Need an idea for starting a research paper on Dyspraxia?
Dyspraxia, a learning disability, is also known as Motor Learning Difficulties, Perceptuo-Motor Dysfunction and Developmental Coordination Disorder (DCD). It used to just be labeled Clumsy Child Syndrome, but such terminology is frowned upon these days. Individuals with dyspraxia have difficulty with planning and completing fine motor skill tasks. And according to the Dyspraxia Foundation, 1 in 10 people suffer with the condition.
Dyspraxia and Movement
Some scientists label dyspraxia as an immaturity in the organization of a person’s movement. In not processing information completely, physical coordination can be difficult for individuals with dyspraxia. Dyspraxia involves defects in gross motor skill and spatial awareness. British actor Daniel Radcliff is a self-identified dyspraxic, and claims difficulty with tasks such as tying shoelaces.
Characteristics of dyspraxia include:
- Poor timing
- Poor balance
- Difficulty of determining left from right
- Defects in fine motor skill development,
- Individuals express difficulty in such abilities as the correct pencil grip and handwriting.
- Dyspraxia also makes it difficult for the individual to learn graphemes, such as Roman numerals or the ampersand.
Memory and Dyspraxia
While many individuals with dyspraxia have short-term memory defects, their long-term memory is said to be excellent. These individuals are said to work best in structured environments that allowed for controlled or routine physical activities.


Date of Award
Master of Arts in Education
The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use of Spanish in the classrooms, has made it difficult to make the home-school connection. Research shows that parents play a vital role in the education of their children but Proosition 227 severely restricted Spanish speaking parents' participation in their child's education. This study demonstrates how the use of home response learning journals empowered parents to participate in their children's literacy and biliteracy development.
Vargas Piel, Marie, "Parent-teacher home response learning journals to foster collaboration in children's literacy development" (2000). Theses Digitization Project. 1762.


Welcome to the Intellectual Disabilities Page!
What are Access Points?
Access Points are alternate achievement standards built to target the salient content of the Florida Standards. They are designed to fram the instruction and assessment of students with significant cognitive disabilities providing them access to the general education curriculum.
The access points are aligned to the Florida Standards for English language arts and math and the Next Generation Sunshine State Standards for social studies and science.
The access points for social studies and science consist of three varying levels of cognitive complexity:
- independent (highest level of cognitive complexity)
- participatory (lowest level of cognitive complexity)
The access points for English language arts and mathematics do not range in levels of cognitive complexity but have embedded supports that consist of concrete and representational skills, called essential understandings, which build to the access point.
What is the Purpose of Access Points?
Access Points are designed to contribute to a fully aligned system of content, instruction, and assessment that focuses on knowledge and skills needed at each grade level to prepare for the next.
What Supports are Embedded in the Access Points?
Essential Understandings which are skills that help build the knowledge necessary to master each Access Point.
What are the Essential Understandings (EUs)?
- EUs are not part of the standards
- EUs are scaffolds that disaggregate access points to help teachers provide instruction.
- EUs provide a variety of entry points where a student may begin to interact with grade level content.
- EUs serve as benchmarks along the continuum of learning to ensure progress toward the access points.
What is the Alternate Assessment?
Phone: 321-633-1000, ext. 11286
Degrees and Certifications:
Licenses/Certifications: Elementary Education K-6 Exceptional Student Education K-12 ESOL Endorsed CPI Trainer Access Points Trainer Alternate Assessment Trainer Degrees: B.S. in Biology M.S. in Special Education Ed.S. in Educational Leadership
Mallory A. White, Ed.S.
I am the District Resource Teacher for the Intellectual Disabilities Program for grades K-12. I support the educational programming of individuals with significant cognitive disabilities that are working on a modified curriculum based on access points. I am also the District Alternate Assessment Coordinator for both the Florida Standards Alternate Assessment Performance Task and Datafolio.


GRAND FORKS PUBLIC SCHOOLS & THE FOUNDATION FOR EDUCATION
The vision of red is that every child learns to read early and well,
thereby reaching his or her full potential in school and in life.
Engage families and caregivers in their child’s literacy development. Inspire children to discover the joy of reading so that reading becomes a lifelong habit.
RAISE A READER
Read Every Day for 20 minutes (i.e., read aloud to your child, listen to your child read, and demonstrate your own love of reading by reading to yourself).
Read Every Day to help your child discover the joy of reading and develop a lifelong habit of reading.
Read Every Day to help your child build vocabulary and language skills.
Read Every Day to help your child learn about the world around him.
Read Every Day to build your child’s comprehension and confidence by reading favorite books over and over again.
Read Every Day to help your child learn that reading is important and fun!
Read Every Day to help your child succeed in school and in life.
Engage your child in conversation to help him learn new words and concepts as well as develop speaking and listening skills. Talk about the pictures and ideas in books and share stories to foster imagination.
Show an interest in what your child has to say.
Increase your child’s curiosity by asking, Why...? When...? How...? Who...? I wonder...?
Make time to play with your child and have fun together as a family. Children learn through play.
Make up simple songs and rhymes – use nonsense words to make it fun.
Encourage your child to scribble, draw, color, paint, and write. Write stories and messages for each other.
Point out ways print is used on signs, menus, lists, labels, recipes, and logos.
Run, jump, dance, and play – movement builds the brain and strengthens physical abilities.
Recognize your child’s reading efforts and celebrate their success in learning!


Superior-Greenstone District School Board’s 2018 Summer Learning Program is up and running in Greenstone, Marathon, and Terrace Bay this month. The program is designed to provide quality education to students between SK and grade 5 during the month of July so that students don’t lose their skills during the summer months. The education provided is play based and infused with field trips, guest speakers from the community, and water fun adventures.
Teachers immerse literacy and numeracy skills throughout the day while focussing on making education fun for the students. Emily Brideau, an EA from the Greenstone site states, “The Summer Learning Program is an opportunity for students to continue their learning throughout the summer while also having fun. We try to make every activity as fun as possible to keep the students attentive and eager!”
Superior-Greenstone DSB’s Summer Learning Program is free to all students and runs during the first three weeks of July. Students receive a daily snack as part of the nutritional component as they learn about healthy living. They also experience Yoga classes, Zumba lessons, nature walks and picnics at local provincial parks.
This year the program is excited to offer a robotics component as well. Students learn about numeracy and coding while playing with the latest robotic kits. Robotics is a newly growing field in education and Superior-Greenstone DSB is committed to providing learning experiences to their students in this field. During the Summer Learning Program, students have worked together to program Ozobots robots to travel through their mazes. They have used robots to create a functioning piano out of playdough and they have had robot races with BeeBots, another form of a robot.
“The summer learning program allows students from all grades to interact with each other. They are working together and helping others depending on their strengths. As a teacher, I’m able to spend more one on one time with my students. It gives us a chance to work on the areas of weakness and build up into some proud moments,” says Vanesha Pamayah the teacher at the Terrace Bay site. Students still have a lot in store for them in the next coming weeks as teachers are planning on having visits from Science North, kayaking adventures, and visits to the MNR base. Students will be exploring and learning in their communities for the rest of July and literacy and numeracy activities will be sprinkled through these adventures.
Parents can join the Facebook groups to see daily activities of their children or they can drop into the sites to visit the class for the day. The Summer Learning Program is beneficial for all students. Lucas Liscomb, a student at the Greenstone sites says it best when he said, “I don’t like the Summer Learning Program - I love it!”


Free Express Delivery Worldwide On Orders Over £100
Joos van Cleve, ca. 1485–1540/41, The Annunciation, ca. 1525.
In this painting by Joos van Cleve, Gabriel and Mary are placed within an elaborately furnished interior that would have been familiar in the 16th century. Influenced by Italian art, Joos appropriated a new canon of beauty, a new repertory of rhetorical gesture, and a striking grace of movement in his figures. We felt the exceptional detail and colour of the flowing clothing complemented use within a silk scarf perfectly.
If you are not completely happy with your purchase for any reason, we will provide a full refund or exchange.
Joos van Cleve (also Joos van der Beke; c. 1485 – 1540/1541) was a painter active in Antwerp between around 1511 to 1540. He is best known for combining the influences of more contemporary Renaissance painting styles with the traditional Netherlandish painting techniques of the time.
He is known primarily for his works of a religious nature as well as his portraits of royalty. A skilled technician, his art shows sensitivity to color and a unique solidarity of figures. He was also one of the first to introduce broad landscapes in the backgrounds of his paintings, a theme which would become a popular technique of 16th century northern Renaissance paintings.
Macclesfield was once the centre of the English silk weaving industry and the world's biggest producer of finished silk. The area has been printing silk for over 300 years and at one point had over seventy mills operating in the town. The town is close to a water supply that passes through limestone, and when used in washing and dyeing it gives silk a uniquely attractive lustre.
Our silk scarves are printed at a mill that has been producing printed fabric on the same site for the past fifty years and the process uses water sourced from its own reservoir.
Located in New York City, and colloquially known as 'the Met', the museum was founded in 1870 for the purposes of opening a museum to bring art and art education to the American people. It is the largest art museum in the United States and, with over 7 million visitors in 2016, was the second most visited art museum in the world, and the fifth most visited museum of any kind.
The permanent collection contains over two million works which is divided among seventeen curatorial departments. This consists of works of art from classical antiquity and ancient Egypt, paintings and sculptures from nearly all the European masters, and an extensive collection of American and modern art. The Met maintains extensive holdings of African, Asian, Oceanian, Byzantine, Indian, and Islamic art. It is also home to encyclopedic collections of musical instruments, costumes and accessories, as well as antique weapons and armor from around the world. There are also several notable interiors installed in the galleries, ranging from first-century Rome through to modern American design.
Canaletto 1697 - 1768, The River Thames with St. Paul's Cathedral on Lord Mayor's Day, c.1747-8 100% Silk Hand Rolled Designed and Printed in Britain 90cm x 90cm Free Worldwide...
Petrus Christus, active by 1444 – died 1475/76, A Goldsmith in his Shop, 1449. 100% Silk Double-sided Designed and Printed in Britain 90cm x 5cm The painting used on this...
Our Digital Gift Vouchers are delivered instantly by email, allowing you to print the gift voucher and gift it to someone. Our gift vouchers can be redeemed on all products...
Panels of Achilles, France, 1779-1782 © Victoria and Albert Museum, London 100% Silk Hand Rolled Designed and Printed in Britain 90cm x 90cm Free Worldwide Delivery Depicting a different moment...


It is now 15 years since Language Magazine’s predecessor, American Language Review, was founded so it’s time to review how American language education has developed since then.
In 1997, the guns were out for bilingual education especially in California where Prop. 227 succeeded the following year in severely limiting the state’s bilingual options despite a complete lack of evidence supporting its backers’ claim that education in two languages left students ill-equipped to succeed. Since then, in some parts of the country, the term bilingual has been replaced by the more socially-acceptable dual-language, and now, middle-class parents all over the country are clamoring to get their kids into schools where they have the opportunity to learn in two languages. It’s not surprising when you consider that 66% of the world’s children are raised to speak two languages or more, whereas only 6.3% of kids in the U.S. are bilingual (source: AP). Some states, notably Texas and New Mexico, have persevered with their bilingual programs and are now beginning to reap the benefits of a well-established educational structure.
In 2001, most of us welcomed the No Child Left Behind Act (NCLB), which passed with bipartisan support and included Title I, the program to help disadvantaged students. NCLB was based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act required states to develop assessments in basic skills and give these assessments to all students at select grade levels in order to receive federal school funding. Initially, the burden of some extra testing seemed a small price to pay for more funding, closing the achievement gap, and better overall educational outcomes. Insufficient funding and over-reliance on standardized testing gradually reduced support for the Act but not before it had spawned Obama’s Race to the Top and the creation of Common Core State Standards, while the mainstream media firmly established in the minds of the general public the concept that our schools were underperforming and that teachers were to blame. Despite the rhetoric, American public schools still do remarkably well in international, like-for-like comparisons but the achievement gap between white and most minority students persists.
The terrorist attacks of September 11, 2001 had an enormous effect on the conceived importance of world language education in this country. Overnight, our lack of language skills became an issue of national security and we rushed to find speakers of Dari, Pashto, and Urdu to fill intelligence gaps. Gradually, the panic subsided to be replaced by a new realization that we were living in a truly interconnected world where we could not ignore the possible consequences of our effect on anyone no matter how far removed they might seem from us. Even obscure, marginal groups now had to be considered. From this came widespread acceptance that the comprehension of world languages and cultures was a necessary part of our educational curriculum. The recession may have delayed the implementation of policy based upon this realization but it cannot be long before languages are afforded the place they deserve on the curriculum.
The development of cheap, reliable, global communications has had the most profound effect on the way we work and play. Fifteen years ago, none of us could skype from our cell phones with friends and colleagues on another continent, tweeting was only for the birds, and clouds held rain not data. The net result of all of these technological innovations is that we are now living in a society where national borders only limit the physical passage of goods and people. Every day, we interact internationally, often without even realizing it. Now, our educational curriculum needs to catch up with this reality by affording languages and cultural studies the importance they deserve, so that our children have the tools to not only succeed in this exciting new world, but to enjoy it too.
Cutting to the Common Core: Disrupting Discourse
Kate Kinsella recommends launching an Academic Language Campaign to prepare diverse learners for the Common Core State Standards
The Role of Early Oral Language in Literacy Development
Timothy Shanahan and Christopher Lonigan explore the connection between early oral language development and later reading comprehension success
Reading Literature Not Only a Pleasure
Research proves that a good book stimulates the brain
Software Focus on Reading
In addition to the humble book, publishers have launched an array of reading programs designed to help readers of all types acquire the skills they need
My Linguistic Career
Nataly Kelly looks at full-time and freelance opportunities for world language teachers in translation and interpreting
Top Student Cities
Paris edges London and Boston in the first study of its kind
Last Writes Richard Lederer emits a Mite Item on Time


Full Time Cognitive Programs
Cognitive programs designed to strengthen academic performance and build self-esteem
Arrowsmith School provides an environment where students who have been having difficulty in school obtain a sense of accomplishment by mastering increasingly difficult levels of the cognitive exercises and discover that their strengthened learning capacities are allowing them to handle academic work that they could not do before. Students who had been feeling isolated and defeated by school develop new social skills and a sense of personal self worth.
Arrowsmith School offers both full time and part time cognitive programs for individuals of all ages:
Full time cognitive programs at Arrowsmith School
The majority of our students are enroled in the full time day program, which is the foundation of Arrowsmith School. Our full time students spend six periods per day on the Arrowsmith cognitive exercises, and the other two periods on academics, with one period of English and one of mathematics. These two daily academic classes are closely integrated with the cognitive exercise program and form an important part of our program. Please visit our Academic Programs page for more information.
Part time cognitive programs at Arrowsmith
We also offer part time programs for students who may not be able to enroll in the full time day program including a program for students whose main area of difficulty is writing. You may obtain additional information about these programs on our Part Time Programs page.
Who would benefit from Arrowsmith’s cognitive strengthening programs?
Students attending Arrowsmith School have been experiencing a range of learning problems including:
- Logical reasoning
- Visual memory
- Auditory memory
- Working memory
- Non-verbal learning
- Processing speed
To read more about the types of problems addressed by the Arrowsmith Program, please visit Learning Dysfunctions Addressed.
What is the format of the Arrowsmith cognitive program?
The Arrowsmith Program is comprised of a unique combination of three different types of exercises:
- Computer exercises: to strengthen the ability to reason, use logic, and comprehend, as well as exercises for strengthening numeracy skills, reading, and visual memory for symbol patterns and face and landmark recognition.
- Auditory exercises: to improve short and long term auditory memory, phonemic memory, oral and written output and vocabulary development and to increase the ability to hold and process information (working memory).
3. Pen and paper exercises: to improve the cognitive capacities required for motor skills related to the mechanical aspect of writing, skills required for written communication, organization and planning, executive function, and skills required for non-verbal communication.
Students, teachers and learning outcomes
Our students typically spend three or four years in the program before returning to a full academic program or to the workplace. If a student is unable to complete the three to four year program, they achieve benefit each year they are in the program.
Our teachers provide guidance, support and encouragement and all of the students in our school recognize that they are working toward a common goal of improving their learning. Our low student to teacher ratio ensures that each student receives personal attention.
Performance criteria are built into each of the cognitive programs based on accuracy, consistency, speed, and automaticity of performance. A student needs to meet these criteria to master each level before advancing to a more difficult level. The program is modified throughout the year based on the student’s progress. To read what some of our students and their parents as well as others have said about Arrowsmith School, please visit Testimonials.
Arrowsmith School is dedicated to helping students who struggle with learning difficulties. In order to ascertain whether the program is suitable for you or your child, we encourage you to complete the Arrowsmith Program® Cognitive Profile Questionnaire or feel free to attend one of our monthly Parent Information Sessions at Arrowsmith School Toronto.


In addition to 48 lower continental states, Alaska, and Hawaii, the U.S. holds 14 territories in the Caribbean and Pacific Ocean. Most of these territories were acquired after wars or through agreements with other countries. Although they’re not U.S. states, they do receive U.S. financial aid and military protection. Residents of these territories can seek U.S. citizenship.
- In the Caribbean sit the U.S. territories of Puerto Rico and the U.S. Virgin Islands (St. Thomas, St. John, and St. Croix). Both these territories are lush, tropical islands and popular vacation areas.
- American Samoa, Northern Mariana Islands, and Guam are three territories in the Pacific Ocean. These islands have distinct cultures and lie on the other wide of the world, near Australia, China, and Japan.
- Smaller U.S. territories include Baker Island, Howland Island, Jarvis Island, Johnston Atoll, Kingman Reef, Midway Islands, Navassa Island, Palmyra Atoll, and Wake Island. Several of these islands are occupied only by U.S. military and government departments.
- In the lagoon around Managaha Island near the coast of Japan are wrecked ships and planes from World War II. This wreckage is polluting the water and damaging reefs.
Watch a video about U.S. territories.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Facts about U.S. Territories for kids ." Easy Science for Kids, Feb 2020. Web. 25 Feb 2020. < https://easyscienceforkids.com/u-s-territories/ >.
APA Style Citation
Tobin, Declan. (2020). Facts about U.S. Territories for kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/u-s-territories/
Sponsored Links :


Students must successfully complete general education subjects, compulsory vocational modules, elective vocational modules and the open part of the curriculum. They must also complete extracurricular activities and work placement requirements and pass a school-leaving examination.
The school-leaving examination comprises a written and oral examination in Slovene, a product/service and an oral presentation.
Vocational and technical secondary schools and adult education institutions.
- Elementary education or
- lower vocational education
Students' vocational abilities and skills, and the fulfilment of conditions to obtain credits in accordance with the relevant education programme are established through verification and assessment. Assessment of students also takes into account non-formally acquired knowledge, which must be adequately demonstrated. Students are assessed using scores from 5 (excellent) to 1 (inadequate).


Seville, the capital of Andalusia, is the fourth largest city of Spain with 703,000 inhabitants. Its most famous music festival, the Bienal de Flamenco, showcases a musical genre that was recognized as UNESCO Intangible Cultural Heritage in 2010.
The history of Seville dates back more than two millennia. The remains left by various civilizations have given Seville a distinct character and a large and well-preserved historical centre with its most significant buildings declared as UNESCO World Heritage Sites. Seville also has three universities with over 80,000 students.
Seville plays a leading role as an administrative and economic centre of southern Spain. In addition to its longstanding tradition in the aerospace industry, the economic activity of Seville is now dominated by the service and tourism sector which represents a significant share of the local economy. Other highly developed sectors in the city are specialized technical services such as architecture, engineering, and the creative and cultural industries, which have demonstrated their great potential.
Indeed, the city is a highly recognized centre of creativity and musical activity. Seville reflects centuries of musical tradition and influence on a global scale. Music is everywhere in the city and engages everyone. From symphonies, operas and public open spaces dedicated to music, to foundations, youth organizations, schools and conservatories: the city offers all of its citizens a way to become involved in creating and appreciating music. The city continues to support and boost this industry with great pride.
As a Creative City of Music, Seville envisages:
- organizing activities throughout the city to reach a wide range of population groups;
- collaborating with local institutions and supporting initiatives from the local music scene;
- promoting musical exchanges with the other Cities of Music in order to create opportunities and possibilities for the international promotion of musicians;
- fostering cultural tourism as a factor of sustainable development;
- exchanging know-how, best practices and expertise between cities on music education;
- establishing an international cooperation network in order to develop programmes encouraging mobility for artists; and
- stimulating broad cooperation between musical actors from the public and private sectors of all Cities of Music.


Requirements for elementary certification for teaching Title I reading or reading/language arts for over half the school day. (Also requires the completion of the elementary education major.)
This course focuses on the history of children's literature and its uses in the classroom. This course provides an introduction to the criteria and selection of Children's literature for elementary school students. Various genres are detailed, and ideas for curriculum integration are discussed. A study of illustrations and authors is included. (2 credits)
Teaching Reading and Language Arts *
A foundational course for the teaching of language arts at the elementary and middle school levels. Candidates will understand and utilize materials, lesson design, methods and procedures to teach reading, writing, spelling, handwriting and grammar. Prerequisite: Admission to the Teacher Education Program. (3 credits) Note: This course includes a field experience. Candidates must earn a "C" or better to fulfill program requirements for elementary licensure.
Diagnosis and Correction of Reading Problems *
(3 credits) (Writing intensive) Diagnosis and Correction of Reading Problems focuses both on the role of formative and summative assessment in the teaching of reading. In addition, significant attention is paid to the remediation of reading problems. Students will study the design, development, implementation and evaluation of remediation for students with reading problems, including diagnostic and prescriptive procedures for individuals and groups of students. Students will be required to write and revise their work for professional audiences. Formal and informal assessment procedures will be examined. Writing is a significant part of each exam. Note: A practicum experience is a key component of this course. This course includes a field experience. Prerequisites: EDU326, admission into teacher education program, and concurrent enrollment in EDU328.
Language Learning and Reading Disabilities
This course focuses on learning oral language and the implications that has for learning written language. A major part of the course is devoted to designing effective remedial education programs for Title I and special education. Special attention is paid to early intervention programs. This is an upper level course, designed for students completing reading and special education endorsements.Prerequisites: EDU326 and 343.(3 credits)
Reading in the Content Area
This course addresses skills necessary in teaching students to read in social studies, math, science, and other content areas. This course offers strategies for vocabulary, comprehension, study skills, writing, assessment, and more. (2 credits)
Student Teaching in Reading
This experience will include the observation, engagement and instruction of an elementary or secondary classroom for 4-6 weeks while under the supervision of a licensed, certified reading teacher. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. Prerequisites: EDU343WI and 347. (1-6 credits) Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
First-Year Seminar: Speaking and Writing in Community
(4 credits) This course introduces students to the character and abilities considered essential to becoming a member of a Christian liberal arts community. Students develop their reading, writing and speaking skills by exploring difficult questions, learning to understand academic inquiry, forming learning communities, and integrating faith with learning and living.
Language Development and Acquisition
This course will examine the similarities and differences between the acquisition of first and second languages. (3 credits, alternate years, consult department)
Total credits required: 24
* Part of the elementary education major


Preschool education has achieved quick recognition in last few years. In fact, the idea of early childhood learning has observed an enormous paradigm shift. There are many reasons for this sudden change in the society, it could be increasing awareness among parents regarding importance of early education and the other reason could be the busy standard of living of parents in metropolitan areas.
In any preschool, curriculum is the most important and crucial factor to towards children learning. As we are the leading Preschool consultants in India we do have curriculum specialist who helps you in designing a curriculum for your preschool whether it’s in English or in our national language Hindi.
We have expertise in development of Hindi curriculum for preschools in India. We are fully focused on offering the most engaging and valuable curriculum to learn Hindi which nourishes the learning experience for kids of all at school. Our aim is to make learning Hindi pleasurable for kids. The teacher integrates Hindi with the English dialogues in the class theatrical performances. Hindi stories are also read, conversed and related activities carried out by parents and children.
Our Hindi curriculum experts design Hindi activity worksheets by keeping in mind the intellectual level of the children’s, theses are essential worksheets for children to exercise Hindi writing , Hindi letter classification , learn Hindi names of animals, places, objects , birds etc. We offer Hindi curriculum to learn and discover basics of Hindi in preschool.
Curriculum of the preschool should be designed to ensure that it provides a rich and stimulating environment which will encourage efficient learning among children’s. This means presenting children with prospects to discover experiment, plan and make decisions for themselves, thus facilitating them to grow in their learning and development.


Email: [email protected]
The toddler program is designed for children ages 18 months through 3 years old. This time period is one of great importance. Children at this age are entering a sensitive period, which means they are predisposed or sensitive to learning a specific skill set. Toddlers are sensitive to developing independence, language, sense of order and motor skills. The toddler program introduces curriculum around these areas, which include food preparation and grace and courtesy, to help children build a strong foundation not only for the classroom, but for life.
Toddlers have recently realized they are separate from their caregivers. In a respectful and gentle way, our teachers support the child’s natural development while encouraging independence. We will promote a child’s sense of self, as well as respect for others through a prepared environment that promotes independence and ability to attempt and master new skills. Some of the skills include self-care, such as putting on and taking off their own shoes, socks, jackets; feeding using proper utensils, glasses, and pouring drinks; choosing work and toileting independently.
Toddlers begin to work on expanding language skills and are eager to communicate and build upon their independence. Toddlers will engage in singing and rhymes, games, reading and other integrated learning and art activities to promote language. Teachers will introduce and promote grace and courtesy through their actions while promoting the use of please, thank you, and basic manners. Language helps the child go from concrete knowledge to abstract knowledge. The classroom will use the three period lesson. For example, in the first period the teacher might say “This is a ball.” In the second period she might say “Show me the ball.” In the third period she might say “What is this?” The three-period lesson will be used to help toddlers begin to identify objects, colors, animals and those around them.
One of the biggest transitions for toddlers is the shift from the unconscious to the conscious absorbent mind. For the child to begin to make sense of what s/he is experiencing, things must be consistent. Things can now begin to have a sense of place and eventually purpose. To aid in this development of sense of order, the classroom will be prepared with simple, size appropriate materials, ready for children to use. Children will be encouraged to complete a full work cycle; choosing work, carrying it to a desired work space, and then returning it for the next person to use. This skill will be continually developed and used throughout the child’s life.
Gross and fine motor skills will be developed and strengthened through opportunities in the classroom. There are many opportunities to develop gross motor skills through movement around the room and outdoors, such as climbing, jumping, lifting and other large body movements. Works such as practical life and food preparation also focus on fine motor skill development through sorting, threading, hammering, opening and closing and utilizing a multitude of works that improve hand and finger strength.
Toddlers will learn through play, repetition and guided choices in the prepared Montessori environment. There are many different options to fit each family’s specific needs. The toddler program offers two, three, or five-day options, each available full day, 8:30am-3:30pm, or morning only, 8:30am-12:00pm. Those who stay all day will enjoy lunch together and then nap in the afternoon. Students will engage in work in the classroom and enjoy outdoor time when the weather permits. Extended care is also available.
We are excited to continue to grow as a Montessori community and hope that you will join us! Please do not hesitate to contact us with questions or to schedule a tour.
For additional information visit the American Montessori Website for a look inside the Infant/Toddler classroom: Infant/Toddler


Our academic focus is on enriching lives through a proactive philosophy of teaching with the child at the center of our efforts. Our multi-dimensional curriculum design combines the best of traditional and modern educational practices delivering a holistic approach to education.
Our education methodology involves:
- Integrating curriculum based on progressive teaching methods like Jodo Gyan, Sparkles Science and Rocket Readers
- Cognitive, language and motor skill development
- Phonics Development
- Social, emotional and personality development and a lot more
For the pre-primary, we have combined the best practices of Montessori as well as traditional systems of education, to create an atmosphere which is focussed on growth with values. Learning is through a multi-sensory approach, in which all five senses are tapped. (For instance, reading is introduced through phonics and whole language.) Different spaces are assigned for different activities.


A picture can indeed paint a thousand words, and combining both the visual and textual can be a window into an exciting and valuable new world for children, especially when more than one language is involved.
Fulbright New Zealand has given Dr Nicola Daly an award which will enable her to build on her work in the area of multilingualism in children’s picturebooks. She is one of three Waikato students and staff given grants by the organization this year. She is travelling to the United States in October to spend her Summer lecturing and researching at the University of Arizona. She will focus on multiple languages in picturebooks, including taking lessons from her research on bilingual books from New Zealand to the US.
Dr Daly will be working closely with Professor Kathy Short. Professor Short is not just an expert in the field of children’s literature, but also a Director of the World of Words Center. Worlds of Words holds an estimated 30,000 volumes of children’s and adolescent literature focusing on world cultures and Indigenous peoples, housed at the University of Arizona College of Education. It is committed to creating an international network of people who share the vision of bringing books and children together, and encouraging young people to develop global understanding through the medium.
The teaching component of the scholarship will see Dr Daly lecturing on the way in which language attitudes are reflected in and perpetuated by bilingual books around the world. Her research with Professor Short will see her look at the responses of children and pre-service teachers to multilingual picturebooks from around the world.
Picturebooks are often the first introduction to literacy that children have, particularly in Western cultures. Dr Daly says sharing a picturebook provides really important engagement between caregivers and children. “And the fact they are a marriage of pictures and text is like a bridge between the parent and the child, but also between visual and textual literacy. The children see what’s going on in the pictures and the more they hear the book being read the more they start to link the pictures to the words. They’re crucial in early literacy development, but also potentially powerful for the adults reading them to children.”
In the School of Education, Dr Daly co-directs the Waikato Picture Book Research Unit with Dr Janette Kelly-Ware. They hold a very popular annual seminar on pictures books, and run a picturebook club during semester in the university’s Teaching Resource Library (open to all staff and students). Dr Daly says there’s a huge amount of scope to develop that work further. “I’m hoping to be inspired about ways we can build on our work here in the Waikato to help the University of Waikato take a lead in the field of children’s literature.”


For 10 years, I had the privilege of working with undergraduate students at the University of Maryland, focusing on anti-bias education in the five courses that I created and taught. Although I am no longer at UMD, I believe that some of the themes that emerged from discussions I had with African American, Jewish, Asian American and other "minority" students might offer useful perspectives for administrators to consider in light of the race-related challenges that the university is confronting.
One of the most common experiences shared by African American students involved feeling like they were living through one campus reality, while white students moved through a parallel world, not subjected to the discomfort they were enduring. One African American elementary education junior described her anxiety in an assignment. "At UMD, I have not had a black teacher yet," she wrote. "This thought brings fear into my mind... Some white teachers still have no idea how to address diversity."
Another African American student described a white male professor, who always directed his attention to white female students, and how hurt and invisible she began to feel. I also recall a group of Ethiopian American students talking to some Ethiopian Israelis during my Education Abroad program in Israel, telling them about the numerous times they had been pulled over and searched by campus police and describing that they felt targeted because of their skin color.
Another issue I noted focused on the difference between having a diverse student body and a genuinely integrated campus. When students entered my classrooms at the beginning of the semester, most African American, white and Asian/Asian American students self-segregated when they chose their seats. Because I wanted to break through those barriers and shatter the discomfort that comes from perceived differences and stereotypes, I created small working groups of students from diverse identity groups, and I required students to talk about how they connected the literature we read and the movies we watch to their personal life experiences.
On one occasion, after showing students a comedy sketch called, "What Kind of Asian are You?" there was consensus among the Asian American students in the room that they felt like outsiders each time they were asked "Where are you from?" by other students on campus, which led to a discussion about American identity and how it relates to physical appearance.
I recall another conversation that occurred in my course about music as a form of social protest right after a group of students performed their original rap about gang violence. A first year student from Baltimore explained to the class that in his neighborhood, gangs provide social services to families in need, which prompted a powerful class discussion about poverty, racism and social segregation.
During another class session, an Israeli student chose to focus her multi-media assignment on terrorism in Israel, after feeling frustration at how Israel was so often portrayed in a negative light. For many students, both the powerful images that she selected, as well as the accompanying song about Israel's desire for peace, presented a perspective they had not heard before.
The result of my forced desegregation was described by one student in this way: "People I would have never associated myself with became friends... and people I look up to and keep in touch with on a daily basis... Our diverse class became so close through discussing controversial issues."
Given their daily reminders that they do not fully belong, many students shared their annoyance when the administration expressed shock over the swastikas and a noose that were found on campus. In their worlds, those events were not surprising; they were simply more intimidating forms of a familiar message that they had received many times before, just in more subtle ways.
Students also talked about their fear. What they knew from their life experiences, which many shared during our class discussions about the rise of antisemitism in Nazi Germany, is that when discrimination occurs without unequivocal opposition, things quickly escalate, and the likelihood of violence increases.
UMD is home to many remarkable students, who want to be heard and understood and who want the administration to recognize that there are many forms of discrimination that are not prohibited by law but can be just as damaging to peoples' lives. Granting them those wishes is not only the right thing to do by an institution partially funded by their families' taxes, but it will also provide the administration with perspectives and knowledge that they can use as they work to alleviate racial tension and prevent future violence on their campus.
Melissa Landa, is the author of "Early Childhood Literacy Teachers in High Poverty Schools: A Study of Courage and Caring."


Inside: Find fun and engaging preschool literacy activities that span all the components of preschool literacy instruction, from emergent literacy skills to learning how to read and write.
Preparation for learning to read begins early in children’s lives, even earlier than some might think. In fact, some would say that emergent reading skills begin at birth when children are first exposed to speech. Emergent reading skills continue to develop through the preschool years as children acquire language and are exposed to printed materials in meaningful ways.
Preschool Literacy Components
The “Big Four” of Preschool Literacy Instruction
These four components to a complete literacy curriculum in preschool are print awareness, oral language development, the alphabetic principle, and phonological awareness.
Each component is important to preschool literacy, which is why teachers and parents need a vast resource of teaching strategies in their teaching arsenal.
Oral Language Development
Very simply defined, oral language is the acquisition of vocabulary that aids in meaningful speech and conversation. However, oral language development consists of much more than simply vocabulary. It also includes:
- phonology – the organization of sounds within an alphabetic language
- grammar or syntax – the rules that govern the structure of speech and writing
- morphology – a subset of semantics which considers the smallest units of meaning within a word, as well as how the word is formed
- pragmatics – the understanding of how language is used in social situations
- discourse – the act of communicating, in oral or written form
Print awareness refers to a child’s understanding that written language had a direct relationship with oral language. Sometimes called “concepts of print,” it also includes skills such as:
- book awareness – knowing how to properly handle a book, including how to turn pages
- reading pictures – developing storytelling skills by using picture to “read” a book, rather than relying on the words to be read aloud
- picture and word differentiation –that they are two separate things
- line sweeping – the act of “sweeping” reading from the end of one line to the beginning of the next
- punctuation – developing awareness that symbols in writing tell readers what to do
- purposeful print – that print has a purpose to communicate and give information to the reader
Phonological awareness refers to the ability to recognize the variety of sound units that make up words. It encompasses a wide variety of sound-related skills that are necessary for reading. Skills include:
- one-to-one correspondence in reading – that each written word corresponds with a spoken word
- syllable awareness – counting syllables, as well as blending and segmenting syllables
- onset and rime manipulation – if the /k/ sound in cat is replaced by the /p/ sound, what new word is created?
- phoneme awareness – that words are made up of small and individual sounds
Most simply put, refers to phonics instruction, which means that sounds in words are represented by symbols (letters). It is understanding that the speech sounds of language have systematic and predictable relationships with letters of the alphabet and letter combinations, thus forming words. Skills include:
- letter-sound associations – that every sound has a matching symbol or set of symbols
- sound blending – for example, what word is mooooooooooommmmmm?
- segmenting – isolating individual sounds in a word
- reading pseudowords – applying sound/spelling patterns to unfamiliar words
- word identification – identifying single words
Join our community!


ABOUT THE AUTHOR
Andrew began his classroom life as a high-school English teacher in 1988, and has been working in or near schools ever since. In 2008, Andrew began exploring the practical application of psychology and neuroscience in his classroom. In 2011, he earned his M. Ed. from the “Mind, Brain, Education” program at Harvard University. As President of “Translate the Brain,” Andrew now works with teachers, students, administrators, and parents to make learning easier and teaching more effective. He has presented at schools and workshops across the country; he also serves as an adviser to several organizations, including “The People’s Science.” Andrew is the author of "Learning Begins: The Science of Working Memory and Attention for the Classroom Teacher."
TagsADHD adolescence art education attention bilingual education boundary conditions classroom advice collaboration creativity desirable difficulty development elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math metacognition methodology middle school mind-wandering mindfulness Mindset motivation neuromyths neuroscience parents pre-K psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memory
ABOUT THE BLOG
Paradoxically, the right amount of self-doubt should inspire in readers a greater sense of trust. Continue reading
Does curiosity promote learning? New research offers a surprising, complex, and subtle answer to that question. Continue reading
“Retrieval grids” promote retrieval practice — that’s good! But they might lead to working-memory overload — that’s really bad. Happily, we might be able to solve this problem… Continue reading
Does exercise DURING learning help students? Twitter knows the answer to the question quite confidently. Research on the topic, however, invites us to be both cautious and optimistic. Continue reading
I first heard Dr. Bruce McEwen talk about the neurobiology of stress in 2010. He had won an award (one of a great many) at MIT, and was lecturing on intricate hormonal interactions within the hippocampus. Even before he began
We might be inclined to reassure our anxious students, and advise them to “remain calm.” This research, however, suggests a surprising alternative. Continue reading
Adults prefer natural settings to urban ones. We can easily imagine an evolutionary explanation for that preference. But: do children share it? Continue reading
Congratulations to one-time Learning and the Brain blogger, Dr. Kate Mills. The Association for Psychological Science has named her a “Rising Star” for her “innovative work [that] has already advanced the field, and signals great potential for [her] continued contributions.” Dr.
Psychology research can help us accomplish our New Year’s resolutions, even if we’re offered tempting cake. Continue reading
I wrote two weeks ago about our first 2020 education conference: Educating Anxious Brains, in San Francisco — February 14-16. As you saw in that post, educators have lots to concern us: trauma & stress, and their effects on minds and


“Without music, life would be a mistake” – Friedrich Nietzsche
Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils 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.
Pupils should build on their previous knowledge and skills through performing, composing and listening. They should develop their vocal and/or instrumental fluency, accuracy and expressiveness; and understand musical structures, styles, genres and traditions, identifying the expressive use of musical dimensions. They should listen with increasing discrimination and awareness to inform their practice as musicians. They should use technologies appropriately and appreciate and understand a wide range of musical contexts and styles.
Pupils should be able to play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions. Use staff and other relevant notations appropriately and accurately. Listen with increasing discrimination to a wide range of music from great composers and musicians.


Online games will test ways for teaching assistants to improve pupils’ maths skills
A new trial using teaching assistants and internet games to help improve primary school pupils’ mental arithmetic is one of three launched today by the Education Endowment Foundation (EEF) that will evaluate different ways for teaching assistants to support primary school pupils struggling with their numeracy skills.
These trials form part of the EEF’s £5m campaign to help schools make the best use of the country’s 240,000 teaching assistants:
- Delivered by the University of Oxford, a trial of Improving Working Memory will find out if teaching memory strategies to Year 3 pupils can improve their results. Led by teaching assistants, the intervention will utilise internet games to help Year 3 pupils improve their working memories, a cognitive skill that has a significant impact on number understanding and arithmetic.
- In Edge Hill University’s 1stClass@Number, teaching assistants will be given six half-days of training and detailed lesson plans to deliver a Post Office themed small-group intervention to Year 2 pupils. The children will use letters, parcels and house numbers to support their maths and write postcards to tell their class teachers about their achievements.
- Catch Up Numeracy, a one-to-one teaching assistant-led intervention that breaks numeracy down into ten components, was previously trialled by the EEF with positive results. This trial will find out if the programme is as effective when delivered at a larger scale.


Fine Arts Exposure
Art is – representing beauty. ‘There must be art in everything.’ – says Swami Vivekananda.
Young learners are given the right direction to face the challenges of modern life. Besides classroom teaching the students are encouraged to learn different arts. Students involve themselves in various fields of art education like music, drama, dance, yoga and drawing according to their tastes and ability. Competitions are held to motivate them further to develop such skills.
Our children have won many accolades in different fields which is a moment of pride both to the school and individual. To mention a few areas
- Science exhibition.
- Art Education competitions- the skills learn in the classes are projected.
- Bhagavad Giita Competition – conducted by Chinmaya Mission.
- Vishnu Sahasranama by various organisation.
- Competitive Examination – A good percentage of students appeared for various scholarship exams such as Olympiad- in maths, Science and computer. It is an opportunity to develop analytical, and logical thinking in the students.


By Teachers, For Teachers
What makes a successful teacher? If you were to ask any observer you may hear things like, the teacher kept the students engaged via unique teaching strategies, and the classroom basically ran by itself. But, if you were to ask a student, you’d probably hear a different response along the lines of “they make learning fun” or “they never give up on me.”
To be honest, there are countless teaching strategies you can use to achieve success in the classroom, but no matter the teaching style, the most effective teachers have one thing in common—they know how to reach their students in a long-lasting, positive manner.
The most effective teachers expect their students to succeed, they believe in them, and motivate them to keep trying until they reach their goal. As a result, they set the bar high and create an environment where students can push themselves beyond their comfort zone to reach their goals, but also have a safety net to catch them if they fail.
If you ask a student who their favorite teacher is, they are more than likely to tell you about the teacher that makes them laugh. They aren’t afraid to be silly and can laugh at their own mistakes. Humor helps create that lasting impression.
The best teachers are masters in their subject area. They know their craft and never stop learning. They are curious, confident, and do not need a textbook to teach their students. They stay abreast of their subject and transfer their love of knowledge to their students.
Productive teachers think creatively and try and make classroom experiences exciting for students. They identify ways to leap outside of the educational norms and create experiences that are unexpected, unique, and ultimately more memorable.
A popular saying is, “If there is no risk, there is no reward.” Successful teachers know that risk-taking is a part of being successful. Children learn by observing, and when they see you try new things (and watch how you handle success and failure) they too will know how to handle similar situations.
Successful teachers are consistent in ALL that they do. Do what you say you’re going to do and stick with it. This applies to enforcing class rules, a consistent grading system, and the expectations for all your students. Do not play favorites or make special exceptions.
Effective teachers know that communication is the key to student success. They create an open path of communication between parents and students, and recognize that a united front between both groups lowers the chance that children will get left behind.
Great teachers take the time to explore new tools and stay up-to-date with latest technology. They are not afraid of what technology holds for education in the future, and are willing to learn and incorporate the new trends into their classroom.
This goes hand in hand with having a sense of humor, but making learning fun doesn’t mean you have to put on a comedy show. Find ways to mix up your lesson plans based upon your students’ interests. When they see you putting in effort to get to know them and mold your teachings around their lives, the more successful you will become.
The best teachers are patient with students, and understand when they are under stress or have problems with material. They do whatever is necessary to get their students back on track, and are able to recognize that everybody has bad days.
If you’re looking to take the next step in your teaching career, you can learn a lot from what successful teachers do differently. Although it can be quite intimidating to think of all of the things we must do in order to reach our students, it is possible to master these skills one day at a time.
What do you think makes a successful classroom teacher? Feel free to share the qualities and skills that you think are essential to reaching students in the comment section below. We would love to hear your thoughts.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


- The Oxford Handbook of Community Music
- Introduction: An Overview of Community Music in the Twenty-First Century
- Part I Contexts
- Community Music Contexts, Dynamics, and Sustainability
- Community Music Interventions in Post-Conflict Contexts
- Community Music in the South Pacific
- Community-Supported Music-Making As A Context For Positive And Creative Ageing
- Online Music Communities and Social Media
- How Ubiquitous Technologies Support Ubiquitous Music
- Music-Making Behind Bars: The Many Dimensions of Community Music in Prisons
- Part II Transformations
- Strategic Working with Children and Young People in Challenging Circumstances
- Community Music and Youth: Delivering Empowerment?
- Growing Community Music Through a Sense of Place
- Translating Intercultural Creativities in Community Music
- Community Musical Theatre and Interethnic Peace-Building in Malaysia
- Community Music Portraits of Struggle, Identity, and Togetherness
- Measuring Outcomes and Demonstrating Impact: Rhetoric and Reality in Evaluating Participatory Music Interventions
- Part III Politics
- Theorizing Arts Participation as a Social Change Mechanism
- Community Music in the United Kingdom: Politics or Policies?
- Community Music in Cultural Policy
- Rethinking Community Music as Artistic Citizenship
- The Ethics of Community Music
- Engaging in Policy-Making Through Community-Oriented Work
- Why Public Culture Fails at Diversity
- Part IV Intersections
- Community Music and Music Therapy: Jointly and Severally
- Disability Arts and Visually Impaired Musicians in the Community
- Group Singing and Quality of Life
- Community Music and Ethnomusicology
- Community Music and Rational Recreation
- Music Projects with Veteran and Military Communities
- Arts-Based Educational Research in Community Music
- Part V Education
- Community Music in Higher Education
- Models of Collaboration and Community Music
- A University Commitment to Collaborations with Local Musical Communities
- Community Service Learning with First Peoples
- Community Engagement and Lifelong Learning
- Community Music Practice with Adults
- Becoming a Community Musician: A Situated Approach to Curriculum, Content, and Assessment
Abstract and Keywords
This chapter discusses the nature of collaboration as it pertains to community music. The chapter begins with a discussion of some areas of tension in collaborative initiatives within community music. Vignettes that stem from the authors’ observations of community music programs in Canada, Brazil, and the United States are presented to both introduce and discuss different models that might assist in designing and developing effective collaborations within community music programs. The chapter ends with implications of these same models and traits for the assessment of collaborations and collaborative research within the context of community music. The main argument is that any study of collaboration in community music needs to centre on an in-depth understanding of contextual issues, social and cultural capital, and musical aspects that impact organizations, but also on the models and traits that frame the underlying partnerships/collaboration.
Susan Helfter is an artist-educator known for her community engagement work through music. At the University of Southern California’s Thornton School of Music, Susan is an associate professor of Practice, chair of the Music Teaching and Learning Department, and director of the Thornton Community Engagement Programs. In her role with the Community Engagement Programs since 2004, she has been responsible for the direction, design, implementation, and funding of these extensive music participation and learning programmes. Her current scholarly interests and pursuits lie in community and musician self-actualization through musical engagement, with research topics of musician identity, musician as facilitator, and community partnerships. Her own love for community music emerged through participation as the youngest member of the family brass quintet, intergenerational piano-playing, and years of participation in community bands in Manitoba, Canada.
Beatriz Ilari is Assistant Professor of Music Education at the University of Southern California. Prior to her appointment at USC, she taught violin, strings, and general music in schools and community-based programmes in the United States, the Czech Republic, and Brazil. She was the founder and director of Musicalização Infantil, a community-based early childhood music programme in Curitiba that has been considered by many as the ‘seed’ for the development of other community-based programmes for young children across Brazil. She is currently the editor for Perspectives: Journal of the Early Childhood Music & Movement Association, and will feature as guest editor of a special issue of the International Journal of Community Music devoted to young children.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.


About This Chapter
GACE Health & Physical Education Flashcards - Summary
With these interactive flashcards, you can memorize topics from the GACE Health & Physical Education assessment at your convenience. There are flashcards for motor skill development, physical education curriculum and substance abuse. Here's a quick look at some of the other topics found in this flashcard collection:
- Mental and emotional health
- Fitness, diet and nutrition
- Stages of human development
- Organs and systems of the human body
- Personal safety and injury prevention
- Relationships and communication
- Sexual health
How They Work
These engaging flashcards are an easy way to ensure you can recall important topics covered in the GACE Health & Physical Education assessment.
- Open the flashcard set for the GACE Health & Physical Education topic you're studying.
- Identify the image, word, or concept on the flashcard.
- Click the button to flip the card and view the answer.
- Select whether you got it right or missed it to keep track of your progress.
- Click the Next arrow to proceed through the flashcard set.
- Review the cards you missed or shuffle all cards back in and go through them again.
Flashcards - Mental & Emotional Health
Flashcards - Personal Health & Wellness
Flashcards - Relationships & Communication
Flashcards - Types & Stages of Human Development
Flashcards - Human Body Organs & Systems
Flashcards - Sexual Health
Flashcards - Diet, Nutrition & Health Problems
Flashcards - Drugs & Substance Abuse
Flashcards - Personal Safety & Injury Prevention
Flashcards - Basics of Physical Education
Flashcards - Motor Skill Development
Flashcards - Sports, Physical Activity & Fitness
Flashcards - Health & Physical Education Classroom Management
Flashcards - Physical Education Curriculum & Assessments
Earning College Credit
Did you know… We have over 200 college courses that prepare you to earn credit by exam that is accepted by over 1,500 colleges and universities. You can test out of the first two years of college and save thousands off your degree. Anyone can earn credit-by-exam regardless of age or education level.
To learn more, visit our Earning Credit Page
Transferring credit to the school of your choice
Not sure what college you want to attend yet? Study.com has thousands of articles about every imaginable degree, area of study and career path that can help you find the school that's right for you.
Other chapters within the GACE Health & Physical Education (615): Practice & Study Guide course
- Mental & Emotional Health
- Personal Health & Wellness
- Relationships & Communication
- Types & Stages of Human Development
- Human Body Organs & Systems
- Sexual Health
- Diet, Nutrition & Health Problems
- Drugs & Substance Abuse
- Personal Safety & Injury Prevention
- Basics of Physical Education
- Overview of the Major Muscle Groups of the Human Body
- Kinesiology & Biomechanics
- Exercise Physiology & Fitness for Physical Education
- Motor Skill Development
- Sports, Physical Activity & Fitness
- Softball Rules & Skills
- Soccer History & Rules
- Swimming Skills & Benefits
- Tennis Rules & Techniques
- Volleyball History & Rules
- History & Rules of Track & Field
- Outdoor, Adventure & Cooperative Physical Education
- Dance Concepts & Forms
- Creating Fitness & Exercise Plans
- Health & Physical Education Classroom Management
- Motivation in the Physical Education Classroom
- Communication & Collaboration in Physical Education
- Physical Education Curriculum & Assessments
- Physical Education Planning & Instruction
- Equitable Physical Education for Diverse Students
- Professionalism for Health & Physical Education Teachers


Common Core State Standards
College and Career Readiness Reading Anchor Standards for Grades 6-12 for Literature and Informational Text
- Reading 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
College and Career Readiness Writing Anchor Standards for Grades 6-12 in English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
- Writing 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Writing 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
College and Career Readiness Anchor Standards for Speaking and Listening for Grades 6-12
- Speaking and Listening 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- Speaking and Listening 3: Evaluate a speaker ‘s point of view, reasoning, and use of evidence and rhetoric.
College and Career Readiness Anchor Standards for Language for Grades 6-12
- Language 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Social Studies – National Council for the Social Studies (NCSS)
- Theme 1: Culture
- Theme 2: Time, Continuity, and Change
- Theme 5: Individuals, Groups, and Institutions
- Theme 7: Production, Distribution and Consumption
- Theme 8: Science, Technology and Society
National Standards for Music Education
Core Music Standard: Responding
- Analyze: Analyze how the structure and context of varied musical works inform the response.
- Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
- Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Core Music Standard: Connecting
- Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.


How do scientists make new discoveries? How do we know their research is accurate and valid? They use the scientific method, of course! The scientific method is an organized, specific way of learning. You can use the scientific method too.
Steps of the Scientific Method
- Ask a question. Benjamin Franklin asked, “Does lightning carry electricity?” Sir Isaac Newton asked, “Why do things that go up always come down?” Ask questions that intrigue you. Make sure your questions are specific and can be tested, researched and answered.
- Form a hypothesis. Do research. Read books, talk with teachers and parents, and make your own observations. Make an educated guess (a hypothesis) about what you think the answer to your question is.
- Conduct experiments and make observations. Make sure your experiments are based on evidence and fact, not opinion or emotion. Do the experiment more than once. Record your results.
- Come to a conclusion. Was your hypothesis correct? If not, form a new hypothesis and try again. Maybe your hypothesis was correct, but you have more questions. Now you get to start the scientific method all over again.
Scientific Method: an organized, thorough method for asking questions and finding answers
Hypothesis: a belief, based on logic and observation, but not backed up by experimentation
Theory: an idea supported by experimentation. Theories can change as new information is added.
Law: a scientific idea that has been confirmed to be true through numerous experiments
Q and A
Question: Why is the scientific method important?
Answer: Because scientists are human and humans make mistakes. The scientific method helps scientists come to accurate and safe conclusions. Imagine taking a medicine that was made by a scientist who merely thought the medicine would be a good idea without conducting any research. Yikes! The scientific method helps ensure safer products.
To learn more about the scientific method, visit NeoK12.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Scientific Method Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 23 Feb 2020. < https://easyscienceforkids.com/scientific-method/ >.
APA Style Citation
Tobin, Declan. (2020). Scientific Method Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/scientific-method/
Sponsored Links :


There are 6.5 million children between
the ages of zero and six years
84% of these children have no access
to any form of ECD
40% of children never obtain even the
most basic literary and numeracy skills
The holistic approach for early child development forms the backbone of all our programmes. Looking at the debilitating environments in which our children grow up, it can be reasoned that we will never be able to erase the educational deficit existing in our educational landscape. Support in all areas is fragmented and therefore the results don’t impact as they should”. Just looking at the Grade 12 results for the past 20 years makes it obvious that the gap to a prosperous economy is getting bigger all the time.
The solution is therefore to approach the problem right at the root where the results can be measured and used to improve overall school performance effectively. More than 70% of a child’s brain capacity is developed in their first five years of childhood. More than a third of all children are not developing to their full potential, compromising their readiness for school and their future as productive members of society.
Eduquest is a completely integrated learning environment designed specifically for today’s early childhood classroom. The multimedia courseware and dual control interactive keyboard together with hands-on didactic materials and complete lesson plans create a total learning package and experience which places the child at the centre of the complete learning experience. Teachers need support to enable them to pull out relevant tasks from the Eduquest programme to integrate into their daily CAPS planning. In this way, curricular work can be supported and strengthened by the Eduquest materials as opposed to it being an add-on to the day.


Tutor profile: Ben U.
Subject: Music Theory
When studying musical form and analysis we use the terms of motive, phrase and period. What would be the analogous terms to the English language and literature?
As playwrights and poets use words, sentences and punctuation to construct dramatic productions and prose, so do composers to produce marches, sonatas and symphonies. As words embody singular ideas of action, feelings and thought, so does the motive – the smallest musical idea. Entire symphonies have been orchestrated around a four-note motive (Beethoven’s Symphony No. 5). Composers use the musical period as punctuation and phrases as sentences, which added together to make specific sections or ‘Acts’ as in a drama/screen play. When Acts are combined together to complete symphonies and dramatic works are created. It is the form and analysis of music that has helped us understand genius of great composers of the past and present.
What influence did the Tanglewood Symposium have in encompassing technology into music education?
In the summer of 1967, over eight hundred musicians, educators and arts council advocates convened in Boston at the Tanglewood Symposium, sponsored by the National Association for Music Education (formally the Music Education National Conference) to examine the role of music education in an American society that was facing rapid social, economic, and cultural change. The Tanglewood Symposium’s objective was to chart NAfME's future course by defining, among other topics, the role of music education and technology. It was here that the utilization of technology in music education was first addressed due to the increasing use of technology in society and the need for an expanding knowledge base for research. The symposium proposed major policies regarding technology and music education in an attempt to address the “... swiftly moving tides of technological change [in education].1 Among the suggested guideline were a need for music educators to comply with the mandates of the science/math initiatives, implementation and utilization of technology to meet the training of pre-service and retraining of inline teachers to address changing technology environments and promote and support the use computer technology in music education to help in the educational process. Due to the forward thinking of the planners at the conference, a strong foundation for technology in music education was realized for many years into the future. 1. Choate, Robert A., Charles B. Fowler, Charles E. Brown, and Louis G. Wersen. 1967. "The Tanglewood Symposium: Music in American Society." Music Educators Journal no. 54 (3):49-80, p. 19.
What significant role did the launching of the Soviet satellite, Sputnik I, have in the American educational system, especially in music?
With the launching of Sputnik, the U.S. educational system felt it had to play ‘catch up’ with the perceived learning gap between the U.S. and the Soviets. Educational reformers began to shift the emphasis of learning from the Dewey’s “Life-Adjustment” paradigm which focused on practical arts, family living, and civic participation to a curriculum stressing mathematics and science, promoted by Admiral Hyman Rickover. Rickover, who had directed the development of the U.S. Navy’s atomic submarine program, became an influential voice and supporter of the new agenda on educational reform. He argued that Americans had become soft and undisciplined due, in part to what students learned in the classroom. The Admiral wanted the American educational system to cut out all the ‘frills’ such as art and music, and was a strong proponent of an educational system more akin to Europe and his country of origin, the Soviet Union.1 Speaking in Washington D.C. at the 40th anniversary of the Sputnik launching, Rodger Bybee reflected on the importance of the Sputnik launching in social and educational terms: “It [Sputnik] has become a historical turning point. For the public, it symbolized a threat to American security, to our superiority in science and technology, and to our progress and political freedom.”2 1. Mark, Michael L., and Charles L. Gary. 2007. A History of American Music Education. Third ed. 2. Bybee, Rodger W. 1997. The Sputnik Era: Why is This Educational Reform Different From All Other Reforms? In Reflecting on Sputnik: Linking the Past, Present, and Future of Educational Reform. Washington DC: Center for Science, Mathematics, and Engineering Education National Research Council, p.1.
needs and Ben will reply soon.


PHAR1101 Drugs that Changed the World
- 6 points
Availability Location Mode Semester 2 UWA (Perth) Face to face
- Details for undergraduate courses
- The area of knowledge for this unit is Life and Health Sciences
- Category A broadening unit for Bachelor of Science students where relevant according to the broadening requirements for each student
- Level 1 elective
- Lectures are grouped into 10 modules which focus on a distinct drug of historical significance. These are used as a springboard to subsequent research discoveries which allow the development of even more effective medicines: (1) introducing drugs; (2) alcohol—the oldest drug; (3) ether—the kindest drug; (4) penicillin—the miracle drug; (5) thalidomide—the horror drug; (6) nitroglycerin—the explosive drug; (7) chlorpromazine—the liberating drug; (8) mustard gas—the noxious drug; (9) 'the pill'—the revolutionary drug; and (10) the future of drugs.
- Students are able to (1) understand the broad scientific principles used to establish whether a new medicine has actual versus promised potential in the treatment of human disease; (2) demonstrate awareness of the role played by pharmaceutical innovations in elevating the health of human populations throughout the past century; (3) identify a handful of key drugs that produced significant revolutions in medicine or healthcare upon their discovery or introduction; and (4) show appreciation for the significant social impact that can accompany the use of lifestyle or recreational drugs such as alcohol, as well as conventional pharmaceutical products.
- Indicative assessments in this unit are as follows: (1) end of semester examination; (2) online summative assessments; and (3) drug discovery pioneer assignment. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Associate Professor Philip Burcham
- Contact hours
- lectures: 2 hours per week; eTutorials: 2 hours per fortnight
Li, J. J. Laughing Gas, Viagra and Lipitor: the Human Stories Behind the Drugs We Use: OUP 2006
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Curriculum For All School Subject AreasClick a subject below to see all of the lesson plans, background sites, web quests, teacher workbooks, rubrics, themes, web tools, tutorials, teaching ideas, worksheets, downloads, and games that we have available. Feel free to use and distribute these worksheets for educational purposes, so long as the copyright and footer information are left intact.
If you like our basic materials, lessons, and worksheets, you have to check out our worksheet club and puzzle / worksheets makers. They will make your lesson preparation so simple. We feature 50,000+ K-12 high quality printable worksheets and lesson . We also have great software that can help you create lesson plans, puzzles, printables, rubrics, and worksheets. Teachers, Parents, and Homeschoolers absolutely love these programs.
Arts and Humanities - We have spent a good amount of time finding and creating new resources for these areas.
English Language Arts - We have a number of different materials and lessons that can make your English Language Arts (ELA) lesson preparation simple.
Mathematics - This is one of our strongest areas. You will find some really helpful curriculum resources here.
Music Education - This is an area we have been focusing on developing as of late. We get many requests to develop new resource. We are listening to you.
Physical Education - PE Teachers will get a ton of new and creative ideas from this section.
Science - Looking for new demonstrations or class activities? This is definitely the place for you.
Social Studies - We focus on all areas of social studies. We offer curriculum on nations, worldwide concept, history at all levels, and ancient civilizations.


Born: April 21, 1899; New York, NY
Died: July 9, 1984; Boston, MA
American composer Randall Thompson, best known for his choral Alleluia, was born Ira Randall Thompson in New York City. Thompson's father was an English teacher, and he was reared in an environment that emphasized excellence in matters of academics. One refuge from this routine was the family's summer vacation home in Vienna, MA, where Thompson took interest in an old parlor reed organ. At this instrument Thompson wrote his earliest musical worksRead more around 1915. In 1916, Thompson entered Harvard University where he applied for membership in the Glee Club, but was rejected. Thompson would spend much of his future career composing choral music, which he once stated was "an attempt to strike back" at the forces that turned him away. At Harvard, Thompson studied with Edward Burlingame Hill, among others.
In 1922 Thompson won a scholarship to the American Academy at Rome, where his studied with Gian Francesco Malipiero, who helped deepen Thompson's interest in the polyphonic choral music of the Renaissance. Back in America by the end of the 1920s, Thompson utilized a Guggenheim Foundation grant to examine the state of college level music education in America. The results were published in book form as College Music, a text that helped reset the collegiate agenda in music education nationwide. In 1936 Thompson's cantata The Peaceable Kingdom, inspired by the work of American primitive painter Edward Hicks, was premiered in Cambridge and helped establish Thompson's popularity as a composer.
No work of Thompson's, however, earned in equal measure the incredible celebrity accorded to his Alleluia (1940). It was written in four days at the request of maestro Sergey Koussevitzky for a work to celebrate the opening of the new Berkshire Music Center at Tanglewood. It was an immediate success and has been performed countless times by choruses large and small, professional and amateur. Among Thompson's other well-known choral works are his The Testament of Freedom (1943) based on texts of Thomas Jefferson and Frostiana (1959) on the texts of poet Robert Frost.
Thompson was also a significant American symphonist, producing three symphonies that are of high quality. Thompson's Symphony No. 2 (1931) had a strong advocate in a student from the Curtis Institute, Leonard Bernstein, who made his first appearance as conductor when he led the Berkshire Music Center Orchestra through this work on July 12, 1939; Bernstein later recorded it with the New York Philharmonic in 1968. Thompson also produced a small amount of chamber and piano music and one short opera, Solomon and Balkis (1942). Thompson's career as an educator was substantive, as in addition to acting as head of Curtis he held professorships at Wellesley, University of California in Berkeley, University of Virginia in Charlottesville, Princeton, and finally Harvard itself, from whence he retired from teaching in 1965. He continued to compose until long afterward, and was still writing music up to within a few months of his death at the age of 85.
Randall Thompson is often confused with his Harvard colleague and friend Virgil Thomson, who spelled his name without the "p." Read less
There are 71 Randall Thompson recordings available.
YOU MUST BE A SUBSCRIBER TO LISTEN TO ARKIVMUSIC STREAMING.
TRY IT NOW FOR FREE!
Sign up now for two weeks of free access to the world's best classical music collection. Keep listening for only $0.0/month - thousands of classical albums for the price of one! Learn more about ArkivMusic Streaming


Science, Tech, Math › Social Sciences The Two-Mode Hybrid Share Flipboard Email Print Bryan Mitchell / Getty Images Social Sciences Environment Alternative Fuels Climate Change and Global Warming Green Living Environment Health Pollution Psychology Sociology Archaeology Economics Ergonomics Maritime By Christine & Scott Gable Automotive Experts B.S.E, Art Education, Millersville University Christine and Scott Gable are hybrid auto and alternative fuel experts who brewed biodiesel and traveled 125,000 miles on waste vegetable oil. our editorial process Christine & Scott Gable Updated September 03, 2018 A two-mode is a hybrid vehicle that can operate in two distinct ways (modes). The first mode works much like a regular full hybrid. It is the second mode that makes the difference—where the hybrid system can adjust varying amounts of engine and motor function to meet very specific vehicle/task/traffic requirements. The Partnership Makes it Possible A joint engineering and development effort among General Motors, Chrysler Corporation, BMW and to some extent, Mercedes-Benz, has birthed the system known as the Two-mode Hybrid. Distilled down to its most basic components and elements, it is a system in which a conventional automatic transmission with gears and bands and clutches has been replaced with an externally similar shell that houses a pair of electric motors and several sets of planet gears. The two modes of operation can be described as a low speed, low load mode, and a higher speed, heavier load mode. The First Mode At low speed and light load, the vehicle can move with either the electric motors alone, the internal combustion engine (ICE) alone, or a combination of the two. In this mode, the engine (if running) can be shut down under appropriate conditions and all accessories, as well as vehicle locomotion, continue to operate exclusively on electric power. The hybrid system will restart the ICE at any time it is deemed necessary. One of the motors, actually better described as motors/generators (M/Gs) acts as a generator to keep the battery charged, and the other works as a motor to propel, or assist in propelling the vehicle. The Second Mode At higher loads and speeds, the ICE always runs, and the hybrid system uses technologies such as cylinder deactivation (GM calls it Active Fuel Management; Chrysler calls it Multi-Displacement System) and variable valve timing to increase its engine's efficiency. In the second mode, things get a little tricky as the M/Gs and planet gear sets phase in and out of operation to keep torque and horsepower at a maximum. Basically, it works like this: At the threshold of the second mode, both M/Gs act as motors to give a full boost to the engine. As the vehicle's speed increases, certain combinations of the four fixed ratio planet gears engage and/or disengage to continue multiplying engine torque while allowing one or the other of the M/Gs to switch back to generator mode. This dance among the two M/Gs and four planet gears continues as vehicle speed and/or load fluctuates across road and traffic conditions. The Best of Both Worlds: Efficient and Powerful It is this unique combination of M/Gs and fixed ratio gears that allows the two-mode system to function like an extremely efficient electronic constant velocity transmission (eCVT) while still providing solid, heavy-duty mechanical torque multiplication via the planet gear sets. At the same time, efficient and functional packaging of this system within a conventional automatic transmission body reduces crowding in the engine bay that would otherwise occur with large externally mounted M/Gs. It all translates into a vehicle that is a very fuel efficient cruiser under light loads, while at a moment's notice, can apply the full brunt of a big engine for maximum towing and hauling power.


The ESL Advantage
A Lift-Off to Literacy Nonie Lesaux, HGSE assistant professor of education and co-author of a new study on the reading development of ESL children. But Lesaux's study, the first longitudinal look at a large sample of ESL students from diverse linguistic and social backgrounds, shows that just the opposite can be true. Tracking nearly 1,000 native and ESL students from kindergarten to grade two in an English-only school system in Canada, Lesaux, who joined the HGSE faculty this year, and co-author Linda Siegel, a special education professor at the University of British Columbia, assessed the development of students' reading skills at each stage of their learning. What they found was that, by the end of grade two, the ESL children had attained reading skills that were similar to, and, in some cases, betterthan, those of their native English-speaking peers. The study was conducted in a unique school system that screens all children for reading difficulties. There, teachers are trained to focus on preliteracy instruction, a combination of activities that explicitly emphasize the sound system of the language, such as rhyming, and other phonological challenges (for example, "What is the word 'bus' without the 'b' sound?"), as well as storybook reading. According to Lesaux, previous research has found that, when young children develop phonological awareness, their skills in a second language may be vastly improved. In other words, all childrenregardless of their native languageare likely to benefit from early interventions that include phonological awareness training.Long before children ever pick up their first books, before they read a sentence or hold their pens to paper, teachers are at work, developing their charges' literacy skills. In many schools across the country, kindergarten has become an important building block for literacy, a place to assess linguistic difficulties and to develop early language and "pre-reading" skills that put students in good stead for learning. Unless, of course, those children don't speak English. "Often, people have assumed that schools should wait to teach English-as-a-second-language (ESL) students English before working on their reading skills," says
About the Researcher (RealPlayer required) Asst. Prof. Nonie Lesaux recently spoke with us about her research. Some excerpts from that conversation are included here: A brief overview of the focus of Nonie Lesaux's research on reading development in grade school (1 minute)listen Lesaux on her findings that bilingualism can be an advantage (1 minute)listen Lesaux discusses the implications of her research (1 minute) listen Lesaux takes the perspective of a community health advocate (1 minute)listen"Bilingualism need not be a liability," Lesaux says. "With effective instruction, it can actually be a distinct advantage. In fact, one of the most valuable assets these learners have, for subsequent literacy development, is their native language skill." Lesaux explains that ESL students are often held back from early literacy intervention programs. Instead, they are placed in classes that focus on developing their proficiency in a new language. The result, she says, is a delay at learning's starting gate. "There's a cumulative effect for all learners that results from not reading at an age-appropriate level," she says. "Early on, there's a tremendous loss in vocabulary and content-area knowledge that's very difficult to make up for, later on. This becomes a great source of low self-esteem for these children," says Lesaux, describing the decline in academic success that is common among people with literacy problems. Over the next few years, the tasks that require reading multiply, and the effects of a disability reach into every aspect of learning. To avoid creating such exponential gaps, many schools around the country have begun to adopt models of early identification and intervention for children at risk for reading difficulties. However, as Lesaux points out, there is great variability in how ESL learners are taught in their first years of school. Over the last few years, a controversial and politically charged movement in favor of English-only instruction programs in several statesincluding Massachusettshas further complicated matters. Lesaux explains that this shift has taken place in the absence of both long-term plans for effective immersion instruction and an understanding of the benefits of bilingual education settings for learners. "If, in fact, the shift to English-only instruction is to be a lasting one, then let it be informed by what we now know," she says. "This not only would help ESL children's literacy development, but it would help promote achievement, both in school and outside as well." About the Article A version of this article originally appeared in the Fall 2003 issue of Ed., the magazine of the Harvard Graduate School of Education. For More Information More information about Nonie Lesaux is available in her Faculty Profiles.