Art as Experience (1934) is John Dewey's major writing on aesthetics, originally
delivered as ... In his major work, Experience and Nature (1925), he laid out the
beginnings of a theory of aesth...
Yes. ... Do Separate components work together to contribute to the wholeness of
a work of art? ... Yes, unity is the quality of wholeness in a work of art.
... of the artwork to make them work together and add to the wholeness of the
work? .... components work together to contribute to the wholeness of a work of
Sep 22, 2010 ... It defines a shape or form as separate from its surrounding space. ... Visual
texture is the simulated texture in a work of art that is .... careful placement of
repeated components which invite the viewer's ... Unity is the feeling that
everything in the work of art works together and looks like it fits. ...... Who...
... the organism, society, a work of art, a theory—may be regarded as a system. ...
Wholeness must be composed in a certain way, its parts are always related to the
... of whole the characteristic feature is the varying lifetime of its components. ... by
joining together ready-made parts, separate organs flying around in the air, ....
Sep 11, 2014 ... This is visible in the work of Rousseau, who argues that the .... The underlying
assumption that considers the individual separate from the ... leads him to the
practical consequence that it must create itself as a work of art ... First, we should
mention that Rousseau's work, made a significant contribution to the ...
Outside forces, however, may contribute to the individual's limited ability to ....
These techniques will also work well in conjunction with other types of therapy. ....
therapy focused on the wholeness of an individual's experience at any given
moment. .... In effect, the therapist says, "Let's be curious about your st...
that was embodied in the artists when they created the work. .... Balancing the
components ... society contribute to this happiness. ... who are undergoing
treatment for eating disorders, came together for three hours to participate ... I
was able to gain insight into three separate sections comprising the wholeness
strived for in.
Yin Yang is a system of recognizing how to separate out patterns in our life while
... I have found that a relationship that has the yin yang components is beautiful.
... Since we got back together a bit over two years ago I have discovered that the
... When you understand the energies at work within your own thoughts, actions, ...
To better compare holistic teaching in contemporary art education with these ...
Parker Palmer's educative work on transformative teaching and wholeness. .... In
the Introduction to his work Art and Visual Perception, Arnheim recognized that ....
He believed that art should contribute to the whole human being as a healthy ...


Encouraging Your Teen's Musical Talents
Brought to you by MENC: The National Association for Music Education.
Is your teen a music buff? Encourage his interests and talents with the following tips.
1. Expose your teen to all kinds of music.
Try listening to music that's outside your usual range: classical (opera, symphonic, chamber music), pop, country, folk, ethnic music of other cultures, jazz -- you name it!
2. Seek out live music.
Ask your son or daughter to attend a concert with you -- let her choose the event. Also consider visiting local clubs and churches noted for gospel, baroque, or contemporary music.
3. Participate, participate, participate!
Encourage your child to be in the school chorus or band. Have her invite friends over to play together. She can also share her talents in the community through your church, in talent shows and youth orchestras, or by volunteering to play at nursing homes.
4. Have your child play D.J.
Your teen can prepare tapes for you to listen to in the car or on a walk. Have him include some favorite music that he's currently listening to, or maybe a piece that he's performed on his instrument.
5. Help your child reach out to younger musicians.
This is a great opportunity for your child to try his hand at teaching. Summer music programs such as band camps, community center classes, and vacation church schools often need helpers.
6. Visit a museum.
Investigate any museums in your area that have collections of musical instruments -- ancient, medieval, baroque, and modern. Invite your teen to spend a leisurely afternoon with you or friends at the museum.
7. Check in on your child's music teacher.
Make sure that your teen's comfortable with her teacher. There needs to be a good personality fit between the two in order for the teacher to understand and motivate your child.
8. Ask your teen's opinion.
Encourage your teen to read reviews of concerts and newly released CDs in the newspaper or magazines. Help her think about what musical elements the reviewer focuses on and the criteria the reviewer uses to judge the performance or recording. If she attended the concert or has listened to the CD, ask her if she agrees with the review.
9. Work with your school.
Make certain that your child's school has a program that meets your teen's need to develop skills and knowledge in music. Students get more excited when they experience the full range of what's possible in their studies.
More on: Music


Education Online Degree
An education online degree teaches the fundamentals of how to educate students of all age levels in different types of educational institutions. Yet, there's a lot more to an education online degree than just teaching children the alphabet. With an education online degree education, you will learn the specifics of how to tailor your educational resources and techniques to fit any age group, and how to effectively convey important concepts.
Education Online Degree Success Factors
An education online degree requires a specific skill set to be successful in education. Successful education online degree students and professionals are very patient, level-headed, have excellent reading, writing, and comprehension skills, are good public speakers, and can interact with a wide variety of people.
Education Online Degree Majors
If you're interested in an education online degree, you have a variety of education majors to choose from. Education online degrees offer numerous majors in a variety of differing fields; they can range anywhere from elementary education, secondary education, and post-secondary education. You can choose which topic you are more interested in and pursue that specific field of education.
Education Online Degree Curriculum
The education online degree curriculum depends on the type of degree you are pursuing. Depending on the field the student chooses to pursue, he or she will learn the general concepts and then the specifics of the chosen area of interest. This can cover a wide variety of topics, including basic skills like small group communication, large group communication, and teaching a variety of different age groups.
Education Online Degrees
Depending on the level of education you have already completed, there are numerous education online degrees to match your level of education and your career and salary desires. Education online degrees offer degrees such as an Associates degree in Education, a Bachelor's degree in Education, or other degrees in Education.
Naturally, you're seeking an education online degree because you enjoy teaching and are very patient. You have a special skill and knack for communicating concepts to others in a way that they can easily grasp and understand. A degree in this field can prepare you for a job in a wide variety of settings including teaching in elementary online degrees, high online degrees, colleges, universities, or even in other fields such as medicine, technology, or science. You can also move on to professor positions as well. With this background, you can choose virtually any topic you know a lot about and find a place where you can teach it to others as well.
Featured Education Schools
Online Learning. At a higher degree.
Don't Miss a Day of Your Future


One of B.C.'s foremost experts on early childhood learning has died in London, England.
Clyde Hertzman, director of the Human Early Learning Partnership (HELP) and a Canada Research Chair in population health and human development in UBC's School of Population and Public Health, was 59 years old.
"British Columbia has lost one of its brightest lights in Dr. Clyde Hertzman," Premier Christy Clark said in a statement released today. "His trailblazing work on early childhood and human development attracted global attention. The research he led will continue to change lives for the better."
He was a senior fellow of the Experience-based Brain and Biological Development Programme and the Successful Societies Programs of the Canadian Institute for Advanced Research. In 2010, he was named "Canada's Health Researcher of the Year" by the Canadian Institutes of Health Research.
His research focused on how genetics combined with early childhood development can have monumental effects on a person's future, in part because of the way the young brain develops in response to environmental factors. He and his colleagues gathered data on kindergarten-age children, noting that the largest number of vulnerable kids actually come from middle-income families.
Clyde Hertzman discusses how genetics and environment interact in early childhood development.


Science, Technology, Engineering, and Math (STEM). Conceptua Math is focused on providing tools and resources to support a successful STEM curriculum. Our math product focuses on foundational skills and professional development approach supports empowering teachers make informed instructional decisions for their students.
Science, Technology, Engineering, and Math, better known as S.T.E.M. has, in one form or another, been a concern since the fading of the Sputnik era. Driven by the scores on any number of assessments, the National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMMS), and the Program for International Student Assessment (PISA:2006), there is a growing concern that U.S. students are falling behind those of other nations in the areas of science, technology, engineering and math. STEM is a encompassing “plan to win the future” by providing emphasis, funding, and resources to develop interest and programs that bolster interest in STEM.
We've taken the goals of STEM to heart. The Conceptua Math implementation approach is centered on helping teachers gain content knowledge and strategies so that they are better able to help their students be successful and excited about math. We want to help students conceptualize each topic so these concepts form a foundation for their success in the more advanced topics of mathematics.
Conceptua Math is comprised of tools, curriculum and resources that foster professional growth while providing a challenging, engaging environment for students. Each of the Math Tools is supported by instructional videos that demonstrate how to use the tools for teaching fractions topics. Our curriculum materials are all supported by sample lesson plans, model student-teacher discussions, and detailed examples of student misconceptions and key understandings that should be achieved. In addition to delineating key concepts and essential understandings, our instructional design includes a formative assessment that spurs teachers to have conversations with their students to address misconceptions and diagnose needs. Teachers can then choose support lessons to address student needs and provide the necessary level of intervention, including assigning practice with critical pre-skills. All of this support is aligned to the Common Core State Standards and a number of textbooks.
In addition to math curriculum and technology, we provide a variety of services to support the professional growth of teachers. The free videos give short snippets of ideas for addressing the teaching of fraction concepts. Our SOS implementation framework, used during our professional development sessions, provides an organizational plan that helps teachers grow professionally and provide students with a supportive environment.


Buddy reading system having positive results in Tasmania
Australian charity The Smith Family is encouraged with the progress of its student buddy reading program in Tasmania, aimed at improving reading development within the state.
Officially called 'student2student' it started on a national scale in 2000 and reached Tasmania in 2012. State general manager of The Smith Family, Alison Standen describes it as a 'cracker' of a program.
"We're looking to match students around the eight to 12 years of age with trained buddies that are from other schools that are at least two years older and more confident and accomplished in their reading ability.
"We train those students to be able to pause, prompt and praise to encourage and motivate the students," she says.
Program coordinators work closely with teachers to identify students who may benefit from the program which is targeted at school years three to eight.
"Over 18 weeks on average 20 minutes each time, two to three times a week those students read to one and other.
"More than 90 per cent of students who participate in this program improve in terms of their reading age ability," she says.
Because the students are getting practice reading it then impacts on motivation and confidence to continue improvement.
"There are a lot of benefits including for instance, confidence, self esteem, some additional reading resources going into the household," she says.
Of course the program wouldn't be possible without the 'buddies' who assist other students with their reading and they're also benefiting from the experience.
"We get wonderful feedback from our reading buddies because they get a sense of being able to support that student.
"They form some kind of a relationship with the student over 18 weeks and just a wonderful sense of commitment and support for that student and a feeling that they've been able to give something back to their community," she says.
According to Alison once the students begin to gain confidence through the buddy reading system they tend to choose more challenging and difficult material for themselves.
"They become more likely to choose more challenging material in the future and to persevere so that if they stumble on the first hurdle, they don't give up," she says.
A recent evaluation report released last year shows the program has been producing positive results and parents are keen to highlight the impact on their child.
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- Thank God It's Friday - 24th June 2016
- Rural Reporter: Picking and plucking saffron flowers
- Regional economies diversify in light of a downturn in mining and manufacturing
- Winemakers Tom Ward and Jim Swift talk to ABC Rural about widespread pessimism about changes to the WET
- Thank God It's Friday - 17th June 2016


To work and participate effectively in a modern knowledge society, New Zealand adults require a certain level of expertise in listening, speaking, reading and writing. Adults who have not yet developed this expertise will find it difficult to fully participate. If they and their teachers understand how expertise develops and if they have a clear picture of the steps they can take, they will be able to make progress in learning to listen, speak, read and write more effectively.1
The learning progressions set out in this book provide a framework that shows what adult learners know and can do at successive points as they develop their expertise in literacy learning. This framework can be used as a guide to identifying the next steps for adult learners. Each progression covers a particular aspect of learning.
The progressions can be used in many different adult learning settings. They describe what is learned in the order that it is usually learned.
They can be used to:
- gain a basic picture of an adult learner’s current skills, strategies and knowledge in oral and written English
- identify the English-language demands of specific workplace, community, or personal tasks and texts, and
- provide a sequence for teaching and learning programmes and suggestions to use in designing such programmes.
The progressions are neither a curriculum nor a teaching and learning programme. They are not, as they stand, an assessment tool and they are not a set of teaching and learning activities. Rather, teachers and managers of adult literacy learners are invited to use the progressions as a basis for developing or adapting their own curricula, programmes, assessment tools and teaching and learning activities.
The professional development resources that accompany this booklet suggest some ways in which to develop materials based on the progressions for many different purposes. They also include some models for text analysis and diagnostic assessment as well as a range of teaching and learning activities.
The learning progressions do not describe all of the knowledge and skills needed to meet any specific achievement standards or Unit Standards on the National Qualifications Framework (NQF).2 The progressions do, however, have a natural link to the national assessment system. The highest step in each progression describes the knowledge and skills that underpin the literacy competencies demonstrated by learners with level 2 or 3 NQF qualifications. Adult learners who acquire all the knowledge and skills described in the relevant progressions will have a sound foundation to build on if they decide to study for achievement standards or Unit Standards at level 3, 4 or 5 of the NQF.
The research that informed the development of the learning progressions is described in a companion booklet, Learning Progressions for Adult Literacy and Numeracy: Background Information.
The progressions and Te Reo Rangatira (the Māori language)
The progressions show the development of expertise in listening, speaking, reading and writing in New Zealand English and the examples used include some words from Te Reo that are commonly used in New Zealand. This acknowledges Māori iwi as tangata whenua and reflects the fact that Te Reo is one of our official languages. Most New Zealanders regularly use, see or hear Te Reo and Māori concepts in their everyday lives. People who are fluent in Te Reo as well as English move easily between both languages and may respond to a question in English by using both languages. Tutors can acknowledge and reflect this in their own teaching, while at the same time using the progressions as a guide for literacy development.


Routine, routine, routine. It is practically shoved down a parent’s throat these days! A consistent bedtime routine helps to encourage healthy sleeping patterns. A daily schedule, chore chart or list can help a day run smoothly. In my work with our students this summer, I have learned that for some, learning to break the routine is just as important.
I use many songs and rhyming chants to help us navigate through our day. After two to three weeks most students are singing along. The amount of language and literacy development is off the charts!
Here comes the tricky part. Two of my Early Childhood Special Education students are now stuck. It is difficult for either of them to complete a task if the routine has been changed. For example, during morning meeting the students are asked to find their written name and then their picture, which is hanging on a bulletin board. They are then supposed to turn around to greet their friends by name. My co-teacher and I have noticed in the past few days that Mia, one of our routine loving students, is not listening to the words we are saying, but going through the motions by heart. We decided that we would help Mia practice her adaptability skills by adding to, subtracting from or changing the routine.
It is amazing to watch how one little change can throw off a child like Mia. I am thankful that she feels safe and welcome in school. These big learning opportunities would not be possible if she did not trust her teachers. The first time we tried a change in routine, we asked Mia to sit down before finding her picture. From the moment the words left my mouth, Mia looked stressed and attempted to ignore my directions. I asked her to stop what she was doing and really listening to my words. With much patient practice we are slowly getting used to using our ears to hear and our brains to process important information!


|born on||23 August 1898 at 14:00 (= 2:00 PM )|
|Place||Neufchâteau, Belgium, 49n50, 5e26|
|Timezone||GMT h0e (is standard time)|
|Astrology data||00°25' 14°06 Asc. 10°19'|
Belgian medical doctor and cell biologist who shared the Nobel Prize in Physiology or Medicine in 1974 with Christian de Duve and George Emil Palade. His elementary education started in a comprehensive primary school at Longlier, his birthplace. He served in the British Intelligence Service during the First World War, and got imprisoned in concentration camps twice. In recognition of his service, he was granted enrolment at the University of Liège in Belgium to study medicine without any formal education required for the course. He earned his Doctor of Medicine degree in 1928. Devoted to medical research, he initially joined German institutes in Berlin. In 1929 he found an opportunity to join the Rockefeller Institute in New York. At Rockefeller University he made his most groundbreaking achievements in cell biology. In 1930 he developed the technique of cell fractionation, by which he discovered the agent of the Rous sarcoma, components of cell organelles such as mitochondrion,chloroplast, endoplasmic reticulum, Golgi apparatus, ribosome and lysosome. He was the first to employ electron microscope in the field of biology. In 1945 he published the first detailed structure of cell. His collective works established the complex functional and structural properties of cells.
Claude served as Director at Jules Bordet Institute for Cancer Research and Treatment and Laboratoire de Biologie Cellulaire et Cancérologie in Louvain-la-Neuve; Professor at Université Libre de Bruxelles (University of Brussels),Université catholique de Louvain), and Rockefeller University.
He died 22 May 1983.
Taeger quotes Lescaut quoting Luc de Marre, B.R.
- Vocation : Science : Biology
- Notable : Awards : Nobel prize
- Notable : Famous : First in Field (structure of cell)


Antique Alive presents the art history of Korea including antique treasures, works of art, and handicrafts in various art forms. The site offers art essays to provide resources and in-depth information about diverse Korean arts and crafts.
Childhood in Art
Depiction of child in art history. Painting. Photography. Sculpture.
CONTEMPORARY SPANISH PAINTERS.
Contemporary Spanish Painters. Spanish Contemporary Art. The great and wonderful works by Spanish painters from its beginnings until today form one of the most colossal and reasonable artistic creations in history. Personages of the World and of The History.
About.com: Art History
Online community and resource guide for the artists and art periods of the past.
Andres Blaisten Museum
Masterpieces of Mexican Art from the XIX and XX Centuries from private collections.
Art Cellar Exchange: Millenium Archive
The Art Cellar Exchange's alterego, Arty, looks back at some of the most significant art work produced in modern history and their impact on life today and in the coming millennium.
Art Historians' Guide to the Movies
Record of appearances of and references to famous works of art and architecture in the movies.
Art History at Loggia
Explores the history of art with information about artists, styles, and periods. Includes resources and reference materials about art history, searchable database, and forums.
Art History with Michelli
The Art Browser divides categories of resources by time period and their movements.
ArtLex - Art Dictionary
Reference material in art, art history, art criticism, aesthetics, and art education. Definitions of thousands of terms, illustrations, quotations, and links to other resources.
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A recent commentary (Science Education and the Future of Humankind) by Leon Lederman, the Nobel Prize winning physicist, asks, “Can we modify our educational system so that all high school graduates emerge with a science way of thinking?”
And of course he calls upon scientists to get involved especially in educating science teachers. Who can actually argue with this? No question about it, teachers are the key component, especially those in elementary education for two reasons. One, they reach kids during formative stages, and two, they are among the most woefully poorly trained to teach science.
Now I’ve recently commented on increasing the amount of science in liberal arts core curriculum, but I’m not going to hold my breath about any change there. We can probably teach teachers to become better at instructing science, but not without drastically changing the way we educate teachers. Teaching is a profession. Can you name any other profession that does not demand post-graduate education? Part of the problem is that teaching gets the shorted in terms of educational demands. How can anyone become proficient in a subject area and proficient in a profession is a 4-year curriculum? I maintain that it is not possible, although many teachers do manage to do a fine job, it is in spite of their education not as a result of it. Teachers should earn a regular BS/BA degree before embarking upon professional study to become proficient in teaching.
But even this isn’t going to solve the problem because deeply rooted religious beliefs are antithetic to scientific thinking. All those people who seek accommodation between religion and science are on a fool’s errand because very few religious practices are fully compatible with science (Unitarians being the one obvious exception).
I have seen the conflict first-hand in too many students. If they accept an evidence-based way of thinking, their religious experience is threatened and they find themselves faced with accepting ideas that they do not believe or want to accept on the basis of their religious beliefs. If faith is important, then evidence is not, and vice versa.
In a senior seminar class of mostly biology majors I presented a lesson on the morality of stem cell research. I am careful not to present anything that might be considered my position. Most agreed that human life began at conception, except one Jewish student who said it begins at birth. I had them seek information and discuss other ideas of when human life begins. As they got more sophisticated and were exposed to more different ideas, many of them modified their positions as they gained knowledge, for example, in the UK embryos less than 12 days old are used because up until this time twinning can occur. This one simple fact was very significant to many students, as was the idea of brain death and the commencement of higher level brain activity at around the 25th week of development. However a few dogmatically stuck to their guns (“life begins at conception”), forcing them to ignore or dismiss any information that ran counter to their religiously-based positions.
Pitting scientifically based learning in school against religious indoctrination at home and at church will only increase the divide and probably generate more pressure to publically fund religious schools or allow people to opt out of public school taxes on religious grounds.
Lederman is one smart guy, but he hasn’t been down in the educational trenches in a long time, if ever, and he just doesn’t know what most people are thinking.
Lessons on management styles from Edward Teller, Hans Bethe and Robert Oppenheimer: A question of temperament
5 days ago in The Curious Wavefunction


by: Claire Haas, Vice President of Education, Kiddie Academy
As parents, we know the power of music. We sing to our children to make them smile, to help them go to sleep, and to get them to clean up their toys. But, the impact music has on cognitive and social development in young children is staggering.
Several studies by the American Association for the Advancement of Science based at Brown University explored the effects of music education on young children’s learning. The conclusions of these studies support the theory that music instruction can help build intellectual and emotional skills, facilitate children’s learning and strengthen other academic areas, such as reading and math.
At Kiddie Academy educational childcare centers across the U.S., music is used not only as a successful transition and cross-over activity, but also as a vehicle to promoting school-readiness skills like literacy and listening acuity in preschool age children.
In fact, we see the power of introducing music to children every day, in hundreds of classrooms across the country. Music, especially when paired with movement, can improve a child’s gross motor skills and improve her listening skills. In addition, music can play a strong role in boosting a child’s social skills and can also help to teach diversity. Kiddie Academy teachers utilize a wide range of music styles in our classrooms, from classical to jazz, often giving children their first introduction to a new music style they may love.
Here are a few ideas for adding more music to your child’s daily routine:
- · Visit your local library and borrow a selection of music CDs from artists or genres you’ve never experienced. Listen to them with your child and discuss what you like or don’t like about each.
- · Choose music over television whenever you can. We often use TV as “background” during other activities. Switch to music instead.
- · Make music a habit in your home. If you have an iPod, place a docking station with speakers in your family room or kitchen. Turn on music while preparing meals, doing dishes or sweeping. Allow family members to create their own playlists.
- · Play classical or other soothing music in your child’s bedroom at naptime and bedtime.
Kiddie Academy recently announced a new partnership with Kindermusik, a leading provider of early childhood music programs, to offer the Kiddie Academy Music & More program. Beginning in early 2013, many of our academies will add the music enrichment program to their education-based curriculum.
To learn more about Kiddie Academy, including our new music instruction programs, please visit our website at www.kiddieacademy.com.
Claire Haas is a mom of two who also serves as Vice President of Education for Kiddie Academy, a national network of education-based childcare learning centers.


Sports specialization, including year-round sport-specific training, participation on multiple teams in the same sport and focused participation in a single sport, is increasing in preadolescent children around the world, but leads to long-term problems, argue the authors of a recent editorial in the British Journal of Sports Medicine..
Risks of sport specialization
Sport specialization in youth, suggests A. Mehrfan Mostafavifar, MD of the Department of Internal Medicine at The Ohio State University in Columbus, Ohio, and his colleagues:
- may lead to reduced motor skill development, as young athletes focus on the motor skill needed for their sport but ignore the motor skills developed by playing a variety of sports;
- pose tangible risks, including cardiac, musculoskelatal, nutrition, sexual maturation, and burnout;
- result as many as half of the overuse injuries seen by pediatric sports medicine physicians which "may provide a deterrence for future physical activity."
- results in burnout and kids dropping out of sports, and reduced development of lifetime sport and fitness; and
- by pushing children beyond the limits of their abilities and interests, may contribute to physical inactivity across the lifespan.
Benefits of diverse sports participation
Delayed sports specialization provides enhanced opportunities for youth development, says Mostafavifar:
- Participation in a variety of sports is beneficial in terms of physical, psychological and social development because it promotes diverse relationships and experiences;
- As adolescents grow into young adults, their multiple sports background can expand their adult physical activity options and foster an intrinsic interest in lifelong sports participation;
- Youth who participate in multiple sports not only gain from their diverse experiences, they may be less likely to drawn into a specific sport culture that is focused more on winning than overall child development;>
- The likelihood of sports-related injuries and burnout is reduced.
Early specialization: strong injury predictor
At a recent Aspen Institute round-table entitled "Early Positive Experiences: What is Age-Appropriate?" held as part of its Sports & Society Program's Project Play initiative, Dr. Neeru Jayanthi, an orthopedist at Loyola University (Chicago), said that early specialization in one sport is one of the strongest predictors of injury: "We followed about 1,200 kids, all young athletes, and ... we found a highly significant risk of injury and also serious overuse injuries that would keep kids out for one to six months based on participation levels, and that was independent [of] hours devoted to the sport per week. So the fact that you specialized, that alone increased (injury) risk. The odds of that happening are anywhere from 70 percent to 93 percent greater" than with child athletes who do not specialize," he said.
1. Mostafavifar AM, Best TM, Myer GD. Early sport specialisation, does it lead to long term problems? Br J Sports Med. 2013;47:1060-1061.
2. Tom Farrey. Roundtable Summary. "Early Positive Experiences: What is Age-Appropriate?" September 4, 2013. Aspen Institute.


According to Piaget, a striking difference between infant and preschooler cognition is the ability to use symbolic thinking, which involves the use of words, gestures, pictures, or actions to represent ideas, things, or behaviors. Similar to motor skill development, the ability to symbolize occurs in gradual steps and is dependent on interactions with other persons and objects in the environment. As monumental as symbolic thought might be, Piaget referred to the cognitive development between ages 2 and 6 as preoperational thought. Due to the constraints of preoperational thought, preschoolers' first symbolic concepts are not as complete or as logical as are those of older children and adults; thus they are referred to as preconcepts. An illustration of a preconcept used by preschoolers is overgeneralization. Young children know, for example, that whoever walks on two legs, is tall (according to the standards of young children), and speaks in a deep voice belongs to a particular class of persons (Piaget & Inhelder, 1969). The English word they learn for this class of persons is usually Daddy; the Hindu term is Bapu, and the Xhosa (South African) word is Tata. So when young children use the terms Daddy Papal Bapul Tata, or other linguistic variations to refer to all men, they are demonstrating the ability to use preconcepts. The same classification ability is demonstrated when English-speaking preschoolers call dogs, cows, and horses, doggies. Besides calling all men by the term their culture uses for father and using one term to distinguish all large, four-legged animals, young children have difficulty in distinguishing specific members of a species from each other. This inability is evident in a young child who has seen a kitten down the street thinking another kitten seen in another place is the same one (Elkind, 1976).
It is the nature of young children to be egocentric in their thinking. To say that preschoolers' thinking is egocentric simply means that young children have an excessive reliance on their own point of view, coupled with a corresponding inability to be objective. By and large, young children tend to focus on one feature or perspective at a time. Their tendency to focus on one aspect of a situation to the exclusion of all others is called centration. Preschooler egocentrism shows up in young children's inability to share their toys, a fact that parents often fail to understand. Because parents frequently do not comprehend the limitations of young children's logic, they tend to scold them when they refuse to share their toys. The inability to consider two perspectives at once, however, means that very young children are unable to comprehend the concept of sharing. According to Piaget, the reluctance to share does not mean that young children are necessarily selfish. On the contrary, they frequently attempt to comfort others in distress. Their attempts to comfort another child or an adult, however, are likely to come in a distinctly egocentric form such as offering a toy or lollipop. These examples reflect the preschooler's lack of understanding about what might soothe another person as well their egocentric view that what is important to them is also valuable to others. The inability of preschoolers to consider two perspectives simultaneously can also be seen in their failure to conserve matter and volume. The inability to understand that the quantity of matter (such as clay) does not change when the shape changes, or that the volume of water remains the same if it is poured from a short squat glass to a tall narrow glass, is reflected in preschoolers' judgment (Piaget & Inhelder, 1969). Where that lack of understanding is likely to show up is if young children are given drinks in different-size containers. The young child is likely to complain that another child has more juice if the other child's glass is taller, even if the amount of juice is the same in both glasses.
What This Means for Professionals
Rather than expressing impatience with preschoolers when they do not share, parents might take their young children's perspective in the matter. Parents can be certain that each child has an identical toy or when noticing that two children are insisting on having the same toy might distract one of the children by offering that child an equally attractive toy. Because preschoolers lack the ability to conserve matter and liquid, parents need to be patient with them when they complain that they have less lemonade than the other children whose glasses are taller (even though they are narrower). Instead of providing a logical explanation to the prelogical preschooler regarding how the width of one glass compensates for the height of the other glass, it is better to take care that glasses chosen for their liquid refreshments are all the same height and width.
© ______ 2009, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.


There is something quite ineffable about music. It is an invisible language, mysterious and powerful at the same time. You cannot see music but you can feel it. It embraces anyone who would be called to listen to and participate in it. Its effects transcend any scholarly explanations. The properties of this physical phenomenon can probably be best described in spiritual or even ethical terms. As an artist and educator, I often ask myself the question, “Why is music important?” And more specifically, “What can music do to help us thrive as people?” The practice of music invites us to embolden our creative spirits and often begets spaces of beauty. These are tremendous opportunities for anyone, yet the presence of these in the life of a poor child can be the best antidote and hope that he may have to succeed through the challenges of life. When a child in need is given a musical instrument, he discovers a new and hopeful voice framed in harmony that elevates a sometime fragile human condition.
In El Sistema, we recognize music as a fundamental right and as a social action in service to others. An “art at the service of those who cry for vindication and the raising up of the dignity,” as Jose Antonio Abreu would explain. To better understand the essence of our work let us also ponder the words of Mother Teresa of Calcutta as she often expressed, “The most miserable and tragic thing about poverty is not the lack of bread or roof, but the feeling of being no one.” And the words of Maestro Abreu, as he refers to education as the means to aspire towards something much greater than ourselves. “Education being the synthesis of wisdom and knowledge, it is the means to strive for a more perfect, more enlightened, and just society.” Both statements are as eloquent and as important to embody the work of El Sistema.
In doing this work, we believe that all children should be valued and that investing in a participatory and collective music education is the means to achieve a positive and lasting social change in their lives. We strive to provide the best opportunities—which include the best teachers, instruments, and infrastructure to show our students and families that we are committed to their success. Even at the very nascent stages of the Oklahoma City program we are already seeing many smiles and shining eyes. “Thank you for giving Adrian a second chance,” one parent said, “No one believes in him, but you do.” This is precisely what we aspire to. To believe. To have faith on the infinite potential of our youth and in the aspirations of families who seek for a better life. And we are using music as the vehicle. It is our best hope to help make a difference.


As the mom of a grade school aged child, you already know that it takes your child everything he or she has to spend an entire day sitting still and absorbing new information. Kids are in school all day, but in order for them to be truly successful, there is some practicing and learning that needs to take place at home.
Now teaching has really evolved into an art. Schools are getting more creative and developing new innovative ways to teach kids basic reading and arithmetic. So why should that kind of approach to learning stop after they get off the bus? As parents, there are some simple and fun ways to incorporate learning into your kid's home routine. Here are a few of our favorites:
Have Them Keep a Journal: Encourage your kids to practice writing in a journal once a day. This will get them into the routine of writing every day. Check out these great ideas and writing prompts for journaling.
Practice A "Word of the Day": Buy a word of the day calendar and have your kid rip off each day during breakfast. Have them read the word and it's meaning aloud. If they don't understand it's meaning, teach them and then take turns using it in a sentence.
Read Aloud: Even when children are able to read by themselves, they still benefit from hearing an adult read complex material aloud to them. This way, your child will learn new vocabulary and increase her fund of general information.
Make it a Game: Playing games contributes to your child’s literacy development. Word games obviously help your child to read and spell, but card games and logic games help him to learn patterning, categorizing, and problem-solving skills that are related to reading comprehension. Some great games to start off with are spelling with playdough, sight-word scavenger hunt, and parts of speech popsicle sticks.
With all this practice, hey you might even learn a new thing or two! Happy reading and writing!


Abhiyan (SSA) is Government of
India's flagship programme for achievement of Universalization of Elementary
Education (UEE) in a time bound manner, as mandated by 86th amendment to the
Constitution of India making free and compulsory Education to the Children of
6-14 years age group, a Fundamental Right.
SSA is being implemented in partnership with State Governments to cover the
entire country and address the needs of 192 million children in 1.1 million
The programme seeks to open new schools in those habitations which do not have
schooling facilities and strengthen existing school infrastructure through
provision of additional class rooms, toilets, drinking water, maintenance grant
and school improvement grants.
Existing schools with inadequate teacher strength are provided with additional
teachers, while the capacity of existing teachers is being strengthened by
extensive training, grants for developing teaching-learning materials and
strengthening of the academic support structure at a cluster, block and district
SSA seeks to provide quality elementary education including life skills. SSA has
a special focus on girl's education and children with special needs. SSA also
seeks to provide computer education to bridge the digital divide.
माननीय सर्वोच्च न्यायालय के आदेशानुसार ३४५४० शिक्षकों की नियुक्ति के क्रम में जहानाबाद जिले को प्राप्त सामान्य एवं उर्दू शिक्षक के पद नियुक्ति हेतु सूची से अनुपस्थित आवेदकों की सूची एवं पुनः काउंसलिंग / औपबंधिक नियुक्ति पत्र निर्गत करने हेतु निर्धारित कैंप की तिथि एवं स्थान


As a child in Spain, Picasso showed exceptional artistic gifts that were recognized by his father, a professor of drawing. After encountering contemporary art in Barcelona, Picasso moved to Paris and soon made his mark as a daring innovator. Compulsively creative, he developed the concept of Cubism, which challenged not only current styles but also notions of realism. Picasso surrounded himself with writers, admirers, lovers, and dealers, and by the 1920s had emerged as one of the most famous artists in the western world. His later work ranged from near-abstraction to returns to figuration and often involved pictorial “dialogues” with his great forebears.
Born in Paris, Degas had a conventional art education based on traditional techniques and subject matter. In his late twenties he began painting city life, and he soon become a leading figure in the Impressionist group. His work was innovative and experimental, and he was criticized at the time for his candid scenes of popular entertainment, such as ballets and nightclubs. Though Degas could be severe in his judgments, he was loyal to close friends and generous to younger artists. In his later years, when Picasso first visited Paris, Degas was becoming more reclusive while his drawing, painting, and sculpture achieved an expressive breadth that was dramatically revealed after his death.
Many medicines may cause drowsiness and therefore may not be recommended for address of the page cheap amoxil usa buy you need to either consult your doctor before administering medicine or you need to follow the indications found on the box.


The effect of print-rich classroom environments on early literacy growth
- Early literacy assessment-Thoughtful, sensible, and good. Roskos, Kathleen // Reading Teacher;Sep2004, Vol. 58 Issue 1, p91
Discusses about early literacy assessment. Importance of early literacy assessment; Issue surrounding early literacy assessment; Description of an early literacy assessment system.
- A Running Start. Arnold, Renea; Colburn, Nell // School Library Journal;Jan2012, Vol. 58 Issue 1, p16
In this article the authors, librarians at Multnomah County Library near Portland, Oregon, discuss the second edition of the Every Child Ready to Read @your library (ECRR) literacy education program and curriculum. According to the authors, the ECRR program is designed for librarians to provide...
- One Book, Every Young Child: Pennsylvania Literacy Initiative Enters Third Year. Pannebaker, Susan // Children & Libraries: The Journal of the Association for Library;Summer2008, Vol. 6 Issue 2, p36
The article profiles the One Book, Every Young Child program in Pennsylvania. It notes that the emergent literacy program is in its third year and that it seeks to increase early literacy awareness among parents, to reach at-risk children, and to provide increased opportunities for collaboration...
- Myth Busters. Arnold, Renea; Colburn, Nell // School Library Journal;Mar2010, Vol. 56 Issue 3, p20
The article focuses on misconceptions held by many parents concerning early literacy and reading to children. Reading books from beginning to end, spending 20 minutes a day reading with a child, and the abilities of babies, toddlers, and young children to sit still and follow a story are...
- Seeds of Empathy, Learning to Relate and Learning to Read. Gordon, Mary; Letchford, Donna // Canadian Children;Fall2008, Vol. 33 Issue 2, p4
The article focuses on Seeds of Empathy (SOE), a program in Western Canada designed for child care settings to foster social and emotional competence and early literacy skills in children. The Seed of Empathy curriculum involves reading of books with small groups of children. It notes that...
- The Style of Reading and Reading in Style. Zeece, Pauline // Early Childhood Education Journal;Aug2007, Vol. 35 Issue 1, p41
Adult read aloud book activities, including literature selections, have significant impact on childrenâ€™s language learning opportunities. The style in which books are orally shared with children is also important. Detailed examination of adult-child book reading conversations has...
- Assessing Book Knowledge Through Independent Reading in the Earliest Years: Practical Strategies and Implications for Teachers. Lee, Boh // Early Childhood Education Journal;Oct2011, Vol. 39 Issue 4, p285
The purpose of this current study is to build on the previous body of emergent literacy research by investigating the necessity of assessing book knowledge (e.g., print knowledge, interpretive knowledge, and letter identification) in toddlerhood to set up successful literacy development by...
- Connecting Young Adults and Libraries: Creating Raving Fans into the 21st Century. Jones, Patrick // Orana;Mar2000, Vol. 36 Issue 1, p24
Stresses the importance of reading to the success of children in life. Factors that make a reader; Benefits that children get when libraries are connected to the Internet; Developmental assets of young people; Ways by which libraries can help enhance the developmental assets of the youth.
- Reading for Joy. // Educational Leadership;Mar2012, Vol. 69 Issue 6, p8
The article reports that the research group People for Education has found that the percentage of children who enjoy reading in Ontario is declining.


For any professional, the importance of education should not be understated. Education and training can be vital keys to securing employment and advancing in your career. According to the US Census Bureau, individuals with a bachelor’s degree make nearly twice as much annually as those with a high school diploma, while those with a master’s degree earn roughly $10,000 more per year than those with bachelor’s degrees. Professional degrees and doctorates add even more to your average annual salary.
Unfortunately, such obstacles as time and money can often stand in the way of receiving the education and training you need to advance your career. However, with online education, it can be more convenient than in the past to enhance your knowledge and skills. Each year, more and more people are taking advantage of this invaluable resource.
Far and away, the vast majority of online students, over 83%, are working to complete undergraduate degrees, which have become basic qualifications for professional employment (Sloan Consortium). In addition, continuing education and training opportunities allow professionals to add skills to their arsenal in fields that may not even have existed when they completed their degrees.
A College Education and the Job Market
The importance of education when it comes to employment could not be clearer. According to the Bureau of Labor Statistics, a college education means you are more likely to have a job, hold it longer, and make more money.
In today’s tough job market, high school grads have a 9.7% unemployment rate, as compared to 4.6% for workers who have completed at least a bachelor’s. Since 2000, employment for college degree holders has expanded by 8 million jobs in the US, while during the same time, jobs held by people with only a high school diploma have decreased by 2 million.
Education and Training are Invaluable Assets
If you are planning to use your online degree towards getting a job, the field in which you choose to pursue education and training matters. Of the 20 fastest growing occupations, a stunning number require a level of post-secondary education, ranging from professional certifications to the doctoral level.
Given the evolving nature of the American economy, the demand for professionals who can run our technology infrastructure is constantly increasing. By 2018, 155,000 new jobs for network systems and data communications analysts are projected, and 175,000 new software engineers will be hired. Entrants into either field are expected to have completed either a campus or online IT degree at the bachelor’s level.
Half of the growing occupations are related to healthcare, which should come as no surprise as the baby boomers head into retirement. Often medical tasks are delegated to the support staff, increasing the demand for medical technicians, physicians assistants, dental hygienists, and home health aides.
However, the most new jobs in the next ten years—over half a million of them—are expected to be created in the nursing field, which requires at least an associate’s degree, making online nursing programs particularly popular. Additionally, 280,000 new accountants and auditors will be called for, and a quarter million new jobs will be added in elementary education, where early childhood education degree online programs are already strong.
Choosing Your Field
If your online degree is your chance for a better job, choosing the right field of study will enable you to move into a growing occupation with the right credentials to compete for a job. The Bureau of Labor Statistics keeps citizens informed about the labor market, but choosing a degree is about more than just selecting a program that will lead to a job.
You need to find a program that you will be able to complete, one that complements your abilities, and hopefully, one that you enjoy. Partial completion of an undergraduate degree does little for your employment prospects, but with strategic planning and reflection on who you are as a potential student and worker, online education and training targeted to a growing field can be a huge leg up in the career market.


The Importance of Children's Literacy
"Literacy is an individual's ability to read, write, and speak in English, and compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve one's goals, and to develop one's knowledge and potential."
--National Literacy Act, 1991
- Children who live near or below the federal poverty line have much lower average reading scores than their peers.
- Lack of basic literacy skills is linked with academic failure, substance abuse, teen pregnancy, delinquency, unemployment, low productivity, and welfare dependence.
- Parents who can not read tend to have children who struggle with reading, thus perpetuating the cycle of poverty.
- Providing books to children is a simple, effective, and inexpensive way to promote language and literacy growth.
- Owning books is a critical feature of every child's intellectual development.
- Reading aloud to children is the single most effective parent practice for enhancing language and literacy development.
- Children with books at home are eight times more likely to list reading as one of their favorite activities.
The Importance of Children's Literacy to Washington State
Thank you for my book. It is the best book I have at my house, it’s my best and goodest. I’ve never had one before.
Children who lack early exposure to reading struggle academically, tend to suffer from low self-esteem, and are at much higher risk of substance abuse, teen pregnancy, and delinquency.(1) The children most at risk come from low-income families where parents do not or cannot read to their children and for whom books are an unaffordable luxury.
Studies have shown that being read to as a child and having books in the home are the two most important indicators of future academic success.(2) Families who live at or below the federal poverty level cannot afford to buy books and seldom have books in the home. According to the Office of the Superintendent of Public Instruction, by the 4th grade only 68% of children from low-income families in Washington State can read at a basic level, compared to 88% from more affluent households.(3)
For families struggling to make ends meet in these difficult economic times, books and reading may be their last priorities. Yet, reading is the very skill these children need most to succeed in school and move beyond a life of poverty.--------------------
(1)National Center for Family Literacy, Research Facts and Figures, 2000.
(2)Anne Henderson and Karen Mapp, "A Wave of New Evidence: The Impact of School, Family, and Community Connections on Student Achievement" (Austin: Southwest Educational Development Laboratory, 2002). National Center for Family Literacy, "All About Families: Benefits of Reading to Children" (Issue No. 2, January 27, 2003).
(3)Data aggregated from: "Washington State Report Card" (Olympia: OSPI, 2005), March 19, 2006.


Children with the best maths skills earn the most money, according to government-funded research.
A study by the Institute for Fiscal Studies (IFS), funded by the Department for Education, measured the maths achievements of a group born in 1970 and compared it with the salary they earned once they were in their thirties.
A child in the top 15 per cent of maths scores at age 10 is likely to earn 7.3 per cent more at age 30 than an otherwise identical child who achieves a middle ranking maths score, even after controlling for the qualifications that they go on to obtain.
This was calculated as being able to earn around an extra £2,100 per year.
Claire Crawford, programme director of the skills sector at the IFS, and one of the authors of the report said: “Our research shows that maths skills developed during primary school continue to matter for earnings 20-30 years down the line.
"Moreover, they seem to matter more than reading skills, and over and above the qualifications that young people go on to obtain. This highlights the importance of investing in skills, particularly maths skills, early.”
The report, commissioned via the Centre for the Analysis of Youth Transitions (CAYT), used data from the British Cohort Study, which focused on ability aged 10 and reading and maths achievement at ages 30, 34 and 38.
Being in the top 15 per cent for reading skills, it was found, added around 1.9 per cent or £550 or more per year at age 30 than an otherwise identical child who achieves a middle ranking reading score.
The report concluded that although reading skills earn some return in the labour market, employers "seem to value maths skills more highly and are willing to reward them with higher wages, indicating that there may be a shortage of such skills".
Employers have repeatedly warned that not enough school leavers have the right skills.
The Skills Survey 2012 conducted by the Confederation of British Industry found 30 per cent of employers dissatisfied with the numeracy skills of school leavers, and with 15 per cent of graduates.
Some critics have also pointed out that a lack of basic numeracy and the failure to teach children personal finance skills may have contributed to the consumer debt problems blighting millions of Britons.
However, Government plans for the new national curriculum, unveiled last month, indicated that financial capability would be included in citizenship education. A public consultation on the draft National Curriculum will run until April 16.


Winter weather got your child feeling down? Your fourth grader can turn that frown into some winter fun by creating a colorful winter weather collage. Before you take those magazines to be recycled reuse them for this cool art project! She can hone her cutting skills by creating a montage of winter images to create finished artwork sharing what she loves, or doesn't, about the winter season!
What You Do:
- Invite your child to write a short paragraph or poem about what winter means to her, or what she thinks about when the days get cooler. Encourage her to use lots of descriptive words to create a feeling or emotion for her winter writing.
- Now, offer her some magazines to look through for finding winter scenes. When she finds an image she likes, she can tear out the page to use for later.
- Once she has a stack of pictures to work from she can begin cutting out images from the magazine pages. Encourage her to cut as close to the outside edge of the object as possible encouraging her hand-eye coordination!
- While she's working, play some seasonal themed classical music, such as "The Four Seasons" by Vivaldi. Listening to music while creating encourages the brain to concentrate!
- A collage is a collection of images arranged in a free form or organized manor. Before gluing her cut images onto a sheet of 9 by 12-inch construction paper she can experiment with placement until she's satisfied.
- When she's ready, she can glue the winter images on her paper to finish the winter weather collage! Remember to help her print out her poem or paragraph to include in the finished creation!
This is a great activity to create some winter season decoration—she can tape it up to be seen or make it part of a scrapbook.
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


Do I have an awkward child?
From Sally S. Harris, M.D., MPH
My child runs awkwardly and more slowly than other children his/her age. Should I be concerned about this? What activities would be best for him/her?
In most cases the cause is simply a temporary delay in motor skill development. Your child is probably progressing through the stages of motor skill development more slowly than other children his or her age. Like other developmental milestones, the rate at which children master motor skills is highly variable. Your child should ultimately catch up to his peers and experience no long-term disadvantage.
In a minority of cases, poor motor skills may be due to an underlying physical condition or learning disability, which can be evaluated by your doctor. In the meantime, your child will probably have the best experience in activities that do not require complex motor skills, such as walking, cycling and swimming, individual rather than team sports, noncompetitive physical activities and participation with younger children whose skills may be of an equivalent level.


As a geriatrician and an ethnomusicologist, I have had ample opportunity to observe the impact of music upon gait among my patients. Whether singing “Tumbalalaika” in order to help a Parkinsonian patient avoid freezing on a threshold, or singing “Won’t You Come Home, Bill Bailey,” in order to help someone with dementia get up and walk to the dining hall, I have watched as halting, shuffling gaits develop a steady rhythm. In each case, the patient begins to walk in synchrony with the song and the caregiver.
It was with delight, therefore, that I read the article by Trombetti, et al., in the upcoming issue of the Archives of Internal Medicine. They have taken such anecdotal experiences and subjected them to the rigors of the randomized clinical trial. Powered to detect measurable differences in gait, they have demonstrated in medical parlance what many of us have seen, that gait can improve with music.
Trombetti and colleagues offer us an interesting piece of information: that community-dwelling elders can have improved ability to ambulate when their steps are accompanied by piano music. They used Jacques-Dalcroze Eurythmics (an established music pedagogical approach that was developed in the late 19th century) in a 12 month-long RCT involving 134 community dwelling elders and an accepted research methodology. For the first time it has been shown, they say, “that participation in music-based multitask exercise classes once a week over a 6-month period can improve gait performance…and reduce both the rate of falls and the risk of falling in at-risk elderly community-dwelling adults” (online advance publication, November 22, 2010, p. E7).
It’s a great article, accepted in a highly reputable medical journal. My only question: where’s the music?
For the most part the authors appropriately cite the handful of music therapy articles that deal with gait. It's a shame, though, that they miss Alicia Ann Clair’s interesting work on rhythmic-auditory-stimulation (RAS). In one of the rare “negative finding” publications, she demonstrated that RAS did not lead to a significant difference in gait, but discovered that the caregivers involved in the study reported that ambulating a patient seemed easier when the music was playing.
The inclusion of music therapy literature in a medical journal is important here. There is more, however, to music research than music therapy and music’s therapeutic value. In the fields of ethnomusicology, music education (the academic home of Dalcroze Eurythmics), pscyhomusicology, psychology, neurology, gerontologic nursing, and geriatrics, some of us examine the music itself as well as its habilitative and rehabilitative effects. There is even a new analogue to medical anthropology, called medical ethnomusicology, which is devoted to issues of music, culture, health and healing.
As a musicologist, I would like to hear more about the music chosen in these sessions. Was it all improvised? And if so, how was the give-and-take established between the instructor and students? Were there direct musical references to melodies from childhood? Were there performances of familiar songs? Did the choice of music make a difference in its efficacy? It is unreasonable to ask a group of physicians and researchers to take an article this far in the Archives. But it is absolutely reasonable to begin a conversation.
Now is the time for each of us to step outside of our academic silos, following in the footsteps of Trombetti and colleagues. They have built a bridge between geriatric falls prevention and music education in order to keep older people from falling. Our older patients will benefit from this stretch between the disciplines.
Reaching out across disciplines brings a multi-faceted understanding of the problems, and a better understanding of potential solutions. Will I be able to start a Dalcroze school at the nursing home where I practice? No. But I will feel more confident as I continue to encourage my patients to sing as they walk. And I would be delighted to start building more bridges across the academy.
Trombetti, A; Hars, M.; Herrmann, FR; Kressig, RW; Ferrari, S; Rizzoli, R. Effect of Music-Based Multitask Training on Gait, Balance and Fall Risk in Elderly People. Archives of Internal Medicine. Published online November 22, 2010. http://www.archinternmed.com/
by: Theresa Allison


Kids' Wright exhibit provides the building blocks for smart design
The latest Kohl's Art Generation exhibit is called "Just the WRIGHT Size: Designing and Building Small Houses" and it's at the Milwaukee Art Museum. It opened this weekend and it runs through Jan. 2, 2012, in conjunction with the museum's feature exhibit, "Frank Lloyd Wright: Organic Architecture for the 21st Century."
This weekend, I took my kids to check out this new exhibit and we spent about 30 minutes exploring and talking to extremely friendly and helpful staff members like museum educator, Shannon Molter.
"Creativity and imagination are key elements to this exhibit," says Molter, who gave us an overview of the exhibit. Well, she gave me an overview. My kids we're already whapping eachother over the head with foam noodles.
Through the exhibit, kids are exposed to Wright's architecture and they learn how Wright's concepts are still relevant today. Best of all, they are able to build their own structures, both large and small. Overall, the exhibit is very interactive and hands on, which is a welcomed change for kids from the rest of the museum. (I must have hissed "don't touch that!" about a dozen times during our visit and I hear it at least that many times from the mouths of other parents.)
The exhibit is divided into four stations. The building block area features tables where kids can build, then draw, then display their own "houses." There is also a Frank Lloyd Wright-inspired dollhouse, three "smart design" houses to look at -- featuring "double duty" rooms made from shipping crates (a video showed real examples of such abodes in England) and, my sons' favorite, the huge, foam "imagination" blocks and noodles.
"They're really super durable and usable indoors, outdoor or in water," says Molter.
The exhibit's main message to kids is that architecture is super creative, extremely practical and that the work of Frank Lloyd Wright is still valued today. Maybe even more than ever.
According to signage in the exhibit, we gleaned that Wright had three big ideas. The first was to keep it simple. meaning, many of his structures had one big room or multiple large rooms instead of lots of small rooms. Secondly, he didn't believe in attics or basements because if a person didn't use something regularly, they really didn't need it.
Finally, Wright's work connected with the outside -- lots of "window walls" and water elements -- as well as previously unpopular building materials like plywood and cement blocks.
Although we didn't spend a ton of time here, we found the exhibit to be a fun way to start our exploration of the rest of the collection. My boys really enjoyed the contemporary art section, particularly walking into the Infinity Chamber.
On our way out of the exhibit, we borrowed an iPod for free (in exchange for a license) and took a Family iPod Touch Tour. There are two programs -- one for younger kids and one for older kids -- and they are both accessible via iPod and both provide info, games, scaveneger hunts and more for most of the collection.
My 8-year-old son got into this the most. He listened closely to the audio, looked at the art piece or circled it a few times if it was a sculpture. and then reported his findings.
"That's made out of mesh," he said matter of factly, pointing to a large contemporary piece of sculpture.
The Kohl's Art Generation Open Studio is free with admission and available on a drop-in basis during regular museum hours.
The Kohl's Art Generation program, now in its third year, is made possible by a $2.7 million gift from the Kohl's Cares® cause merchandise program, which sells special merchandise and donates 100 percent of the net profit to benefit children's health and education initiatives nationwide. The Kohl's Art Generation program provides art education and opportunities for creative expression at a time when visual and performing art resources at schools are stretched.
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Fall Fermi Math League
Do you like to measure, estimate, and play around with
technology? Then join the Fermi Off-the-Wall Math League!
Now in its 13th year, this Internet-based math competition
welcomes students in grades 1-9 from around the world who
seek enrichment, small group work, and creative,
A Fermi question is posed with limited information given.
- How many water balloons would it take to fill
- How many cockroaches will fill the trunk of a VW Beetle?
- How much fabric would it take to make a camo-suit for
- How many eggs would fit in the Trojan Horse's body?
Fermi questions require that students ask many more questions;
emphasize process rather than "the" answer; demand
communication and writing; and utilize estimation, rounding
numbers and guesses.
The six-week Fall '11 season of Fermi Math started Wednesday.
PoW taking place: math problem-solving moment of the week
"Changing the representation is a good way to see what happens
when you're dealing with infinite situations. Dion's equations
might give you a starting point for a graph. Richelle's guess
and check is a great start to a table, and Siena's insight
means you only have to test the odd integers."
- Max, commenting on the Algebra PoW's latest solution
Space Math @ NASA
The Space Math @ NASA website has officially re-launched.
Register for free to access the archives of over 400 math
problems, 20+ problem books, and timely news articles with math
extensions, all with complete answer keys.
In particular, check out the Inquiry Projects. This new area
boasts 15 free Microsoft Excel spreadsheets of data
- the sun and space weather
- rockets, satellites and spacecraft
- our own solar system
- the search for planets outside our solar system
- stars and the Milky Way
Now taking place: math education conversation of the hour
"What's cool about computer programming is the 'show your work'
part is built in: you won't have the numbers without showing
your work, which in turn is self checking as if the logic is
broken, you won't get the numbers. From a math teaching
standpoint, you've got one of those to-die-for self-reinforcing
feedback loops. Why more math teachers don't couch it in
programming is one of those TV pundit questions for the sports
bar (you can find me at Claudia's some Thursdays)."
- Kirby, posted to the math-teach discussion
World Space Week
Space Week takes off next Tuesday. This global celebration, as
declared by the United Nations in 1999, has grown to become the
largest public space event on Earth, with activities in over
55 nations to inspire students to study space.
Check and add to the calendar for events near and far:
Space Week 2011 marks 50 years of human spaceflight. Read more
about this year's theme here:
The free downloadable guide includes the lessons
- Eggnaut ... or ... Houston, We May Have an Omelet!
- Zero-G Game of Sport
- Observation Inclinometer
- Astronomy and Soccer
- Estimating Cloud Cover


WARSAW — The oldest known survivor of the Auschwitz concentration camp — a teacher who gave lessons in defiance of his native Poland’s Nazi occupiers — has died at age 108, an official said Monday. Antoni Dobrowolski died Sunday in the Polish town of Debno, according to a spokesman at the Auschwitz-Birkenau state museum.
After invading Poland in 1939, sparking World War II, the Germans banned anything beyond four years of elementary education in a bid to crush Polish culture and the country’s intelligentsia. The Germans considered the Poles inferior beings, and the education policy was part of a plan to use Poles as a ‘‘slave race.’’
An underground effort by Poles to continue to teach children immediately emerged, and those caught were punished by being sent to concentration camps or prisons. Mr. Dobrowolski was among the Poles engaged in the underground effort, and he was arrested by the Gestapo and sent to Auschwitz in June 1942.
‘‘Auschwitz was worse than Dante’s hell,’’ he recalled in a video made when he was 103.
At least 1.1 million people were killed by the Germans at the Auschwitz-Birkenau camp. Most of the victims were Jews, but many non-Jewish Poles, Roma, and others were also killed there.


Dr. Kraus (left) is a professor of auditory neuroscience at Northwestern University, investigating the neurobiology underlying speech and music perception and learning-associated brain plasticity. Dr. Anderson is assistant professor in the hearing and speech sciences department of the University of Maryland, where she is studying the effects of hearing loss and aging on neural processing in older adults.
One of the most pervasive effects of aging is the reduction in processing speed, affecting sensory, cognitive, and motor systems. In the January issue of The Hearing Journal, we discussed how aging influences central auditory processing (see http://bit.ly/AudAging, or p. 36 of that issue). The effects of aging on temporal processing likely play a role in the older adult's difficulty understanding speech in challenging listening environments (Psychol Aging 1999;14:380; Int J Audiol 2003;42[S2]:26).
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So what options can a clinician offer an older patient who continues to struggle with hearing after being fit with amplification? Research has demonstrated that both short-term auditory training and lifelong experience can not only lead to better hearing in noise, but also fundamentally alter the brain's representation of speech and other sounds.
Musicianship is an example of long-term training that can result in the development of superior auditory skills extending beyond the music domain to speech-in-noise perception and auditory cognitive abilities, such as memory and attention (Nat Rev Neurosci 2010;11:599). Aniruddh D. Patel, PhD, proposed the OPERA hypothesis to explain the heightened auditory skills of musicians (Front Psychol 2011;2:142).
* Overlap: There is an overlap in the anatomy and physiology of the auditory system for speech and music.
* Precision: More precision is required for music processing than for speech.
* Emotions: The strong emotions often elicited by music may induce plasticity through activation of the brain's reward centers.
* Repetition: Extensive practice tunes the auditory system.
* Attention: Focused attention to details of sound is required when playing an instrument.
These aspects of music training lead to better processing of speech in the auditory brainstem and cortex and to better understanding of speech in noise across age groups, including school-age children (Brain Lang 2012;123:191), young adults (J Neurosci 2009;29:14100; Brain Res 2010;1355:112), and older adults (Front Aging Neurosci 2012;4:30). In fact, older musicians do not have the same brainstem timing delays in their speech-evoked responses that older nonmusicians do (Neurbiol Aging 2012;33:1483.e1).
Obviously, we can't all become professional musicians. However, young adults with even a limited period of music training in the form of lessons or participation in music activities at school have more robust brainstem responses to complex sounds than young adults who haven't had any musical experience (J Neurosci 2012;32:11507).
Moreover, there is evidence that the effects of a modest amount of music training may be seen after as little as six months in infants. Babies who participated in active music classes for that length of time had better communication skills than babies who participated in passive music classes (Dev Sci 2012;15:398). These studies provide the kind of evidence needed for continued support of music education in our schools.
When it comes to your older patient who hasn't had any music training, there may be benefits from starting such instruction later in life. Adults age 60 to 85 without previous musical experience exhibited improved processing speed and memory after just three months of weekly 30-minute piano lessons and three hours a week of practice, whereas the control group showed no changes in these abilities (Aging Ment Health 2007;11:464). Given this evidence, music training may prove to be an effective rehabilitation strategy for older adults who would like to hear better in noise. More work is needed to document its benefits.
© 2013 Lippincott Williams & Wilkins, Inc.


More Maps of Nicaragua
The first evidence of human inhabitants in Nicaragua is a set of footprints embedded on volcanic mud in Managua. The footsteps are that of a family who traveled the area some 6000 years ago. There isn't much known about the country's prehistory, but when the first European explorers found Nicaragua in the 15th century, it was inhabited by several indigenous groups. These inhabitants were related to the Mesoamerican civilizations, specifically to that of the Aztec and Mayan civilizations.
The first European to arrive in Nicaragua was Christopher Columbus in 1502. However, it was only in 1520 when the first attempt to conquer the country occurred, by Gil Gonzalez Davila. The first settlement permanently established was in 1524, through the efforts of Conquistador Francisco Hernandez de Cordoba. The settlements became the first 2 principal towns of the country.
Throughout the years, the country was under the rule of Spain. The country achieved independence through the triumph of the Mexican War in 1821. On September 15, 1821, Nicaragua became independent of Spain but became a part of the first Mexican Empire. After the Mexican monarchy was overthrown in 1823, the country became part of the United Provinces of Central America, which also marks their full independence from any state or nation, and declaring the new country of The Republic of Nicaragua.
Nicaragua is located in Central America, with the Pacific Ocean located to its west, and the Caribbean to the east. Honduras is found to the north, and Costa Rica to the south. The country can be divided into 3 regions: the Pacific lowlands, the Caribbean lowlands, and the central highlands. About a fifth of the land is made of protected areas like national parks and nature reserves. Its close proximity to the equator endows it with plenty of natural resources, which have been exploited throughout its history.
Nicaragua is a democratic republic, governed by a presidential representative elected through national elections. The president becomes the head of state and head of government. Executive power is practiced by the government, while legislative is governed by the government and the National Assembly. The Judiciary is separate and independent of all branches of the government.
Tourism is Nicaragua's 2nd largest industry, only next to the agricultural sector. With almost a thousand kilometers of coastline, Nicaragua is famous for its beaches and resorts. Among the most popular places to visit are the Bluefields, the Granada Islets, the Selva Negra Mt. Resort, and the Corn Islands.
Bluefields is found on the Atlantic coast and is one of the major tourist destinations in the country. The oldest city on the coast, it hosts an annual festival that lasts an entire month, called the Palo de Mayo. Occurring every Spring, this carnival-type festival is a celebration of the English and Creole customs of the people in the city.
The Granada Islets are a group of over 300 small islands located in Lake Nicaragua, which is found southeast of the city of Granada. Some of the islands are privately owned, with homes and guesthouses, as well as hotels and places for tourists. Boating between the islands are a popular tourist activity.
The Selva Negra Mountain Resort is considered to be Nicaragua's most famous hotel. Built by German immigrants in 1891, their private home and coffee estate opened to the public in 1976 and has since become a popular tourist resort.
The Corn Islands are found east of the Caribbean coast of Nicaragua. It's made of 2 big islands, divided into 12 municipalities. The islands are pretty small and no motor vehicles are allowed. The best way to get around the islands is by foot. The waters are popular sites for scuba diving and snorkeling.
Elementary education in the country is free and compulsory but children are not aggressively required to go to school, as many families in rural areas need them to do work. The school year starts in February and ends in November.
Higher education is mostly found in the city of Managua. There are 48 universities all around the country, with 113 colleges and technical schools. The oldest university was built in 1812 under the Spanish era, which is the Universidad Nacional Autonoma de Nicaragua.
- Baseball is the country's most popular sport, with a strong tradition of American-style baseball.
- Nicaragua is the largest country in Central America.
- The country had an American president in 1856. William Walker declared himself president of the country with the purpose of turning it into a slave state of the United States. He was driven out of the country the next year.
Last Updated : July 28 ,2015


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Definition of Dyslexia?
DyslexiaDyslexia is a neurologically based, often hereditary, disorder that interferes with the acquisition and processing of language. Varying in degrees of severity, it is manifested by difficulties in receptive and expressive language, phonological processing, reading, writing, spelling, handwriting, and sometimes in arithmetic. Dyslexia is not the result of lack of motivation, sensory impairment, inadequate instructional or environmental opportunities, or other limiting conditions, but may occur together with these conditions. Although dyslexia is life-long, individuals with dyslexia frequently respond successfully to timely and appropriate intervention(Revised definition from the International Dyslexia Association)
British Dyslexia Association (2007) has offered the following definition: Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be lifelong in its effects. It is characterized by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual’s other cognitive abilities. It tends to be resistant to conventional teaching methods, but its effects can be mitigated by appropriately specific intervention, including the application of information technology and supportive counseling.
According to the U.S. National Institutes of Health, dyslexia is a learning disability that can hinder a person's ability to read, write, spell, and sometimes speak. Dyslexia is the most common learning disability in children and continues throughout life. The presence of dyslexia can be anything from mild to severe. If treated early, the results are positive and it is not very late for people with learning disorders to learn through correctional instruction and improve their language skills. Individuals affected by dyslexia have trouble learning to read regardless of conventional instruction, low intellect, and a suitable prospect to learn. It is caused by disability in the brain's ability to translate images received from the eyes or ears into comprehensible language. It does not result from vision or hearing problems or due to mental retardation, brain injury, or a lack of intelligence.


General Education Degrees
General education is a broad type of education taken by many students who have not yet decided their field of interest. High school is a prime example of a general education program where a student is prepared comprehensively in subjects like reading, writing, social studies, mathematics, etc. so that he/she has no problem in adjusting to college life and exploring new fields of study. However, some people continue with general education courses even in their college as they either have difficulty in deciding their specialization or they just want to explore a variety of subjects and broaden their repertoire of skills to efficiently prepare them for entering a profession in academics.
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What can you do with this degree?
Scope of General Education Degrees
General education degrees are usually offered at the associate level as a bachelor degree requires a specialization known as a major. However, people planning to enter an academic career can opt for bachelor programs in education that exposes them to a number of general education courses; afterwards, they can go on to do their masters in specializations like curriculum & teaching, elementary education, educational leadership, etc. Many schools now offer online general education degrees that are very convenient for people with families returning to their studies after a hiatus as they can study in their own time and, therefore, manage their family lives while fulfilling their wish of achieving more education. Moreover, some schools also offer bachelor programs in general studies that also consist of general education courses. Such programs are especially tailored for adult learners returning to their studies after a break and train them in several subjects to prepare them to pursue multiple careers in fields like human services, social science, international relations, arts & humanities, etc.
People with general education teaching degrees usually enter a career in academics imparting their broad skills in several subjects to their students. They can enhance their resume by doing teacher training certifications or master level programs in education and achieve higher-level jobs in the field of academics. People with a bachelor in general education/studies can either opt for higher education or choose from multiple career paths due to their wide range of skills.
A degree in general education could open up doors to diverse career opportunities. You could work as a teacher or even pursue advanced degrees in different fields such as law, sales, management or sociology. The main purpose of a general education degree is to equip students with a broad knowledge base and an understanding of general courses. Here are a few suitable job paths and income data provided by the US Bureau of Labor Statistics (2014):
Elementary school teacher
Median annual income: $54,120
Secondary school teacher
Median annual income: $56,310
Insurance sales agent
Median annual income: $47,860
general education was rated
Q:My search on General Education degrees took me to Composition course. Can you tell me more about it?
A:You often come across the reference of various courses and programs relevant to the field when going through search such as General Education degrees. Composition course is among the most common courses included in various relevant programs. In this course the students are taught basic writing skills and their argumentation skills are developed.
Q:What main subjects will I cover in an a.s. in general education?
A:In an A.S degree in general education, you will cover important subjects such as the following: mathematics and sciences, health and wellness, arts and humanities, communications in English and foreign languages, sociology, global awareness, critical and analytical thinking, and professional development. It is important to remember that the coursework may vary a little from college to college.
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According to Kolman, "El Languaje de la Música, al Descubierto"(Editorial Seleer, Spain, 2013) is the first book published in Spanish on the fundamentals of how to read and write music.
Critics have praised "The Language of Music Revealed" for "moving musical theory and practical application into a new and engaging realm," and hundreds of teachers have adopted the book as their standard student text.
"Unlike most music theory books, Kolman has worked hard to ensure that the book is fun, engaging and develops a deeper understanding and appreciation of the subject," wrote one critic.
Kolman hopes the success of the English version will be repeated in the Hispanic community with the Spanish language edition.
"This was a labor love," said Kolman. "I was appalled that there were no books written in Spanish on music fundamentals for the average person. Spanish universities told me that they translated whatever books they found into Spanish and also used a lot of British books. But there were no books written in Spanish."
Like the English version, the book includes graphics, a cartoon character and jokes to guide the reader through music theory. "The jokes didn't quite translate into Spanish," said Kolman, "so the translator and I made up jokes that would work in Spanish."
He credited Washington and Lee University for providing the funds to hire the translator, who needed to know about music since musical terms don't translate verbatim.
Kolman introduced the book and played clarinet to a Hispanic audience at the Virginia Hispanic Chamber of Commerce's 10th Annual Hispanic Gala in October. He has also been invited to work with various schools in Chicago, Ill., talking about the book and giving mini lessons on how to read music.
Kolman conducts the University-Shenandoah Symphony Orchestra (USSO), along with teaching music fundamentals, introduction to music, applied clarinet, and conducting. He is a frequent guest conductor of orchestras around the world.
He received his B.Mus. in music education from the Crane School of Music, his M. Mus. in clarinet performance from Illinois State University and his Doctor of Arts degree in conducting from the University of Northern Colorado.
"El Languaje de la Música, al Descubierto" is available at bookstores and online.


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On a roll for the RDS science fair
Published 10/12/2013 | 05:42
TWO primary schools from County Wexford are among 120 schools from across the island of Ireland taking part in the RDS Primary Science Fair from January 9-11.
They are Kilrane National School, who will be answering the question: which brand of paper towel is most absorbent, and Our Lady of Lourdes, from Bunclody, with the issue of whether 'food dudes improved our diet'.
Eoin O'Donagain, the Principal at Kilrane NS, said the school was absolutely delighted to get through.
'For the last four years we have visited the RDS and submitted a project, but it has been difficult to get through. This year we submitted the simplest of projects and managed it,' he said, 'it's huge for us'.
The RDS Primary Science Fair takes place alongside the BT Young Scientist & Technology Exhibition and encourages primary school teachers to focus on developing students' scientific skills by investigating a question or problem.
The Fair is not a competition, the emphasis of participation is on the development of children's core scientific skills as set out in the primary science curriculum.
Through working together to question, observe, record and then make sense of what they find, students develop core life skills which provide them with a strong foundation for their future path in life.
The Fair also aims to support teachers to develop their confidence and skills in teaching STEM subjects (Science, Technology, Engineering and Mathematics) using an inquiry-based approach.
Feedback from teachers who have been involved in the Fair indicates that, through the process of their scientific investigation, students can also develop their literacy, oral language and numeracy skills.