lives. The mathematics department aims to dispel the stereotype that mathematics is only understood by some. All students are expected to follow the New York State mathematics sequence of Algebra I, Geometry, and Algebra II in their first three years of high school. Students who complete the sequence are provided with the opportunity to enroll in AP Calculus, a Pre-Calculus course sponsored by St. John's University, or Advanced Algebra with Financial Applications. Students are encouraged to take four years of mathematics in order to ensure college readiness. Each year, the mathematics department also hosts a school-wide Pi Day to promote mathematics through activities such as a competitive recitation of the digits in Pi.
All Science classes are scheduled to include a double period lab once per week in order to complete inquiry-based experiential laboratory experiments. Students are offered a wide array of science courses throughout their high school career; many choose to follow a traditional Science track of Biology, Chemistry, and Physics over their first three years of high school. In their senior year, students are given the option of four different Advanced Placement courses including AP Biology, AP Chemistry, AP Physics or AP Environmental Science. Students who choose not to enroll in an Advanced Placement course choose either Earth Science or College Astronomy sponsored by St. John's University. Additionally, each year the science department hosts a school-wide science fair in which students present their innovations and investigations of the world surrounding them.
Students begin their high school journey in history by enrolling in two years of Global History and Geography or AP World History. In 11th Grade, while students are exploring American Literature in their ELA course, they are also learning American History or AP United States History. This horizontal alignment allows for a more coherent structure and the opportunity for students to explore the content with greater attention to detail. Students in 12th grade have the option to take Government, AP Comparative Government, or AP United States Government, and Economics. The primary form of assessment across the history curriculum is a debate; debates are organized using various formats including team debates, Parliamentary debates, Lincoln-Douglas debates, and presidential debates.
Our curriculum supports college and career readiness by focusing on foundational skills that students require to be successful in their post-secondary endeavors. Our students use higher order thinking skills daily, as each lesson is built on the foundations of Webb's Depth of Knowledge and Bloom's Taxonomy. We challenge our students with daily writing prompts, class discussions and assessments of mastery. We also utilize resources such as career interest inventories, learning style assessments and self-discovery tools, such as the Myers-Briggs Type Indicator, to guide our students toward making informed choices about their lives beyond Maspeth High School.


Welcome to Primary School! Here, we teach you how to count, and how to make sure that you enjoy the process. Our engaging manner will help you learn more quickly and develop your addition and subtraction skills more effectively. Join us to learn today!
Congratulations on surviving Primary 1! Now, we learn multiplication and division to start preparing you for Primary 3. We know that you’re much quicker in your mental Math, so we will now go through more challenging questions to help you do even better in school. Join us for the best Math scores you’ll ever see!
It is the year to strengthen your Mental Power. Ability to + - x ÷ with ease is critical. The Basic seems simple but it is the basic that brings a strong foundation to the subject. Master your Geometry and Model Drawing skills. This will give you an edge in the years to come.
The crucial year in the entire primary school curriculum where you will meet the Big 4 (Fraction, Ratio, Percentage and Decimals) in full force. The main focus will be on learning different techniques in solving word problems. Once the techniques are in place, solving word problems would be a breeze.
Vectors, Probabilities and Statistics stressing you out? Not only that, imagine having the topics of Polygon, Properties of Circles and Trigonometry meshed into one single question! The challenge in “O” Level Math is having the ability to answer questions that comprise of two to three different topics all in one single question. Learn, practice, review and ace Math with Bern!


The Early Years Curriculum
The EYFS covers the Nursery class and a Reception class. We use the ‘Development Matters’ document as a tool to support our planning and assessment.
In order to be successful learners, we are committed to developing the whole child. We believe children need to be supported in developing as happy, confident and enthusiastic learners, and we ensure adult support and interaction facilitates this through skilled observations and high quality assessments and interactions. We focus on the personal, social and emotional aspects of learning, alongside communication and language skills. We are skilled in understanding the development of a child, and move quickly to identify any concerns and ensure appropriate support, interventions or referrals are made.
We have a strong commitment to the development of early Literacy and Numeracy skills in the school to give children firm foundations for their learning. In Nursery there is a weekly maths focus with daily maths sessions taking place soon after the children start Reception. In Nursery, phonics teaching begins early in the Autumn term with the class learning one new sound per week. In Reception this moves to daily phonics sessions which are based on Letters and Sounds.
We aim to inspire all children to have a love of writing, and our use of scribed stories with the children has proven impact in this area. Children begin by telling a story to an adult scribe and over time progress to writing letters they know, then familiar words and finally stories of their own as their skills progress. This gives the children ownership over their work. These are acted out and displayed in the classroom.
We use our art and literacy based curriculum as a starting point for learning each term, to give the children opportunities to explore a broad range of new experiences and to offer challenge through in school opportunities, visitors and visits. We also ensure we respond swiftly to the children’s own child initiated learning experiences, and that adults are interacting in a way which moves learning forwards for all learners.
The team meet regularly to moderate assessment judgements, share expertise and best practice and to reflect on what has worked well and what else needs to be done. Moderation also takes place with other settings and external moderators to ensure consistency in judgements.
We ensure we involve parents in the education and care of their child, keeping them informed of what we the children learning and their next steps, giving opportunities to share in their child’s learning giving workshops and ideas for supporting their child and listening to and acting on any concerns. Learning journals are used as a way to promote parental involvement and this is proving to be successful. Parents are able to see evidence of their child’s learning at parent's evenings; they are able to discuss the learning with their child and class teacher. In addition, we use To and Fro books, which enable to parents to communicate the learning that they have been doing with their child at home. This includes trips out, take-home tasks and recounting what they have been learning about at school. Our parents engage very well with these and it has really enabled our early years team to get to know their pupil's interests very well.
There is a helpful guide to aid parents in understanding their child’s learning and development in the Early Years
The link can be found here:


When I started teaching drum set at several music schools back home in Denmark, I was mostly working with children between the ages of 11-14 years, and mostly boys!
From the beginning I always demanded that they’d have at least a small amount of homework. I would challenge them to learn new rhythms that sometimes would require a couple of weeks before they would understand how to correctly perform the examples. But what I always experienced was the joy, once they understood the material and the eagerness to move onto new examples, new rhythms, and new grooves to play on the drums.
I always treated the students equal in the sense that they were potential future musicians, not because I wanted them to follow in my footsteps, but because they all deserved to get the same kind of attention.
Okay, why this blog entry?
Because I’m seeing governments around the world cutting the funding and education in the arts, saying children needs to spend most of their time with learning to read and do math. While I agree they should all learn that, I strongly disagree with the move to get rid of the arts in schools at the rate many countries are doing these days (including my home country – Denmark, as well as the country I currently call my home, - United States of America).
There’s plenty of research to prove that children that learn to play an instrument will fare better in life later on. Below is a short list of links to articles on this, as well as examples of how school environment changed in a positive direction, once the principal introduced music into the school again. The first link is to one of the leading people in Denmark in music education for children, Inge Marstal, who at the time was a professor at my alma mater Vestjysk Conservatory. (Her website is in Danish, so you might need a translator!).
The main thing that all research is saying is that when children are working with music they gain in the following areas: Better at concentrating and focusing on specific tasks, a bigger motivation for learning, higher self esteem, bigger vocabulary, and better at social interactions. Oh, and one more thing, - the children have an over all better attendance in school.
When I started teaching I wasn’t so focused on this research, I just enjoyed the interaction with the kids, and was happy when I witnessed their small victories going through the lessons. I have so many episodes that come to mind, but I’ll share one with you that stands out: One of my students had a lot of problems with learning syncopations, dotted 8th-notes combined with 16th-notes, and we spent several weeks without any progress. First he would pretend he had understood the material and had practiced, and got really nervous when he found out it was easy to call his bluff! But when he realized it was okay to not understand the material and ask for help he would relax. Then one day he came to his lesson, with a big smile on his face, seemed several inches taller, and he was beaming with pride. Not only did he play the material flawlessly, but also with a big smile told me that he was beginning to do much better in math as well as reading and spelling. That day we celebrated!
So if you have children and are not sure you want them to take music lessons. Remember it’s not about them becoming musicians, it’s about getting better at whatever area they choose to enter into. Do the children a favor, introduce them to music education.
http://ingemarstal.com (In Danish)


Fun Microscopic Life Quiz – FREE Interactive General Knowledge Questions and Answers Quiz
Enjoy this Easy Science for Kids Microscopic Life Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Microscopic Life. You need to answer all the questions to be able to get your score. You can do this fun quiz about Microscopic Life again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Microscopic Life.
About Our FREE Online Microscopic Life Quiz
Our easy science quizzes are a free interactive quiz online resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Microscopic Life quiz helps your kids learn fun facts about Microscopic Life while enjoying this FREE science quiz questions for kids.
If your kid is home-schooled by you, or is interested in learning about the world we live in, then this is a fun activity, with reading comprehension benefits for grade one to grade five kids. Kids will enjoy competing against their classmates and friends, to see who scores better, doing this entertaining free online quiz on Microscopic Life.
As a reading comprehension training activity for kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or you can limit the number of times the kids can read about the quiz topic, before they do the actual interactive quiz questions and answers game.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Microscopic Life quiz answer they think is correct, and at the end you get the quiz score. Your child can try many times doing the Microscopic Life quiz, till gets the perfect score faster, as children learn to listen more carefully and develop a better memory and attention span!
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Microscopic Life Quiz – FREE Interactive General Knowledge Questions and Answers Quiz - ." Easy Science for Kids, Feb 2020. Web. 16 Feb 2020. < https://easyscienceforkids.com/fun-microscopic-life-quiz-free-interactive-general-knowledge-questions-and-answers-quiz/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Microscopic Life Quiz – FREE Interactive General Knowledge Questions and Answers Quiz -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/fun-microscopic-life-quiz-free-interactive-general-knowledge-questions-and-answers-quiz/
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What skills will students develop?
• A range of metalworking hand tool skills on tasks with some complex features
• The ability to use a range of metalworking tools, equipment and materials
• Reading and interpreting drawings and diagrams in familiar and unfamiliar contexts
• Skills in measuring and marking out metal sections and sheet materials
• Cutting and forming skills
• Creativity with familiar metalworking tasks with some complex features
• A problem-solving approach to metalworking tasks
• Knowledge and understanding of safe working practices in a workshop
• Knowledge of the properties and uses of a range of common metals and metalworking materials
• Knowledge and understanding of sustainability issues in a practical metalworking context
What will students experience throughout the course?
• Active and independent learning through self and peer evaluations, group feedback, reflecting on learning, making independent decisions
• A blend of classroom approaches including practical and experiential learning in real-life contexts; whole class learning; team working; investigative work
• Collaborative learning: working in pairs, small groups or larger groups; working with partners in other Technologies subjects, Maths, Sciences
• Space for personalisation and choice: learners can choose how they develop their Practical Activity
• Applying learning
• Embedding literacy and numeracy skills: interpreting drawings/diagrams, measuring, marking out, analysing data, designing.
To gain National 4, learners must pass all Units including the Added Value Unit. These are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards). Unit assessment (or ‘evidence of learning’) could be presented in a variety of ways such as completed tasks, records of the task development (blogs, diaries). A portfolio of work (including a learner checklist) may be prepared
The Added Value Unit (Practical Activity) will require learners to make a finished product in metal, completing a record of progress. This will be marked by the centre in accordance with SQA guidelines and will be graded Pass or Fail.
To gain National 5, learners must pass all Units and the Course Assessment. These units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards). Unit assessment (or ‘evidence of learning’) could be presented in a variety of ways such as completed tasks, records of the task development (blogs, diaries). A portfolio of work (including a learner checklist) may be prepared
The Course Assessment consists of a more challenging Practical Activity which requires learners to make a finished product in metal, completing a record of progress. This is assessed by the centre, in accordance with SQA guidance, and is graded A to D.
Armed Forces, Carpenter or Joiner, Electrician, Plumber. Boat/Ship Builder, Ceiling Fixer, Jewellery Designer, Sheet Metal Worker, Bricklayer, CNC Operator, Mechanic, Shop fitter, Cabinet Maker, Construction Plant Operative, Panel Beater, Welder, Mechanical Engineer, Tool Maker, Fitter Turner,


A fun and colourful game where you will learn how to play a real instrument: the recorder!
Great for teachers: use a projector or interactive whiteboard and engage your classroom like never before!
(!) Flute Master requires a real soprano recorder!
(!) Use headphones if you can. This helps the game listen only to your recorder.
Help the dragon Cornelius protect his tower of strawberries from the greedy bats. Yes, in the World of Music, bats love strawberries!
You'll play a lot of unique music tracks that gradually teach you each note on your recorder. By the time you finish the game, you'll be able to play great recorder tunes! ;)
Try to score as high as you can and... scare away those bats!
• Game-based learning to introduce you to the soprano recorder.
• 30 original music tracks (+ extra albums) composed with a background in music education.
• Sheet music play along for each track.
• Real-time sound detection of the instrument, using your microphone.
• Innovative learning system for recorder fingering and sheet music reading.
• Notes associated with colours for easier sight-reading.
• Support for German and Baroque recorders.
• A scoring system that encourages self-improvement.
• Ready for classroom use. Used in classrooms worldwide.
• Part of the World of Music series.
“Educator's Choice” - Microsoft Partners in Learning
“VIP Best App” - Microsoft
“App of the Year” - Innteach
“5 Stars” - TopBestAppsForKids.com
“Preferred Choice” - Creative Child Magazine
“Creative Play of the Year” - Creative Child Magazine
With Family Sharing set up, up to six family members can use this app.


the Benefits of Arts in Cache County Schools
Corinne Clarkson, public information intern, Cache County School District
CACHE COUNTY SCHOOL DISTRICT, (CCSD), known statewide for its students’ strong academic achievement, places great value on its visual and performing arts programs. According to the Arts Education Partnership*, children who study the arts not only develop their talents, but also boost their academic development. In addition, arts education has shown to improve social, emotional, and cognitive brain development.
1. Academic development. The arts are an essential part of a complete and competitive education for all students. Music actually advances math achievement, boosts English and reading skills, and increases standardized test scores.
2. Social development. Students’ ability to collaborate, create friendships, and work together as a team increases in art and music classrooms. Having the opportunity to showcase their music and art through performances gives students the self-confidence and courage necessary to excel in school and beyond.
3. Emotional development. In music and art classes, students find an open environment where they can express themselves and create new things. This safe space decreases stress and anxiety and can be a positive outlet for students.
4. Cognitive development. Students who participate in the arts have better memory and concentration skills and are better able to develop their fine motor skills. Creating music strengthens connections between the right and left sides of the brain, which enables more creative problem solving and supports brain development.
One of the best things about arts education is that its benefits are not reserved only for a talented few. Those who are willing to try something new and work hard will not only improve, but will also receive all the advantages that come from working with the arts. CCSD strives to provide every student, no matter their age or ability, with an opportunity to explore and enjoy the arts.
Opportunities and options available to CCSD students vary by age. Elementary students in grades one through six attend a music class and an art class once a week for approximately 40 minutes each. These classes follow the District’s elementary music and art curricula and focus on giving students foundational experiences in music and art study, while meeting the Utah State Fine Arts Core Standards. Orchestras such as the Mountain West String Academy and Junior Chamber Orchestra are available to elementary students to prepare them for participation in higher-level orchestras. Many elementary schools showcase their students’ original art projects, as well as produce musicals and other theatrical productions.
As students enter middle school and high school, they can choose to participate in band, orchestra, guitar ensembles, or choir. Visual arts are offered as elective credits, with extensive options available, such as instruction in drawing, portraiture, painting, art criticism, art history, ceramics, commercial art, sculpture, digital photography, desktop publishing, and interior design. Ensembles, social dance classes, theatre groups, and improv clubs provide additional avenues for students to pursue their interests.
“Our goal is to give students the opportunity to participate in quality arts experiences that encourage them to work cooperatively with others and develop the ability to express themselves creatively,” Delpha Hall, CCSD arts coordinator, said. “Our visual art, music, theatre, and dance teachers are dedicated professionals who devote countless hours to helping students reach their potential.”
*Arts Education Partnership, Music Matters: How Music Education Helps Students Learn, Achieve, and Succeed, Washington, D.C., September 2011.
For a firsthand glimpse of the art and music being created in our schools, we invite you to attend CCSD’s Celebration of the Arts which will be held on Friday, April 17, 2020, from 5 to 9 p.m. at Green Canyon High School. This open-house style event is free and open to the public. It features student artwork, film, photography, theatrical performances, and live music performances. A community art project will also go on throughout the evening.


Being a young music teacher comes with all sorts of expectations and the need to be successful in imparting knowledge and skills to your students. There are undoubtedly 5 tips for young music teachers that are extremely useful when it comes to teaching music.
Technology is one of society’s evolving trends, and today’s kids are tech-savvy. Proper application of today’s technology such as applications and YouTube for tutorials and live performances in your lessons will keep you ahead of the game. In the same light, you should also ensure the technology you are using especially instruments, is from a reliable dealer.
Get your curriculum mapped out accordingly and make it available for your students to allow them to read and practice ahead. It is also advisable to consult other experienced teachers before the start of school to get the gist of what you’ll mostly be expected to deal with. Consulting will also help build rapport in case you need any future advice.
Create and maintain a positive environment
Keep the class mood positive, learn your student’s by name, smile, and give positive remarks whenever a task is done correctly. This also goes as far as to keep the classes refreshed and fun by introducing short breaks between activities, especially if you’re dealing with a class of young students. This ensures you maintain their concentration levels at all times.
Understand your class
One of the most important aspects of being a music teacher is understanding your class. Students have varying skill levels and aptitudes; this is a fact you will have to come to grips with over time. Some students will understand new concepts and techniques easier than others, while others will need time and extra tutoring. Understanding your student’s skill levels will also help you set up tasks that are well within their capabilities, thus reducing the chances of discouraging them from learning.
It is also essential to allow group discussion to enable teamwork that will help the students to learn and interact with each other.
Interact with your students
One of the most critical attributes a music teacher should have is the ability to listen to your students. Your ability to listen to your students will open up a channel for open class discussion where all your students can and are encouraged to participate.
Interacting with your students also allows them to feel free to ask questions that will help them further in their learning process.
In summary, your success as a teacher is closely tied with your ability to deliver skilled and well-trained students. The prospect of failing will always be the elephant in the room and can be a career killer. Fortunately, with the right tips, success is not only possible but guaranteed – read article on music education for preschoolers.


A single human cell contains billions of protein molecules that are constantly in motion. Why so many? What are they doing? And, how are they doing it? In simple terms, proteins define the function of and drive almost every process within cells. In this unit of study you will learn about the biochemistry of proteins in their natural environment - within cells - with a focus on eukaryotes including plant and other cell types. You will discover the dynamic interplay within and between proteins and other cellular components and how the physical properties of proteins dictate function. You will discover how proteins are compartmentalized, modified, folded, transported in and between cells, the mechanisms by which proteins regulate biological activities, interact and transport molecules across membranes, and how mutations in proteins can lead to pathological consequences. Our practicals, other guided and online learning sessions will introduce you to a wide range of currently utilised techniques for protein biochemistry ranging from protein visualization, quantification, purification and enzymatic activity, to in silico studies and cellular targeting experiments. By the end of this unit you will be equipped with foundational skills and knowledge to support your studies in the cellular and molecular biosciences.
Two 1-hour lectures per week; one 4-hour practical/tutorial session per week
Assignments, skills-based assessment, quiz, final exam
Lehninger Principles of Biochemistry 7th edition (2016) David L. Nelson Michael M. Cox Macmillan (ISBN-10: 1-4641-2611-9; ISBN-13: 978-1-4641-2611-6)
6cp of (BIOL1XX7 or MBLG1XXX) and 6cp of (CHEM1XX1 or CHEM1903)Prohibitions
BCHM2071 or BCHM2971 or BCMB2902


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Rabies education is now part of the national primary school curriculum in Malawi, an incredible development that means over 4 million children will receive the knowledge and skills needed to stay safe from this vicious disease.
Over the last few years our education programme has shown the significant difference education can make in rabies elimination. By equipping children with the skills and knowledge needed to protect themselves from this disease, we are helping to ensure dog bites are avoided and correct actions are taken if a dog bite does occur.
The unit focuses on science and includes lessons on how rabies affects Malawi, Africa and its presence in the wider world, the transmission of rabies and carrier species of the disease. Alongside this theoretical knowledge, pupils will learn about the symptoms of rabies, how to care for dog bite wounds and the importance of post-exposure vaccinations. These are lessons that have been directly used by Mission Rabies education teams during our project work and we are now working with the curriculum writers to ensure these important messages are explained fully. The addition of these lessons means dog bite incidence and ultimately, human rabies deaths, will dramatically reduce, as those at risk know how to prevent the disease.
Activities will be using a combination of class discussion, drawings and role play to demonstrate key skills and help pupils fully understand how to protect themselves from rabies. This vital knowledge about rabies will now reach the 4,434,000 children currently enrolled in primary schools across Malawi!
Below: Our Malawi Education Co-ordinator led talks with the Ministry of Education, Science and Technology and the Malawi Institute of Education (MIE) to reach a ground-breaking agreement for this inclusion of rabies education into the curriculum. The rabies unit is be included in both the teacher’s guide and the learner’s book for Standard 7, emphasizing the importance of learning about this deadly disease.


Resources › For Educators How to Write a Philosophy of Education for Elementary Teachers Share Flipboard Email Print Ariel Skelley / Getty Images For Educators Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Teaching Homeschooling By Janelle Cox Education Expert M.S., Education, Buffalo State College B.S., Education, Buffalo State College Janelle Cox, M.S., is an education writer specializing in elementary school education. our editorial process Janelle Cox Updated January 21, 2019 A philosophy of education statement, sometimes called a teaching statement, should be a staple in every teacher's portfolio. For elementary school teachers, the statement is an opportunity to define what teaching means to you and allows you to describe how and why you teach as you do at the early stages of learning. The following tips and philosophy of education examples for elementary teachers can help you write an essay that you'll be proud to have. A philosophy of education statement is an opportunity to define what teaching means to you, and to describe how and why you teach as you do. Articulating this statement in the first person and using a traditional essay format (introduction, body, conclusion) will help you craft an enduring and inspiring personal statement. Structure of a Teaching Philosophy Unlike other kinds of writing, educational statements are frequently written in the first person because these are personal essays on your chosen profession. In general, they should be one to two pages long, though they can be longer if you've had an extensive career. Like other essays, a good educational philosophy should have an introduction, a body, and a conclusion. Here is a sample structure. Introduction Use this paragraph to describe your views on teaching in a general sense. State your thesis (for example, "My philosophy of education is that every child should have the right to learn and get a quality education.") and discuss your ideals. Be brief; you'll use the following paragraphs to explain the details. Think about aspects of early education that are unique to elementary teachers, and introduce these ideals into your writing. Body Use the following three to five paragraphs (or more, if needed) to elaborate on your introductory statement. For example, you could discuss the ideal elementary classroom environment and how it makes you a better teacher, addresses student needs, and facilitates parent/child interactions. Build on these ideals in the following paragraphs by discussing how you keep your classes aware and engaged, how you facilitate age-appropriate learning, and how you involve students in the assessment process. Whatever your approach, remember to focus on what you value most as an educator and to cite examples of how you've put these ideals into practice. Conclusion Go beyond simply restating your educational philosophy in your closing. Instead, talk about your goals as a teacher, how you have been able to meet them in the past, and how you can build on these to meet future challenges. Philosophy of education documents for elementary teachers are very personal and unique to the individual. While some may have similarities, your own philosophy should focus on your personal approach to pedagogy and classroom management. Focus on what makes you unique as an educator, and how you wish to advance your career to further support elementary education. Writing Prompts As with any writing, take the time to outline your ideas before you begin. The following tips can help you craft your teaching philosophy statement: Brainstorm about your educational philosophy and your views of education, making notes on those principles you value most. This can help you articulate your philosophy as you organize your essay.Demonstrate how you have put your educational philosophy into practice in the classroom by citing specific examples and outcomes with students, parents, or fellow teachers and administrators. Reflect on your experience over your career. Most likely, your teaching philosophy has changed over time. Reflect on the opportunities and challenges that lie ahead, and how you intend to meet them.Connect with others and talk to your peers in the field, as well as mentors. Ask them about how they crafted their essays and ask them to review yours once you complete it. Having people who know you and your teaching style well review your work can help you craft a truly representative statement.Review a few sample essays to help you as you begin writing your own. Career Advancement Applying for a brand new job isn't the only time you need an educational philosophy. If you're seeking a promotion or are applying for tenure, you'll need to craft or update your educational philosophy statement. As time goes on, your approach to education and classroom management will likely evolve, and so will your beliefs. Updating your philosophy allows you to articulate your professional motivations and goals, as well as your approach to educating others so that observers can have a better sense of who you are, even without observing you in the classroom. Consider reviewing your philosophy every few years.


- Oxford Library of Psychology
- Oxford Library of Psychology
- About the Editors
- The More You Know the Less You Know, But That's OK: Developments in the Developmental Approach to Intellectual Disability
- Behavioral Genetics, Genomics, Intelligence, and Mental Retardation
- The Contribution of Developmental Models Toward Understanding Gene-to-Behavior Mapping: The Case of Williams Syndrome
- Linking Genes to Cognition: The Case of Fragile X Syndrome
- The Organization and Development of Spatial Representation: Insights from Williams Syndrome
- Understanding the Development of Attention in Persons with Intellectual Disability: Challenging the Myths
- Memory and Learning in Intellectual Disabilities
- Short-term Memory and Working Memory in Mental Retardation
- Executive Function Across Syndromes Associated with Intellectual Disabilities: A Developmental Perspective
- Musical Ability and Developmental Disorders
- Brain-based Methods in the Study of Developmental Disabilities: Examples from Event-related Potentials and Magnetic Resonance Imaging Research
- Language Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Literacy Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Language Development in Fragile X Syndrome: Syndrome-specific Features, Within-syndrome Variation, and Contributing Factors
- Language Development in Williams Syndrome
- Emotional Development in Children with Developmental Disabilities
- Socioemotional and Brain Development in Children with Genetic Syndromes Associated with Developmental Delay
- The Assessment and Presentation of Autism Spectrum Disorder and Associated Characteristics in Individuals with Severe Intellectual Disability and Genetic Syndromes
- Family Well-being and Children with Intellectual Disability
- Dyadic Interaction Between Mothers and Children with Down Syndrome or Williams Syndrome: Empirical Evidence and Emerging Agendas
- Parenting and Intellectual Disability: An Attachment Perspective
- Children with Down Syndrome: Parents' Perspectives
- Child Eliciting Effects in Families of Children with Intellectual Disability: Proximal and Distal Perspectives
- Life Course Perspectives in Intellectual Disability Research: The Case of Family Caregiving
- On Knowing More: Future Issues for Developmental Approaches to Understanding Persons with Intellectual Disability
Abstract and Keywords
This chapter reviews what is known about the language problems of individuals with fragile X syndrome (FXS). The chapter is organized into four major sections. The first section provides a comprehensive characterization of the language problems typically associated with FXS, describing the extent and profile of delays and impairments and, where possible, the syndrome-specific features of the linguistic profile. The second section describes within-syndrome variation in the linguistic profile, emphasizing the relationship between language and gender and autism status. The third section considers the genetic and environmental factors that lead to the syndrome-specific features of, and within-syndrome variation in, the linguistic phenotype of FXS. The final section identifies important gaps in our knowledge of the language problems of FXS and suggests some directions for future research.
Leonard Abbeduto, Waisman Center, University of Wisconsin-Madison.
Nancy Brady, Schiefelbusch Institute for Life Span Studies, University of Kansas.
Sara T. Kover, Waisman Center University of Wisconsin-Madison.
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