What is millwork carpentry?
Understanding Casework and Millwork Carpentry is a general term referring to woodworking. Some common millwork products include doors, wall paneling, crown moldings, molding, and trim. Ceiling, flooring, etc., are not included in millwork . Millwork is custom made typically.
What is assembled millwork?
Millwork or millwork design refers to finished building products or woodwork produced in a mill such as doors, crown molding, wall paneling, display counters, custom kitchen cabinet drafting, etc. However, the elements that are integral parts of the building itself, such as ceiling, flooring, or siding etc.
Is millwork considered construction?
Millwork building materials are historically any woodmill-produced products for building construction . Stock profiled and patterned millwork building components fabricated by milling at a planing mill can usually be installed with minimal alteration.
What is the difference between carpenter and carpentry?
is that carpentry is (uncountable) the trade of cutting and joining timber in order to construct buildings or other structures; woodworking while carpenter is a person skilled at carpentry , the trade of cutting and joining timber in order to construct buildings or other structures.
Are kitchen cabinets considered millwork?
Millwork includes custom wood working pieces such as cabinets , restaurant seating, shelves, commercial storage, etc. Essentially, any work that is customized for a specific space. Otherwise, it would be considered furniture.
What is rough carpentry work?
Carpentry is a building trade concerned with the constructing, assembling, and repairing of wooden structures. Rough carpentry is work done on the framing of a building, including, but not limited to, such basic things as the walls, floor, and roof.
What is finish carpentry?
Finish carpentry is the final step in the carpentry process. It involves the installation of finish woods and trims. It might seem simple, but the finish carpentry is what people see — it needs to be completed well and correctly.
What is millwork at Lowes?
Millwork refers to a variety of preshaped or prefinished wooden building materials, such as mouldings or predesigned wooden boards. These materials add architectural interest and are excellent additions to any room, as they’re relatively inexpensive, can be easily mounted and can totally transform a bland space.
What is the meaning of millwork?
: woodwork (such as doors, sashes, or trim) manufactured at a mill.
Are kitchen cabinets considered furniture?
Kitchen cabinets are the built-in furniture installed in many kitchens for storage of food, cooking equipment, and often silverware and dishes for table service. Appliances such as refrigerators, dishwashers, and ovens are often integrated into kitchen cabinetry .
What is millwork at Home Depot?
Gives a finished look where the walls and ceiling meet; also called cornice moulding. nstalled at the lower portion of the walls, along a finished floor; also called wall base.
What is casework architecture?
Architectural wood casework refers to the cabinets or built-ins we use for storage in both residential and commercial buildings . Cabinets can have open shelves, drawers or doors, and can be installed on the wall or floor, against a wall, or in the middle of a room with a counter above.
Is a woodworker a carpenter?
Carpenters and woodworkers both build things out of wood, and while their job responsibilities are similar, their day-to-day activities are quite different. A carpenter usually works at a construction site, such as a home or office being built, while a woodworker typically works in a factory or workshop setting.
Why is it called a carpenter?
The word “ carpenter ” is the English rendering of the Old French word carpentier (later, charpentier) which is derived from the Latin carpentarius [artifex], “(maker) of a carriage.” The Middle English and Scots word (in the sense of “builder”) was wright (from the Old English wryhta, cognate with work), which could be
How can I learn to be a carpenter?
Start by building up foundational skills and learning how to use hand and power tools. For a more in-depth approach, take some courses in carpentry or even earn a degree. To gain relevant experience, volunteer for a building organization, work on a construction crew, or become a carpenter’s apprentice.


Music Notes, Inc. publishes Music You Can Read®, a music curriculum and database developed by elementary music teachers. Music You Can Read® teaches ALL children how to read music, vocal and instrumental, during their primary and elementary school years.
Music You Can Read® transforms the elementary music classroom into an elementary music conservatory. All children begin reading vocal music using their own unique instrument. Students transfer vocal reading to fine motor development playing available instruments, at the student’s pace.
Our Teacher Tutorials provide illustrations and best practices for transitioning from rote to music literacy and offer correlations to math, science, language, and art. Upon completion, your students will identify and understand the music symbols found within their grade level.
Song Descriptions offer detailed analysis of all selections in the Music You Can Read® database. Rhythm, Pitches, and Pitch Intervals are categorized as beginning, intermediate, and advanced, offering the instructor guidance in meeting their objectives and setting student expectations.
Described as, “…the best materials available” for teaching elementary music, Music You Can Read® makes the language of music accessible to all children!
Your materials appear to be based on premises that most music teachers can support, and they appear to be entirely consistent with the national standards for music education. I believe our profession needs more of the kind of initiatives you are taking, and I wish you every success.
Paul Lehman, Chairman
National Standards in Music Education


A degree in medicine is the highest degree one can obtain in the medical field. It’s more commonly known as a Doctor of Medicine (M.D.) or Doctor of Osteopathic Medicine (D.O.). Both are graduate degrees awarded by an accredited school of medicine (medical school). After obtaining an undergraduate degree in a variety of sciences, including pre-medicine, students typically complete four more rigorous years in medical school in order to receive their doctoral degree. After graduation, a student will spend three or more additional years in a medical internship and residency program before starting a career as a physician. While physicians often specialize in a particular type of medicine, medical degrees cover the foundational skills needed to practice medicine, including subjects such as anatomy and physiology, genetics, biochemistry and immunology.
There generally is not an undergraduate degree in medicine specifically; however, there are often pre-med degree programs that combine classes to help prepare students for the MCAT exam, which students are required to pass to get into medical school in the United States. Often, students study some form of life science (biology, chemistry, biochemistry, or kinesiology). However, students can receive a bachelor’s degree in any major prior to seeking a degree in medicine.


The Virtual and Immersive Interactions cluster is an interdisciplinary team of researchers and educators that integrates education, therapy, data visualization and communication in STEM, social sciences, education, humanities and the arts. In these times, it is vitally important to develop a better understanding of the applications of virtual and online technology. The strength of the cluster is grounded in the innovative structure that brings together researchers, scholars and practitioners to bridge the gap between theory and practice in these groundbreaking areas. The cluster is composed of three interrelated subcluster areas: Research, Development, and Pedagogy and Practice.
The use of virtual, mixed and immersive reality technology—or Extended Reality (XR)—is growing rapidly. In order to educate future XR content creators, however, we also need to evaluate the ways that this content will affect users. Studies of the potential impact of XR content can help us not only extend our knowledge of the ways that people are affected by these technologies, but also develop ethical guidelines for content creators. Researchers at Syracuse University are conducting interdisciplinary studies in XR content creation, application and effects. These collaborations combine expertise in specialized areas of the creation, design and analysis of XR content and relevant research methodologies (e.g., psychophysiological methods) and field-specific knowledge of different disciplines.
Data-driven design and analysis continues to prevail as a powerful influence in the decision-making process for scientists, engineers, architects, designers, content creators, educators and clinical practitioners. As the accessibility of data increases, the volume of information risks becoming so overwhelming that its significance may be lost. Accessible XR tools offer challenges and opportunities to take advantage of the new capacity to revolutionize information representation by moving away from 2D charts, diagrams and tables, and by making data spatially and temporally meaningful. Syracuse University researchers are using virtual and immersive tools to enhance and extend our capabilities in design and visualization.
Pedagogy and Practice
The rapid increase in online education has created a demand for effective virtual and immersive pedagogies (also called online, digital and computer-mediated pedagogies). Scholars and educators at Syracuse University draw on faculty expertise in instructional design, counseling and art therapies to prepare graduates to teach and practice within in-person contexts, as well as in virtual and immersive environments (e.g., tele-mental health) using cutting-edge pedagogies and practices.
There is also a growing use of XR virtual and online technology in mental health practice, such as biofeedback, desensitization or visualization, particularly as part of the treatment of trauma. The educational and clinical application subcluster will prepare future educators and mental health practitioners to engage virtual and immersive techniques in the implementation of their teaching, counseling, supervisory and creative arts therapy practices.
Scholarly and Creative Contributions
In 2019 and 2020, members of the Virtual and Immersive Interaction Cluster have produced more than two dozen publications, invited talks and creative works.
David J. Levidow Professor
S.I. Newhouse School of Public Communications
Professor of Music Education
Laura J. and L. Douglas Meredith Professor for Teaching Excellence
Associate Dean for Research, Graduate Studies and Internationalization
College of Visual and Performing Arts and School of Education
Setnor School of Music/Teaching and Leadership
Department of Counseling and Human Services
Associate Dean for Research, School of Education
The Virtual and Immersive Interaction cluster involves more than 34 additional faculty members and researchers from the School of Architecture, College of Arts and Sciences, Maxwell School of Citizenship and Public Affairs, School of Education, College of Engineering and Computer Science, School of Information Studies, S.I. Newhouse School of Public Communication, David B. Falk College of Sport and Human Dynamics, College of Visual and Performing Arts, Syracuse University Libraries, Institute of Veterans and Military Families and Information Technology Services.


Executive Functions: Bilingualism in Early Childhood
From Ms CHANG Ching Chen _ on 03-May-2019, 18:05 GMT+8
Hwajin Yang is Associate Professor of Psychology in the School of Social Sciences at Singapore Management University.
She has established a strong research programme that is guided by one overarching question - How does our everyday experience contribute to the regulation of Executive Functions (EF)? Executive Functions are consider the foundation of human capital, it influence many aspects of our lives - psychological well-being, decision-making, adaptive behaviours, mental health and academic success.
Faculty profile: https://socsc.smu.edu.sg/faculty/profile/56491/YANG-Hwajin
As Executive Functions is malleable, it is important for us to help train young children in their early childhood, especially when they are critical cognitive skills for success in life. In this video, Professor Hwajin shares with us how Executive Functions carries fundamental implications for adaptive cognitive functioning and integrative cognitive capacity in young children. Her research areas covers the theoretical and empirical investigations of a wide range of linguistic functions including how bilingualism helps activate two linguistic systems and how bilingualism can help improve mathematical reasoning and emergent numeracy skills.
She also discuss about how the overused of mobile phones may contribute to a negative emotional impact on young children and how parents and teachers can play their part to change the sociocultural norms which can help in their young children’s Executive Functions developments.


"Early moments matter in a child’s life, more than many of us realise.
The first 1,000 days in a child’s life have a profound effect on their health,
development, ability to learn - and even on their lifetime earnings.."
- Tony Stuart, UNICEF Australia CEO
Just 15 per cent of three-year-olds in Australia attend early learning, compared to an average of 69 per cent in other developed countries. Developmental vulnerabilities including language and cognitive difficulties affect 1 in 5 Australian children starting school, with even more in areas of socio-economic disadvantage.
Aboriginal and Torres Strait Islander children are half as likely to attend preschool as non-Indigenous children and are more than twice as likely to start school with developmental difficulties.
We know if children fall behind in the first five years of life, this ‘lost education’ is incredibly difficult for them to catch up.
Access to early childhood education for families, also provides many benefits for parents, whose wellbeing is critical to the wellbeing of the child.
During times of crisis such as now, childcare provides mental health respite for parents who are under stress, it provides time for parents to seek employment or further training, it provides parenting support and resources, and a network of carers and other parents to lean on.
During times of crisis and beyond, it’s imperative we have structures in place to support our most vulnerable. This must include equal access to quality and affordable early childhood education and care for every child and every family. While this is not likely to be a free system for everyone, we shouldn’t make the mistake of reverting back without realising the opportunity to remove some of the barriers to participation for Australia’s most vulnerable children.
Already, Australia is lagging in early childhood learning, ranked below the OECD average in access, participation, affordability and investment in early childhood education and care. We cannot afford for Australian children’s learning to be further compromised.
A continuation of targeted investment towards vulnerable children in early learning would be money well spent to give all Australian children an equal start. This begins with a continuation of the current free childcare until the end of the Job Keeper period. We must ensure that disadvantaged children and struggling families are not the first to be impacted by a premature withdrawal of Government support.


The definition of education not only inculcates the attainment of knowledge and insights, but it is rather a broad, philosophical concept of the process of understanding and learning about the society. School and many other such institutes are providing the facilities of education, their basic purpose is to educate the child, help them in understanding about new concepts, basic affairs and lastly, the general knowledge. Apart from that, the management of such institutes is also responsible to initiate co-curricular activities; that includes sports and athletics as well. All over the world, sports have become an essential component of various schools and college’s management. Their fundamental objective is dual; they seek to assist students in the worldly knowledge and then later on, try to instill the elements of sports within them. As they are the youth and more active and sporty, their minds are diverted towards more productive and constructive activities such as sports. Every day, they organize various sports which include football, basketball, volleyball and in some cases tennis as well as cricket. There are other reputable institutes that have allowed their students to use the facility of swimming pools within their premises. With sports comes injury, the management is also aware of that and some of them have taken excellent measures to reduce such incidents which take place every year. They make sure they play safe, the students are under the constant guidance and lastly, they are provided with good medical treatment, if suffered from injuries. Let us discuss, what and how, these measures can be taken and in what they have proved to be useful for the betterment of children, physically and mentally.
Visit a Doctor
As a parent, you should be aware of the happenings and activities your child is interested in school. Every child wants to play sports, but some of them are physically fit for the purpose. Instead of allowing your child to go directly into the playground, make sure, you are taking you are starting off by taking your child to a pediatrician first. This quick check up will let you know whether your child is physically fit for any hard work or not. Moreover, a doctor will be able to make the diagnosis and will also suggest various tips for a safer sport.
Be Easy on Yourself
Being motivated and enthused enough for any activity is a positive sign, but allowing your unlimited enthusiasm and passion can lead towards excessive and unwanted strain and stress on the mind and body. Especially, for the younger lot, their minds and bodies are not well equipped to counter strain, they should be kept far away from such tensions. A qualitative research has proved that overusing yourself, without continuous breaks, injuries are more likely to happen. Hence, children should take a day or two off to get used to the excessive strain. Make sure, your child is indulged only in a limited amount of sports.
Water is the Best Answer
With infinite and unlimited intake of water, a body remains fresh and healthy. Apart from being hydrated before the game, it is essential that a child is drinking countless glasses of water throughout the day. This way, no heat strokes as well as heat illness will negatively impact your child and during the sports or any physical activity, they should be allowed a water break.
Well Trained Coach
Lastly, for a safer sport, make sure the coach is well instructed and is trained by having a professional degree. The coach must be an expert in CPR and other first aid activities. Moreover, they should be prompted in conducting first aid responses if a child falls ill.
Author Bio: Alice John is an experienced elementary school teacher with a Bachelors in Elementary Education and Master’s in education policy and management. She passionately pursues her interests in child psychology and motivation tips and the need for improved educational polices via writing blogs and articles on these subjects. She can be contacted for a consultation through Essay help website


Our Montessori elementary education program takes into account the child’s growing transformation from one who learns through concrete examples to one who can learn from and make abstractions. Consequently, one finds an array of educational hands-on materials, sequenced and structured to guide the child through the passage from the concrete to the abstract. These materials span lessons of language, mathematics, and cultural subjects.
The elementary child’s interests have broadened from the family of the primary classroom to the world at large. Interest-based research becomes an integral part of the elementary child’s curriculum and is supported by lessons in the basic skills of reading, writing, grammar, and spelling.
As the child’s skills, discoveries, and understandings expand, the elementary curriculum accommodates the child’s advancing abilities with a broad-based cultural program including geography, history, botany, zoology, physical science, art, and art history. These are intended to equip the child with the survival skills of the culture.
Special lessons are also given in art, foreign language, music, computer literacy, and physical education. Curriculum-related field trips complement the classroom experience.
The Montessori elementary family is divided into Elementary I for children 6-9 years of age, and Elementary II for children 9-12 years of age. This affords the child the opportunity to work on different levels of difficulty depending on the child’s individual skills and interests rather than being restricted by artificial grade level barriers. Once a concept is mastered, the child moves on to the next concept, regardless of the placement of fellow students. In this way, the child’s individual learning needs are met and enhanced.
Because the child is naturally curious and interested in learning, every effort is made not to interfere with the child’s own learning style by comparing children, encouraging competition between them, or evaluating work by the use of letter grades. Instead, attention is given to preserving the child’s sense of self by respecting the child as one who counts.
Because the elementary child is becoming more socially aware, sensitivity is used in teaching interpersonal skills of communication. Problem-solving strategies are explored and implemented in an effort to guide the child to the democratic principles and responsibilities of social interactions. When problems occur, solutions rather than punishments are sought. Mutual respect, consideration, cooperation, and fairness are cornerstones of this work.


Transition news from the Science Faculty
Hi, Year 6. A very warm welcome from us all in the Science Faculty.
We are writing just to say a big hello from all of us and to tell you a little bit about what you can expect to learn in Science in Year 7 from September in Pontypridd High School. We are so excited for you all to come into the laboratories and learn some new scientific concepts through practical work. You will all start with the ‘Safety’ topic where you will learn to use the science laboratories and equipment. You will be taught how to use the Bunsen burners and chemicals safely as well as how to use some other scientific equipment you may not have used before. We find this topic is excellent for displaying the safety skills you will need to use in a science laboratory for your whole time at Pontypridd High School. After you have passed the safety topic you will then all study different topics at different times but you will get to learn them all at some point in the year so don’t worry if one of your friends is doing something you feel would be fun, your time on that topic will come. In Year 7 and 8 we teach science in projects so you will be learning STAY SAFE STAY HOME PAGE 8 lots of different bits of science in one topic which has a theme and big question. Our projects include “What makes an organism?” & “How do animals survive?” as well as “How do my electronics work?” During Year 7 we want to help you to develop your scientific skills as well as scientific knowledge. Your lessons will help you to develop the skills needed for scientific enquiry, including predicting, observing & concluding. As well as this science lessons are excellent opportunities for you to develop your literacy and numeracy skills. We are all looking forward to meeting you in September. We hope you have a lovely summer break and stay safe. To help prepare for September you can continue to practice your literacy and numeracy skills and take some time out of your day to think about the science that is around you (e.g. how are the plants growing and why does a cake only bake with heat?). Stay safe Year 6 and we will see you in September. Science Faculty.


Reading Now Available for Everyone!
By Carole Richards
Meredith and Paige believe there are students in our schools that are unable to ever learn to read! This troubling statement says there are most likely some teachers and administrators with the same belief.
Bruce Meredith (former general counsel to the Wisconsin Education Association Council) and Mark Paige (assistant professor of public policy at the University of Massachusetts-Dartmouth, specializing in law and education) recently wrote in an op/ed article about the U.S. Department of Education, “Education Dept. has done what little good it could do.” (Los Angeles Times, January 9, 2017.) They state, “Rather than admit the impossibility of proficiency for all students, the Education Department took a hard line.”1
Reading Success for Over Thirty Years
For three decades, we have been successfully teaching children and adults of all ages and abilities how to read. Take Katie*, a sixteen-year-old with a forty IQ. Yes, you read that correctly, her IQ is forty. Katie now reads fourth grade chapter books. And Peter*, a high school graduate with a 55 IQ, reads at a fifth to sixth grade level.
While Katie and Peter may never read War and Peace, their reading skills will allow them to:
• Fill out a job application
• Read a menu
• Read prescription instructions.
• Write a check. (You can’t write a check if you don’t know how to spell numbers and the name of the recipient.)
Why Are We Successful?
Because our tutors are trained in Richards Learning Systems® (RLS) multi-sensory phonics instruction, based on very sound research. RLS teaches children and adults to read at any IQ level; to read using phonics, correlating sounds with letters or groups of letters, and then blend them with visuals and touch. It uses 44 sounds, five patterns of vowels and consonants, and seven syllable rules.
RLS is based on a system developed in the 1930’s by neurologist Dr. Samuel Orton and two teachers, Anna Gillingham and Bessie Stillman2. The 1930’s system, called Orton-Gillingham, uses an organized structure of sounds, syllables and word patterns to enable students to identify unfamiliar words.
Students start with little words and then move to bigger words by breaking them into smaller pieces. These exercises develop reading, writing, decoding and spelling skills simultaneously. It is successful one-on-one, in small groups, and in classes.
Richards Learning Systems® is for Everyone!
RLS is effective with different learning styles and learning differences. By encouraging and supporting individual success, the program builds self-esteem and self-confidence. RLS also includes the National Reading Panel’s recommendations for literacy instruction, including phonemic awareness, systematic phonics, fluency, vocabulary and comprehension.
Richards Learning Systems® does more than just teach the word, it allows the child to hear the word, see the word, speak the word, play with the word, and now I’ve mastered the word. – Mary Jo O’Neill, Parent Advocate
A Commitment to Reading and Education
It is my commitment to ensure that every student we work with can function successfully in our world. To learn more about Richards Learning Systems® and our partnership with the Cleveland Metropolitan Schools, please visit www.cei4learning.org.
*These names have been changed to protect the privacy of the individuals.
2Gillingham, Anna and Stillman, Bessie W., Remedial Training for Children with Specific Disability in Reading, Spelling, and Penmanship, 1940.
Carole Richards is president of North Coast Education Services, president/director of the Academic Fun & Fitness Camp at Lakeland Community College, and author of Richards Learning Systems®. She is a frequent guest on radio and TV. She can be reached at email@example.com.


music training, music education, academic achievement
Music education has been a key part of human culture for thousands of years (Cartwright, 2013). As children often begin to receive musical education during grade school, many researchers have begun to investigate whether musical training may benefit other areas of academics. This literature review evaluates the overall effectiveness of musical training on academic performance for three different age groups: pre- and elementary school children under 12 years old; middle and high school-age adolescents between 12 and 18 years old; and college and university students over 18 years old. Musical training here includes instrumental and vocal training, as well as instruction in musical theory. Various studies indicated that children and adolescents who received music training had higher academic achievement (Wetter, Koerner, & Schwaninger, 2009). In addition, college-age adults who had received music training in college exhibited better memory, which in turn can bring about better academic achievement (George & Koch, 2011). This review provides evidence for the support of music education programs in schools and in the private setting in order to help children reach higher levels of academic success.
"School of Rock: The Relationship Between Music Training and Academic Academic Achievement,"
Intuition: The BYU Undergraduate Journal of Psychology: Vol. 13
, Article 9.
Available at: https://scholarsarchive.byu.edu/intuition/vol13/iss2/9


Covid-19: Music in Schools
You should continue teaching music, dance and drama as part of your school curriculum, especially as it builds pupils’ confidence and supports their wellbeing.
Schools can continue to engage peripatetic teachers during this period, including staff from music education hubs.
All of our in school teaching activities have been comprehensively risk assessed in-line with the latest DfE and Government guidance alongside advice issued by Music Mark and should run in accordance with each school’s own risk assessment.
If you have any questions about music in your school please Get in Touch
Benefits of Music across the Curriculum
- improves memory by stimulating both hemispheres of the brain
- has unrivalled connectivity across the whole curriculum
- correlates with improved progress in a range of other subjects
- is highly effective as a strategy for school improvement
Music and Wellbeing
The benefits to pupils participating in musical activity in terms of their wellbeing are also well-known and backed by thorough research:
We continued to teach over 400 students remotely through the school closure period and parents and schools have recognised the benefits this brought.
CMS Staff returning to Schools
- Our teachers have detailed guidance on how to create a safe working environment for themselves and their pupils to complement each school’s individual arrangements
- All our activities are assessed using the CCC Covid-19 Risk Assessment for Peripatetic Staff focusing on visiting different schools and CMS Covid-19 Instrumental Lessons Risk Assessment
- focusing on the specific needs of teaching different instruments
- We have asked that our teachers request each school’s COVID-19 risk assessment
- To avoid excessive testing, we have requested that all teaching staff delivering for CMS take 2 lateral flow tests at home per week and provide us with the results. We are working closely with the LA and schools to meet these requirements.
All Music Lessons in School
Children and young people can engage in singing, wind and brass playing in school and without mitigating action with 2 metres distancing.
There is some evidence that additional risk can build from aerosol transmission with volume and with the combined numbers of individuals within a confined space. This is particularly evident for singing and shouting, but with appropriate safety mitigation and consideration, singing, wind and brass teaching can still take place.
Where teaching in schools is not possible, we offer online lessons in school or at home. Find out more about our online Safeguarding.


Five Easy Ideas for Making Change
Someone once said, "If nothing ever changed, there'd be no butterflies." Change is an important part of life, both on a personal and global level. Here are a few bite-size ideas to help change things for the better in your neck of the woods:
Five Bite-Size Ideas for Making Change
- Help your child understand the need for environmental protection and the role they can play in changing things for the better. Have them be in charge of gathering recyclables in your house and putting them into the bin, doing an environmental science project from ScienceBuddies.org, or watching a video on SteveSpanglerScience.com.
- Pledge to clean up a local open space, beach, or waterway with Ocean Conservancy, who says, "Be a part of sea change. Much of the trash on our streets and in our neighborhoods ends up in our waterways, beginning a long, slow march to the ocean. This trash then slowly degrades our ocean and impacts the food we eat and the water we drink."
- Nominate someone for 2012 AARP State Andrus Award for Community Service, someone who is an outstanding volunteer or who is very inspirational in getting others to volunteer and affect social change.
- Help the nonprofit I Am One in a Billion encourage positive climate change by taking a look at their Facebook page. This challenge is available through Sparked.com for a few more days.
- Design a flyer for Musically Minded Academy's "Celebrating Women Musicians" Concert Series, which provides an arena for positive change in the area of music education. This challenge is available through Sparked.com for a few more days.
Have you ever tried any of these ideas? How did it go? What ideas do you have for making change?


Promoting Gender Equality Among Young Children through Art
BACKGROUND & CONTEXT
Gender inequality is a major human rights issue. According to the United Nations, “Gender equality is not only a fundamental human right, but a necessary foundation for a peaceful, prosperous and sustainable world.” Though nature and severity of gender disparity varies from one society to another, no culture or country has so far achieved true gender parity.
Women and girls are not treated equally in any society, even today. The roles, responsibilities, status, access and expectations are different for the two genders. A great deal of discriminatory customs and cultures are normalized by people as ‘traditions’ and we fail to acknowledge them as discriminatory because of our unconscious biases.
Children are exposed to gender discriminations, often quite gross, not only in their family or surroundings but also from books, literature, movies, popular TV serials and shows, print and digital commercials and advertisements!
Toxic male masculinity, male dominance, eve-teasing have typically and traditionally been glorified in stories, novels, films in all cultures. Women are sexually objectified in TV and digital commercials by different industries all over the world. The roles, responsibilities, and nature of women in films, and books are too stereotypical and a far cry from ‘equality’.
If a child is exposed to certain experiences as a part of his/her normal developmental dynamics, they tend to normalize it and develop a great deal of unconscious biases towards that experience. These children would definitely grow up to replicate those experiences in their lives as adults.
Education has an important role to play in shaping up a child’s mind. Art Education has been recognized as a pivotal tool for Human Rights Education by UNESCO (Seoul Agenda, 2010).
Young children often build resilience, inter-cultural respect, and a great deal of awareness about their surroundings through Art Education. The best part of Art Education is it can effectively tap the subconscious mind of children, without them having to deal with the stress of traditional learning. Yet the lessons leave a deep and long-lasting impression in their minds.
PROPOSED EDUCATIONAL INTERVENTION: Colour for Equity / Equality through Art (CEEA)
We think, education through any form of art could be a very effective tool to address complex social and cultural issues like gender discrimination, gender stereotyping, rights and empowerment of girls and women.
We plan to introduce coloring books with images carefully created to break gender stereotypes, gender inequality and disparity through gender role reversal, and gender role equality to young children (5–7 years old). Each image will be carefully designed to have a strong yet simple message for young children to teach them that girls and boys, men and women are fundamentally equal.
We plan to get the images created by illustrators with a strong background in Human Rights Education.
As the first and pilot phase, we plan to develop and print these coloring books to 2–5 elementary schools students (of grades 1–3) in the San Francisco Bay Area.
As a long term plan, we envision to reach out to more schools and children in different states of USA.
We also have long term goals of undertaking similar projects on other complex human rights issues.


In my previous two posts in this Reflective Evaluation series, I detailed all the ways we found and evaluated data to show teen participants in the Satellite program became more reflective. So: did the interviews, exit slips, readability tests, and final projects all add up to a full image of the impact that a year’s worth of reflective practice can have on students?
I’m not sure we can ever paint a full picture of student growth in intensive programs such as this one. I do think combining all of these tools can help, though—especially if the evaluative tools actively support the goal of the program. The interviews, exit slips, and activities were all intentionally structured to be reflective, related to the outcome itself. This relevancy was key, not only in genuinely evaluating the program’s success, but also in supporting the students’ abilities through the methods themselves. It’s also important that we educators make the program goal transparent to the students. The Satellite interns knew from the beginning that they were working on reflective ability—this helped prime them to think reflectively from the get-go.
As far as impact beyond reflective capacity, I also want to share a few quotes from the teens themselves about their time in this program:
“I learned that I shouldn’t judge a book by its cover. When I first saw my piece I just thought it was a bunch of different colors and didn’t really think about it actually having a meaning. But now I’ve learned that it actually has a super cool meaning behind [it], and I never would have learned about that meaning if I hadn’t taken the chance to explore. So I shouldn’t be so quick to judge.”
“We had to give tours and I found out that I really like to work with children and art at the same time. I would like to pursue a career in art education for elementary school students.”
“I was able to change and evolve my way of thinking, now being able to look past the obvious… I learned that art holds all the answers to any questions anyone may have, you just have to search for it.”
From the other evaluation tools, we saw that the students developed their ability to reflect on themselves and their own performance. But as seen in the comments above, they were also able to develop skills reflecting on the world beyond them—the world of art history, their future careers, how they interact with other people. All of these are ways of thinking that are valuable for their futures, as they go to college, discover their passions, and pursue meaningful career opportunities.
I’ve shown how this program helped these students grow in many ways. What about the Museum itself? Have these students had an impact on our institutional practice?
Institutions move at a slower pace than most programs, and if change and impact are complex to measure in sixteen individual students, then it’s multiplied tenfold for an organization that serves hundreds of thousands visitors a year. Even so, over the past few years, the work of teens in our programs has slowly but surely worked its way into the daily fabric of the Museum. Teens have interviewed artists on behalf of the institution. They have advised docents on ideas for giving tours to high schoolers. Their video projects will be part of on-site and online Collection Resources at the Museum, as well as our Archives, for all visitors to access while learning about works of art.
Ultimately, evaluation and impact are ongoing, a grey area that has a lot in common with the act of teaching itself. When done well and intentionally, evaluation doesn’t just show if we’ve met a goal. The tools we use to evaluate ideally become part of our teaching practice, because they reinforce the very abilities we are trying to help our students develop.
Adapted from an essay originally posted on ArtMuseumTeaching.com.


Andy Warhol was a famous pop artist from the United States. He used his works to analyze the connections between celebrity culture, artistic expression, and advertising. His work was known for traversing different kinds of media which included painting, film, photography, sculpture, and silk-screening.
Andy Warhol was the fourth child in his family and was born in Pittsburgh on August 6, 1928. In his early life, Warhol had the nervous system disease called Sydenham's chorea which made him begin fearing doctors and hospitals as he underwent treatment. Warhol was a bedridden child due to illness and was forced to stay with his mother at home as a school outcast. As Warhol spend most of his time in bed, he listened to the radio, drew pictures and collected those of movie stars near his bed. It was during this period that he developed his art skills, alongside his preferences and personality.
During his teenage stage, Andy Warhol received the Scholastic Art and Writing Award, and he wanted to study art education after completing his secondary education. However, he changed his plans and studied commercial art as well as serving as a director of arts of Cano, the student art magazine. In the 1950s, Andy Warhol dedicated his career to advertising and commercial art where he became a designer for Israel Miller, a shoe producer. He continued to develop his art career through various exhibitions and in the 1980s, he was in financial success and re-emerged in critical success since he had made many prolific young artists.
Andy Warhol's Techniques
Warhol's primary style was silk-screening, which was among the various media that he spanned. Some other techniques that he used include the oxidation paintings, acrylic painting, and watercolor painting. Warhol described his methods as all-time crying holy pictures since the techniques had dripped paint on canvas.
One of the outstanding paintings that Warhol painted is the Banana that he drew in 1966. The banana print was a cover of the debut album by The Velvet Underground band that he was managing at the time. Coca Cola is another famous art that Warhol created in 1962. The art, which features bottles of Coca-Cola, represented modern mass consumerism. The painting was one of the most expensive pieces of art ever created by the artist and was sold for $57.2 million. In 1982, Warhol created another famous art of Mickey Mouse which was one of the fictional characters of a Myths-series he had created with silk screened portraits.
Andy Warhol has been the topic of several books, documentary films, feature and retrospective exhibitions. Also, the museum in Pittsburgh (his home city) was named after him, and it has a wide range of permanent archives and art collection. The Andy Warhol Museum is the largest museum in the US to be dedicated to the legacy of one artist. Besides, a significant portion of Warhol's creations is highly valuable and very collective. For example, his painting, Silver Car Crash of 1963 was sold for the highest price of US$105 million.


6 Prep Worksheets Life Science Biologist Budget Halloween
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3 Guided Oral Input Overview
In this course, you will receive a PDF of the Guided Oral Input Overview, with links to eight low-prep, simple "Go-To" strategies for Description and Narration, to make your job of leading your class in language interactions easier and less stressful, plus links to four "Next Steps" Narration strategies that you can try out once you and your students get your "sea legs" under you with communicative language teaching, plus links to...
The complete text of the Stick Figure Guide to CI: 73 pages of stick figure step-by-step guidance on foundational skills to staying comprehensible in the language
A graphic guide to using Personal Writing Goals to differentiate the Guided Oral Input for heritage speakers, native speakers, and other advanced students
PDFs, demo videos, and sample PACE (Presentation, Attention, Co-Construction, and Attention) lessons to teach required vocabulary and grammar in context.
You will be able to view a recorded webinar (76 minutes) with Tina Hargaden to explore the PDF, learn about what "Guided Oral Input" means within the context of the Daily Instructional Framework, and get tips on how to use the resources in the PDF.
Just a small sample of the goodies that you can link to from the PDF!
This one is FILLED with awesome resources!
Get ideas on how to ramp up your students' language interactions using the Daily Instructional Framework that forms the basis of Stepping Stones materials, or any instructional framework you have found works well for your students.
Tina Hargaden has been a language and literacy educator for 17 years, and has taught middle and high school English Language Arts, Reading, Social Studies, French, Spanish and ESOL. Her passion is supporting teachers to strengthen their literacy instruction, design courses that foster efficient and lasting language acquisition, and implement authentic performance assessment, because it is her firm belief that when we shift our language instruction to a proficiency stance, we help ensure equitable access to academic success for more students. She lives in Portland, Oregon and is the founding director of the World Language Proficiency Project and CI Liftoff. Tina is the author of the book, Foundations: A Natural Approach to the Transition Year, which provides step-by-step guidance for a year of communicative, proficiency-oriented World Language instruction. She has presented and keynoted at numerous state, regional, and national conferences, worked with many school districts and departments, and given workshops and institutes to educators all over to support them in strengthening language outcomes for all students. To inquire about having Tina come to your town, please email [email protected]
Frequently Asked Questions
This is worth way more than $12.00, but I want you to have this information so much that I am selling it super low. Just click that button and get on it! Anyway, if the webinar bores you (unlikely; I am pretty amusing and have lots to share with you) or the resources don't thrill you 1000% you can always get your twelve bucks back if you let us know you want a refund in the first 30 days.
Just click that button...you know you want to!


Second Grade Curriculum
Reading: In second grade, students build fluency, increase reading stamina,
and refine their decoding skills. Second graders will be able to comprehend
grade level-appropriate text using reading comprehension strategies including
using schema/making connections, visualizing, wondering/questioning,
making inferences, determining important ideas, and understanding text
Writing: Second grade students use and understand the writing process.
Students begin to make editing and proofreading a part of their writing
process. They write a complete paragraph that develops a central idea.
Students write pieces in a variety of genres.
Spelling/Conventions: Students use more accurate spellings of high
frequency words. Students use common spelling patterns correctly Students
consistently use end punctuation and beginning capitalization in their writing.
Students are introduced to increasingly complex mechanics in writing.
Speaking/Listening: Students will learn to organize oral presentations to
maintain a consistent focus, including telling stories or recounting events in a
logical sequence and reporting on a topic with supporting facts and details.
Students will learn to speak at an audible pitch and at a moderate pace.
By the end of second grade, students understand and use place value up
through 1000. They are able to add and subtract 2 and 3 digit numbers and
have been introduced to multiplication and division. Students learn about
geometry and fractions; collecting, representing and interpreting data; time,
money, and measurement. Throughout second grade, students develop
multiple strategies for problem solving and are able to communicate their
mathematical thinking to others.
Second grade social studies focuses on comparing “then and now.”
Students compare and contrast their lives with those of their ancestors. They
read about individuals that have made a difference in others’ lives. They learn
about the ways that groups and nations interact with one another and are
introduced to the roles and interdependence of consumers and producers.
Second graders continue to develop map skills.
In life science, second graders learn about plant and animal life cycles and
understand that life stages vary by species. In physical science, students
explore the use of varying kinds of force to affect the motion of objects
through the use of gravity, magnets, and simple machines. In earth science,
students study basic geology.
Dance, music, theater and visual arts:
Second grade includes Performance of dance, music, drama and art, as
well as direct instruction in these art forms.
Second graders present a musical to both to the student body and to parents.


Kindergarten-Why So Many Bones?
The students performed an inquiry investigation to help them understand why each of our fingers have 3 bones. The students timed themselves putting pegs into a foam board in the first test, then taped their fingers to simulate having only 1 bone per finger and performed the same test. The students learned that Scientist refers to a person who asks questions, makes observations, and investigates ideas in order to acquire knowledge and/or solve problems.
1st Grade-Mystery Beads
In this inquiry experience, the students learned about the sun's Ultraviolet rays. We discussed the ways the sun helps us, and ways we can protect ourselves from harmful UV rays. The students received "mystery beads" that look white. After testing the beads with heat and light, the beads remained white, but when exposed to UV light, the beads changed color.
2nd Grade-Investigating Erosion (2)
While conducting an investigation using a sand model, the students observed and explained ways that wind, water, and natural disasters change the shape of the Earth. In this lesson, students recorded their observations and conclusion to the findings in their Launch Logs.
3rd Grade-Seed Solutions
At the end of our last lesson, the students began growing pea plant seeds. Using 3 generations of seeds, the students identified the color of the stems and determined the dominant (purple) and recessive (green) stem colors. Using the Punnett Squares, students determined the parent plant genotypes and how these genotypes were passed on to the crossed plants creating the possibility of green and purple stems in the 3rd generation of plants. The students created an Educreations (iPad app) presentation with photographs, text, and a voice-recorded explanation.
4th Grade-Data Collection & Display (3)
Using the Tynker iPad App, the students are learning to code their first game by following step-by-step directions. The students coded the characters in the game to respond in an effort to gather data. Each time one of the characters touched another character, a count was displayed on the screen.
5th Grade-Mystery at School (3)
There is an illness spreading at our fictional school. The students learned about bacteria and viruses as they distinguished between communicable and noncommunicable diseases. By reading through the patient information, the students found correlations between each student's symptoms and communicable diseases to diagnose the students. In the next lesson, students will begin looking at connections between the students to determine Patient Zero and how the illness spread.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


Firstly sorry about the lack of uploading its been a very busy few days. How are you all doing? I hope your all keeping safe and well.
Todays blog we bill based on water play activities and how these benefit children. Although when in school or nuesery, waterplay is something we are unable to do due to covid-19 as children are not able to share water. Water play can act as a sensory base for children to explore textures and how things feel. When playing in water children will be developing socially and emotionally as they can play with the water aside other children. Children can communicate with other children and staff about what they are experiencing. Children will learn turn taking in the water and learn to play with children also. Children will be developing emotional skills by joining in with each others play. Water play can be therapeutic for some children as they can find the sensation of water running through their hands relaxing. In opposition to this children can let off energy and develop motor skills at the same tine by spalshing , jumping and kicking in the water.
Here is how you can make waterplay fun and educational.
1. Adding sea animals to your water. Ask childre questions about what animal they have? What size is their animal? Does their animal float? Does their animal make a noise? Children will be using critical thinking and communication skills here.
2. Provide jugs and funnels. Children here can scoop up water and practice emptying and filling containers. Chidlren can watch the water fall through the funnel and feel this with their hands. Children will be using motor skills to control aswell as hand eye co ordination.
3. Add foam letters and numbers. You can ask children to find specific letters or numbers and pass them to you. Here literacy and numeracy skills are being developed. Children will be developing amd begining to follow your instructions when doing this. Instead of making the activity adult led you can observe the children and see what they say the letters and numbers are.
4. Pour food colouring in the water. This will be a great sensory activity for children. You can ask children what colours they would like to add and encourage them to mix colours together. Pbserve the children to see if they are able to identify the colours correctly.
5. Add floating and sinking objects. You can talk to the children and see if they are able to discuss what objects are sinking and what objects float. You can ask them why this happens. Chidlren here will be thinking critically and using their imagination.
I hope you enjoyed these few ideas and will habe fun trying them out.
Love Mamma x


6 Tips for Teaching in a Diverse Classroom
How much do you know about the cultural and linguistic backgrounds of your English learners?
According to one researcher, this knowledge plays a key role in successfully teaching students for whom English is a second language.
Read our Educational Equity White Paper:
In her article, Arlette Ingram Willis says,
“Effective literacy instruction builds upon the cultural and linguistic backgrounds, ways of making meaning, and prior knowledge that all children bring to the classroom. Such instruction also acknowledges the important role of culture in language and literacy learning. Understanding and respecting the array of different cultures and languages represented in their classrooms helps educators adopt strategies for teaching literacy that will encourage and support student achievement.”
In other words:
It is as important to know the student as it is to know the subject matter.
Here are six types of knowledge you can develop to help your English learners succeed in your classroom.
Cultural Diversity in the Classroom
- Learn about your own culture
Become aware of how the influence of your own culture, language, social interests, goals, cognitions, and values could prevent you from learning how you could best teach your students of culturally and linguistically diverse backgrounds.
Also, understanding and respecting your own cultural roots can help you respect your students’ cultural roots.
Learn about your students’ culture
Understand how your students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. Use that understanding to help your students feel welcomed, affirmed, respected, and valued.
Understand your students’ linguistic traits
Learn how students’ patterns of communication and various dialects affect their classroom learning and how second-language learning affects their acquisition of literacy.
Use this knowledge to inform your teaching
Let your knowledge of your students’ diverse cultures inform your teaching. This, along with a sincerely caring attitude, increases student participation and engagement.
Use multicultural books and materials to foster cross-cultural understanding
Sensitively use multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding.
Be open to a variety of instructional strategies as students’ cultures may make certain strategies (such as competitive games or getting students to volunteer information) uncomfortable for them.
Know about your students’ home and school relationships
Collaborate with parents and caregivers on children’s literacy development and don’t rely on preconceived notions of the importance of literacy within your students’ families.
Acquiring this rich store of knowledge may seem overwhelming, but whatever investment you can make will be well worth the time and effort
Make it a career-long goal to build your knowledge bases a little piece at a time.
At the very least, notice how your students with diverse backgrounds react differently to various language and literacy teaching strategies and be willing to modify your approach to find mutual success.
Do any of these suggestions ring true for you?
Have you had success using one or more of these strategies in your classroom?


The recently launched ‘Sounds of Intent in the Early Years’ research report provides powerful evidence that every child should have the right to access music.
Originally posted on Music, arts & charities communications blog:
If, like me, you find that it’s a constant battle to make sense of all the…
‘Music for Change’ 2015-18, is a multi-year programme which enhances children’s early development and improve rates of school readiness among pre-school children in northwest Westminster, an area of multiple deprivation, and it has reported on its first year.
Early childhood music training can lead to improvements in both musical skills and language skills, according to Dr Sean Hutchins at the Royal Conservatory of
Researchers at the University of Southern California have studied the effects of music training on brain activity.
In this new podcast, Anita Holford, co-editor of Music Education Works, is talking with Liv McLennan, who is a community musician and a specialist in early years music.
Professor Susan Hallam’s research found that regular beat-based music making sessions can improve the reading skills of 11-12 year-olds.
Edward R Howe, associate professor at Thompson Rivers University in British Colombia, Canada, asks what can be done to support and encourage music education for all?
This post will be updated each time we add music education news and reports which are relevant to England.
“Music is universal, it is magical, and it is omnipresent. Why would we be okay with our schools not having music?” asks Suzanne D’Addario Brouder in her blog on The Violin Channel.
An interview on Kinderling Radio in Australia with Anita Collins, professor in neuroscience and child education at the University of Canberra, about how music can help your child’s brain grow from the very beginning.
This page contains opinion articles on music education in the UK and around the world. You can also visit our other pages on news, resources, and campaigns.


Us Landform Map For Kids
Applied Coastal Oceanography Landforms of the USA | Homeschool . Mr. Nussbaum USA United States Landforms and Activities Activities. landforms of the united states of america | Homeschool social . Physical Maps and Legends Second Grade Geography
- Pin on Teaching Resources.
- Maps of Landforms | Landforms VIDEO for Kids | Grades K 2.
- Major U.S. landforms and rivers | Us geography, Usa map .
- 3rd Grade: Research Page Interactive Maps http://education .
The United States, from U.S. Landscapes Kids Discover
Mr. Nussbaum USA Texas Activities. Geography: Make Your Own US Physical Map Project | Map projects . Silver Dolphin Teaches Kids the States On the Go The Toy Insider
- Read About Maps & Landforms | Science for Kids | Grades K 2 [PDF]
- Landforms of North America, North American Mountain Ranges .
- Landforms Webquest.
- Map It! Jr Landforms Boardbook: Rand McNally: 0070609020891 .
- US Landforms And Bodies Of Water | Landforms and bodies of water .
This is a beautiful interactive map of the western states. Simply . Native American Dwellings. The Open Door Classroom: 3D Landform Maps! | Social studies .
Mr. Nussbaum USA United States Landforms and Activities Activities
The Open Door Classroom: 3D Landform Maps! | Social studies . Landform Coordinates Map Grid Worksheet for Kids. tmjackson / Map Skills | Landforms and bodies of water, Landform .


Partnership to address racism and support a culturally safe health care system
OTTAWA, ONTARIO – January 28, 2021 – The National Consortium on Indigenous Medical Education (NCIME) is a partnership between the Indigenous Physicians Association of Canada, the Association of Faculties of Medicine of Canada, the College of Family Physicians of Canada , the Medical Council of Canada and the Royal College of Physicians and Surgeons of Canada, and was formed to implement Indigenous-led work streams that will reform Indigenous medical education and contribute to the delivery of culturally safe care.
Funded by the Government of Canada, NCIME will provide leadership and support to partners as they fulfil their collective responsibilities to respond to the UN Declaration on the Rights of Indigenous Peoples, the Truth and Reconciliation Commission’s Calls to Action, and the Missing and Murdered Indigenous Women and Girls Calls for Justice.
There is a clear need for a safe health care system that responds to the needs of all. Given the ongoing racism experienced by Indigenous patients and Indigenous medical learners, urgent action is needed so that the health and health care rights of Indigenous Peoples are fulfilled. Ensuring Indigenous Peoples access to care is high quality, culturally safe and free of racism begins with Indigenous-led systemic change in how medical professionals are instructed and evaluated.
“The National Consortium on Indigenous Medical Education is an important step towards addressing anti-Indigenous racism in medical education and health care. Training physicians who can practice medicine in ways that meet the needs of Indigenous Peoples requires Indigenous leadership, learning environments that are free of racism, and assessment processes that ensure physicians have anti-racism and cultural safety knowledge and skills. This will require widespread structural reforms, and we are committed to working with all partners to implement Indigenous-led solutions in health care education and service delivery.”– Dr. Marcia Anderson, Chair, NCIME
The Indigenous Physicians Association of Canada was formed to encourage and support First Nations, Metis and Inuit individuals interested in becoming medical doctors, to support those already in training or practice and to promote the work of its members in their many capacities and disciplines. As Indigenous physicians and students who are diversely rooted in our traditional teachings and our respective communities, IPAC members embrace and commit to collaboratively using our skills, abilities and experiences to advance the health of our nations, communities, families and individuals. IPAC provides knowledge for communities, national organizations and health providers and advocates for health system transformation including addressing anti-Indigenous racism.
Founded in 1943, the Association of Faculties of Medicine of Canada (AFMC) represents Canada's 17 faculties of medicine and is the voice of academic medicine in this country. Our member faculties graduate over 2,700 MDs per year; teach over 11,500 undergraduate medical students; train over 15,000 postgraduate trainees; employ nearly 48,000 full and part-time faculty members and undertake over 3 billion dollars of biomedical and health care research annually.
The College of Family Physicians of Canada (CFPC) is the professional organization that represents more than 40,000 members across the country. The College establishes the standards for and accredits postgraduate family medicine training in Canada’s 17 medical schools. It reviews and certifies continuing professional development programs and materials that enable family physicians to meet certification and licensing requirements. The CFPC provides high-quality services, supports family medicine teaching and research, and advocates on behalf of the specialty of family medicine, family physicians, and the patients they serve.
The Medical Council of Canada has a legislated national mandate to achieve the highest level of medical care for all in Canada through assessments that ensure all practising physicians have the foundational skills, knowledge and professional behaviours required. Every year, 14,000 medical students and graduates take our examinations, in Canada and internationally. We are committed to becoming allies who work to ensure cultural competence of physicians and to actively support anti-racism efforts in Canada.
ABOUT THE ROYAL COLLEGE
The Royal College of Physicians and Surgeons of Canada is the national professional association that pursues excellence in medical education, professional standards, and building physician competence. We protect the health of Canadians by helping physicians build skills, knowledge and expertise through lifelong learning and continuing professional development. We accredit the university programs that train resident physicians for their specialty practices, and we administer the examinations that residents must pass to become certified as specialists. In collaboration with health organizations and government agencies, the Royal College also plays a role in developing sound health policy in Canada. To find out more, please visit royalcollege.ca.


Downloadable ContentDownload PDF
Instructional Leadership: Facilitating Early Literacy Instruction
The purpose of this research study was to investigate the successful leadership strategies that principals use to support first-grade teachers with reading instruction. Teaching students how to read can be a daunting task. This research study was conducted in southern California and focused on the students and policies that specifically affect California. The research examined the historical background of early literacy and the multiple governance policies that have been put in to place to help instructional leaders and teachers teach reading more effectively; however, that has not always been the result. Reading data were gathered to identify three schools with the highest reading scores in one district. Multiple classroom observations of effective first-grade teachers and post-observation interviews took place with the teachers to gain insight on reading instructional strategies. Next, interviews with the principals were conducted to discover effective leadership strategies that were used to support a successful reading program. In this study, the reading instructional strategies that first-grade teachers used to implement a successful reading program included: looking at the whole child, direct instruction, vocabulary instruction, whole-brain teaching strategies, and a blend of whole-language instruction and phonics instruction. The effective leadership strategies that principals used to facilitate and implement a successful reading program included: supporting their teachers as professionals, using data, supporting teachers with instructional materials, using research, creating a positive culture, and using teaming or collaboration among teachers.
- In Collection:


Exploring Maps: Aminah Robinson’s Memory Maps and Imaginary Maps
Maps are endlessly fascinating. They tell us so much about what people think is important and how we perceive the world we live in. More practically they tell us where things are located. There are so many different kinds of maps with a myriad of functions too.
Among Aminah Robinson’s varied and diverse body of work she created “Memory Maps.” Her memory maps are long, and colorful images that plot out geographic locations and memorable people in her Near East Side neighborhood.
Many writers of fantasy and science fiction often design imaginary maps of to help themselves and their readers understand the fictional places they invent. Lord of the Rings author J.R. Tolkien made an imaginary map of Middle Earth where his epic story takes place.
Aminah Robinson used her memory maps to share the stories of Columbus’s past and to keep these memories alive.
Maps are also used by city planners, scientists, designers, and artists to imagine the future.
Federico Cortese creates beautiful aerial maps of non-existent cities
For this activity we invite you to create your own map. Think about how Aminah Robinson made maps of how she remembered her neighborhood. Is there a place that you remember? What did it look like? What were some of the people you met or knew in that place? You can also think about the imaginary maps created by Federico Cortese or inspired by J.R. Tolkien for inspiration. Is there a place that you wish existed? What does it look like? Does it have houses, rivers, roads, etc? Who lives there?
Once you have thought about your map and have drawn your image, don’t stop there! Use your Aminah Robinson studio in a box to really elaborate and embellish your work with whatever you find. The possibilities are endless.
Artwork and prompt created by April Sunami in partnership with Art in House by the Ohio Alliance of Art Education. Written by Jaden Taylor, an 18 year-old artist of Columbus, Ohio. “I’m an apprentice for April Sunami in Art in the House. I graduated from Fort Hayes High School, and I’m now attending Columbus State Community College. I love to do photography, but AIH has opened me to a lot of other visual art mediums!”
April Sunami is a professional visual artist primarily focusing on mixed-media painting and installation. She earned her Master of Arts Degree in Art History from Ohio University and her Bachelor of Arts Degree from the Ohio State University. Sunami is also an award-winning installation artist through the 2012 Columbus Art Pop-Up Project sponsored by the Greater Columbus Arts Council. Her work has been widely exhibited in galleries and museums including the Columbus Museum of Art, National African America Museum and Cultural Center and the Southern Ohio Museum. Sunami is married to writer and philosopher Christopher Sunami. They both live in Columbus, OH and co-parent two bright and imaginative kids.
Find a CMA Studio Challenge that speaks to you and share your creations on social media by tagging #myCMAstudio.
#myCMAstudio is a digital version of our drop- in program, Open Studio. Which is currently unavailable to the public due to Covid-19, and part of CMA’s JPMorgan Chase Center for Creativity Studio to explore ideas, solve creative challenges, and collaborate with friends and family.


How to Water Hanging Pots
A hanging basket is a growing solution for small spaces and decks, but plants grown in containers need special attention, especially when it comes to watering. The small amount of soil in a hanging pot dries out quickly, so you need to irrigate frequently. The wind also contributes to the drying effect of the soil. Hanging baskets typically need watered at least once per day, according to "Horticulture" magazine. Get into a watering routine to keep your hanging baskets healthy.
Press your finger into the soil in the middle of the pot about 1 inch deep. The plant needs water if the soil feels dry, according to the University of California Cooperative Extension. Check the soil every day. During hot months or dry spells, check twice per day.
Lower the basket if it hangs too high to reach comfortably. Suspend the basket from a deck railing or other object while you water.
Sprinkle water on the soil using a watering can or hose nozzle set to a gentle flow. Irrigate the pot until you see water running from the drainage holes. This is an indication that the soil is fully saturated. Water any other hanging baskets or potted plants in the same manner.
Water the hanging pot a second time to ensure it is adequately irrigated. This is particularly important when the soil is hard, because the water can run around the hard dirt instead of saturating it, according to the University of California Cooperative Extension. Several smaller applications of water within a short period may help the roots better absorb the water.
Place the entire basket into a tub of water if the soil becomes hard and won't absorb the water you pour on top. Allow the pot to sit in the water until the soil softens.
Based in the Midwest, Shelley Frost has been writing parenting and education articles since 2007. Her experience comes from teaching, tutoring and managing educational after school programs. Frost worked in insurance and software testing before becoming a writer. She holds a Bachelor of Arts in elementary education with a reading endorsement.


According to the European Network and Information Security Agency, “Awareness of the risks and available safeguards is the first line of defence for the security of information systems and networks.” Yet, given the number of data security incidents reported in the press recently that can be put down to human error or fallibility, it is clear that awareness of security issues is still not as widespread as it could be.
Governments are trying to address issues of awareness among the general public with initiatives such as www.getsafeonline.com from the UK providing an example of a website offering security awareness tips for the public. Also in the UK, lessons in safe use of the internet will become a compulsory part of the primary school curriculum from 2011 onwards in England to inculcate awareness of security issues among schoolchildren from a young age.
Initiatives such as these are needed and will be vital in protecting citizens in the future. However, too few of today’s employees have benefited from any education in security and even computer science courses are only just beginning to incorporate an element of security. Because of this, security training needs to be a core part of business education programmes provided to employees.
And providing security awareness training to employees will help to safeguard organisations from damage resulting from security incidents, but will also help them to ensure that they are in compliance with any number of industry standards and government regulations that they face as many demand that security awareness training is provided to employees, ranging from data protection acts to the Payment Card Industry Data Security Standards.
It is often said that business is all about people, process and technology. When looking at security, virtually every organisation deploys some sort of security technology to safeguard their business from attack, with anti-virus tools and firewalls almost ubiquitously used. Most also define processes that govern how the business runs, backed up by policies that outline procedures that must be followed and the behaviour that is expected of employees. But people are fallible, and just providing a policy does not guarantee that employees have read it, or, more importantly, understand its provisions.
In order to ensure that policies are adhered to, there are two essential elements required–communication and awareness. This is where automated tools come into play as an addition to training programmes. Such tools aid in the creation, review and publishing of policy documents, with the system being capable of sending out the resulting policy to all employees electronically, providing notifications for management and audit purposes when each user has read the policy. But that does not ensure that they have taken in and understood all elements of the policy and the behaviour that is expected of them.
To aid in this process, automated policy compliance tools are available on the market that provide e-learning, testing and evaluation modules to ensure that employees read and understand what behaviour is expected of them according to the provisions of the policy. This can include the use of security controls such as encryption of data on all portable devices to guard against data theft, the need to keep security applications such as anti-virus tools updated with the latest defences, or the imperative to never give their passwords or personal information out without validating who it is asking for that information, and why.
Such tools use libraries of questions that aim to educate employees about the provisions set and the behaviour expected of them, which can be used to test their level of knowledge and to ascertain whether or not further awareness training is required. Users can take the courses and tests at times set by the organisation, or can complete them in their own time, with notifications sent to their managers when courses have been successfully completed. Automation of such tasks also allowed an audit trail to be generated that can be used to prove that policies have been adequately communicated and that users understand their provisions.
The role of employee awareness of security is not being lost on organisations today, many of which have implemented training programmes for all their employees in recent months. However, most such programmes lack any way of ensuring that the training is effective and that employees really understand what is required of them.
With cost control an issue for all today, a means must be found of making that training as efficient, cost-effective and reliable as possible. Since awareness is the fist line of defence against the security threats that we face today, only by using automated tools that can audit the effectiveness of programmes and can ensure that no employees have missed out on training can organisations be sure that their defences are adequately manned.


TUCSON, Ariz. (KGUN) — "A" Mountain is a Tucson landmark with a rich tradition for University of Arizona students.
The mountain on Tucson's west side has also played a very important role in the history of the area.
"The desert is so, so alive," said Amy Spotted Wolf. "It has so much to offer for all of us."
Amy is the current Miss Indian Arizona. She has a true appreciation for the desert.
"Tohono O'odham, it means the desert people," she said standing near "A" Mountain.
For centuries, the Tohono O'odham have called the Sonoran Desert home. One of their villages was built in the shadow of "A" Mountain.
"Shon-uh-gum which is the black base," said Amy Spotted Wolf. "The bottom of the base is black. That's what we call them, that's what the O'odham named this mountain."
The name of that village at the base of "A" Mountain was named Stjukson.
"Stjukson, same thing, Stjukson means black base," explained Amy.
The name Stjukson eventually morphed into Tucson.
Amy says her ancestors would take refuge on "A" Mountain when enemies approached, because of the 360 degree view.
"The warriors, they would stand up on top and they would watch out and make sure that their families were protected, and all of the food, everything that we had harvested was protected."
The O'odham used it for their sentinels.
Centuries later, it earned the name Sentinel Peak as soldiers used it as a lookout during the Civil War.
According to Tucson historian David Leighton, it was also referred to as Picket Post Butte, complete with an old stone fort.
Now, the only arranged stones you'll find on top of Sentinel Peak make up the giant letter "A."
Legend has it that in 1914 a University of Arizona football player named Albert Condon, suggested to his civil engineering class that they should build a giant "A" on the mountain.
It took two years, a team of six horses, plenty of back-breaking work, and $397 to construct the "A."
It's 70 feet wide at the bottom, 160 feet tall and 5 feet thick.
The name "A" Mountain stuck. So have the traditions like starting homecoming week with the lighting of the "A" and the annual Fourth of July fireworks display.
Amy Spotted Wolf has a unique perspective on the mountain. She is also a U of A student, with an appreciation for that giant "A."
"It's something that Tucson's kind of known for," said Amy. "You go through Tucson and there's a big A on the mountain. That's cool. I'm really proud to be be here from Tucson, I'm really proud to be Tohono O'odham, and I'm really proud to be a U of A student as well."
Amy is majoring in Elementary Education in the Indigenous Teacher Education Project.
She says she is happy so many people now enjoy the scenic beauty of Sentinel Peak Park. She hopes that it will continue to be enjoyed for generations to come.
"We all have a really big love for this land, love for this mountain. Treat it with respect. Treat it with the same respect as you would treat your brother or sister, your mom or your dad."
"A" Mountain is right next to another Tucson landmark, Tumamoc Hill.
Amy Spotted Wolf calls them "brother mountains," since they both played an important role for the Tohono O'odham.


"Encouraging a lifelong passion for learning by providing
opportunities for every child to demonstrate excellence."
Frequently Asked Questions
Why Should we teach phonics?
The primary goal of phonics instruction, is to make children aware of the systematic relationships between letters and sounds, and that written, and spoken words are composed of letter patterns. Teaching phonics enables children to recognize words quickly and accurately which is a fundamental part of learning to read. They will also excel in spelling, and develop solid pronunciation skills.
When should we start teaching phonics?
Research has shown, that children who master the art of reading early, fair better at school than those who don’t. Therefore, the sooner you begin teaching children phonics, the better. Although a child as young as two years, will not have developed the skills necessary for writing, it is possible to introduce the alphabet letter names and sounds.
What is Systematic Synthetic Phonics?
Synthetic phonics is the process of teaching children to read through the blending of different letter sounds (phonemes) to make words. For example, pronouncing each phoneme in the word cat /c/-/a/-/t/ is a method that synthetic phonics employs when blending the different letter sounds / combinations together. Through this method, children synthesise the word and use this information to process and spell new words they hear or read.
A systematic and methodical approach to teaching synthetic phonics ensures that teachers follow a planned route to ensure the course produces consistent results. In the case of FootStep Phonics, children are taught the simplest sounds first, then progress to learn complex letter combinations. This technique provides the necessary foundation for future literacy and speaking skills.
Why should we choose the FootStep Phonics Program?
FootStep Phonics is a comprehensive 5-Step phonics instruction curriculum, consisting of Student Workbooks, Flashcards and a Teachers Manual that employs a multi-sensory approach, enabling you to bring your phonics sessions to life. Each step has been carefully levelled to comply with the stringent UK education requirements to help develop successful and confident early readers.
Why are the letters not introduced in alphabetical order?
FootStep Phonics has been developed in line with teaching orders suggested by various government educational departments, including the UK. The letter order has been chosen in such a manner so as to assist children in word formation from an early stage.
What age is STEP 1 best suited for?
Step 1 is best suited for ages 4 and above, as younger children whose fine motor skills may not be fully developed may experience difficulty in letter formation.
I want to use it with older children and don't want them to start at STEP 1. Is this possible?
Yes, with FootStep Phonics it is possible to have children begin at different levels. This can be done after assessing individual ability and can be employed individually or as a whole class by simply selecting which Step you feel suits them best.
We would like to try FootStep Phonics in our school. Do you provide trial lessons?
Yes. We want to ensure that you are 100% satisfied with our program before you incorporate it into your curriculum. Trial lessons are supplied free of charge to all schools in Hong Kong and we encourage you to register your interest in this service by contacting us.


YEAR 3 – 11 PLUS EXAM PREPARATION
What you do in year three very much depends on your child, which school they currently attend and your own motivations. Although we introduce the 11 Plus programme in Year three, the programme focuses on helping your child to perform to the best of their ability in the Core Maths and English skills.
Year Three Literacy Skills Development
1/ Breadth of Vocabulary
One of the common reasons for not getting through any selection test is not having a broad enough vocabulary. It is the toughest thing to fix and requires the most effort. Children who read each day for about half an hour have a much broader vocabulary than children who do not read or read only a two or three times a week. Improving vocabulary skills for 11 Plus.
2/ Good Spelling
Children need to be able to spell very effectively to do well in the 11 Plus and it is a core skill that will help them throughout their life. Many schools hand out a weekly spelling test of ten words. We would suggest a little more. Remember that primary schools tend to hand out spelling work which is suitable for the whole form; children who are hoping to be at the top end of the performance range will find that they improve more by doing some more complicated spelling work. Improving spelling skills for 11 Plus.
3/ Good levels of Grammar and Punctuation
Schools have recently started to focus more strongly on these core skills. However, as these are core skills children often benefit from a little more focus on them than schools can provide. We wouldn’t suggest you necessarily forge ahead in this area much faster than the pace the school is moving at but consolidation can be very valuable. Improving grammar and punctuation for 11 Plus.
4/ Improved core writing skills
Again while this is an area that is covered fully in schools the quality does vary from school to school and there’s no harm in doing a little consolidation work at home. Improving core writing skills for 11 Plus.
Year Three Numeracy Skills (Maths) Development
1/ Times Tables
Learning times tables is a rite of passage for younger children, many of us can remember reciting tables over the kitchen table or in time with a tables tape.
Nothing has changed, it is still absolutely essential for children to have immaculate times tables skills. The problem is that while this is covered in schools many children manage to sketch through it and have a good understanding but that isn’t good enough.
When children come across an 11 Plus test they might be asked to answer a question a minute, being able to calculate in your head is essential and if times tables are even slightly slow or occasionally inaccurate then unnecessary mistakes will be made.
Our message is simply that you should get involved with times tables and don’t succumb to pressure to stop too early. Without this essential skill, many children simply will not fulfill their potential in Maths. If you’d like some suggestions on what sort of materials to use to help your child then see our section on
The biggest single issue is that some schools and most parents give up on formally learning times tables too early. Once dropped they cannot be picked up again and any hesitation with tables hinders their ability to work quickly and accurately.
Many children have more skill than they give themselves credit for. Helping children outside a school environment is crucial if children are going to grow in confidence. Constant encouragement has a transformational effect. If children do not have the confidence to use their skills they will not progress as quickly as they could. This particularly applies to some girls.
3/ Rock solid four operations skills
Addition/Division/Subtraction/Multiplication are basic core skills but you’d be amazed how many children don’t really understand these things in depth and have not had sufficient practice to be able to work quickly and accurately. 10 minutes of calculation work regularly can make huge steps forward. The way to improve in this area is little and often with plenty of feedback and encouragement. improving maths skills for 11 Plus.
4/ Confidence with mental calculations.
Children need to develop the ability to work quickly and accurately in their heads. This comes with time. Doing a little work regularly does the trick and you’ll find in three to six months children will have made a leap forward.


Born in Solingen, Germany, near Düsseldorf, on January 7, 1830, Bierstadt was the fourth son of Christina M. Tillmans and Henry Bierstadt. At the age of two, Albert and his family moved to New Bedford, Massachusetts. No records exist of any formal art training in his youth, and it is widely believed that he was self-taught during his formative years. By the age of 20, he advertised himself as a skilled instructor of monochromatic painting. As he was considered an amateur artist, his fee of three dollars per day was extremely self-assured. Doubling as an instructor, he began to exhibit his first works in the small art circles of New Bedford.
Realizing that his chances for a successful career as an artist were limited in New Bedford, the young painter traveled to Düsseldorf to further his art education. His mother’s cousin, Johann Hasenclever—a leading painter, had promised to familiarize Bierstadt with the style of the renowned Düsseldorf Academy. Upon arrival, Bierstadt learned of Hasenclever’s death, yet he continued in his quest to learn the techniques of the area’s influential painters. The Düsseldorf School encouraged the use of dramatic lighting and meticulous brushstrokes which together, added a polished finish to paintings. Throughout his career, Bierstadt stayed true to this style, even when the buying public lost interest in his work.