Enjoy this Easy Science for Kids Guide and Service Dogs Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Guide and Service Dogs. You need to answer all the questions to be able to get your score. You can do this fun quiz about guide and service dogs 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 guide and service dogs.
Guide and Service Dogs Quiz & Free Science Quizzes
Our kids quiz questions are a free quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Guide and Service Dog quiz helps your kids learn fun facts about guide and service dogs while enjoying this FREE general knowledge quiz.
If your child is enjoying home-schooling, or is in an after-school enrichment program, then this is a fun activity, with reading comprehension benefits for first to fifth grade kids. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this fun quiz game on guide and service dogs.
As a reading comprehension fun activity for your kids, you can set a timer to encourage kids to do the reading comprehension activity better, while paying better attention to text they read, or you restrict the number of times they can read about the Guide and Service Dogs quiz topic, before they do the actual easy science general knowledge quiz.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other science kids 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 Guide and Service Dogs quiz answer they think is correct, and at the end you get the Guide and Service Dogs quiz score. Your child can try again and again, till gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this fun easy science quiz about Guide and Service Dogs? Check out all our other fun quizzes and learn about animals for kids. Get lengthy info here.


Freya is in Year 2 at a new school on the outskirts of a major city. Her school has a large percentage of students who are newly arrived to the country and have English as an additional language. Freya moved to Australia midway through Year 1 and speaks a language other than English at home. At school, she is socially well adjusted and has a wide group of friends within her class group.
The school received no information about any support provided to Freya at her previous school. However, Freya experiences problems processing information and making connections. Literacy presents challenges for her, as she is unable to blend sounds and finds it difficult to retain sounds or words. The possible causes for her current presentation have not been confirmed. She has recently completed a cognitive and language assessment with the school psychologist but the results are not yet available.
The classroom teacher has developed a personalised learning plan in consultation with Freya and her parents. It includes visual prompts and check-ins both before initiating a task and before task completion. Freya participates in additional small-group sessions that are implemented in the classroom, targeting literacy development.
In addition, Freya has also participated three and four times a week in small-group English as an Additional Language sessions provided by the learning support teacher. Although she is making progress, her teacher has completed a series of literacy and numeracy assessments with Freya that indicate she is more than one year behind her peers.
Freya’s teacher meets with her parents once per term, updating them concerning Freya’s progress and recording meeting notes on her personalised learning plan.


Music is a universal language that embodies one of the highest forms of creativity. At St. John’s we ensure we provide a high-quality music education which engages and inspires pupils to develop a love of music and their talent as musicians, whilst increasing their self-confidence, creativity and sense of achievement. As our children progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
Music is part of everyday life here at St. John’s as we encourage our children to experience a range of music types through listening, singing and moving to music as well as learning songs and poems which support learning across all areas of our curriculum. We want our children to experiences music from different cultures and time periods understanding that music is an important part of our history.
The document below explains the three I's- Intent, Implementation and Impact for Music here at St. John's.
Intent- Our aims of education and overarching curriculum design here at St. John’s- Why we do what we do!
Implementation- Our curriculum and what we offer our children- What we do and how we do it!
Impact- Has our intent impacted on our learners? Does what we do make a difference to our children?
Rochdale Music Service
We have a wonderful relationship with Rochdale Music Service who provide individual and group music lessons here in school. The cost of these music lessons is paid for by parents who must commit to their child taking up the instrument for the minimum of a year. A range of instruments can be chosen. For more information follow the link below to Rochdale Music Service or speak to a member of staff here at St. John's.


Learning to read and write are among the most important skills your child will ever learn. These skills are the foundation on which all other academic achievement is built. Starting early in a child’s development, is the key to fostering a child’s love of reading and learning.
“As your child’s first teacher, it is important to begin exposing him or her to books early on,” says Uma Kumar, director of the Kumon Math & Reading Center of Austin-FourPoints. As reported in a recent New York Times article, The American Academy of Pediatrics announced a new policy for pediatricians to recommend parents to begin reading to their children from birth.
Studies have shown that reading aloud to children can positively impact their vocabulary and communication skills. Engaging your child early on with books can also develop a lifelong love of reading.
Here are three ways parents can help children establish a strong foundation for reading:
• Read aloud to your child. Reading aloud is the single best way to support literacy development. It exposes children to language, teaches them about books and helps them begin identifying words and sounds.
• Make reading fun. Point to words, animate your voice and ask children to predict what will happen next. If your child is interested, it aids in his or her understanding of the story.
• Be a reading role model. Set an example by letting your child see you read. Children who are exposed to active and enthusiastic readers are likely to model this behavior themselves.
For information or a free placement test contact the Kumon Director of Austin-FourPoints, Uma Kumar at 512-527-8960. Today more than four million children in 48 countries and regions around the world are currently studying with the Kumon Math & Reading Program.


Fast and fun Halloween learning craft for preschoolers and toddlers.
A great way to shake up learning activities is to tie them into a theme. As it is October, Halloween makes perfect sense for learning activities for preschoolers and toddlers! Some of my favorite easy learning activities for kids are fast, customizable, and get your kids excited about learning.
These fun learning ghosts do all that. Let’s create a fast and fun Halloween learning craft!
What's In This Post?
- Fast and Fun Halloween Learning Craft for Preschoolers and Toddlers
- Haunting Fun!
- Halloween STEM and Learning Activities
Fast and Fun Halloween Learning Craft for Preschoolers and Toddlers
My kids thought this was a ton of fun. And it is totally okay if a cotton ball fight breaks out. You can blame the ghosts. (If you are looking for some fun Halloween STEM with pumpkins, try these—> Oozing Pumpkins: Halloween Pumpkin Science for Kids)
Here is what you need to get started.
Ghost Learning Activity Supplies
- Cotton Balls
Ghost Learning Activity Set Up
All this prep can be done ahead of time by you so you are ready to go with your kids. Or you can include them in the fun! (Prepping this on my own took 5 minutes.)
Cut Out Your Ghosts
Start by cutting out ghosts from the paper. If you have preschoolers working on scissor skills this is perfect for them. Ghosts are pretty free-form, so they do not have to be perfect. Feel free to trace some on the paper for your child to cut.
I cut ours out to save time, and because Ali and Sammy were doing this project too. They want to do everything Ben does and I am not ready for them to have scissors. So this just was mine.
Don’t stress about perfection! My ghosts look like the ghosts in Pac-Man. Yes, Pat teases me about it. Nope, I’m not trying to make them any better. These work. In fact, the bigger the body of the ghost the better. (Get in the Halloween mood with a great playlist too—> Halloween Kid Friendly Playlist)
Scissor Skills: I don’t know about you, but handing my kids scissors freaks me out a little. But cutting practice is important for hand-eye coordination and more. Learn why these skills matter and get activities where your child’s tiny fingers aren’t actually anywhere near the blades here: Cutting Activities for Preschoolers.
Add a Spooky Face
This part isn’t entirely necessary, but it is fun. I drew some Boo faces on our ghosts. If you have a crafty kid let them add their own face! Personalizing them is a lot of fun.
Add the Learning Element
This part is best for you to do. Draw some circles on the ghost. Make sure they are big enough for a cotton ball to cover. Then add in whatever you are working on learning! Numbers, letters, sight words. Anything can work.
The Learning Fun
Now hand your ghosts over to your child to create and learn! We glued the cotton balls onto the letters and numbers to create a 3D Halloween decoration. Here are a few fun ways to work on the learning.
You can just count together if you are working on numerical order. Another option is to roll a dice and fill in the number that comes up. You can roll two dice and work on adding skills. Or just call out numbers. This is great for number sense. (Learn more about why number sense is so important and get activities to try—> How Number Sense Sets Your Children Up for Success)
I like to use letters from our letter puzzle to do this one. I put the letters into a bowl and pull them out bingo style. You can call out words and challenge your child to find the letter the word starts with. And you can also work on alphabetical order, singing the ABC song as you go.
Add shapes to your circles and practice finding them one at a time. For older kids have them find the shape with 3 sides, then one with 4, and so on. You can also hold up shapes from a shape sorter and have them supply the name. (Learn why learning shapes is so important—> Why Children Need to Learn Shapes and the Best Activities To Help)
For your older kids, you can put sight words into your circles. Have your child find them as you say and spell them out.
Your imagination is the limit with what you put on your ghosts for learning purposes. And your children’s creativity is the limit of how decorated they are. They make super cute decorations to enjoy Halloween all month long.
Here are some more learning activities to try!
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Preparation in Elementary School: Immokalee Readers
The ability to read is an absolute, fundamental skill necessary to create a brighter future through education. The Immokalee Readers program works to build literacy skills for elementary-aged children who are reading below grade level by providing high school-aged tutors, supervised by certified professional teachers, to help enhance reading skills – and build lasting friendships.
A story of success
Immokalee Readers is an after-school early intervention literacy tutoring program designed to help the lowest-performing young readers by supplementing their regular classroom instruction. The tutors are paid high school students supervised by certified classroom teachers in all five Collier County Public Elementary Schools in Immokalee, as well as a local charter school and an after-school program offered by another nonprofit organization.
High schoolers help the younger students by tutoring them in reading — and there are benefits on both sides of the desk! Because many Immokalee students use other languages at home, the supplemental training in English-language usage at a young age is especially important. Additionally, tutors who have chosen the Education & Human Services Career Pathway are able to use this opportunity as a paid internship with exceptional on-the-job training.
A happy ending
We have heard from both students and parents about how well the program works. One mother said her son was slow to speak and had fallen behind in reading early in his elementary education. But all of that changed when he began participating in Immokalee Readers. “Now, he comes home and tells me about how he works in a group and how they read together, and he loves to read now,” she said. He also came to regard his tutor as a role model and friend.
Overall, the results are outstanding: 96 percent of the children in Immokalee Readers achieve measurable gains in their reading skills. By helping these students in kindergarten through fifth grade advance their reading skills at a critical age, our tutors are helping to change the future – while they themselves earn an hourly wage and learn valuable career skills.
The Immokalee Foundation is collaborating with RCMA-Immokalee Community School and the Boys & Girls Club of Collier County to implement the Immokalee Readers model for literacy intervention with their students, extending the impact of this outstanding program.
The numbers tell the tale
|Boys and Girls Club||17||2||1|
|Immokalee Community School||35||2||2|
Support Immokalee Readers
Frequently Asked Questions
Quarterly, Collier County Public Schools administers reading assessments that evaluates (for younger students) comprehension, phonemic awareness, letter-sound recognition, sight words and vocabulary.
The average reading level of a ninth grader is approximately fourth or fifth grade. The first significant test of reading is conducted in third grade, when we typically find that Immokalee students are far behind the average reading level. Immokalee Readers is our response to these findings and early intervention.
Financial support is used to fund Immokalee Readers students who are matched with high school aged tutors that are trained to provide instructional activities.
Volunteers can help mentor the high school tutors and assist in the day-to-day operation of the program. Please contact us at (239) 430-9122 to get involved.
"Tutoring for Immokalee Readers is the highlight of my day. I’m so proud of all the gains my students make each year."


Portrait of a Graduate
A goal of FCPS is to provide opportunities for students to demonstrate learning in authentic ways and support students in the development of skills that employers are seeking for the workforce. Teachers in FCPS are enhancing learning opportunities to include the Portrait of a Graduate attributes:
- Ethical and Global Citizen
- Creative and Critical Thinker
- Goal-Directed and Resilient Individual
To develop these skills, FCPS strives for all students to:
- Develop knowledge and skills that can be applied across subject areas and in real life settings.
- Utilize and grow critical thinking skills that require them to go beyond the facts.
- Engage in learning that fosters curiosity.
- Confront and make contributions to solving real-world problems.
- Demonstrate learning and skills in a variety of ways, such as projects and portfolios.
- Set goals and reflect on their progress.
Topics listed here reflect the essential standards identified for the 2020-21 school year for both face-to-face (synchronous) and virtual (asynchronous) instruction. Review of foundational skills from spring 2020 is incorporated whenever necessary.
- Developing a Writing Process
- Writing Memoirs
- Writing Narrative Nonfiction
- Effectively Using Writer’s Literary Tools
- Research-Writing Cycle
- Active Listening
- Collaborative Discussions
- Conversation Skills
- Presentations Using a Variety of Media Forms
- Character Development
- Developing and Reﬁning Theories about Text
- Exploring Author’s Literary Tools
- Multiple Points of View
- Narrative Nonﬁction
- Nonﬁction Text Features and Organizational Patterns
- Book Clubs: Deepening Understanding through Discussions
- Reading and Writing Poetry
- Research Skills within Science and Social Studies Content
- Word Study and Vocabulary Development
- Prime and Composite Numbers
- Fraction and Decimal Number Sense
- Operations with Whole Numbers
- Order of Operations
- Algebraic Expressions and Variables
- Operations with Decimals and Fractions
- Patterns and Functions*
- Area, Perimeter and Volume*
- Elapsed Time*
- Triangles and Circles*
- Measures of Central Tendency*
- Stem-and-Leaf Graphs and Line Plots*
- Scientific Investigation
- Earth’s Layers
- Earthquakes and Volcanos
- Rock Cycle
- Weathering and Erosion
- Physical and Ecological Characteristics of the Ocean
- Currents, Waves, and Tides
- Ocean Ecosystems and Organisms Living Within
- Light and Sound Energy
- Pitch, Frequency, and Waves
- Observing and Classifying Plants and Animals
- Rights and Responsibilities
- Exploring Culture through Global Awareness
- Teachers choose 4 of the following Ancient Cultures
- Fertile Crescent
- Pre-Columbian Civilizations
- Southwest Asia
- Western European Civilizations
- The Global Awareness Technology Project (GATP)
* Students will engage with these Math topics through various asynchronous activities but will not be assessed during the 2020-21 school year.


- Subject index
Fifty research-based literacy strategies designed for busy K-8 classroom teachersOrganized around 10 key areas for teaching and learning literacy—phonemic awareness, phonics, reading fluency, vocabulary, story comprehension, comprehension of informational text, questioning for understanding, discussion for understanding, narrative writing, and writing to learn-Promoting Literacy Development offers 50 clearly written, step-by-step strategies for developing proficient readers and writers. The authors also include suggestions for differentiating instruction for English language learners and for students with special needs.
Strategy 3: Picture Card Snap
Speaking Briefly: An Overview of the Literacy Strategy
Picture Card Snap provides emergent and early readers with scaffolded practice in identifying and categorizing sounds. Young children often struggle with phonemic awareness activities since we are asking them to treat speech sounds as objects to be manipulated (Yopp, 1992). However, research indicates that with specific training in identifying and manipulating sounds, young readers make significant progress in reading and sound spelling at a much earlier age (McGee & Ukrainetz, 2009).
Picture Card Snap provides emergent and early readers with specific, repeated practice in matching initial, medial, or final sounds to pictures. An integral component of the instructional strategy is the levels of scaffolding that are provided to the young readers as they attempt ...


At this time of year, I often see an increase in student art projects shared on social media. Creating artwork that represents student learning can be a great project in any subject.
Something I saw a music teacher share years ago was soundwave art – a visual representation of a soundwave that had been printed out and added to a picture, but the best part was that it wasn’t any old random soundwave – it was an actual picture of a recording of the student’s voice.
Find out how you can do this fun project with your students!
Links and resources
- How to Make Your Own Soundwave Art
- QR code free training webinar (with PD certificate)
- Record me a message: say hello or ask a question
- Free live monthly training: Register here.
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Looking for More Resources for Music Teachers?
Hello! I’m Katie Wardrobe – an Australian music technology trainer and consultant with a passion for helping music teachers through my business Midnight Music.
I’m a qualified teacher but no, I don’t currently teach in a school. I help teachers through my online professional development space – the Midnight Music Community – where there are tutorial videos, courses, links and downloadable resources.
I like to focus on easy ways to incorporate technology into what you are already doing in your music curriculum through a range of creative projects. I also run live workshops and have presented at countless conferences and other music education events.
If you want simple, effective ideas for using technology in music education, I would LOVE to help you inside the Midnight Music Community.


Hobbies Playing Music Minor Chords on Bass Share PINTEREST Email Print Getty Images/Guy Prives Playing Music Playing Guitar Basics Tutorials Tab, Chords & Lyrics Music Education Playing Piano Home Recording By James Porter James Porter is a freelance writer specializing in bass guitar tutorials who is also the bassist for a band called Locust Street Taxi in Seattle, Washington. our editorial process James Porter Updated May 21, 2018 Of all the chords to learn about, minor chords are one of the most important. They play a central role in music theory and chord progressions and can be found in pretty much any song or musical piece you take a look at. They sound sad, moody or dark, as opposed to the more cheerful sound of a major chord. A minor chord is made up of three notes. They are the first, third and fifth notes of a minor scale. Because of this, the three chord tones are called the "root," the "third," and the "fifth." In between the first two notes is the musical interval of a minor third, and in between the last two is a major third. The frequencies of the three notes in a minor chord line up with each other in a 10 to 12 to 15 ratio, creating a nice harmony. That is to say, for every 10 vibrations of the root note, there are about 12 vibrations of the third and 15 of the fifth. On the fretboard diagram to the right, you can see the two basic patterns made by the chord tones of a minor chord on the fretboard. Once you know where the root of the chord is, you can find the other chord tones using these patterns. Root of the Minor Chord First, find the root of the minor chord with your first finger on either the third or fourth string. Now, the third can be played with your fourth finger, three frets above the root and the fifth can be played using your third finger two frets above the root on the next string up. At the same fret as the fifth, a string higher is the root an octave up. Depending on which string you found the root on, you can also reach the third an octave up or the fifth an octave down. When you encounter a minor chord in a song, you can use all the minor chord tones in your bass line. Generally, it's best to play the root first, on the downbeat. After the root, the fifth is most useful, and the third is least priority. You can use other notes if you want, but try to only use them as embellishments or as leading tones into the next chord.


The Chandler Public Library has announced a new Reading Program for preschool children. “1000 Books Before Kindergarten: Read It and Reap!” will kick-off September 1st at the library. The program for preschool age children encourages parents to read and share stories on a daily basis to instill in children a love of reading as well as improving brain development.
In The Role of Public Libraries in Children’s Literacy Development, Celano and Neuman stated that “a survey of re...cent literature reveals that libraries continue to play a major role in fostering literacy in our nation, particularly among those segments of the populations that need special assistance in developing literacy skills, such as preschool and elementary school children. Public libraries are in a remarkable position to expose children to great quantities of print and meaningful language opportunities that researchers say are crucial to reading achievement. One study found that children who had been exposed to a library preschool program showed a greater number of emergent literacy behaviors and pre-reading skills than did those in a control group”.
Parents will be provided with reading logs. There will be incremental rewards for achieving specific numbers and then a grand prize for reaching 1000 books before that first day of kindergarten. The Chandler Public Library also participates in the Texas State Reading Club for the summer months and promotes reading through special story times, events and even movies. The library is open daily from 10:00 a.m.-6:00 p.m. and from 9:00 a.m.-1:00 p.m. on Saturday.


Snap together and pull apart these tactile cows for early learning fun
Encourage young children to master early learning skills in a snap with these
Printed cows are easy for little hands to snap together and pull apart
Activity set encourages a variety of early numeracy skills:
Counting (numbers 1-10)
Set features ten different
Early learners match the cow’s head to the correct tail before snapping the pieces together.
Friendly cow heads feature a number and the cow tails feature a number of
Children also develop fine motor skills as they snap these creatures together.
Cows can also be used to expand imaginative play opportunities.
10 cow heads
10 cow tails
Set is packed in a handy storage jar.
Item size: 9.5 x 4.5 x 5cm
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What is a Clinical Neuropsychologist?
Clinical Neuropsychologists are psychologists who specialise in understanding the relationships between brain functioning, cognition, and behaviour. Clinical Neuropsychologists investigate how brain dysfunction impacts on thinking, learning and behaviour. The kinds of conditions seen by Clinical Neuropsychologists include Acquired Brain Injury (ABI), genetic disorders, epilepsy, metabolic disorders, learning difficulties (including dyslexia) and Attention Deficit Hyperactivity Disorder (ADHD).
What does an assessment involve?
Neuropsychological assessment provides a detailed profile of the client’s cognitive strengths and weaknesses. Skills assessed would generally include general intellectual ability (or ‘IQ’), attention and concentration, and learning and memory. For school aged children and adolescents, assessment also generally covers literacy and numeracy skills.
A detailed neuropsychological assessment may take several hours and be conducted over a number of sessions.


Art at Prairie Elementary
Prairie Elementary is excited to offer a Art Education for 2nd, 3rd and 4th graders. These art students will be learning and creating all sorts of amazing things! Students will have art once a week with Ms. W where they will learn that creativity takes courage, and making mistakes is how we learn!
They will spend their time learning about color theory, drawing techniques, art history and about the elements and principles of design. Students will learn about all different types of art and explore many different styles and mediums such as pencils, oil pastels, charcoal, watercolor paint, tempera paint, mixed media and more! All the while, there will be Math, Language Arts, Technology and Social Studies connections included in these art lessons for some cross-curricular learning. All students will leave art class with a strong capability to solve problems creatively, a skill that is widely used in today’s society.
Get To know us
Follow our art adventures on Instagram and Twitter
An everyday look into what your students are creating!


The magazine looks at ways in which design thinking is being taught and executed in daily practice. And, in the Connecting with Kids article, how kids today are making a connection with design and design thinking through the work of programs in Canada and United States.
i+D magazine writer Diana Mosher reached out to the AFBC to learn more about the foundation’s mandate, centred on building awareness for architecture and design through education. Board director Sehr Bokhari-Latif, herself an educator and designer, shared thoughts and plans from the AFBC.
From i+D Magazine: January – February 2019 issue:
Connecting with Kids
Design Education Is About Building Things
The Architecture Foundation of British Columbia (AFBC) has an overall mandate to educate the general public about matters of the built environment. This passion is behind its plans to integrate architecture programming into the kindergarten and primary school curriculum throughout British Columbia, Canada.
“Having architects, designers, and landscape designers come into the classroom creates an awareness of what it takes to do that kind of work and it teaches them about all kinds of options, opportunities, and choices,” says Sehr Bokhari-Latif, from the Department of Interior Design at The Art Institute of Vancouver (part of LaSalle College Vancouver), as well as partner of StudioTrio Design and director of AFBC.
According to Bokhari-Latif, “The sooner you start the children to become aware of their context of the built environment, the sooner they are able to engage in these matters and able to facilitate, in many cases, what needs to be done to make the built environment better.”
AFBC’s architecture curriculum, which will be available for educators to use in and out of the classroom, is currently in the planning stages. “Kids absorb so quickly—they are like sponges,” observes Bokhari-Latif. “So, I think it’s really a question of content rather than time.”
One thing is sure: “We will be engaging students to make things with their hands! Hands-on training has kind of disappeared from curriculums all over the world,” she adds. “It’s become very technologically oriented, and my personal view is that we are losing creative thinking and thinking outside the box when we are doing more computer-based learning. Design education is all about building things.”
i+D is the magazine of the American Society of Interior Designers and the Interior Designers of Canada.


Situated in the eastern Caribbean Sea, Saint Lucia is home to 185,000 people. Almost 40 per cent of them (68,000) live in the capital, Castries City. The island country’s official language is English, but French patois, which merges elements of French with languages such as Yoruba and Igbo, is also widely spoken, particularly in rural areas.
Saint Lucia’s government considers education to be key to economic prosperity, cultural cohesion and democratic governance. The developing economy has 14 per cent of its annual budget allocated to education. Furthermore, education is seen as a lifelong process with learners at the core. A lifelong learning perspective is integrated into various policies and national education plans, e.g. the Literacy Development Plan and the Education Sector Development Plan 2015–2020.
One of the main challenges that Saint Lucia faces is a high level of unemployment (20 per cent in 2016, according to the United Nations Development Programme) and underemployment. Therefore, great importance has been attached to human resource development and technical vocational education and training (TVET), specifically for vulnerable youth and adults, so as to better match skills with labour market needs. Two examples of this are: the Information Communication Technology Skills Development Programme, which provides certified training to unemployed young people between 17 and 35 years of age, and the National Enrichment and Learning Unit, which trains more than 1,000 graduates annually in subjects such as information technology, languages and community education (e.g. human relations). In addition to government interventions, institutions such as the Sir Arthur Lewis Community College also contribute to continuing education and the promotion of youth and adult learning, by offering mathematics, English and various other training courses for industry and government.
Recently, UNESCO conducted a TVET policy review on behalf of the Saint Lucia government, suggesting a national TVET policy framework for the country. The review emphasized the importance of a demand-driven provision of TVET, efficient data collection by all stakeholders, as well as a central repository for TVET information. The review outcomes are expected to strengthen governance, access, quality and financing for the TVET system in Saint Lucia, which will hopefully promote the skills development of citizens, and, ultimately, the sustainable growth of the society.
UIS (UNESCO Institute for Statistics). Saint Lucia. Available at: http://uis.unesco.org/country/lc [Accessed 14 March 2017].
UNDP (United Nations Development Programme) in Barbados; OECS (Organisation of Eastern Caribbean States). 2016. About Saint Lucia. Available at: http://www.bb.undp.org/content/barbados/en/home/countryinfo/saint_lucia.html [Accessed 20 March 2017].
UNESCO (United Nations Educational, Scientific and Cultural Organization). 2017. TVET Policy Review: Saint Lucia. Available at: http://unesdoc.unesco.org/images/0024/002474/247494e.pdf [Accessed 14 March 2017].
Government of Saint Lucia. Education Sector Development Plan 2015–2020. Available at: http://www.govt.lc/media.govt.lc/www/resources/publications/education-sector-development-plan-2015-20200.pdf [Accessed 14 March 2017].
Caribbean Regional Communications Infrastructure Programme. Available at: http://www.carcip.govt.lc/ [Accessed 14 March 2017].


Mrs. Keefe and Mrs. Jung are the sixth grade teachers. In their last year at PHPS, the sixth graders take on the responsibilities of switching classrooms throughout the day and keeping their books and materials in lockers. They also assume several leadership roles, such as leading the monthly All School Assembly and serving as readers in the weekly chapel service. One of the highlights of sixth grade is the annual trip to Mo-Ranch in September where the students participate in the Environmental Leadership Program.
Reading is taught in a whole-group setting through novel studies. Through these novel studies, the students learn about the story elements of setting, character, plot, symbols, theme, and the author’s craft. The reading comprehension strategies taught and practiced focus on making connections, asking questions, making predictions, and drawing inferences. Students are guided in learning and applying metacognitive skills to enhance their reading comprehension abilities. All students receive reading fluency training with a reading specialist.
The sixth grade language arts curricula include daily grammar and conventions practice, diagramming sentences, vocabulary study through Greek and Latin word roots as well as through Membean, an online vocabulary program, and spelling/phonics practice through Spellography. The writing program is based on SRSD which assists students in building effective essays. Integrated into this structure are the traits of writing: organization, voice, word choice, and sentence fluency. The students also write a research paper. Each month the students memorize and recite at least one poem.
The students divide into smaller groups for math instruction. Our math curriculum scaffolds to meet the needs of individual students with hands-on learning and visual models that support and optimize the learning experience. The visual models, including bar models, help students develop the ability to visualize mathematical situations, which is key to becoming a successful problem solver. The emphasis on the concrete-pictorial-abstract (CPA) approach allows students to gain a deeper conceptual understanding through manipulatives, diagrams and models, and then, abstract symbols. The PHPS math curriculum is supplemented with Greg Tang’s new interactive website that aligns with the concrete-pictorial-abstract approach, and the IXL online math program that enhances skills practice.
Ancient Civilizations are the focus in social studies. The civilizations studied include Mesopotamia, Egypt, Greece, Rome, and China. A favorite project is creating “mummies” during studies of Ancient Egypt.
The science curriculum includes a focus on scientific inquiry and investigation skills. Some of the topics covered include: the scientific method, basic laboratory skills, the cell as a unit of life, and force and motion. Many hands-on activities are provided as part of the classroom instruction and through field trips to the Perot Museum.
The sixth graders perform community service within the school by assisting the first grade students in taking their AR tests. They build Manna bags to give to the Stewpot each December.
Sixth grade students receive additional instruction in the following areas:
P. E.-2 days a week
Music- 2 days a week
Tech Lab-2 days a week
Art -1 day a week for an hour


The Technical Lean Tools Module contains the information most typically associated with a lean manufacturing program. However, with the Lean Concepts program it is intentionally introduced last. Before successfully developing technical lean manufacturing tools, a lean practitioner must first understand the host of foundational skills, concepts, and techniques covered in the previous modules. When used alone, the technical lean tools offer the pieces of a lean system. However, without a proper guiding , effective skills, and supporting systems, technical lean manufacturing tools will fail when set in motion. The goal of this module is to build upon the foundation established earlier in the program and provide the lean practitioner with the final set of lean tools to construct a functional lean process, system, and organization.
The first section in the Technical Lean Tools module covers the concept of Stability. In the lean manufacturing context, stability relates to gaining control of abnormal conditions and understanding the waste of masking problems with capacity. Lean problem solving is tied into the skill of maintaining Stability as the foundation for higher level lean tools.
This section covers the concept of Standardized Work (STW). This is a series of lean tools built around a combination of best practices and Takt Time (the tool used to set the pace of production equal to the pace of sales). Several different Standardized Work forms are reviewed with an investigation of form/function. The role of Standardized Work in driving Kaizen activity is also discussed.
Section 03 reviews the idea of Jidoka. Jidoka is a multi-faceted skill with a broad range of applications and benefits. This section explores the use of Jidoka in improving quality and eliminating waste. The concepts presented are critical to effectively managing lean processes and maximizing the value of the human resource.
This section covers the concept of Heijunka or load leveling. After an initial discussion of the thinking behind the lean tool, several different leveling and balancing approaches are studied. The result is a demonstration of the most effective methods of sequencing production in order to minimize inventory and manpower. As Heijunka can be difficult to grasp initially, a brief summary of concepts is included at the end of the section.
The Continuous Flow section introduces the concept of Just-In-Time production in its full context. As a key component of any JIT system, continuous flow is a thinking approach that consistently strives towards a set of ideal conditions. By reducing inventory and production lot sizes, a Continuous Flow system both reduces lead times and improves production flexibility. In order to realize the benefits, a robust knowledge of the previous tools is required.
This section introduces one of the hallmarks of lean manufacturing programs, the Pull System. There is an initial review of traditional approaches (it is HIGHLY recommended to review the MiFLOW section from the Measurement Module before starting this section) and then a discussion of the fundamentals of a variety of pull system designs. There is also special attention paid to the methods of reducing lot sizes – a necessary requirement to successfully incorporate a Pull System. The concept and application of kanban is also introduced and discussed.
Section 07 lays out a Lean Transformation Plan template integrating all of the lean tools covered in Technical Lean Tools Module and layering them in the proper sequence. There is an initial discussion on planning the transformation (using concepts from the Management and Measurement Modules) followed by a review of the transformation structure. At the end of the section, special emphasis is placed upon confirming results and continuous improvement and sustainability.
The final section in the Technical Lean Tools Module presents several templates and concrete examples of tangible lean manufacturing tools. This section reviews methods of creating Standardized Work, managing problems, designing for Continuous Flow, and an extensive review of Kanban. The final wrap up provides a renewed focus on continuous improvement.


“This Employment Ontario program is funded in part by the Government of Canada and the Government of Ontario and through the Canada-Ontario Job Fund Agreement”.
The Windsor Public Library Deaf Literacy Program provides a variety of services to enable adults to achieve personal goals through literacy.
What is literacy?
Literacy is the ability to read, write, calculate, speak, and understand, as well as sign and communicate in other forms of language, according to need. Literacy is a continuum of these skills necessary for everyday life in the home, at work, in education, and in the community.
Basic skills are the additional skills a learner needs to use their literacy skills, such as digital technology skills, interpersonal skills, problem solving skills and critical thinking skills.
Who we are / What we offer
The Windsor Public Library Deaf Literacy Program supports adults (18 years and older) who want to improve their ASL, reading, writing, and numeracy skills to achieve goals of employment, further education and training, or independence. Our program is learner-centred, goal-based and transition-oriented.
Services we provide:
• customer service;
• information and referral;
• individualized learner plan development;
• training; and
Small Group instruction
• Up to 4 learners work in a group;
• One instructor / tutor responsible to all of the learners in the group;
• Peer, cooperative and self-directed learning is included;
• Individualized programming and instruction, as well as group learning;
• Often suited to learners who enjoy working with other people; and
• Can act as a bridge of transition to classroom training (whether literacy or other).
• E-channel (online classroom and meeting space for students, teachers, coaches, trainers and leaders of adult literacy. There is a wide range of courses / classes including: Math, Reading, Science, Writing, Spelling, Algebra, Using Computers, How to use Facebook, etc.);
• Smartboard (good tool for engaging learners with various learning styles); and
• iPads (interactive).
We help learners achieve their goals. The five goal paths are:
1) Independence: prepares learners for the literacy and basic skills required in four functions that contribute to personal independence (managing basic needs, managing personal health, managing personal issues and relationships as well as participating in the community).
2) Employment: primarily prepares the learner for an activity for which an individual earns a wage or salary. Preparation for activities that model work, such as volunteering at a workplace, internships and community placements, are also included in the employment goal path.
3) Post-secondary Education: prepares learners for formal education opportunities at a college or university for which high school completion or its equivalency is the normal entrance requirement.
4) Secondary school credit: prepares learners for Ontario Ministry of Education secondary school credit courses leading to an Ontario Secondary School Diploma (OSSD).
5) Apprenticeship: prepares learners for on-the-job, workplace-based training programs geared toward a career in the skilled trades. Preparation for specific vocational skills training is also included in the apprenticeship goal path.
“To learn another language is to learn about another culture. In this case, the language is American Sign Language (ASL) and the culture is that of Deaf people. Learning about another culture and language expands your world and teaches you many things about yourself. Although many people think of ASL as a visual form of English, ASL has a distinct set of linguistic and grammar rules, as do other languages such as French, German, or English.” (excerpt from NSCC)
Our learners come from a range of backgrounds. Some are immigrants who never learned ASL or their own native language, and learned to communicate through informal gestures. Some have gone through the school system in Canada and, due to challenges such as learning disabilities, still struggle with literacy. Our program offers individualized training to meet their needs and help them succeed.
Windsor Public Library
Adult Literacy Program
185 Ouellette Avenue
Phone: (519) 255-6770 ext. 4433
Fax: (519) 255-7207
TTY for hearing impaired: (519) 252-4775


What really is equity in education? It's been on my mind and I am sure I am not alone. This pandemic and our new norm have brought this back to the forefront again for me. We know and have discussed the word gap, the knowledge gap or whatever you choose to call it. We talk about schools in low income areas not having enough resources to effectively educate children who are already grade levels behind their peers. We have even come up with a few ideas to help level the playing field so to speak., but this pandemic has exposed some real inequalities to the world. My mind is in deep thought and I am seeking to answer the question: "What can I do to level the playing field?"
Pearl Garden is a doctoral candidate at Texas A&M- Commerce. Follow along as she drops "pearls' of literacy and chronicles her pursuit of her Ed. D in Supervision-Curriculum and Instruction- Elementary Education. Just know that these are the ramblings of a doc student and a lot of what you read is a first draft and will go through some rewrites.


Citation: Sesigür, A., Edeer, S. (2020). Place-based critical art education: An action research. International Journal of Education & the Arts, 21(25). Retrieved from http://doi.org/10.26209/ijea21n25.
Place-based critical art education (PBCAE) blends an emphasis on place-based education and ecology with the cultural focus of critical pedagogy, the intention being to provide education that takes the ecological, cultural, social and political issues of a place into account. With this goal in mind, visual arts teachers are expected to utilize places as resources. It is thus important for visual arts teacher candidates to experience PBCAE, as this will allow them to discover and interpret the role of their place of residence in the creation of art, and to learn how to integrate place into the teaching process. This study shows how PBCAE can help candidate teachers to develop their artistic expression skills and to connect their experiences in this process with art education. The study adopts a qualitative research approach and an action research design, and was conducted with the participation of candidate teachers in six focus groups as part of the Main Art Workshop-III course in the 2015–2016 academic year. Data for the study was collected through observations, semi-structured interviews, participant and researcher diaries, and the participants’ art works. This data was analyzed using an inductive analysis technique. It was found that the individual and collective relationships formed with a place were experienced in an integrated manner in natural, cultural, aesthetic and critical terms, and that these experiences were associated with daily life and subsequently reflected in the art making practices. In conclusion, dialogue-based communication involving discussions, interactions and cooperative efforts was found to contribute to the development of the critical thinking skills and place awareness of candidate teachers, and encouraged the making of associations between place, art and education.
This article is available in PDF format.


Around the country states and school districts are working hard to adopt standards of achievement and outcomes by which to evaluate their programs. Illinois is in the complex process of developing and revising early learning and development standards for its preschool programs that will address the benefits of programs to children from 3 years old to kindergarten.
When I observe and reflect on the complexities of providing good quality programs for the preschoolers in our state, it occurs to me that we should be primarily concerned about the nature of the experiences they are having in these programs rather than just about “outcomes” and “outputs.”
In fact, I suggest that it is more appropriate to think about “standards of experiences” for young children rather than outcome standards. As I thought about what might be some important experiences for every child in a program to have frequently, or much of the time (not every single minute), I came up with the following list. Keep in mind that this is an incomplete list.
- Being intellectually engaged and absorbed.
- Being intellectually challenged.
- Being engaged in extended interactions (for example, conversations, discussions, exchanges of views, arguments, participation in planning).
- Being involved in sustained investigations of aspects of their environment and in experiences worthy of their interest, knowledge, and understanding.
- Taking the initiative in a range of activities and accepting responsibility for what is accomplished.
- Feeling satisfied by overcoming obstacles and setbacks and solving problems.
- Having confidence in their intellectual powers and questions.
- Helping others to discover things and to understand them better.
- Making suggestions to others and expressing appreciation of others’ efforts and accomplishments.
- Applying their developing literacy and numeracy skills in purposeful ways.
- Feeling that they belong to a group of their peers.
- And so forth!
Perhaps this list is a bit long. But it was the result of just reflecting on much of what I had (and had not) observed in a wide range of programs for young children around our country—and around the world.
I strongly recommend that you meet with your colleagues and with parents and generate your own list of answers to the question: What experiences do we want all of our children to have much of the time in our daily early childhood programs?


Stage fright is one of the important problems of social life for people since people always have risk to confront with this problem which may bring their career to a close. The musicians are amongst the people who experience intensive stage fright as the most essential professional problem. Therefore, the stage fright emerges as a process that has impact on almost every musician and takes its place in the literature sometimes as “stage anxiety” as well.
Anxiety can be expressed as anxiety, sadness, or fear of unknown cause related to an unfavorable situation. This emotion experienced before the stage or on stage can vary from person to person in terms of intensity and effects. However, the number of studies conducted in the literature on this subject is not sufficient.
The aim of this study is to address the issue of stage fear that musicians frequently experience and to investigate which methods should be used to overcome this fear.
ÇİMEN, G., 2001, Konser Kaygısı, G.Ü. Gazi Eğitim Fakültesi Dergisi, 21(2), 125-133
FEHM, L., SCHMİDT, K., 2006, Performance anxiety in gifted adolescent musicians. Journal of Anxiety Disorders. 20, 98-109.
HİNGLEY, V.D., 1985, Performance Anxiety In Music: A Review Of The Literature, Tez (Doktora), Washington: University of Washington.
HOBERG, A., 2008, Reducing Anxiety in Woodwind Playing Through the Application of the Alexander Technique Principles, Tez (Yüksek Lisans), Pretoria: University of Pretoria.
KABAKÇI, C., 2016, Sahne Performansı Kaygısında Farkındalık ve Mücadele, Sahne ve Müzik Eğitim-Araştırma e-Dergisi, 3, 86-96
KENNY, D.T., FORTUNE, J.M. ve Ackermann, B., 2011, Predictors of music performance anxiety during skilled performance in tertiary flute players. Psychology of Music, 41, 306-328.
NAGEL, J.J., 2010, Treatment of music performance anxiety via psychological approaches: A review of selected CBT and psychodynamic literature. Medical Problems of Performing Artists, 25(4), 141-148.
PARNCUTT, R. and MCPHERSON, G.E., 2002, The Science and Psychology of Music Performance. Tez (Doktora), New York: Oxford University Press.
PAPAGEORGİ, I., HALLAM, S. ve WELCH, G.F., 2007, A conceptual framework for understanding musical performance anxiety. Research Studies in Music Education, 28(1), 83-107.
RAPPOPORT, P., 1989, A Study of Study Fright: Its History, Its Etiology, And An Approach To Treatment. Tez (Tez), New York: Union Graduate School
RYAN, C. ve ANDREWS, N., 2009, An investigation into the choral singer’s experience of music performance anxiety. Journal of Research in Music Education, 57, 108-126.
STUDER, R., GOMEZ, P., HİLDEBRANT, H., ARİAL, M., and DANUSER, B., 2011, Stage Fright: Its Experience as a Problem and Coping With It, Int Arch Occup Environ Health, 84, 761-771.
TOPLOĞLU, O., 2013, Müzisyenlerde Sahne Korkusu, Sahne Korkusunun Nedenleri Ve Sahne Korkusuyla Baş Etmede Kullanılabilecek Stratejiler, e-Journal of New World Sciences Academy NWSA-Fine Arts, 8 (1), 43-55.
TEZTEL, G. AŞKIN, C., 2007, Sahne Heyecanının Türk Müzisyenler Arasındaki Yaygınlığı ve Çözüm Yöntemleri. İTÜ Sosyal Bilimler Dergisi, (4)2, 3-10.
YÖNDEM, Z.D., 2012, Müzik Öğrencilerinde Algılanan Performans Kaygısının Fiziksel, Davranışsal ve Bilişsel Özellikleri: Nitel Bir Çalışma. Eğitim ve Bilim Dergisi, 37 (166), 181-194.


- School: Grand Canyon University Online
- Degree: Bachelors
- Subject: K-12 Education
- Request more information »
The Bachelor of Science in elementary education with a focus on math will prepare students with the advanced theory and methodologies needed to be an elementary math teacher or math resource teacher for students from grade six down to kindergarten. The emphasis is on making math learning fun for students and motivating them to be math learners, even for students with different learning abilities or special needs. Technology in the math classroom will be a large area of focus in the program, with students using various software, multimedia and presentation styles to keep students interested in learning math.
The program of study will include methodologies in math, evaluating student progress and skills, and interacting with students, staff and parents. Planning lessons and curriculum evaluation and assessment will be included in courses and classes in the program.


An informal collection of music education and performance resources which I wish to make accessible to others.
Analysis Packet for First Suite in E-flat by Gustav Holst
A packet of brief history, musical examples, and analysis of First Suite in E-flat by Gustav Holst
Essay: The Passacaglia in Three Twentieth-Century Musical Works
A discussion of the use of passacaglia principle in Anton Webern's Passacaglia, op. 1, Ralph Vaughan Williams' Symphony No. 5, Mvt. IV, and Benjamin Britten's Interlude IV from Peter Grimes.
Essay: A Form Analysis of Schubert's Octet in F Major, Final Movement
A discussion and analysis of the principles of sonata form in the final movement of Schubert's Octet in F Major, D803.
Essay: Binary Principle in Two Pieces - Bach's Partita No. 3, and Webern's Variations for Piano, op. 27
A brief form analysis of two contrasting short pieces (J.S. Bach's Partita No. 3, "Sarabande", and Anton Webern's Variations for Piano, op. 27, Mvt. II) focusing on binary principle present in both.


Since the beginning of recorded history, artists of distinction have contributed to society’s aesthetic sensibilities through their media of choice. The lives of these artists continue through their visually recorded work. We see their best products featured in history books and films, thus generally contributing to our day-to-day lives. Despite the influence of art on society, this deep and multi-faceted subject is often among the first to be cut during periods of economic instability or budget constraints.
While funding may reflect the impact of arts programs on the educational experience, the true value of arts programs emerges when their usefulness extends beyond the classroom to have a direct, positive impact on society. Thus, this research discusses the perception that limited funding decreases arts proponents’ abilities to champion the arts in school curricula. Although the current body of research indicates that educators view the application of arts programs in school curricula positively, arts education in the public school arena is often viewed through four contexts: purpose, application, usefulness, and funding. This research describes the arts in these contexts in the attempt to determine how to best assess the value of an arts education program.
Through a mixed-methods design study, this research incorporated quantitative and qualitative data through surveys and focus groups with respondents who were either elementary-school principals or elementary-school fine arts teachers. Among the goals of this study was to expand the existing body of research on the importance of arts education. Moreover, this study set out to compare and analyze the possible relationship between Missouri elementary schools whose students participated in arts-related classes, and those schools that did not have an arts-related curriculum.
Specifically, this research studied Missouri Assessment Performance (MAP) scores, attendance, socioeconomic status, and school funding. Throughout this study, arts curricula and their implementation with elementary-school principals and Fine Arts teachers in Missouri were explored. Continued research will be necessary to further examine arts integration in education, develop a better understanding of the long-term effects of the arts on society, and to create a multi-career approach explaining the economic power of the arts on society.
|Commitee:||Alsobrook, Joseph, Wisdom, Sherrie|
|School Location:||United States -- Missouri|
|Source:||DAI-A 79/03(E), Dissertation Abstracts International|
|Subjects:||Art education, Educational evaluation|
|Keywords:||Arts programs, School funding|
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The AUN Health Center is committed to the health literacy development of the AUN Community. Hence, for the 2019 Fall Session, we will be issuing out useful tips to develop your 'Prescription-intelligence'.
Having observed the poor understanding of drug use among members of the community, we think it wise to present a series that will facilitate our understanding on the medical uses of some of the common classes of drugs we prescribe in the Health Center, their side/adverse effects, and their resistance factor.
In this light, we contextually coined the series with the title: "Drug Prescription-Intelligence" which sheds a broad light on what you need to know about each class of drugs. For a start, we would consider what you need to know about antibiotics.
What You Need to Know About Antibiotics
Antibiotics refer to a group of drugs used in treating bacterial infections because of their inherent ability to kill or inhibit the growth/reproduction of bacteria. Antibiotics achieve this through various mechanisms such as hindering the bacteria's cell wall synthesis, i.e. they severely attack the wall or coat that protects the bacteria. They can also prevent the synthesis or formation of the bacteria's protein; and also prevent the mechanism of the bacteria's reproduction such as by hindering its DNA and RNA synthesis.
Common examples of bacterial infections that require treatment with antibiotics include Typhoid fever, Urinary tract infection, Upper respiratory tract infection e.g. strep throat; Tuberculosis, pneumonia, ear or eye bacterial infection, etc. It is good to note that antibiotics specifically work against bacterial infections and as such will not be useful in treating infections caused by fungi or viruses such as common cold, cough or flu. Examples of common bacteria that cause infection include Streptococcus, Staphylococcus, Helicobacter pylori, Salmonella, Estrogen coli, etc.
General side effects:
Though our body responds to drug use differently, the common side effects of antibiotics include:
Nausea, vomiting, fatigue, diarrhea, constipation, and abdominal cramps.
Note that most side effects of taking antibiotics could occur mildly, but if they become severe, contact your health provider immediately.
Can Bacteria become resistant?
Yes! Bacteria can keep spreading even when a person is currently taking a course of antibiotics treatment. This because a bacterium can mutate and develop new pieces of DNA that make it resistant, and thus making ineffective the specific antibiotics that might have been potent against it. There are several causes why bacteria build resistance to antibiotics treatment. Some of the common causes include but is not limited to the following:
Over-use of an antibiotic.
Under-use of an antibiotic, i.e. taking less than the prescribed dose and duration
Use of antibiotics to treat viral infections such as flu, cough or cold.
Non-compliance to your prescribed antibiotics regimen, i.e. skipping your doses or not following your healthcare provider's prescription order.
Use of antibiotics without prescription or consultation with your health provider.
How to Prevent Resistance:
Consult your healthcare provider when you are ill; do not purchase OTC (Over-the-Counter) antibiotics without prescription.
Use your antibiotics according to your health provider's prescription (Complete the dose and duration of antibiotics)
Do not save or use leftover antibiotics; they may become ineffective in treating a new case of bacterial infection.
Do not share or use another person's prescribed antibiotics; they may not be effective in treating your infection.


A Whirlpool Galaxy is one of the many close galaxy neighbors to the Milky Way. It was first discovered by Charles Messier in 1773. This spiral galaxy has a diameter of around 60,000 light years. It is located about 23 million light years away in the northern constellation Canes Venatici.
The official name of this galaxy is M51a and also very commonly known by the name NGC 5194. The actual shape of this galaxy was recognized by William Parsons in 1845. It also has a dwarf galaxy neighbor named M51b. These two galaxies are believed to be slowly merging together.
Quick Facts: –
- A Whirlpool Galaxy has a supermassive black hole in it which is encircled by rings of dust. It is similar to the one found in the Milky Way.
- The core of this galaxy is highly active and it makes a whirlpool which is known as ‘Seyfert Galaxy’ by astronomers.
- It is one of the two largest groups of active galaxies, along with the quasars.
- This galaxy can be easily observed using binoculars even under dark sky conditions.
- In February 2016, three different supernovas were discovered in the Whirlpool Galaxy.
- There is a bridge made of gas and dust that ties this galaxy and its dwarf neighbor M51b together.
- It is also the brightest galaxy in the entire M51 group. This group includes several other galaxies.
- The total mass of this galaxy is around 160 billion solar masses.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Amazing Facts for Kids about Whirlpool Galaxy ." Easy Science for Kids, Sep 2020. Web. 27 Sep 2020. < https://easyscienceforkids.com/whirlpool-galaxy/ >.
APA Style Citation
Tobin, Declan. (2020). Amazing Facts for Kids about Whirlpool Galaxy. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/whirlpool-galaxy/
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In this book, Gert Biesta presents a new approach to contemporary art education by showing the unique possibilities the arts offer to establish a dialogue with the world around us. This approach to art education is based on teaching as a process of showing, where the teacher shows the student what could be good, important or meaningful to master in the world. As a starting point for illustrating this method, the book proposes 'How to Explain Pictures to a Dead Hare' (1965) by Joseph Beuys, which Biesta uses in order to draw out a number of important lessons about teaching.
Gert J.J. Biesta
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How digital skills can help you
Introductory digital skills are essential for most jobs. Intermediate and advanced digital skills can open up new sectors and career opportunities for you.
Numeracy skills are also highly valued by employers and are a key component of the more advanced digital skills.
Find out how a free digital skills course can improve your confidence to use technology for work, learning and daily life.
Why introductory digital skills matter
Introductory level digital skills can help you connect with friends and family and make everyday life easier. These skills can help you to find work or advance in your job.
Introductory level digital skills include being able to:
- use devices like a computer, tablet or mobile phone for simple, personal and work tasks
- find and use information on the internet
- understand how to go online safely and responsibly
- communicate socially and professionally using email, messaging and social media sites
- shop, bank, access services or apply for a job online
Why intermediate and advanced digital skills matter
Intermediate and advanced digital skills can include things like:
- how to code a website
- use social media as a marketing tool
Lots of employers look for these kinds of skills and it's worth noting that:
- half of all company bosses say they can't find candidates with advanced digital skills
- roles requiring digital skills pay 29% more than those that don’t
- digital skills can lead to new careers and opportunities
Learn more about digital careers
Learn more about digital careers including roles, salaries and experience required.
Find an online course
Use The Skills Toolkit to access free, high quality courses to help you build up your skills.Explore free online courses


Guest Blog post by Caida Mendelsohn
In early elementary school, I was aware that I was different from my classmates. I would get pulled out of class to work with and reading specialist. I took longer to finish worksheets in math class. I would stumble over words and make more mistakes than my classmates when reading out loud.
Eventually, I was diagnosed with dyslexia and Attention Deficit Hyperactivity Disorder (ADHD). My parents made the choice to move me to a local school that specialized in dyslexic remediation. This school would help build skills that I could use to be successful, even with dyslexia. The teachers there understood dyslexia and tailored their lessons to meet our needs.
I was no longer self-conscious when reading out loud and I no longer worried about how long it took me to finish a worksheet. All of the other kids in my class were dyslexic. For the first time, I didn’t feel different or weird.
When I went back to a general education classroom, I was given basic accommodations for my dyslexic and ADHD. In my 6th grade earth science class, I began to feel different from the rest of my classmates again.
Every night for homework, we had to read and take notes from our texted book. In reality, the reading was probably only 10 pages but it felt like 100 pages. It took me so long to do my homework every night. I would get frustrated and cry over my text book, then cry to my mom, and then cry over my textbook some more.
None of my friends in class seemed to have the same problems doing the reading and taking notes. Everyone else had organized notes with highlighter and bullet points just like the teacher taught us to do. My notes were messy and almost incoherent.
Then one night, while doing earth science homework, I had an aha-moment. I stopped taking notes on lined paper and started taking notes on printer paper. I started organizing my notes graphically and using colored pencils. When I began taking notes like this, homework became less hard and I started retaining and understanding more of what I was reading.
I realized that I think and learn differently than my peers because of my dyslexia. So why I was trying to study and learn in the same way they were? I needed to use my creativity and try a different ways of studying and figure out how best I learn.
As a junior in college, I still take notes this way. Being able to think differently, be creative, and adapt is what has made me a successful student. And the challenges I’ve faced have helped me become the advocate I am today.
Having ADHD and a learning disability like dyslexia has been a challenge in some ways, and a great teacher in other ways. I have learned to accept myself and the way I learn. I have learned to speak up for what I need. And I have learned the importance of encouraging others to do the same.
On the nights I cried over my earth science textbook, I never imagined I’d be where I am now. I never imagined I’d be living in Washington, DC, or that I’d have two amazing internship opportunities—first with the National Center for Learning Disabilities and now with the U.S. Department of Education.
But anything is possible.
My experiences have inspired within me a desire to ensure equity in education for all students, including students with disabilities. I want to ensure they, too, have access to the same opportunities as other students. Because one thing I’ve learned is that what you are given in life – even dyslexia or ADHD—does not determine who you are. But what you do with that determines everything.
Caida Mendelsohn is a junior at Smith College in Northampton, Massachusetts, and is originally from Decatur Georgia. At Smith, Caida is majoring in Government and minoring in Education and Child Studies. Additionally, Caida is working towards the teaching certificate for elementary education. It was Caida’s personal struggle with her learning disability that first sparked her interest in education and disability rights and advocacy.


If we look life 100 years in the past, and examine that with the right this moment’s life, we’ll notice that Science has dramatically changed human life. The electronics business and semiconductor physics progressed hand-in-hand not because scientists, working within the method dictated by their curiosity for exploration of the unknown,” kept lobbing new discoveries over the lab partitions that then allowed transistor technology to advance, however as a result of the quest to improve technological efficiency always raised new scientific questions and demanded advances in our understanding of the habits of electrons in various kinds of materials.
Our consciousness remains to be a thriller to pure science as a result of it will probably solely be skilled as a first-hand, subjective experience! Having mentioned this, the duty of making science for kids related and thrilling lies not solely with the colleges. Science has been modified the opinion in regards to the origin of man and homeland too. There are various methods to integrate science into an in any other case dry curriculum, especially in early childhood.
Advancing based on its personal logic, much of science has lost sight of the better world it is supposed to help create. Science has given him choices to check numerous new fields in the analysis and growth of science itself. At the same time as authorities funding for biomedical science in the United States equals that of all different fields of research combined , diseases stay uncured, pharmaceutical innovation has slowed to a crawl, and company investments are extremely dangerous because of the staggering failure charges of new drug trials.
So deeply embedded in our cultural psyche that it looks as if an echo of frequent sense, this powerful vision of science comes from Vannevar Bush, the M.I.T. engineer who had been the architect of the nation’s World Battle II analysis enterprise, which delivered the atomic bomb and helped to advance microwave radar, mass production of antibiotics, and other applied sciences crucial to the Allied victory.
Unfortunately, today many classroom lecturers who educate either science or language do not suppose science and language are interdependent (Quick, 1991). The test contains objects that check textual analysis and understanding, information illustration and inference expertise, in addition to downside fixing with science content material. Many individuals around the world take for instance scholars in faculties and universities have taken the lead examining the relationship between science and technology.


Joint attention in book reading for children with hearing loss Public Deposited
Downloadable ContentDownload PDF
- Last Modified
- March 21, 2019
Christensen, Kendra L.
- Affiliation: School of Medicine, Department of Allied Health Sciences, Division of Speech and Hearing Sciences
- Children with hearing loss are at risk for delays in the development of language and literacy skills. Recent technological advances in cochlear implants and hearing aids may create more easily accessible language and literacy skills for these children; however, the impact of this technology is still unknown. Strategies targeting improved shared book reading interactions have the potential to have a positive impact on the language and literacy development of children with hearing loss. In this study, a questionnaire was developed that could be utilized to help determine the differences in the home literacy environments of these children, as compared to normal hearing children, to see if there is a need for such interventions and to guide the development of strategic interventions. Overall, this questionnaire was shown to be written at a level that is accessible to families of various educational levels.
- Date of publication
- May 2010
- Resource type
- Rights statement
- In Copyright
- "... in partial fulfillment of the requirements for the degree of Masters of Science in Speech Language Pathology in the Department of Speech and Hearing Sciences."
- Harrison, Melody
- Degree granting institution
- University of North Carolina at Chapel Hill
- Place of publication
- Chapel Hill, NC
- Open access
This work has no parents.
|Joint attention in book reading for children with hearing loss||2019-04-08||Public||


Songs for you and me is a wonderful source for fostering inclusion in the music classroom or at home with family and friends. These beautifully designed books include songs with iconic representation that children of all abilities can use at anytime. The mobile format facilitates the ease of use. Check it out here.
Album—Silver Burdett Making Music Grade 2 Book
Expression in music through creative movement
This song was very popular amongst my students a few years ago. In addition to just singing the song together, I created this lesson for the students to uncover how musicians use tension and dynamics in a piece of music to create expression. The lesson is divided into three parts; first the students identified the form of the song and then described the expression in each section followed by creating their own dance or creative movements based on the expression that they discovered. At the conclusion of this lesson students were then asked to replicate that kind of intensity and expression in their own compositions.
Get the complete lesson plan here: Firework
For this lesson I started by having the students sing the song together several times and then aurally copy the opening ostinato, which is also prevalent throughout the song. We then covered the rest of the song using classroom instruments. The covering lessons took three, thirty minute class sessions. The final session was a performance of the song followed by activities in which students created their own riff or ostinato, that served as a launch pad to create a new original song.
This lesson was part of a larger research project that was published in the Bulletin of the Council for Research in Music Education entitled, Informal learning processes in an elementary music classroom.
Get the complete lesson plan here: Unwritten
This was an infectious song that all of my students from the first through fifth grades enjoyed singing. Using classroom instruments, including ukuleles, the students spent time covering this song. They had a lot of fun and in the process they also learned about musical form.
Get the complete lesson here: Hey soul sister


Health is the foundation for children's growth, development, and school readiness. Head Start programs understand that healthy children are better able to learn. Explore resources to support health and safety planning, including a series of collections on the Early Childhood Learning and Knowledge Center (ECLKC) website.
Planning for Health and Safety
Caring for Our Children Basics (CFOC Basics)
Review the minimum health and safety standards required in Head Start and child care programs, family child care homes, and other places children receive care. These standards seek to reduce redundancy across requirements for programs with multiple funding streams. Programs can use the CFOC Basics: Program Review Tool for Center-Based Programs and Family Child Care Homes to assess health and safety practices, identify where practices should be stronger, and develop strategies and plans for professional development.
Positive Eating Environment Tool
Explore the interactive companion to Positive Eating Environment Self-Assessment for ECE Programs. Programs can use this tool to help turn the self-assessment into an action plan. It includes recommended practices to create a positive eating environment that supports children's healthy growth and development.
Family Connections: A Mental Health Consultation Model
Explore a preventive, system-wide mental health consultation and training approach to strengthen the capacity of Head Start and Early Head Start staff. Staff can use these resources to work with families dealing with parental depression and related adversities, with children in classrooms and in the home, and engage and support parents struggling with adversities. These materials were developed by the Family Connections Project at Boston Children's Hospital.
Head Start and Early Head Start programs support the mental health of children, families, and staff every day. Early childhood mental health is the same as social and emotional well-being. It is a child's developing capacity to express and regulate emotions, form trusting relationships, explore, and learn—all in the cultural context of family and community.
Explore the ECLKC's Mental Health page for resources to support the ongoing mental health of children and the adults who care for them.
Good nutrition is an important part of a healthy lifestyle. Eating healthy foods helps pregnant women and children get the nutrients their bodies need to stay healthy, active, and strong.
Explore the Nutrition page on the ECLKC. Find resources to support healthy eating habits and nutrition assistance information to share with families.
Tooth decay is the most common childhood disease, but it's preventable. Children with dental pain can have trouble speaking clearly, eating, and learning. Oral health is important for ongoing health and school readiness.
Explore the Oral Health page on the ECLKC for resources to promote a healthy mouth. Find tips for proper toothbrushing, other preventive measures, and how to find a dentist.
Head Start programs promote the overall well-being of families and staff. To help children thrive, staff ensure children are up to date on immunizations and their state's Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) schedule. They make sure children and families learn healthy habits and can access the care they need.
Explore the ECLKC's Physical Health page for resources around screenings, preventative measures, health tips for families, and children with special healthcare needs.
Early childhood programs keep children safe when their facilities, materials, and equipment are hazard-free and all staff use safety practices such as active supervision.
Explore the Safety Practices page on the ECLKC. Find resources to help staff and families reduce the number and severity of childhood injuries everywhere that children learn and grow.
Topic: Health Services Management
National Centers:Early Childhood Development, Teaching and Learning
Program Option:Family Child Care
Last Updated: July 23, 2020


Improving literacy standards is a national priority under The Programme for Government. Right to Read is a national programme to promote literacy and reading development for Irish people of all ages and backgrounds.
Launched as part of the Opportunities for All national Library Strategy, Right to Read currently includes four national programmes designed to promote children’s reading and literacy;
Spring into Storytime – Storytelling sessions during the month of April
Summer Stars – Summer Reading programme
Children’s Book Festival – Events during the month of October
Family Time at Your Library – Family events during the month of December
Sligo Libraries delivered 2019 targets, as set out in the Right to Read Action Plan, for each of the 4 elements of the programme:
Successful Summer Stars reading programme ran in all branches in 2019. Increased participation from the previous year saw 2,040 children join throughout the county and borrow 26,366 juvenile items during July and August.
2,850 children attended 89 events; Storytelling, Puppet Shows, Art & Crafts events, Yoga Workshops, Movie Clubs, Coding Workshops, 3D Printer Workshops, Pottery making, Illustration & Creative Writing Workshops, Lego Technic Workshops, Treasure hunt, Interactive Board Games, Bee Keeping , Introduction to Music Workshop, and Junior ‘The Word.’
In October 2019, Sligo Libraries were presented with a Right to Read Champion Award by Minister of State Mr. Seán Canny TD at a ceremony hosted by the LGMA at Local Government House in Dublin. The Right to Read Champion Awards is presented in recognition of Library Authorities ongoing efforts to support literacy development, and the support and promotion of literacy skills through initiatives such as Spring into Storytime and Summer Stars.


Wanted to take this opportunity to introduce this book to you, New Beliefs New Brain by Lisa Wimberger. I have been using guided meditation from this book with my groups at school and it has been wonderful! Lisa dives deeply into cutting edge neuro science and shares tools that have helped her to transform her life. What I especially like about her meditation tools is that they are linked to scientific principles. To me, who has an active inner scientist who always wants to play, the tools are powerful because they allow my left brain to engage while my right brain plays within the meditation technique. Lisa includes a section specifically for those of us who work with children and teens. One activity that has fit easily into my bi-lateral brain balance and brain gym groups, is called Left Brain-Right Brain Communication for Balance, and it has beautiful imagery that involves looking at the two hemispheres of the brain as if it were a night sky. Students are able to “light up” stars on either side and note if thoughts or physical sensations change as a result. Fun imagery!!! Since our brain functioning and physiology (according to neuroplasticity research), directly maps to our thought processes and the types of thoughts that we think, imagine the balance that we can create by visualizing (thinking) balanced brain thoughts. There is a wonderful relaxation component that naturally occurs as a result of these activities, so, if for no other reason but to practice deep relaxation, this book is a MUST. I highly recommend it. Check it out and let me know what you think!
Filed under Educator Resources
Tags: brain science for kids, brain science for school, guided imagery, guided imagery for children and teens, guided meditation, guided meditation for children, neuroscience for children, relaxation activity for children


Certificate I in Initial Adult Literacy and Numeracy is a course for post compulsory school aged learners with an Intellectual Disability or Permanent Cognitive Impairment to develop skills with a view to find the most appropriate option for them in the community.
Students will improve their Literacy and Numeracy skills which will lead to increased general knowledge and opportunities in supported employment in a variety of industries.
Successful completion of this course will enable progression to Certificate I in Work Education, Certificate I in General Education for Adults or on to supported employment.
Students will participate in real life learning experiences which may include excursions to the bank, Centrelink, shopping and community service agencies. Classes are Monday and Tuesday 9.00am to 3.30pm. This equates to 580 hours delivered over 39 weeks.
Entry to Certificate I in Initial Adult literacy and Numeracy is restricted to post compulsory school age learners with evidence of a permanent cognitive impairment/intellectual disability which may be accompanied by additional conditions such as: Autism Spectrum Disorder, Social and/or emotional issues, Attention Deficit Hyperactivity Disorder, Specific learning disabilities, Mental health conditions, Physical disabilities. | Permanent cognitive impairment/intellectual disability must be evidenced. Evidence could include: Formal assessment by a registered medical practitioner, Doctors/specialist reports, Attendance at a Special School/SDS, Integration support at school, Integration support at school with modified curriculum. | Each student will undertake a Pre-Training Review before enrolling to help confirm the proposed course is suitable. It will provide valuable information about an individual's existing skills and knowledge, language, literacy and numeracy skills and whether the course will help in achieving learning and/or employment goals.
|VU20939||Recognise and interpret safety signs and symbols||10||$20.00|
|VU21282||Develop a learning plan and portfolio with support||20||$15.00|
|VU21284||Engage with short simple texts for learning purposes||20||$15.00|
|VU21288||Create short simple texts for learning purposes||15||$15.00|
|VU21739||Communicate orally using phrases||80||$15.00|
|VU21740||Read simple sentences||70||$25.00|
|VU21741||Write simple sentences||70||$25.00|
|VU21742||Communicate orally using simple sentences||35||$25.00|
|VU21743||Give and follow simple directions||25||$15.00|
|VU21744||Recognise and use simple fractions||20||$10.00|
|VU21745||Count and use numbers from 1 to 100||20||$10.00|
|VU21751||Use simple metric weights||25||$10.00|
|VU21752||Use simple liquid measures||25||$10.00|
|VU21753||Use simple linear measures||25||$10.00|
|VU21754||Use coins and notes||25||$10.00|
|VU21755||Use simple addition skills||40||$10.00|
|VU21756||Use simple subtraction skills||40||$10.00|
|RPL Government Subsidised||$832|
|2020 Ongoing Enrolment||Swan Hill Campus||Full Time, Classroom Based, Full Year, Tuesdays and Wednesdays, 9.00AM - 3.00PM|
|2020 Ongoing Enrolment||Mildura Campus||Full Time, Classroom Based, Full Year, Mondays and Tuesdays, 9.00AM - 3.00PM|


Danger! Women Artists at Work features more than 60 artists from the early Renaissance to the present day, among them Judith Leyster, Mary Cassatt, Frida Kahlo and Louise Bourgeois.
The art world of centuries past was run by men, yet women have had a role, sometimes working behind the scenes, in resistance to prevailing attitudes and practices. Yet, women artists have created groundbreaking works, still celebrated today.
Danger! Women Artists at Work celebrates the work of female artists in an era when patrons were slow to show full respect for their work. Although the business of art has long been a male-dominated industry, great art needn’t suffer a gender divide. There are fabulous woman artists, and this full-color, hardcover book shows them at their finest, with the art and artist portrayed side-by-side. This is the perfect holiday gift for any casual or serious art lover.
While 20th century artist’s names may come to mind, such as Georgia O’Keeffe and Louise Bourgeois, the book will surprise you with the intensity of the art world for women artists in the 17th and 18th centuries. By the 19th century women were finally encouraged to cultivate artistic skills. Many were tutored by their fathers or, less often, by their mothers. Even Queen Victoria took art lessons in the mid-1800s, although she is said to have requested the works remain private until after her death.
Danger! Women Artists at Work includes a study of over 60 female artists, many of whom will be new discoveries to the reader, thanks to Ms. Mancoff’s research and analysis of the art scene through the centuries. Her book now documents women’s place in the art world throughout history. Styles and subjects vary and include figures, scenes depict society and commerce, religious works, and nude self-portraits.
Mancoff conveys the effort and hardships endured as women worked to surmount obstacles of getting an art education, finding studios, holding art exhibitions, and taking risks when the “power in the art world rested in the hands of men.”
Danger! Women Artists at Work is a delightful walk through history, and offers an overdue education and appreciation of women artists.


Sometimes after kids learn to count from 1 to 10, they have a hard time with what comes next. Help your child to master counting after 10 with this counting from 11 to 20 worksheet.
Inspired by an activity that all kids love—connect the dots—your child will help the busy bee find his way back to the hive by counting and drawing a line to help trace his path. With such a fun purpose for counting, your child will have no idea that invaluable learning is taking place!
Here’s what your child will practice with this worksheet:
• Logical reasoning skills to determine what number comes next
• Counting, beginning with the number 11
• Recognizing numbers in print as they complete the sheet
• Using a pencil to draw lines to make a path.
Your child will practice multiple skills, making this worksheet an excellent tool to help your child succeed and progress in numeracy skills and more!
As with all our worksheets, you can expect the following:
• A vibrant worksheet packed with adorable pictures
• Clear and simple directions to guide your child
• A fun and meaningful activity to motivate your little learner
• A worksheet that genuinely works your child’s problem solving and cognitive skills.
Kids learn best when they’re having fun, and by guiding the bee back to his hive, your child will experience a real purpose and motivation to complete the worksheet. Without even knowing it, your child will practice skills needed for academic success, all while they have fun doing it!


1) Pictures Books Engage Readers
A good picture book speaks to the heart and imagination of the child. The best are those that empower the child to think on their own; that encourage relationships with family, friends, and neighbors; and that inspire and encourage them to want to read another. The true joy for a child is when they can find themselves in the story, whether the character be a puppy, a space creature, or a human child. A young developing mind can learn much more from a picture and the voice of a reader in addition to written words only.
2) Picture Books Expand Vocabulary
Worried parents, pushing their child to pass mandated education tests, are demanding early chapter books and leaving behind the picture books, but have the parents read early chapter books? Have they compared picture book and chapter book vocabularies? Written in grade-appropriate vocabularies, chapter books are much less challenging to read and, often deal with everyday problems, rather than addressing more complex issues covered in well-written picture books. A child reading a picture book meant to be read by adults, will stretch their mind and imagination much further than by reading a standard chapter book.
3) Picture Books Enhance Learning
Removing art from reading is like removing art education from the schools, when studies have shown art educations improves test scores and leads to better grades in college. There’s much more in those pictures, than entertainment. If the old adage is true, “A picture is worth a thousand words,” I’m not sure removing them from books is a move in the right direction.
4) Picture Books Speak to Different Learning Styles
Studies have shown people learn through a dozen learning styles, one of which is through words. The trend towards earlier chapter books leaves behind readers who learn in ways other than words. Pictures develop the inner abilities and right brain thinking portions of our mind. They speak to many readers in ways that words cannot and help those readers enjoy the written word. This trend towards early chapter books leaves behind huge numbers of children. Some learners will always benefit from an accompaniment of pictures, for that’s who they are.
Research books, check your book stores, and scour your libraries for books that best stimulate your child to read. Find the stories with depth, find the stories that expand their understanding of the world, find the stories that develop their acceptance of differences, and find the stories that ‘speak’ to your child. These books will help lay in a foundation that will carry them through their adult life. Start with meaningful picture books, and enrich their heart and mind with their beauty.