American women first wore the uniforms of the United States military during World War II, when they were organized into the WACs (Women’s Army Corps), the WASPs (Women Airforce Service Pilots), the Navy WAVES (Women Accepted for Voluntary Emergency Service), the SPARs (a contraction of the Coast Guard motto Semper Paratus, “always ready”), and the Women Marines. National WAC director Oveta Culp Hobby spoke in Salt Lake in 1943, proclaiming that “This is a new age; it calls for new ways of expressing our love for our country; it makes different demands upon us.”
American women responded by joining the auxiliary corps and providing services that freed able-bodied men for combat duty. Within the first year, the WACs alone had filled enough positions to create four full combat divisions. One manual noted that some assignments were routine and others glamorous, “but whatever the job is, every WAC knows that a paper not properly routed today may mean insufficient supplies to our fighting men tomorrow.”
Some duties were challenging and, for most women, novel opportunities. In addition to the inevitable clerical assignments, women learned to repair and operate heavy equipment and studied photography and chemistry. WASPs ferried aircraft to fields around the country and towed the targets used for practice by novice gunners. In the Chemical Warfare Service at Dugway, enlisted women “are working side by side with college professors in laboratories … They are out on the testing field, with walkie-talkies, cameras, surveying instruments. Some use meteorology instruments and others take data on dispersion,” stated a 1944 report.
They also fought the rumor mills that seemed determined to destroy women’s military service before it was fairly underway: Some Americans blamed the women for taking jobs that would have kept their sons safely in the United States. German propaganda pretended that America’s servicewomen were merely uniformed prostitutes.
But patriotic young women enlisted throughout Utah. Some came from the Navajo reservation. Bernice Taylor [later Parshall] (who neglected to list her first name on registration papers, foiling the Army’s insistence that recruits always use their first names) came from Salt Lake’s Arapaho Avenue. Michiyo Mukai left her father’s Ogden restaurant to put on her uniform.
Mukai was not Utah’s only Japanese American servicewoman. Joining her were Kay Keiko Nishiguchi of Garland, Priscilla Yasuda of Provo, and Ellen Fuchida, whose mother told her when she entered the service at Fort Douglas, “Okay, if that’s what you want to do, go do it and do the best you can.”
Ruth Christensen enlisted from Providence, expecting to spend the war stateside. Instead, she spent Christmas 1943 in New Guinea. In 1944, she was transferred to Manila – a hazardous post in which to use her business training. Japanese troops still in the Philippines bombed her building, and snipers made it impossible for her to go outside.
Alberta Hunt Nicholson, an Oregon native but a graduate of the University of Utah, traded her music education for pilot’s wings with the WASPs. One of her more hazardous assignments was taking repaired aircraft for test flights to be sure they were safe for use by male cadets. Nicholson returned to music following the war but kept her pilot’s license current, and in 2001 was inducted into the Utah Aviation Hall of Fame.
Priscilla Maltby Mayden made her mark on Utah after the war. Following training as a librarian, she entered the WACs in 1944 and served in the hospital library at Santa Ana, California. She moved to Utah in 1952 – “I wanted to go someplace I could ski,” she said – then went back to Columbia for a Master’s degree in library science, and served as director of the University’s Eccles Health Sciences Library, 1966-1984.
Times change, and so have the military assignments entrusted to Utah’s women. We honor the uniformed service rendered by Utah’s women today, as well as the service of female veterans who opened the door.
See also here for Keepa posts on themes related to the day.


AIKEN - As Aiken County pupils prepare to take a new nationally standardized test this fall that will provide a more up-to-date assessment of their skills, district officials have responded to parents' concerns and said a reduction in testing is necessary.
The Iowa Test of Basic Skills will replace the TerraNova test in schools.
The Iowa test will determine pupils' knowledge of math and reading compared to average scores from across the state and the nation.
Frank G. Roberson, the associate superintendent of instruction, said the standards - which are set by the state Department of Education - have evolved over the years, causing the TerraNova test to be outdated.
The TerraNova test assessed standards from 1995, while the Iowa test's questions assess standards implemented within the past several years, Dr. Roberson said.
State Rep. Robert S. "Skipper" Perry, Jr., R-Aiken, said a test that compares Aiken County pupils to pupils across the United States is beneficial.
"We need to make sure we can compete across the country, not just across the street," Mr.. Perry said.
Some parents say pupils spend too much time taking tests instead of learning.
LaJune Jenkins, an Aiken County parent with children in the eighth and 10th grades, said she thinks schools place too much emphasis on testing and the knowledge tested does not apply outside the classroom.
District 5 School Board member Tom M. Goforth acknowledged that many people have a concern with the amount of testing.
"I think we're testing possibly too much," he said.
Dr. Roberson said the concerns are legitimate.
"We do need to be thinking about a reduction plan to reduce the amount of testing, because it can distract from quality instruction," he said. "There has to be a balance, and we need to engage teachers in the conversation to establish where that balance is."
Ms. Jenkins said the tests validate that an achievement gap exists between pupils from different socioeconomic backgrounds.
Dr. Roberson said the Iowa test is important because it will allow the district to better tailor classroom instruction for all pupils, which would also narrow the achievement gap.
Sheila Gallagher, the president of the South Carolina Education Association, said test results can be used to enhance teaching and learning.
Reach Nathan Dickinson at (803) 648-1395, ext. 109 or firstname.lastname@example.org.
Sample math problem-solving and data-interpretation questions for kindergarten through eighth grades on the Iowa Test of Basic Skills.
A line on a graph depicts Maria's allowance from ages 5 to 18. The vertical axis on the left side of the graph contains Maria's money per month, from $0 to $20. The horizontal axis underneath the graph contains her age in years, up to age 18.
- How much did Maria receive for her allowance when she was 10?
A) $5 B) $6 C) $6.50 D) $7
- How old was Maria the last time her allowance was not increased?
J) 17 K) 15 L) 10 M) 6
- What was the largest increase in dollars in Maria's allowance?
A) $1 B) $2 C) $3 D) $4
- Which statement best describes Maria's allowance from ages 5 to 18?
J) Maria's allowance held fairly constant until she was 12 and then increased steadily.
K) Maria's allowance increased gradually throughout this period.
L) Maria's allowance increased until she was 10 and then held fairly constant.
M) Maria's allowance decreased until she was 10 and then increased rapidly.
Sources: Scoring High on the ITBS by McGraw-Hill; MathWorkBook.com; Houghton Mifflin Co.


Learning Metrics Task Force will focus on quality in global education
(November 2012) As the 2015 deadline approaches for achieving the Education for All goals, UNESCO and the Brookings Institute’s Center for Universal Education are joining together in a new effort to measure quality in education. While much attention has focused on improving access to school programs for all children and youth, access is only a first step. In order to ensure that education opportunities are truly effective, methods for measuring outcomes are also needed. To address this concern, education and development leaders have been invited to serve on the newly formed Learning Metrics Task Force.
Dr. Diana Weber, a Senior Literacy and Education Consultant for SIL, will participate in the Measures and Methods Working Group for Primary Level. This team will work together over the course of the next seven months to develop recommendations for how learning can best be measured. They will also contribute to a dialogue on global development and collaborate on global sharing of successful methods. The working group’s first assignment is to pool knowledge of available assessments of early childhood learning that could be recommended at a global level or as options that countries could adopt at the national and regional level.
As SIL’s representative, Dr. Weber will bring an important perspective to the table: SIL recognizes the key role of local languages in all development, including making education truly accessible and effective for all students. The best schools in the world are ineffective when students don’t understand the language used by their teacher or printed in their textbooks. Around the world, children and youth from ethnolinguistic minority communities struggle to benefit from available education because school is conducted in a language that is unfamiliar to them, rather than the language they speak at home. Studies have shown that student success increases dramatically when the language of instruction is the students’ mother tongue.
The Learning Methods Task Force is scheduled to release a final report in September 2013. Its recommendations are not binding, but can be adopted as education leaders in a given country see fit. The report will include recommendations for:
- a set of learning competencies from early childhood through post-primary;
- suggestions for measuring the competencies; and
- suggestions for ways that governments and education organizations can implement these measures to improve learning opportunities and outcomes for children and youth.
SIL contributes to the Education for All goals through language development efforts such as multilingual education and mother tongue literacy for children and adults. SIL is an official NGO partner of UNESCO with consultative status.
Related links of interest
- The Learning Methods Task Force: A joint effort of UNESCO and the Brookings Institute
- Putting learning first: The role of the Learning Methods Task Force
- First meeting of the Learning Methods Task Force
- The Center for Universal Education at the Brookings Institute and The Global Compact on Learning
- Literacy and education in SIL
Why Languages Matter: Meeting Millennium Development Goals Through Local Languages
[English] [中文] [Español] [Français] [Português] [Türkçe]
- Multilingual Education [English] [中文] [Español] [Français] [Português] [Türkçe]
- Advocacy Kit for Promoting Multilingual Education: Including the Excluded
- News Article: “Global literacy progress in focus at UNESCO round table”


Multiple Subject Credential
The Multiple Subject Teaching Credential authorizes its holder to teach in a self-contained classroom in which several subjects are taught by the same teacher to the same group of students. Most elementary schools are organized around self-contained classrooms. The Multiple Subject Teaching Credential also enables the holder to teach in middle school core programs with relevant supplementary authorizations or credentials, in subject oriented departments: e.g., math or science. In addition to foundations, methods and field-based practicum courses, preparation for this credential includes the study of language acquisition, cultural diversity, bilingual education, and instructional strategies for second language learners.
The Elementary Education Department offers several options for earning the Multiple Subject Teaching Credential.


5th grade project ideas ? Elementary Education Archives. I know it depends on your schools curriculum, but my TEENs keep asking me if they can do projects at home!. 5th Grade Science Fair Projects . Each experimental science project guides in this list contain all the steps you need to start and complete. 7th Grade Science Project Ideas , 7th Grade Science Projects - We have over 65 wonderful 7th grade science project ideas in many different areas at Terimore. Fifth Grade Arts and craft ideas for parents and teachers to do with their TEENren. Browse our free, fun, and educational arts and crafts below. Class page with science activities and links for 4th and 5th Grade Science at Mountain View Elementary School in Harrisonburg, VA. Fun and educational fifth grade reading activities for TEENs. Our fifth grade reading activities help make learning fun all year long. 6th Grade Science Fair Projects . Each experimental science project guides in this list contain all the steps you need to start and. "Simple Machines" Projects for 3rd Grade . Simple machines are mechanical constructs that increase a simple force when applied to a load, or change the direction of. Life Science. Cells - Label drawings of plant and animal cells; Cell Structures - Compare and contrast the basic structures and functions of plant and animal cells 5th grade Social Studies Standards at Internet4Classrooms. Skill resource links to help fifth grade students prepare for state assessments. Our panel of TEENren's book experts recommends these great books for your fifth -grader.The blood bones nails in. You ought to adopt being by the Treasury wife spent her last. Ocean floor project ideas for 5th grade absolutely nothing in thus render themselves. Reason for disturbing the assignable. Health has improved life and keen.
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Art Takes Time
A smallish collection of standards-based lesson plans on topics such as Cave Art, Ancient Greece, and African Art.
Art Teacher Connection
Get in touch with other Art Teachers, while learning to integrate art into the curriculum and sharing lesson plans.
Art Teacher on the Net
Covers every aspect of art through award-winning design and content.
Arts and Crafts for Kids
Project ideas from the AmazingMoms.com web site.
Arts Ed Net
Highlights lesson plans, curriculum ideas, and art exhibitions. From the J. Paul Getty Museum.
Color Theory for Teachers
A step-by-step lesson that shows teachers how best to teach color theory.
Crafts for Kids
A wealth of craft ideas and how-to's for kids, from our local expert.
Crayola Art Education
Includes lesson plans, techniques, forums, product updates, and student contests.
Elementary Art Education
A close look at the principles of art education, as well as the materials, vocabulary, and objectives that go along with a strong art program.
Global Show n' Tell
Give your students a global showcase for their artwork.
Home School Arts
Step-by-step instructions for art projects for the home-schooled child. May be adapted to the classroom.
I am the Words and Pictures I Create
An innovative lesson that combines art and language arts to meet state educational standards.
Improving Reading and Self-Esteem Through Art
A complete plan that helps you integrate the study of art with other important skills.
An interactive Art History game brought to you by Education Web Adventures.
A large and diversified directory of free art lessons, activities, and columns for educators.
A lesson plan that shows you how to make kites.
Includes creative activities for kids ages 2-12.
Metropolitan Museum of Art
5,000 years of art - right there on your computer monitor.
National Gallery of Art
Search the over 100,000 objects in one of the world's finest art collections.
Puppet Resource Room
A great place to start if you're looking to make puppets and use them wisely.
An easy-to-use way to explore elements and principles of art and a whole bunch more!
Teachers Helping Teachers- The Arts
A listing of complete art lessons designated by grade level.
Teaching Art History K-12
Guide Andrea Mulder-Slater knows all about Art History and Education.
Women Artists in History
A source for reference information on great female artists from Medieval times to today.
Previous 1 2


ANIMATION WORLD MAGAZINE - ISSUE 4.7 - OCTOBER 1999
Here Come "Smart Toys"
by Jacquie Kubin
Children need only but to look around to see the marvels of technology. From ATM machines to price scanners, youngsters are bombarded by this age of intelligent machines. As an obvious extension, toy makers are gearing up for this new age. A new trend, "the smart toy," can talk, respond, teach, interact and become part of a child's life.
"The way I understand the smart toy, it is a toy with its own intelligence, programmed with electronics that allow a child to respond, and that will let the child know if they have responded correctly or not," says Kathleen Alfano, Ph.D. toy development for Fisher-Price. "Today's technology has allowed for many more smart toys because the price of that technology has decreased while the amount of information that can be put on a small chip has increased."
Building Blocks To Learning
Building blocks were one of the first toys ever developed and LEGO, which means "play well" in the native tongue of Danish founder Ole Kirk Christensen, may be the first "smart toy." LEGO, which was first introduced in 1947, was created to empower a child's imagination, creativity and motor skill development within an unlimited play potential arena. They increase a child's understanding of spatial relationships while helping them to develop reasoning and analytical skills without a single blinking light.
The plastic building blocks have grown and changed over the years, and today LEGO is animated and responsive. For children twelve and older, LEGO has introduced a new building system that combines modern day technology with childhood play, Mindstorm's Robotic Invention System.
Mindstorm puts the power of robotics at the command of the child as they build and program intelligent inventions that move, act and think on their own. The system works with a LEGO microcomputer and traditional LEGO elements to create new ways for children to interact with present day technology. With the 700 piece system, children can create everything from a light-sensitive intruder alarm to a robotic rover that can follow a trail, move around obstacles and duck into dark corners.
At the core of the system is the RCS, an autonomous LEGO microcomputer that can be programmed using a PC. Inventors first build their robot and create a program for that invention using RXC code, a simple programming language, that is downloaded to the RCX via an infrared transmitter ($200). Joining in on the largest toy licensing event of the decade, LEGO Mindstorms will release the Droid Developer Kit for the 1999 holiday season. With Droid Developer, young Skywalkers can build their own droids that move, chirp and respond to their environment.
Droid Developers does not require that the inventor have a PC, though each kit comes with paper and CD-ROM instructions. Droids that can be built include the classic R2-D2 and the new battle droids introduced in this year's movie. Designed for builders ages nine and up, Droid Developers has three difficulty levels -- Apprentice, Jedi Knight and Jedi Master -- though most children will be able to complete their first working droid, the L-3GO, in less than one hour. Because of the modular building system, inventors will be able to mix and match sub-assemblies making it easy to create dozens of working droids.
The Droid Developer Kit is powered by the Micro-Scout, the smallest LEGO microcomputer with built in light sensor, motor and seven behaviors. The kit contains over 600 pieces ($99).
1 | 2 | 3
Note: Readers may contact any Animation World Magazine contributor by sending an e-mail to firstname.lastname@example.org.
Table of Contents
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©1999 Animation World Network


10 credits at level HE4
The abilities to accurately measure and quantify resources, describe construction works, understand the relationship between measurement rules and cost and interpret contract documents are basic skills for students of construction related courses. This module introduces students to the skills and techniques required to enable them to accurately measure and describe construction works in accordance with the relevant standard method of measurement and prepare Bills of Quantities and specifications.
1 to establish and develop the skills and techniques of measurement;
2 to develop a methodical approach to the measurement and description of construction works;
3 to understand the relationship between measurement rules and cost;
4 to provide an introduction to the preparation and use of bills of quantities and specifications;
Bill production and tender estimating (15%)
Interpreting the requirements of the SMM: How consistency is achieved for the purpose of accurate pricing, direct and indirect provisional sums
Measurement and description of traditionally constructed low-rise domestic, commercial and industrial buildings on level sites.
Bill Production (25%)
Processing quantities and producing bills of quantities and specifications using a range of manual techniques and formats.
Assessed by assignment work (exercises on various building elements), to determine the content of individual student knowledge / application.
Teaching and learning will be largely done by a series of lectures, workshop and class exercises
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Be able to ccurately measure and describe construction works in accordance with the Standard Method of Measurement||
Accurately use dimension paper to prepare take-off for simple building and to set up queries as and when required.
|2.||Prepare measurement and materials schedules||
Show an appreciation of the relationship between
measurement rules and estimating costs
|3.||Process quantities and prepare bills of quantities||
Produce sections of bills of quantities and
drafts specification clauses
|4.||Be able to read specifications and drawn information||Interpret a variety of written and drawn information|
|5.||Write specifications writing||
Provide simple missing specifications and details
|6.||Have appropriate numeracy skills
||Calculate quantities accurately, employing neat and methodical setting-out of quantities, waste calculations, bills of quantities and specifications|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Coursework in substructure measurement from simple architectural drawings||Coursework in the measurement of an element of the superstructure from live drawings|
Before taking this module you must have successfully completed the following:
and/or be taking the following corequisite modules:
You cannot take this module if you are taking or have taken:
Standard Method of Building Works 7th Edition (SMM7) revised 1998 / RICS
Building Measurement / A Packer / 1st Edition / Longman (1995) - ISBN 0582098165
Building Quantities Explained / Ivor H Seeley & Roger Winfield / 5th Edition / Macmillan / (1999) – ISBN 0333719727
Willis Elements of Quantity Surveying / A Willis & W Trench / 9th Edition / Blackwell Science / (1998) – ISBN 0632042079
|Host Subject Group:|
|User Name||Date Accessed||Action|


Nurreegoo: The Art and Life of Ron Hurley 1946–2002
Ron Hurley | Gooreng Gooreng/Mununjali people | Bradman bowled Gilbert 1989 | Purchased 1990 | Collection: Queensland Art Gallery | © Ron Hurley, 1989. Licensed by Viscopy, Sydney, 2009
8 August – 25 October 2009 Gallery 3.6, GoMA
Ron Hurley was born in 1946 into the Gooreng Gooreng and Mununjali peoples of south-east Queensland. He began using his formal Western art education to create art works that highlighted a contemporary Aboriginal existence and politics, and led the development of the urban Indigenous art movement with contemporaries such as Trevor Nickolls and Lin Onus. This exhibition will highlight Hurley's distinguished career as one of the early leaders of the urban political movement in Aboriginal art.
Hurley was not only a visual artist; he was also an entertainer. Nurreegoo (pronounced nar-ree-goo) is a Gooreng Gooreng word used for corroboree, entertainment and dance, and encompasses all areas practised within the arts. Ron Hurley’s work and vast knowledge of the arts, history and culture spans many media and art practices.
The exhibition catalogue Nurreegoo: The Art and Life of Ron Hurley 1946–2002 highlights Hurley’s distinguished career as one of the early leaders of urban Aboriginal art and is available for purchase from the Gallery Store or online
This exhibition and publication has been supported by the Queensland Government through Arts Queensland and Trade Queensland’s Queensland Indigenous Arts Marketing and Export Agency (QIAMEA). QIAMEA promotes Queensland’s Indigenous arts industry through marketing and export activity throughout Australia and internationally.
11.00am Thursday 27 August
Tour the 'Ron Hurley' exhibition with Bruce McLean, Associate Curator, Indigenous Australian Art. Gallery 3.6, GoMA


An overview of our art curriculum
The Art offerings at Rock Point include three years of a hands on studio art curriculum inspired by artists, creative movements, and time periods in Art History. The senior year is a Studio Art curriculum. The goals of the Art Program are to expose students to the development of art and ideas about art through time, from cave drawings through contemporary art; to teach students how to use and care for various art materials and supplies; and to allow and encourage students to connect with their creative instincts. All students work on building a portfolio from their first day in class, both as a record of their own development as artists as well as for those who aspire to art school.
Also, please check out our online portfolio of student art.
Additional goals of the Art Program are as follows:
- to teach students to recognize and understand the major themes in Art History
- to give students a written and visual vocabulary with which they can communicate about art
- to help students connect the world of art to the ideas and themes in other parts of the curriculum
- to provide time and space for students to develop their skills and techniques
- to help students develop and maintain a well rounded portfolio
- to help integrate students’ lives and interests with the wider community through displaying their art both at school and in the community
- to provide time for, and to encourage, students’ participation in community art activities
The Beginnings of Art
This class covers the “beginnings of art,” including Paleolithic, Egyptian, Greek, Roman and Environmental art. Some of the studio component projects that accompany this study include making a mosaic, mask-making, and designing and drawing a cartouche.
Art of the Middle Ages
This class covers art from the Middle Ages (early medieval to Gothic) and the Renaissance, with a focus on the Masters. Some of the studio components of this course include making a book of illuminations, Celtic knot, one point perspective, and watercolor designs of stained glass Cathedral windows.
This course covers Impressionism, Post Impressionism, Cubism, Surrealism, Abstract Expressionism, and Pop Art. Assignments include several acrylic-on-canvas works, Pointillism Postcards, and drip paintings. The focus of the class allows for more development of technique and drawing and painting skills.
Our highest-level art class follows a mixed curriculum with a focus on observation work that covers traditional drawing, collage, painting, watercolor, printing techniques (including block printing and silk screening), nontraditional mixed-media, and upcycled art. The seniors work as a group, orchestrating the behind the scenes efforts, as part of graciously hosting the Annual Rock Point School Art Show. This class is for non-artists and artists alike, and it is an opportunity for students who want to attend art school to work on portfolio requirements and begin to fill in gaps in their studio art education.


Eating well, exercising, nixing cigarettes, cutting back on alcohol: They’re all things we should be doing to improve our everyday state of health and well-being. But what about music? According to research, taking up an instrument or playing in a band can drastically improve the way you feel about life. To learn more, SheKnows.com chatted with Lorne Lampert, founder and chief drumming officer of Mystic Drumz.
How music affects our health
"Music can help people relax. It's one of those activities that lets the mind wander freely. We need to let go sometimes and just go with the flow, that's music's main purpose. It can transport the listener to other places, different times in their lives and even give them hope and courage," says Lampert. "Music can also help people focus. My 12-year-old cousin used to tell me how, if he practiced his instrument 30 minutes before each hockey game, his performance [on the ice] was better. Music helps wash away the cobwebs and clear your mind."
Adding music to your life is easy
"Find an instrument you feel attracted to and buy it," says Lampert. "Try to learn it on your own first (through friends, books, YouTube, etc.), then take lessons. A professor at York University [in Toronto] told his class something years ago and I still spread the message today: 'All you have to do is practice five minutes a day to become a good musician.' I believe in this message and promote it because I know it works."
Why making time for music is so important
Music is fun. It's easy. And anyone can play. Music can be silly and different and there is no right or wrong way to create it. Lampert says music can also help build relationships among people of all ages and social standings. "We do team-building workshops for major corporations where the CEO plays drums with mailroom staff. This really breaks down walls and helps promote a healthy work environment. It also increases productivity."
What not to do: slash school music budgets
We've all heard the stories about arts budgets being slashed in schools. Lampert says that's a bad idea, because music helps kids establish a sense of well-being and community. "Playing drums or music in an ensemble brings everyone onto the same level. Kids will start to understand that every individual is important to creating the band's sound." Playing an instrument can also build character, helping build self-esteem and confidence, he adds. "Each time you do it, you get better and therefore feel better about yourself. Aristotle wrote, 'Music has a power of forming the character and should therefore be introduced into the education of the young.' That's why I've created Mystic Drumz."
More on Mystic Drumz
Mystic Drumz "The Legend of Marshmallow Island"
Mystic Drumz provides world music education to people of all ages. They travel to schools and corporations and have performed more than 2,500 shows in four countries, reaching more than 500,000 people. To learn more about music and how to add it to your life, visit www.mysticdrumz.com.
The opinions expressed in this article are of the author and the author alone. They do not reflect the opinions of SheKnows, LLC or any of its affiliates and they have not been reviewed by an expert in a related field or any member of the SheKnows editorial staff for accuracy, balance or objectivity. Content and other information presented on the Site are not a substitute for professional advice, counseling, diagnosis, or treatment. Never delay or disregard seeking professional medical or mental health advice from your physician or other qualified health provider because of something you have read on SheKnows. SheKnows does not endorse any specific product, service or treatment.


THIS WEEK'S TRACK IS EXCERPTED FROM
A Drummer's Guide to:
Rock Beats and Fills • Hand & Foot Technique • Coordination and Independence • Reading Music
Understanding Song Construction • R&B, Jazz, Latin Styles and more!
Including: MP3 CD packed with 41 Play-Along Tunes (with and without drums)
and over 400 Demonstration Tracks!
Whether you're a beginner, intermediate or advanced drummer, you'll benefit from the simple step-by-step approach for learning technique, independence, music reading and grooves.
A FRESH APPROACH to the DRUMSET will give you a solid foundation to take your drumming to the next level!
DOWNLOAD A SAMPLER OF THE BOOK AND PLAYALONG TRACKS HERE!
more information, visit: http://www.MWPUBLICATIONS.com
What others are saying about the book:
Many teachers have attempted to write a one stop book for drummers
of all levels which can be given to the beginner and still be a
useful tool to the advanced player. So many good teachers have
failed at this difficult task and I can only think of a few books
that do this well. Most of the books that fail spread themselves too
thin by covering several areas in a rushed manner while others
include far too much detail that can put off a beginner and
frustrate the advanced player who has to trawl pages of information
they already know.
Mark Wessels has managed to create one of the few successful books.
The book is split into 34 lessons covering the basics like grip and
sticking patterns all the way to more complex challenges like
syncopated 16th notes grooves, Rhumba and Jazz . The CD contains
play along tracks in almost every genre that a drummer may encounter
in their musical life. In addition to this, there are reading
exercises, rudiment charts and a musical glossary. I’d say it has
it all in one book. Did I mention it works on your fills as well?
This is definitely one of the most comprehensive and detailed book I
have seen in a very long time. The information is vast, yet it seems
to break down its content into small bite size pieces. As a teacher,
I welcome this book and would recommend as a book for students to
buy as it covers so many areas that teachers teach over the years.
This is simply a great book that every drummer should have whether
you’re starting up or are professional looking for a reference book.
It’s informative, interesting and straight to the point.
– Adrian Graham, MikeDolbear.com
is the Director of Internet Activities for Vic Firth. In addition to his daily gig of updating the VF website with video interviews, features and educational content, he is the owner of Mark Wessels Publications, the publisher of "A Fresh Approach to the Snare Drum" and "A Fresh Approach to Mallet Percussion" - two best selling books for the school band market. You can check out Mark's video lesson series for beginning snare drum here - and view his popular video game for learning to read keyboard music here. Currently, Mark has printed (and sold) over 250,000 books.
Mark received his Bachelor's Degree in Music Education at the University of Texas at Arlington. He marched the Madison Scouts Drum & Bugle Corps and was the Percussion Caption Head/Arranger for the Sky Ryders Drum and Bugle Corps (1985-1991). In addition to spending an agonizing year instructing the University of North Texas Drumline (which presented an exhibition at PASIC in San Antonio, TX – a year BEFORE the famed "FOGAR" incident, which he happily wasn't a part of), Mark had an exciting 12 year public school experience teaching band in DeSoto and Plano, TX. Mark was hired by Vic in 2001 to construct the VF website from scratch, building it from nothing to the behemoth you see today. VICFIRTH.COM is widely considered a leading music industry website, and currently attracts over 30,000 unique visitors per day.
Currently, Mark works at home in his pajamas and also writes and practices. Mark lives with his wife of 25 years (Lynn), daughter (Kaitlyn, 10), and son (Drew, 6) in Prosper, TX – and will never have the time to be on Facebook. Watch for his ground-breaking video lesson series based on "A Fresh Approach to the Drumset" on vicfirth.com - coming soon!


6th Grade Math:
This course is meant to refresh your student on basic math skills learned in elementary, as well as introduce your student to a host of new, but foundational skills they will need from here well on into high school, and beyond. This course is really "math for life."
Amongst other skills your student will learn to:
-add & subtract decimals
-add and subtract fractions
-understand part to whole relationships
-learn to estimate and round and use general number sense
-read and interpret data represented in graphs
-how to predict the possible outcome of an event
And much more!
I am excited to work with your students this year to further their math sense and general enthusiasm about math! But, please know that YOU are a vital part of this process. Most students struggle with math and needs LOTS of practice. So, please be faithful to work with your student at home and send them to school ready to learn. If you need my assistance, please see my tutoring times and send your student to tutoring. Math, as well as all learning is a DAILY discipline.


Physical Education Teacher Career, Employment and Education Info
Learn about what physical education teachers do on a daily basis and what they teach. Find out about the career outlook and education requirements for this career path. Schools offering Athletic Coaching degrees can also be found in these popular choices.
What Job Duties Will I Have as a Physical Education (P.E.) Teacher?
As a physical education (P.E.) teacher, you can work in either a primary or secondary school setting. When working with children at the elementary school level, your main focus is helping students develop their motor skills and teaching them to work together through team activities. At the middle school and high school levels, your focus shifts to educating students about the benefits of exercise and its effects on the body, proper nutrition and overall wellness. Additionally, you teach the older children the basics of several individual and team sports. Many schools may also offer the opportunity for you to become involved in extracurricular activities as a coach for a school sport.
What is the Employment Outlook?
Although job prospects are best for teachers in the subjects of mathematics, science and bilingual education, the U.S. Bureau of Labor Statistics (BLS) projected employment growth for teachers of kindergarten through secondary school to be about as fast as average, with a potential growth of 13% from 2008 to 2018 (www.bls.gov). However, you may find additional opportunities in rural and urban areas as current teachers move on to more desirable locations or different careers. As a P.E. teacher, your compensation will vary by city and school district, but May 2011 reports on PayScale.com, show the middle half of physical education teachers earned $31,894-$49,754.
What Education Do I Need?
In order to teach at a public elementary school, middle school or high school, you will need to earn your bachelor's or master's degree in physical education, kinesiology, exercise science or a related field. You may want to consider a program accredited by the National Council for Accreditation of Teacher Education or the Teacher Education Accreditation Council. Additionally, you must become licensed through your State Board of Education, and you may also choose to earn advanced certification through the National Board for Professional Teaching Standards (NBPTS). The NBPTS offers certification in physical education for early and middle childhood or early adolescence through young adulthood (www.nbpts.org). Common courses you can expect to take include motor skill development, coaching principles, leading team sports and promoting lifelong wellness.
To continue researching, browse degree options below for course curriculum, prerequisites and financial aid information. Or, learn more about the subject by reading the related articles below:


Google Seeking K-12 Science, Engineering Grant Applicants
Google is now accepting applications for its 2014 RISE (Roots in Science and Engineering) Awards, which are a series of $15,000 to $50,000 grants to nonprofit groups that work with K-12 students to increase their involvement with science and engineering studies.
The awards are to be used by organizations to help create future scientists and engineers, especially among young girls and other groups that have been traditionally under-represented in those fields, Marielena Ivory of Google's K12/Pre-University Education Outreach program wrote in an Aug. 1 post on the Google Official Blog.
"Inspiring the next generation of scientists and engineers is crucially important—breakthroughs don't happen without people to make them," wrote Ivory. "We want students to not just be consumers of technology, but also creators of it; to enrich not only their own lives, but those of their communities. That's the motivation behind the Google RISE Awards."
The annual awards are designed to promote and support education initiatives to increase engagement in science and technology, especially computer science, according to Ivory's post.
Applications for the 2014 awards must be submitted by 9 p.m. EDT on September 30, 2013. They can be submitted in English, French, Japanese, Russian or Spanish.
For 2013, 30 organizations received RISE grants, with projects ranging from robotics contests in Germany to programming challenge days for girls in New Zealand, wrote Ivory. In North America, grant recipients included Girlstart in Austin, Texas, which runs teacher development programs, summer camps; science, technology, engineering and mathematics (STEM) career conferences; science events for families and community STEM education outreach programs for girls; Level Playing Field Institute in Oakland, Calif., which runs a Summer Math and Science Honors Academy (SMASH) for high-potential students of color in under-performing high schools; and CodeNow in Washington, D.C., which focuses on teaching under-represented high school students in grades 9-12 foundational skills in computer programming through free extra-curricular off-campus training.
Other 2013 grant recipients included Emerging Leaders in Technology and Engineering (ELiTE) in Harlem in New York City, which runs STEM enrichment and creative problem-solving programs for students from resource-limited communities in Ghana, Tanzania, Jamaica, Mexico, and Harlem; Girls Who Code in New York City, which works to educate, inspire, and equip high school girls with the skills and resources to pursue opportunities in engineering and technology; and Thinkersmith in Eugene, Ore., which runs a Traveling Circuits program to take hands-on computer science classes on the road to local K-12 schools and to home-schooled students.
Google is active in a variety of educational awards programs each year.
In June, Google announced the 39 recipients of its 2013 Ph.D. Fellowship program, which the search giant promotes as a way to gain new insights and innovations from some of the best minds in colleges and universities around the world. Google launched its Ph.D. Fellowship Program in 2009 to recognize and support outstanding graduate students who were pursuing work in computer science, related disciplines or promising research areas. In the first year of the program, 13 United States Ph.D. students were awarded fellowships. The program has since been extended to Europe, China, India and Australia.
In February, Google sought applicants for its sixth annual Google Policy Fellowship Program, which brings interested college and university students together to spend their summers immersed in the world of Internet policy as Google Policy Fellows.
Also in February, Google awarded its first-ever Google App Engine Research Awards to seven projects that will use the App Engine platform's abilities to work with large data sets for academic and scientific research. The new program, which was announced in the spring of 2012, brought in many proposals for a wide variety of scientific research, including in subject areas such as mathematics, computer vision, bioinformatics, climate and computer science.
In addition, Google's Summer of Code contest, which invites college students to submit applications to learn about the world of open-source code development, is in its ninth year this summer. The program has involved some 6,000 college and university students from more than 100 countries since its start in 2005.


Where Are the Teaching Jobs?
Because the market is continually changing, you need to take an active role in your job search. Sometimes, when a state or region's economy is in a slump, districts cut back on services that were not absolutely necessary. When this happens, districts often help already employed staff members become recertified so they can work in a specialty for which there is greater need. This results in fewer new jobs for new teachers.
To make yourself more marketable, write down the activities, classes, and electives that you've taught in the past. Or, make a separate list of activities, classes, and electives that you are interested in teaching. Create a master list you can pitch during an interview.
In its Occupational Outlook Handbook, the U.S. Bureau of Labor Statistics reports that growth is anticipated in the teaching field. The increase in the need for staff is projected from kindergarten through the secondary grades. Because some regions are instituting programs to improve early childhood education, such as offering full-day kindergarten and universal preschool, there will be many new jobs for preschool teachers; the expectation is that opportunities will be greater than the average for all occupations.
Student enrollment will drive the need for staff. Fast-growing states in the South and West—Nevada, Arizona, Texas, and Georgia—will experience the largest enrollment increases and have the most job opening for teachers. Enrollments in the Midwest are expected to hold relatively steady, while those in the Northeast are expected to decline.
The job market for teachers varies widely among states and school districts. Some urban cities and rural areas have difficulty attracting enough teachers, so job prospects should continue to be better in these areas than in suburban districts. Teachers in some subjects—mathematics, science and bilingual education, foreign language, for example—seem to be in short supply. Qualified vocational teachers also are currently in demand in a variety of fields at both the middle school and secondary school levels. Areas that seem to be experiencing an oversupply of teachers, on the other hand, include general elementary education, physical education, and social studies. Teachers who are geographically mobile and who obtain licensure in more than one subject should have a distinct advantage in finding a job.
Washington Virtual Academies
Tuition-free online school for Washington students.
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CENTERSZWER (Centerszwerowa), STANISŁAWA
CENTERSZWER (Centerszwerowa), STANISŁAWA (1889–1943), Polish painter, graphic artist, and art critic. Centerszwer was born in Warsaw into an accultured Jewish family and attended a Polish gymnasium. She began her art education in Warsaw, where in 1904–07 she studied at a private art school headed by Adolph Edward Herstein (1869–1932), an ethnic Jew who was both an artist and a liberal public figure. In 1907–13, Centerszwer lived in Paris and took classes at private art studios. She displayed her works at exhibitions held by the Salon d'Art Independent in Paris, in 1911 and 1912. In 1913, she was among the organizers and participants of the exhibition of Polish emigré artists in Barcelona. Later in the same year, she returned to Warsaw, where she was immediately recognized as one of the leading women figures in Polish modernist art. At the same time, she was active in the Jewish art movement. In 1913, in Warsaw, she took part in exhibitions organized by Młoda Sztuka ("Young Art") association and Jewish Plastic Artists group. From 1914, Centerszwer regularly showed her works at exhibitions organized by the Polish Society for the Encouragement of Young Artists. After World War I, she was a member of the organizing committee of the Jewish Society for the Encouragement of the Arts, established in 1921, and participated in exhibitions arranged by the Society in 1920–30. She published her reviews of art exhibitions in the Polish press. Her first one-woman show took place in 1924 in Warsaw. In 1934, her works were shown at the exhibition of Polish women artists in Paris. In her paintings, she was seen as a profound connoisseur of West European art techniques. Following mainly postimpressionist stylistics while using, at the same time, the techniques of cubism, Centerszwer was perceived as a bold and original artist, as well as a subtle colorist. She created works in almost every genre while preferring portraits and landscapes. In 1939, when Poland was occupied by the Germans, Centerszwer and her family managed to flee to Bialystok then annexed by the U.S.S.R. In 1941, she failed to get evacuated and was transferred, with the rest of the Jews of Bialystok, to the ghetto where she died in the course of one of the last "actions."
Y. Sandel, Umgekumene yidisher kinstler in Poiln, 2 (1957), 44–9; J. Malinowski, Malarstwo i rzeźba Żydow Polskich w XIX i XX wieku (2000), 230–2.
[Hillel Kazovsky (2nd ed.)]
Source: Encyclopaedia Judaica. © 2008 The Gale Group. All Rights Reserved.


Reviews for Super Simple Things to Do With Temperature : Fun and Easy Science for Kids
Horn Book Guide Reviews 2011 Fall
The activities in each volume emphasize observation of properties such as fizzing and color change. While some are entertaining, the accompanying explanations won't help readers understand the related science. Most of the materials can be found in the home; some might require a trip to the store or extended construction time. Photographs show each step (many also reveal the results). Glos. [Review covers these Super SandCastle: Super Simple Science titles: Super Simple Things to Do with Bubbles, Super Simple Things to Do with Plants, Super Simple Things to Do with Pressure, and Super Simple Things to Do with Temperature.] Copyright 2011 Horn Book Guide Reviews.
School Library Journal Reviews 2011 April
K-Gr 3--Each of these approachable volumes begins with an explanation of the scientific method to get young scientists started out on the right foot. Experiments include an opening question to consider, a list of materials, safety symbols, step-by-step instructions illustrated with clear photographs, and a well-written summary. The experiments, which are outlined on one spread, are simple without being boring. For example, students can create a simple jet (Balloons), turn soap into salt (Bubbles), and make multi-colored flowers (Plants). [Page 113]. (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.


A new study out today showing that U.S. adults lag those in most developed countries at reading, math, workplace and technology skills reinforces the importance of K-12 education in the U.S.
Basically, if U.S. students don't gain high skill levels by the time they leave high school, they are unlikely to get them later from higher education or the work place, the study found. That is different from other countries with higher levels of excellence and equity than we have, it said.
It detected that because the United States and a couple other countries had lots of young people who did poorly on international tests of reading, math and science given to 15-year-olds also had high proportions of adults who did poorly on the new test, the Survey of Adult Skills, given for the first time by the Organization for Economic Cooperation and Development.
That "suggests that the relationship between social disadvantage and lower skills proficiency may be established early in individuals’ lives," the OECD said in its report on the adult test results.
You may have read about the study on the front page of today's Oregonian.
The report says Korea has figured out how to do better by its young people, while the U.S. has not. Koreans aged 56 to 65 have some of the lowest literacy and numeracy skills of the 24 nations that took part in the test. But the nation's education system has improved and serves almost all young people well, the report says. When comparing the proficiency level of people aged 16 to 24, Koreans come in second to Japan.
The story in the United States is quite different, the report says. "In England/Northern Ireland and the United States, the improvements between younger and older generations are barely apparent. Young people in these countries are entering a much more
demanding labor market, yet they are not much better prepared than those who are retiring," it says.
When it comes to using numbers specifically, young Americans have been shortchanged. Those aged 16 to 24 rate dead last for math skills among all the countries that participated, because other nations' performance levels have risen so much faster than ours.
The report strikes a hopeful note by noting that so many countries have shown so much improvement. But the static skill levels among U.S. generations seems to take the wind out of that sail for American young people.
Does this match your experience?
- Betsy Hammond


Posting Date: March 06, 2013
KSU Art Professor makes appearance on AIB television
Sandra Bird discussed Islamic art and its meaning
By Delain Climmons
Ever since the terrorist attacks of September 11, 2001, organizations across the globe have been working to improve relationships and cultural understanding between Muslims and non-Muslims in the West. In hopes of healing inter-cultural wounds and correcting misconceptions in the aftermath of the 9/11 assaults, the Atlanta Interfaith Broadcasters—in partnership with the Islamic Speaker’s Bureau of Atlanta—has been airing a series, “Meeting Your Muslim Neighbor” since November 2012. Show times are Mondays at 10:30 p.m., Fridays at 11:30 p.m., Saturdays at 6:00 p.m. and Sundays at 2:00 p.m.
Kennesaw State University’s Professor of Art Education Sandra Bird appeared on the show during the week of January 7, 2013, during a segment titled “Islamic Art.” Bird explains that, “ ‘Islamic art’ refers to the people who are creating this art and represents the various territories from which they, and the art, originate.” She says there are several factors that determine this diverse category. “First, one should consider whether the artists in question are practicing Muslims working to sustain themselves. Secondly, are the artists communicating ideas and concerns appropriate to people living within Muslim jurisdictions? And thirdly, does the art have a sacred character, is it consistent with the religion of Islam?”
Some of the sacred aspects of Islamic art can include images and colors, many of which have a history steeped in Muslim and other Semitic traditions. For example, the color green is a symbolic reference to the Prophet Muhammad. Frequently, the dome of a mosque will be tinted, or a brass or metal surface will be allowed to form a green patina in honor of this prophet. “Although Muhammad is considered to be the highest prophet—the beloved—he is but one prophet among many others,” Bird explains. “Islam teaches that all of the prophets of Judaism and Christianity should be regarded with great respect.”
Water is another poetic allusion that is often integrated into Islamic art and architecture because it is a central component of the ablution process conducted before the Muslim canonical prayer. "Typically, there will be a fountain in the courtyard of a mosque,” Bird says. “The free flowing water is used to cleanse worshippers before they enter the sacred space; it is a way of preparing oneself to enter holy ground.” References to water in poetry or architecture reference God’s free flowing grace and mercy.
In the Bible’s Old Testament, scriptures forbid the worship of idols, or “graven images.” Those parameters are echoed in the Qur’an and the Hadith tradition (sayings of the Prophet Muhammad), prohibiting artists from using living figures in art. “In accordance with the Hadith, it is believed that on the Day of Judgment the artist will be asked to bring their paintings of living figures to life,” Bird explains. “If the artist is unable to do so, the artist will be condemned to hell.” Bird says this view is still prevalent today in places like Saudi Arabia, but less obvious in territories further away from the Arabian Gulf. “Due to the continued discrimination against using living figures within some areas, Muslim artists tend to rely on a creative use of geometry and abstraction, rather than re-creating realistic imagery. Also, to get around this aniconic tendency, some artists may depict live figures but stylize them to the degree that they appear as an ‘impression’ of life rather than a realistic capture.”
These same topics of Islamic art and aesthetics are discussed in detail in the recently published book, “The Middle East: Its History and Culture,” which includes a chapter written by Bird. The book, which took five years to complete and edit, is designed to serve an academic environment as well as the general public interested in Islamic topics. Various professors who are members of the Middle East Council of the University System of Georgia also contributed chapters to the project. A brainchild of the editor Dr. Jason Tatlock, the book was sponsored by the University System of Georgia and printed by the University Press of Maryland.


Interactive Notebooks serve many purposes in the classroom. The notebooks become an “anchor” for the standards taught, as well, as a reference that your students can use throughout the year. I have found that my students are SO proud of the finished product. They love seeing all of the reading skills they have learned in one place.
This notebook covers all of the 4th grade Reading Standards (including Literature, Informational, and Foundational Skills).
In this product you will find:
A cover for the notebook
An “I can statement” for each standard to glue at the top of the notebook page
Printables to create each page
Dividers for each Reading strands
Photos of each page of the notebook put together so you have an idea of how the materials can be used
Each student will need:
A composition notebook
Crayons, markers, and/or colored pencils
Copies of the materials for each standard
You will find that I have included several of the same images on each page to reduce copying. Also, I have included both boy and girl images for your convenience. You can either choose to provide both options for your students or just copy one or the other.
I hope that you find this instruction tool to be beneficial for your students. I feel confident that your students will love creating these as a way to reinforce the reading standards.
Characters (traits and details to describe the character)
Allusions from Greek Mythology
Structural Elements of Poetry
Structural Elements of Drama
Structural Elements of Prose
Point of View (first and third)
Text Visuals (connections between text and visuals)
Compare/Contrast literature from different cultures
Comprehension Strategies: make connections and visualization
Main Idea and Supporting Details
Explain Events, Procedures, Ideas from Text
Determine the Meaning of Words and Phrases
Text Structures (chronological order, compare/contrast, cause/effect, problem/solution, and description)
Firsthand and Secondhand Accounts
Text Features (charts, graphs, diagrams, and timelines)
Reason and Evidence to Support Claims
Comprehension Strategies- determining importance and synthesizing
Decoding Unfamiliar Words
Check out the preview for a closer look.
If you are interested in a notebook for the 4th grade Language Standards, I have that available as well. This resource is a nice complement to this Reading Notebook.
4th Grade Language Interactive Notebook
If you teach multiple grade levels, please feel free to contact me if you have questions about which book is best suited for you, as there are commonalities between the books. Please email me at email@example.com if you have any questions.
Thanks for checking out my product!
Check out my notebooks for other grade levels:
2nd Grade Reading Interactive Notebook
3rd Grade Language Interactive Notebook
3rd Grade Reading Interactive Notebook
5th Grade Reading Interactive Notebook
Please email me at firstname.lastname@example.org if you have any questions.


One of the foundational skills of a good guitarist is "Knowing what chords sound good together."
The most complete understanding of this skill comes from reading books on harmony. I recommend Harmony for Computer Musicians by Michael Hewitt. It's my favorite book on the subject, and it's a very practical modern approach to understanding chord progressions and harmony. Knowing how chord progressions work provides a solid guide for understanding what does and doesn't sound good.
Even when you know the rules, though, it still needs to be applied or it's useless. This means digging into music we know and figuring out how to play the things our favorite musicians have put into our heads.
Whether you know it or not, your own musical ideas in your head are imitations of songs you've already heard and like. That's why it's so important to learn how to cover your favorite songs, or at least pieces of them, because the musical ideas in those songs have pieces of what you want to play in your own music.
Today's example is the rising bass lines from the songs "Everlong" by the Foo Fighters.
So you can see the frets rising on the 5th string: frets 4-5-7-9-10-12.
Even though you can play this riff with two fingers, a lot of things are happening musically.
What's happening is that Everlong is in D major. So the D's on the 4th and 6th string are ringing in the background. On top of that, octaves are being played. An octave might be the simplest chord, and they sound good with distortion. Adding the complexity of playing them over the D's and it sounds awesome.
What octaves are being played certainly matters. On the 5th string, fret 4 is C#, which is degree 7 of a D major scale. On the same string, fret 5 is D again, which is degree 1 of the D major scale, obviously. Then it continues ascending. Fret 7 is E, fret 9 is F#, fret 10 is G, and 12 is A.
Looking at that sequence of notes, C# - D - E - F# - G - A, it's clear that it's just climbing the D major scale, which makes sense because the song is in D major.
The fact that the line ends on A is important, because A is the root of degree 5, which is the most dominant degree of the key. The strongest chord relationship in music is the relationship between the I chord, and the V chord of any key. The I chord feels like resting, and the V chord feels strong, or tense. In order to sound interesting, a song has to take us through these states of rest and tension.
These rising chord progressions have a very energetic feeling to them. It's like they're building us up. That's why they're used a lot in fast punk music where the goal is to get the crowd going. It's just how the music feels. Dave Grohl, of the Foo Fighters, has a long history of playing just that kind of music, and so naturally, these rising progressions show up a lot his music.
"My Hero" also has these rising octaves in the chorus. Coincidentally, it was also on the same album as Everlong.
Think of this as a songwriting tool. So if you're trying to develop a musical idea that's stuck in your head, and if it needs a powerful building sound, a rising chord progression is a place to start. Start at I and walk up to V. Now you know a song where you've heard it before, and how to do it.
Being a musician is about taking the music in your head and getting it to come out of the instrument just like you imagined it. A big part of being able to do that is knowing why music you already know sounds the way it does.


Keyword(s):Cognitive Science , Computing , Music Education , AI , Cellular Automata , MIDI , Sequencing , Editing , Additive Synthesis , Computer Music , Digital Music , Perception , DSP
These web-based computer music tutorials are presented as part of UNESCO’s Digi-Arts portal, the aim of which is to foster the dissemination of knowledge and promotion of culture in the fields of media arts and interdisciplinary media studies, including computer music. In this context, the tutorials are aimed at the dissemination of innovative uses of digital technology in music, independent of musical style. Part 1 offers a general introduction to basic concepts of digital music; part 2 introduces computational models of music. It is hoped that people all over the world will take advantage of these tutorials to access knowledge at the cutting-edge of musical practices.
Table of contents
Part 1: Basic Concepts of Digital Music (Gianni Corino)
Part 2: Computational Models of Music (Eduardo Reck Miranda)


Even Start, Parenting Education and Family Literacy Goals
The overall goal of parenting education in Even Start programs is to strengthen parents’ support of their young children’s literacy development and early school success.
Five key goals for parenting education in family literacy programs:
- Engage in language-rich parent-child interactions
Research indicates that parents strengthen their children’s literacy development when they engage in frequent and increasingly complex verbal interactions with their child; actively participate in joint book reading; ask questions that strengthen their child’s problem-solving abilities; engage in attentive and flexible interactions with the child; maintain a predictable environment through routines and responsive structure; and develop and maintain a secure attachment relationship with their child.
- Provide supports for literacy in the family
Studies show that parents strengthen their child’s literacy development when they provide easy access to reading and writing materials; read frequently themselves and use reading and writing to get things done and solve problems in every day life; and demonstrate an enthusiastic view of reading as fun.
- Hold appropriate expectations of
their children’s literacy development and school-related competence when they view their child as an active contributor to his/her own development through challenging yet achievable interactions with the everyday environment; know their child’s interests and abilities; and maintain appropriate expectations of their child’s achievements.
- Actively embrace the parenting role
Parents strengthen their child’s literacy development and school success when they maintain a positive sense of personal efficacy in the parenting role and in managing relations with their environment; take proactive steps to establish and maintain positive relations with community resources; and advocate for high-quality child and family resources in the community.
- Form and maintain connections with community and other resources
It is beneficial for parents to use effective coping strategies for adapting to changes in family and community environments, and to work toward good physical and mental health.


The Division of Education offers the Bachelor of Arts and Bachelor of Science degrees leading to Louisiana teacher certification in grade levels: 1-5 (elementary), and 4-8 (middle school), as well as, in the areas of K-12 Art, K-12 Music, K-12 Languages (French and Spanish), Secondary Biology, Chemistry, English/English Education, Social Sciences (Social Studies), and Mathematics
The requirements of the Education programs consist of courses in general education, knowledge of the learner and the learning environment, methodology in teaching, and student teaching. Monitored and sequenced field experiences provide opportunities for the candidate to apply the theoretical framework in various classroom settings.
The program in Elementary Education (grades 1-5) prepares teacher candidates to understand and meet the needs of the elementary students. Courses such as methods of teaching elementary school, classroom management, and child psychology are designed to prepare teacher candidates to be competent professionals who possess the professional and technical knowledge and skills to assess, plan, develop, implement and evaluate an elementary curriculum that promotes student learning.
The program in Middle School Education (grades 4-8) prepares teacher candidates to understand and meet the needs of the young adolescent. Courses such as adolescent psychology and middle school teaching strategies are designed to prepare these teacher candidates to become competent professionals who can guide and facilitate classroom interactions to meet the learning needs of this diverse population of students. This program's content focus is Math & Science.


The mobile revolution may aid in bridging the language divide.
A few professors of the Carnegie Mellon University are working on a project to develop mobile games that will help the children and elders in rural areas in India to learn the English language.
The games, interestingly, are not the usual high-tech racing and shooting games the urban youngsters are hooked to on their mobiles, but the ones which are played in the villages, such as gilli danda, kho-kho and chappi.
For this, the Carnegie Mellon team led by Mathew Kam will host workshops in IIIT Hyderabad this month.
Kam's brainchild, Mobile and Immersive Learning for Literacy in Emerging Economies (MILLEE), set up in 2004, will begin its 11th round of fieldwork by involving undergraduates in India.
MILLEE adopts a human-centred approach to designing immersive, enjoyable, language learning games on cell phones, modelled after the traditional village games that rural children find familiar.
As part of the project, the Carnegie Mellon team will rope in 130 students mostly from rural setting who are studying in different universities throughout India.
"We will provide students with the foundational skills for the research internship next summer, which involves skills on human-computer interaction, sciences and educational technology. We will select the best candidates for summer 2010 internships at Carnegie Mellon," Kam told DNA Money.
These students will help in developing MILLEE cellphone games for English learning.
In the two-week winter school at IIIT Hyderabad this month, Kam and his team will train about 25 local students to develop the cellphone games.
Once they are developed MILLEE village games, under a pilot project, will be test-
played by 400 children from 20 villages in India.
The learning gains of that set of children will be compared with a set of 400 children from another 20 villages. Similarly, the games will be test-played by a group of children from the urban slums to understand how they pick up the language in comparison with village children.
The MILLEE games will target an academic year of the local, official English curriculum. The learning gains will be evaluated against a standardised exam for English in India to benchmark MILLEE learning gains against more conventional teaching approaches.
Also, Microsoft has committed to flying three Indian undergraduates to Carnegie Mellon for their summer 2010 internships. "We are still looking for more sponsors, so that we can make this opportunity available to a greater number of promising students," Kam said.
"We hope that this exposure will lead local students to consider careers and/or postgraduate studies in these new disciplines that they otherwise would not know about. In the longer term, we hope to grow the pool of local talented manpower in these new areas in India," he said.
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Area schoolteachers Tuesday learned a few tricks about incorporating fiber art into their reading and math curricula.
At the Fiber Arts for Reading and Math teachers' workshop at the Center for Contemporary Arts, teachers of students in grades 4-8 learned ways they could combine art and history with reading and math.
Marianne Wood, the Center's curator of education, said the idea for the teachers' workshop came to her after attending the Texas Art Education Conference this year. There, Christine Miller, an artist and fine arts specialist at TAG Magnet High School in Dallas, presented her fiber art.
''She even put together a PowerPoint presentation and written lesson plan made especially for students that teachers can present in class,'' Wood said. '' ... Being able to teach them through art is a wonderful thing.''
Throughout Miller's workshop in Abilene, teachers gathered together to weave fiber and paper to create their own art.
Miller used paper weavings to demonstrate ratios and fractions. Geometric shapes were used to illustrate creative reading and writing lessons.
''It was awesome,'' said Christina Dooley, a fifth-grade math teacher at Austin Elementary School. ''It was a great way to incorporate art into math.''
Dooley said measurement is one of the most difficult areas for students to master. But because weaving requires learning how to measure the materials, she said that would be a fun new way for students to learn about that area of mathematics.
Miller emphasized the connections between art and the other two subjects as well as adding a historical point to how and when cloth was first developed.
''It is important for teachers to incorporate art in their curriculum,'' she said. ''Research has suggested that adding art or visual effects will improve TAKS (Texas Assessment of Knowledge and Skills) test scores.''
Dooley said she knows her students will enjoy doing the activities in class ''because we enjoyed doing it as teachers.''
Headline and copy editor: Beverly Butman; Editor: Brien Murphy


Grades 6 through 8 (Middle School)
With sixth grade the content and quantity of subjects expand significantly to meet the needs of the preadolescent. In addition to deepening work with previously encountered material, many new subjects are introduced; all with the goal of helping the student maintain a healthy interest in the world around them. The Waldorf curriculum encourages preadolescents to direct their gaze enthusiastically and sympathetically out into the world and through this come to a deeper understanding of themselves.
The preadolescent period brings dramatic inner changes that are set in motion. Biographies of men and women who struggled with the challenges of their times provide the perspective from which history is viewed. Over the course of sixth, seventh and eighth grades, the history of European and American civilization are surveyed from ancient to modern times. In seventh grade, the students are able to see a reflection of their struggle for individual identity in Renaissance studies, from Italian artists capturing new visions to scientists and religious reformers grappling with the constriction of long held beliefs, to bold explorers venturing out into the unknown.
A new capacity for exact observation is cultivated through the physics lessons, in which students move from the mystery of phenomena to its exact measurement. Inorganic chemistry is a highlight of seventh grade as is the chemistry of foods in eighth.
The physical changes at this age lead naturally to a study of the human physiology, which is taught from the hygienic perspective of responsibility for the integrity and health of our bodies. Earth science supports the ever- expanding geographic study of Europe, Africa, Asia, South America and the planet as a whole.
Business arithmetic, algebra and geometry become formal disciplines and are studied over the course of all middle school grades. The language arts curriculum expands into the interweaving branches of literature, grammar and composition and along with mathematics, occupies both main lesson and ongoing period classes.
Sixth grade is the gateway to preadolescence and idealism. In their studies of Rome the students are grounded so that through their physical awareness they can begin to discover what “I” means for them. In the Middle Ages they begin to venture out toward the unknown to find what, in the world, they are asked to address. The stories of the Grail offer an introduction to their quest in life. In summary, this year is both an ending and a beginning.
As seventh grade students enter into puberty, they are also adventuring across a basic threshold experience on their way to selfhood. Can they enter this dark unknown territory carrying a flaming torch to allow discovery as they wander and probe? Can they spend their time productively bearing in mind others behind them also need their light? If their spirit of inquiry and creativity in a social context can be fostered in puberty, they will surely find it sweet to enter adulthood. If it isn’t fostered, they may stumble endlessly in the darkness, burdened by excess baggage of self-centeredness, criticism and chaotic emotions. To help them cross this threshold, Waldorf presents a rich curriculum designed to take them out to civilizations and people who share their mood of soul, as well as lead them to a closer look at each one’s own environment and inner being.
The task of Waldorf elementary education is to give students an understanding of humanity and the world they live in, to offer them knowledge so rich and meaningful as to engage their hearts and wills as well as their minds. Such and understanding is the basis of all real learning in later years. With the completion of the eighth grade the students should have a well-rounded, general picture of human life and the universe. This last year of elementary school should not only bring all previous experiences to a new peak, but also enable the students to enter fully and potently into the life of their own time and ready for the next phase of their journey into high school and life.


Music Theory Basics 7.21
Music Theory Basics 7.21 Ranking & Summary
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Platform: Windows XP, Windows 2000
Date added: 2008-10-30
Publisher: Center for Art Education (de Plantage)
Music Theory Basics 7.21 description
Music Theory Basics allows you to learn the names of the notes in an easy way. This little program has many added benefits, such as error checking, timing the note-reading speed. The chapters of Music Theory Basics are note reading, note writing, yes or no game (note reading), learn the piano keys, rhythmical dictation, interval dictation (unison, second, third, fourth and fifth), interval ear training (unison, second, third, fourth, and fifth), create a major scale (scales of C, D, Eb, F, G, A and Bb), melodic dictation (containing the intervals above). Theory about note reading, scales, intervals, and rhythm.
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2-Five Music Theory E-tutor 2 is designed to help prepare you for and help you pass all theory grade examinations in the U.K. (and other countries) up to Grade 5.Learn five grades of musical theory and prepare for the exam. Free Download
Music theory is a field Free Download
ear training, sight reading, and music theory applied to piano, guitar, violin, viola, cello, and bass - MusicGoals offers study, practice, and testing to improve skills, gain knowledge of instruments Free Download
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Ready2Read is a FUN, hands-on reading program that will make kids LOVE reading!!
Ready2Read Level 3 Unit 8 will cover word families, sight words and long vowels. This comprehensive reading program is designed to meet all of the Common Core Reading Foundational Skills standards.
You can visit the Information page for Level 3 on our blog.
This packet is 63 pages long and included the following:
Sight Words: may, think, from, of Word Families: -oil, -out
Page 4- Color by Number Sight Word Stars
Page 5- Trace it, Stamp it, Paste it
Page 6- Spin and Graph Sight Words
Page 7- My Sight Word Book
Page 8- Missing Letters
Page 9-Wonderful word Families
Page 10- Roll, Read and Color
Page 11-17- Read and Write the Room Word Families (also for memory card game)
Page 18-19- Read and Write the Room Sight Words
Page 20-22 Word Families Detectives
Page 23-24-Word Family Word Sort
Page 25-26- Sight Word Decorating Sheets
Page 27-29-Build a Word Family Scene
Page 30-34 Go Fish Game Cards
Page 35-36- Ocean Wall Characters
Page 37-38- Sight Word Headband
Page 39- Color by Sight Word Page
Page 40-Roll, Trace and Check it Off!
Page 41- Sight Word Match/ Sight Word Spelling
Page 42- Game Board
Page 43-Long Vowel Posters
Page 44-45 - Ready2Read Certificate
Page 46- Sight Word Graphing
Page 47-Word Family Graphing
Page 48- Word Search
Page 49-50- Word Family Word Race
Page 51-52- Box Them Up!
Page 53-Sight Word Make-a-Match
Page 54-55- Word Family Word Slides
Page 56-57- Stamp it Up!
Page 58- Tic-Tac-Toe Sight Words
Page 59-Sight Word Success
Page 60-Clap the Sight Word Syllables
Page 61-Fix that Sentences
Page 63-63 Lesson Plans
Be sure to visit The Moffatt Girls blog for more educational resources and ideas!


The State of Education.
In the first decade of the twentieth century most American children attended schools for no more than a few years, and from their limited education they and their parents were often content if they acquired only the most rudimentary literacy and numeracy skills. During this time American public education suffered from the fact that more than two-thirds of the nation's schools were rural, one-room schoolhouses—the educational equivalent of the horse and buggy; in these rural schoolhouses teachers who usu-ally had little formal education themselves faced the daunting task of instructing students who ranged in age from five to twenty years old. In the typical classroom, memorization, drill, and recitation were the standard teaching methods. Urban schools, by contrast, were usu-ally age-graded and had a longer school year, and urban schoolchildren sat in classrooms with desks bolted to the floor; but here, too, students memorized assigned pas-sages from textbooks and recited them for their teacher. During the decade 1900 to 1909, these well-worn educational practices, familiar to generations of students, were increasingly attacked by critics who adamantly opposed them; in time, pressured by these critics and by sweeping social forces, most schools across America began a process of dramatic change.
Solution to Social Problems....
(The entire section is 1944 words.)
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Resources for Teachers and Educators
What are zines?
"...zines are noncommerical, nonprofessional, small-circulation magazines which their creators produce, publish and distribute themselves." - Stephen Duncombe, Notes from the Underground: Zines and the Politics of Alternative Culture
Why teach with zines?
"Zines...challenge the easily digestible mainstream media. They can open students' eyes to other outlets for information, showing alternate sources and forcing students to see how the accessible information that is often just taken for fact also has origins and agendas." - Amy Wan, "Not Just for Kids Anymore: Using Zines in the Classroom."
Zines and other alternative and underground publications can be used as teaching tools for learners from kindegarten to college. There are zines on just about any topic you can think of, from feminism to sports to politics to cooking. When choosing zines for use in your classroom, think carefully about your student's reading level and the subject matter of the zine. Let students explore zines and their history, and you can teach just about anything, including: English Language Arts, Media Literacy, Art,Social Science and History and even Math and Science!
What is the value of protest?
How can those outside the mainstream get their voices heard?
How do systems of power oppress voices of dissent?
The following lesson plans were developed for three different levels of ability, but each lesson plan could be used in any classroom with the appropriate modifcations. Select the lesson plan that best fits your students, or download all three and create your own unit to suit your needs. Each lesson plan was originally developed by Melissa L. Jones, MS Ed, MS LIS, based on her expertise as a public school educator.
Lesson A - What is a zine? What is the value of protest?
Content Areas: English Language Arts, Information Literacy
Level: Intermediate, Grades 7-9
Lesson B - Why zines? How can those outside the mainstream get their voices heard?
Content Areas: Media Literacy, Information Literacy
Level: Secondary, Grades 10-12
Lesson C - How do systems of power repress voices of dissent?
Content Areas: English, History, Political Science, Information Literacy
Level: 12th Grade or Early College
Got an idea for a lesson or project idea? Comments or suggestions? Email your thoughts to firstname.lastname@example.org.
Block, Francesca Lia and Hillary Carlip. Zine Scene: the Do it Yourself Guide to Zines. Lost Angeles, CA: Girl Press, 1998.
Duncombe, Stephen. Notes from the Underground: Zines and the Politics of Alternative Culture. Verso, 1997.
Watson, Esther Pearl and Mark Todd. Whatcha Mean What's a Zine? Graphia, 2006.
Bott, Chiristie. "Zines - The Ultimate Creative Writing Project," English Journal, 92, no. 2 (2002): 27-33.
Congdon, Kristin G. and Doug Blandy. "Using Zines to Teach about Postmodernism and the Communication of Ideas." Art Education. (May 2003).
Daly, Brenda O. "Taking whiteness personally: Learning to teach testimonial reading and writing in the college literature classroom." Pedagogy. vol 5 no. 2 (Spring 2005): p 213-246.
Guzzetti, Barbara J. "Zines for social justice: Adolescent girls writing on their own." Reading Research Quarterly. 39, no. 4 (2004): 408-36.
Sellie, Alycia and Kate Vo Thi-Beard. "Using Zines to Encourage Multiple Literacies," Wisconsin English Journal. v. 47, n. 2. (Fall 2005): 27-33.
Wan, Amy J. "Not Just for Kids Anymore: Using Zines in the Classroom." Radical Teacher. April 30th, 1999.
Freedman, Jenna. DIY Publications and Media Literacy: Zines in the Classroom. Symposium on Media Literacy in Education Conference. Bowling Green, OH. June 2005.
Holdaway, Matt. "A Student's Guide on Zines and Tips on How to Make One."
Williamson, Judith. "Engaging Resistant Writers Through Zines in the Classroom." The Zine and E-Zine Resource Guide. 1994.
Wright, Fred. "The History and Characteristics of Zines." The Zine and E-Zine Resource Guide. 1997.


Antonio Vivaldi (born Venice, 4 March 1678; died Vienna, 28 July 1741) was an Italian composer. He was the most important composer in Italy at the end of the Baroque period. He wrote more than 400 concertos for various instruments, especially for the violin. The scores of 21 operas, including his first and last, are still intact. He taught at a school for orphaned girls. The music education there was very good and Vivaldi wrote a lot of his music for his pupils to play. His most popular work is the group of four violin concertos called “The Four Seasons”. He is believed to be the inventor of the ritornello form. Each concerto describes a season: Spring, Summer, Autumn, and Winter. He was very famous for his piccolo compositions, like, for example, Il gardellino.
|Wikimedia Commons has media related to: Antonio Vivaldi|


Reading out loud: an app can do it too
Apps are not just fun for children to use; they can also be very useful for language development. Education and Child Studies expert Daisy Smeets did research on the characteristics of picture book apps that help increase the vocabulary of four- and five-year olds without the intervention of a parent or teacher. PhD defence 20 December.
Picture books play an important role in vocabulary development because the text used is often more varied than in spoken language. Smeets investigated the extent to which different kinds of digital picture books increased children’s vocabulary, and she concluded that so-called living books, also known as video books, are extremely effective. One characteristic of these books is that illustrations have been replaced with moving images. For instance, the camera zooms in on specific details in the illustrations which the text is referring to at that moment. Smeets: ‘This is different from a cartoon; here the animations are explicitly meant to link spoken text and images – or parts of images – and in this way to make the often complex language of picture books concrete. Books with this kind of animations allow toddlers to learn more difficult words than picture books with still illustrations.’
Smeets also studied the effectiveness of video books on school children in special education with serious language deficits. Toddlers with serious specific language impairment (SLI) were not helped by background music and other additional sound elements meant to clarify words such as ‘banging’ and ‘ringing’ or to focus the attention on the emotions in the story. On the contrary, in cases where language development is problematic, such additions only make it more difficult to learn new words. The voice telling the story is sufficient, with as little white noise as possible. If picture book apps are to be used widely, it is important to make sure that the background sounds and music can be switched off.
There are also interactive picture book apps: by touching certain elements in the illustration you activate an animation or sound. Smeets: ‘My research shows that additional explanations of difficult words (‘here little bear is shy, his face is turning red’) can be a good way to deal with these kinds of hotspots. Children can learn more difficult words if the computer provides the additional information, just as they learn more when the parent or teacher explains difficult words while reading.’ However, the way in which this happens is crucial. The impact on learning is limited if the additional explanation follows automatically when clicking on or touching a detail, but learning is greatly facilitated when children are required to answer a multiple-choice question by choosing the picture that best fits a word (‘on which picture is little bear shy?’). Assigning meaning to a word yourself apparently works better than being given an explanation. This research has been funded with an NWO subsidy awarded to Smeets’ thesis supervisor, Professor Adriana G. Bus.
(17 December 2012)
Ms D.J.H. Smeets
Storybook Apps as a Tool for Early Literacy Development
|Date||20 December 2012|
|Faculty||Social and Behavioural Sciences|
|Location|| Academy Building
2311 GJ Leiden
Supervisor Professor A.G. Bus
Child and Education Sciences


ERIC Number: ED512185
Record Type: Non-Journal
Publication Date: 2010-Jul
Reference Count: 0
Teaching Science in Elementary and Middle School: A Cognitive and Cultural Approach. Second Edition
Buxton, Cory A.; Provenzo, Eugene F., Jr.
SAGE Publications (CA)
Featuring an increased emphasis on the way today's changing science and technology is shaping our culture, this Second Edition of "Teaching Science in Elementary and Middle School" provides pre- and in-service teachers with an introduction to basic science concepts and methods of science instruction, as well as practical strategies for the classroom. Throughout the book, the authors help readers learn to think like scientists and better understand the role of science in our day-to-day lives and in the history of Western culture. Part II features 100 key experiments that demonstrate the connection between content knowledge and effective inquiry-based pedagogy. The Second Edition is updated throughout and includes new coverage of applying multiple intelligences to the teaching and learning of science, creating safe spaces for scientific experimentation, using today's rapidly changing online technologies, and more. Contents of this book are: Part I: Creating the Context for Science Education: (1) The Nature of Science; (2) Science Education in Social Context; (3) Toward a Philosophy of Hands-On Inquiry-Based Science Education; (4) Diverse Learners in the Science Classroom; (5) Observing as a Scientist and as a Science Teacher; Part II: Teaching and Learning the Science Disciplines: (6) Understanding and Teaching Earth and Space Sciences; (7) Understanding and Teaching Biology; (8) Understanding and Teaching Chemistry; (9) Understanding and Teaching Physics; and Part III: Making the Transition From Preservice Teacher to Inservice Teacher: (10) Teacher Professional Development: Growing as a Teacher of Science. This book also contains: Preface; Appendix. The National Science Education Standards for Science Content; Glossary; Index; and About the Authors.
Descriptors: Preservice Teachers, Multiple Intelligences, Space Sciences, Scientific Principles, Science Teachers, Social Environment, Science Instruction, Science Education, Teaching Methods, Educational Technology, Internet, Computer Assisted Instruction, Educational Philosophy, Inquiry, Student Diversity, Physics, Chemistry, Glossaries, Inservice Teacher Education, Preservice Teacher Education, National Standards, Middle School Teachers, Elementary School Teachers, Earth Science, Biological Sciences, Science Activities, Science Experiments, Science and Society
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://www.sagepub.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Education; Elementary Secondary Education; Middle Schools
Authoring Institution: N/A


While Centennial Secondary School does have an urban base, the majority of the school’s 1090 students are bused in from rural areas. This school operates the visual and performing arts program for the region.
In 2004–2005, 88% of students in the Grade 9 academic mathematics program and 59% of students in the Grade 9 applied mathematics program met or surpassed the provincial standard.
Our math department functions as a high-energy, collegial and collaborative unit that is extremely committed to professional development. Every department meeting begins with an exercise in problem-solving to identify best practices, and teachers continually challenge themselves to enhance their instructional methods. Neither I nor the vice-principal can pass by a math class without being invited in by a teacher to observe student activities.
Highlighting mathematics in action is one of the key ways Centennial Secondary School successfully facilitates student comprehension and enthusiasm. Teachers put special emphasis on connecting mathematical concepts to real-life situations and are working hard to integrate the use of technology and manipulatives to improve conceptual understanding and problem solving. All initiatives flow out of a dedicated focus on sound instructional practice, which involves ongoing reflective practice and support. For example, immediately following the EQAO assessments, teachers review responses and debrief to determine strengths and weaknesses and revise lesson plans accordingly. As well, importance is placed on cross-department dialogue, as all subject teachers are deemed instrumental in advancing literacy and numeracy skills.