Experiential Education Through Aviation
Since 2009, when the first group of teenagers started building an RV-12 at the Van’s factory in Oregon, more than 65 other groups have followed suit, building RV-12 and RV-12iS aircraft through unique programs that offer young people an opportunity to develop their Science, Technology, Engineering and Math (STEM) skills. We’re proud that the concept started here, and thrilled that so many programs have built upon that foundation and created some truly great experiences for young people.
Some of these programs are coordinated with or by schools, while others are independent or may be part of a non-profit organization. Regardless, each teen-build project places experienced adult mentors alongside teenage students. These mentors share the skills and information needed to successfully complete the RV-12 aircraft.
“We’re not just building airplanes here — we’re building young adults”
Perhaps just as important — and maybe even more so — these programs result not only in the completion of an airplane but also in building young men and women. The opportunities to learn teamwork, focus, leadership and hands-on skills are unique and students who complete these programs consistently report (as do their parents) that the skills learned in the program have shaped them as people and prepared them for their next steps in the real world. Often, the students discover what they want to do in life via their STEM program.
The RV-12: Perfect kit for groups and learning
It’s no accident that so many teen build programs choose the RV12 and RV-12iS as the airplane around which the programs are focused. The relatively simple assembly, matched-hole precision of the kit, and the detailed step-by-step, illustrated instructions are all strong drivers and are what make the kit conducive to group builds, whether with teens or adults. In addition, the RV-12 kit and its assembly instructions are structured in a way that allows the order of the build to be tailored to suit a large group building project. This is important when you want to ensure everyone is involved and stays busy. Many groups have designed a standard build order and proven methods for accomplishing just that.
“From Zero to Airplane”
A typical RV-12 build for a teen program takes anywhere from 12 to 24 months. One such program, the original TeenFlight location in Portland, meets weekly on Saturdays for about 6 hours per session. A complete RV-12 build, including the prerequisite training sessions, covers about a year and a half of calendar time – around 75 to 80 sessions. Students in the TeenFlight Portland program typically start with no experience or skills working with tools, metal, or technical documents. First, students spend some time in classroom sessions and review of the first few sections of the RV-12 plans. Then they move on to the Van’s OP-51 practice kit, a training exercise that allows teaching and learning (and mistake making and repairing!) in a variety of hands-on skills. Upon successful completion of that kit, the students will then build the Van’s Aircraft toolbox kit. Only after that do they move on to start working with the “real” aircraft parts.
Group building is not just for kids. Learning happens our entire lives! In fact, with the rising popularity of co-ownership, we are seeing more and more orders for aircraft, especially the RV-12iS, where the plan is for a group of adults to learn and build together. Often attached to an EAA chapter or some other similar organization, groups are structured similarly to the teen-building groups — some are mentors, some are brand new people with an interest in learning — and all participate.
Educational Discounts Available for Youth Builds
Van’s Aircraft offers a discount to established non-profit organizations that are specifically structured to teach youth, and where the aircraft will not be owned by an individual associated with the build. In other words, for programs where the aircraft is being used as a teaching tool and will later be sold to fund another airplane build, or used solely for educational program purposes, Van’s will review each application and determine eligibility. The 10% discount is offered as a rebate after completion of each aircraft, as a credit toward the next kit purchase for the program’s ongoing build process.
Partial List of Youth STEM RV-12 Building Programs
- TeenFlight Portland/Airway Science for Kids
- TeenFlight Puyallup
- Eagle’s Nest Projects
- Aviation Nation
- Tango Flight
- TeenFlight Campbell River
- Teen Aircraft Factory of Manasota
- Southern Arizona Teen Aviation
Get More Information
Interested in starting a RV-12iS group build for a non-profit youth program? Drop us an email at firstname.lastname@example.org.


WHAT IS decoding ?
What is decoding?
Decoding refers to the ability to see a written word and say it aloud. In phonics instruction when children are learning to read, they practice taking words apart and putting them back together in a process called decoding and encoding.
The more adept kids become at decoding letter-sound combinations, the better they are at reading, spelling, and writing.
Decode the word "letter," /l/-/e/-/tt/-/u(r)/Segment the word into each individual sound: /l/-/e/-/tt/-/u(r)/. Then, blend these phonemes back together again. What does "letter" mean?
Examples of decoding:
Decode the word "dog," /d/-/o/-/g/
Segment the word into each individual sound: /d/-/o/-/g/. Then, blend these phonemes back together again. What does "dog" mean?
Decode the word "sport," /s/-/p/-/o(r)-/t/
Segment the word into each individual sound: /s/-/p/-/o(r)-/t/. Then, blend these phonemes back together again. What does "sport" mean?
Decode the word "shark," /sh/-/a(r)/-/k/
Segment the word into each individual sound: /sh/-/a(r)/-/k/. Then, blend these phonemes back together again. What does "shark" mean?
Distance learning classroom
The Bitmoji Classroom is here to stay. Classroom materials need to be more visual and exciting. Post these examples on your Bitmoji Classroom Bulletin Board or Whiteboard.
They're perfect for sharing to Google Classroom. Or save them to Google Drive and build a handy phonics folder.
Use an app like Seesaw’s record function to read examples aloud and give students some tips on decoding. Use Seesaw’s QR code function with our downloadable phonics sound chart (coming soon!), perfect practice for parents and students who need correct pronunciation.
Read our report on the Science of Reading (coming soon!). Research-based reading instruction must incorporate the 5 pillars of reading: phonics, phonemic awareness, fluency, vocabulary and comprehension. This report provides an easy to understand overview on phonics and phonemic awareness, why it’s important and how it’s used in the classroom.
Share with colleagues, friends, and to Google Classroom!
Download our free sample worksheetsFree Download
Download our Parent & Educator GuideFree Download
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SOS Children's Village Hawassa
Crippling poverty, lack of health care and education, and profound gender inequality affect the lives of thousands in this predominantly agricultural region of Ethiopia.
Children suffer most severely from conditions of poverty and deprivation
Hawassa (also spelled Awasa) is the capital of the Southern Nations, Nationalities and Peoples Region (SNNPR) and has a population of roughly 259,000. The city is located on the shores of Lake Awasa and fishing, as well as subsistence farming, are the main sources of income for the local population. But for the majority, life is a daily struggle. Poverty is severe and most Ethiopians live off less than one dollar per day. The effects of poverty permeate all levels of society, but children are the hardest hit. Mothers often have to return to work when their babies are just a few months old, so babies are not sufficiently weaned. Of the infants between the ages of twelve to 23 months, 60 per cent show signs of stunting (below age-appropriate height).
A little girl in the playground at the children’s village (photo: K. Snozzi)
Health care is also not widely available, especially in rural areas. Only around 20 per cent of children below the age of two are vaccinated against common infectious diseases. Infant mortality is high in SNNPR, at 85 per 1,000 live births, and the under-five mortality rate is even higher, with 142 out of 1,000 children never reaching their fifth birthday. Another serious health concern in the region is the high prevalence of HIV/AIDS. An estimated 1.3 million people in Ethiopia are living with HIV (est. 2009) and tens of thousands of children have been orphaned by AIDS. The majority of people living with HIV continue to be women between the ages of 15 and 24. In SNNPR, only around 11 per cent of women use contraception.
Strengthening the community on the whole for sustainable improvement
SOS Children’s Villages began its work in Hawassa in 1985. Today, our social centres here provide a family strengthening programme to members of the local community. The programme aims to help parents develop their capacities in a holistic and sustainable manner, to achieve self-reliance and economic autonomy, and to ensure access to essential services such as health care and education. We assist parents in sending their children to government-run schools, and provide guidance on income-generating activities as well as counselling and psychological support. The social centres also offer day-care, where up to 150 children are looked after, fed, and taught simple literacy and numeracy skills while their parents are at work. The overarching aim of these services is to support families, and the community as a whole, so that children can be protected and cared for and will not be abandoned.
Our medical centre here is also open to the community and serves approximately 8,000 patients each year. Amongst others, it provides the following services: consultation and treatment, minor surgery, vaccination, family planning services, ante/post natal care, voluntary HIV testing, and health education.
What we do in Hawassa
For children from the region who are no longer able to live with their parents, 15 SOS families can provide a loving home for up to 150 children. In each family, the children live with their brothers and sisters, affectionately cared for by their SOS mother.
Women at the SOS Social Centre in Hawassa (photo: N. Nassar)
Together with children from the community, they attend the SOS Kindergarten here in Hawassa. This way, children from SOS families are integrated into the community from a young age. The children then continue their education at the SOS Hermann Gmeiner School, which offers primary and secondary school education to around 960 students. In addition, the children also have the opportunity to obtain an IGCSE, which is an internationally recognised qualification for school students.
When young people from the children’s village reach an age where they feel ready to move out of the family home, the SOS Youth Programme makes shared accommodation available to them while they complete their education or vocational training. With the support of qualified counsellors, the young people learn to take responsibility, plan for their future and prepare for independent adult life.
The SOS Vocational Training Centre here in Hawassa offers young people, including those with special needs, from all around Ethiopia the chance to complete training in dairy, poultry and livestock farming and fruit and vegetable cultivation.


Think your little one is too young to learn about simple machines? Try this easy activity to make a pulley and they will learn as they play and discover how it works.
We at Kids Activities Blog believe that science for kids should be hands-on and always fun.
Simple machines have always fascinated my son. He loves to build them and explore them. After making him a mobile for his room, I looked at the empty ribbon spool that was left from ribbon on the mobile. It would be perfect I decided for making pulley.
My son and I gathered a few other supplies to create a homemade ribbon spool pulley.
Here is what we gathered:
- Two band-aids
- Empty ribbon spool
- Plastic Applesauce cup
- Hole punch
- Plastic army men
Make a Pulley
How did we put it together:
- Punch three holes into the applesauce cup.
- Cut three pieces of yarn the same length.
- Tie one end of each of the pieces of yarn through a hole in the cup.
- Tie the loose ends of the yarn together.
- Tie a really long piece of yarn to the three pieces you just tied together.
- Tape the other end of the long piece of yarn to the inside of the ribbon spool.
- Wrap the yarn around the ribbon spool.
- Place a band-aid at each end of the chopstick. The band-aids will keep the chopstick from rubbing against the wood of the banister or where ever you secure the pulley.
- Slide the ribbon spool onto the chopstick.
- Find a location to use your pulley. The length of your chopsticks may determine that.
Science For Kids
Once you have created your pulley you will need set it up in location you want to use it in. We set ours up on our stairs. The chopsticks were placed behind two sections of our Bannister. If you have headboard of a bed or chair with slats, you could set up your pulley there.
To work the pulley my son pushed the spool towards himself with one hand and held one end of the chopstick. Just rolling the ribbon roll would have worked too.
It is more fun when you have something to lift with your pulley. We placed a couple of plastic army men in ours. They are light and small. They made great items to lift.
More Kids Activities
There are several types of simple machines and even young kids can enjoy learning about them with the right hands-on activity. We’d love to hear if your child tried to make a pulley. For more fun science kids activities, we think you’ll enjoy these ideas:


Education is the path that allows an individual to attain their highest potential. It is essential for the economic, social and cultural development of all societies and the nation as a whole. Children or one can say, Students are the future of the nation and to ensure the bright future of the nation, it’s important to secure the future of children and provide them good education. With elementary education made compulsory for every child , the need for dissemination of best quality education has become necessary. Moreover, it has become necessary to improve the present education system and student learning practices to achieve the goal of reaching every student effectively.
One cannot negate the importance of good teacher-student relationship for creating best education environment for students. The present education system should be student centered and cordial to make children face the competition in every field. Learning should be fun and shouldn’t bea burden, to encourage more and more children to excel in studies.
Some of the principles and practices that can be followed to encourage student achievement and learning environment in schools and educational institutions are as follows:
Ruby Campus with its innovative software encourages personal learning network, so that the learning abilities are addressed accordingly with the objective to develop an appetite for learning among students. It makes the life of a student easier and more fun whether it involves taking notes, revising for exams or researching on new topics, You can get it all at Ruby Campus


Designing linocuts or any artwork can be a very individual process depending on many factors including the media the artist works in, the style of work and can even come down to the space/time available. Many artists work in a highly intuitive and spontaneous manner, particularly in the contemporary arts practice and produce the most wonderful inspirational work.
Many other artists spend a long time researching background information, drawing individual aspects of the design or idea, sampling colours and producing smaller works either in total or parts of the final artwork. This method has been a time honoured tradition so that we have artists workbooks/journals/sketchbooks from great artists like Leonardo Da Vinci – it is through these that we can get a better sense of what the artist was thinking and how they went about producing their artworks. It is interesting that in art education now the “journal” or process is an integral part of the curriculum with students needing to show how they came to the end product – their artwork. The NSW HSC requires the use of and inclusion of the “artist journal” as part of the marking and assessment processes.
At the moment I am designing a larger piece and thought I’d give a little insight into the beginnings of this process. It started with a scrappy little sketch on the back of the only piece of paper I could dig out of the bottom of my handbag when whilst out and about, I had the idea. Progressing on from there I have been researching, photographing, drawing up and developing different aspects of the original sketch. This photo shows some of those things…as you can see it has something to do with waratahs….


Teaching the history of music? Approaching history in home school music lessons is the best way to teach music appreciation and an understanding of the composers. This page offers some helpful suggestions and homeschool music curriculum which will help you to do this.
Placing music in history is most beneficial because it helps the student see how life and culture intersect in the lives of various famous musicians.
What was life like for Beethoven? What else was happening at the time?
What time period did Handel write his music? For whom was he composing? What were his performances like?
Not only should we read about the famous musicians with our children, read their biographies and listen to their music, but we should place them into their time period, study the philosophies of their age, learn and listen to the music of their contemporaries.
Classical Composers & the Christian World View is a carefully guided study contrasting the beautiful music of the Christian Period to the music of the Greco-Roman and Modern periods. By David Quine, Cornerstone Curriculum
We have loved using these Classical Kids CDs to teach the history of music. These wonderful CDs are a great introduction to classical music and the stories provide a sense of history intertwined with the artist's music. Wonderfully done and a great resource to use for your home school music studies.
Each of these CDs interweaves the life of the famous composer, within the creative story. The music played throughout the story are excerpts from the composer and I have found that my children will hear one of the musical pieces, which then triggers off the story they have heard on one of these CDs.
Another wonderful series for your home school music history study is the Maestro Classic CDs.
These are also provide music education in the context of stories written for children and families. It is designed to build listening skills and cultivate a love of music through these wonderful performances by a narrator and orchestra.
Keep your eye out on Maestro Classics - for their sale and special items.
To understand music in the context of history you might like to use Homeschool History Curriculum which uses an integrated approach - teaching musical history inside the time period.
You may be interested in:
By Jane Stuart Smith & Betty Carlson / Crossway Books
Written from a Christian viewpoint, this book is one of our favourites.
This stimulating overview of great composers integrates the biographies, beliefs, and music of 45 composers from Schutz to Shostakovich;
It also expands the student's understanding and appreciation of great music with a recommended reading and listening list. 317 pages,


The history of and a proposed plan for the development of instrumental music in the Boston Archdiosecan school system
Cornelius, Mary, Sister
MetadataShow full item record
In recent years the schools of the United States have engaged in the world's first experiment in truly democratic music education. The expansion of the music program and the exciting growth of instrumental music seemed sufficient proof that music was accepted in public instruction and that no longer was it necessary to defend its value in the curriculum or reaffirm constantly its contribution to the culture of a community. Yet, the increasing emphasis on science, mathematics, foreign language, and other subjects considered basic, has caused a general widespread debate as to the content and quality of the school curriculum and once more has focused attention on the true place of music in learning. [TRUNCATED]
Thesis (M.M.)--Boston University
RightsBased on investigation of the BU Libraries' staff, this work is free of known copyright restrictions.


Mastering addition isn't as simple as learning 2+2. Throughout your child's primary school journey, they will be learning a range of skills involving addition, such as using a number line or number square for addition, column addition, money addition, repeated addition, complementary addition, addition of two-digit numbers and addition of three-digit numbers, mental addition and using partitioning to add numbers.
In this section of the site you'll find lots of worksheets, all divided by school year, to support your child whilst they master these core numeracy skills.
There are lots of games to help making mastering addition fun. Try these for starters:
Teach your child addition
Teach your child addition is an eBook and home-teaching kit which will help you understand exactly what addition skills your child is expected to have mastered in each year of the primary school curriculum.
Primary school teacher and parent Matt Revill has compiled information, tips and activities to ensure that you have the right information at your fingertips so you can quickly make sure your child has fully grasped and achieved each and every skill for their correct year group and using the same methods that they are taught (rather than confusing them with the one you were taught at school!).
You'll be able to print off highly targeted and child-friendly fun worksheets to help them master each of the essential skills as they progress through school – in fun, five-minute sessions.
Teach your child addition is a downloadable, printable eBook, available for £4.99.
Find out how addition is taught in schools and the addition topics your child might ask about: hops, partitioning numbers, column addition and long addition.
Maths Homework Helper eBook is an immensely useful resource for two reasons. Firstly, it collates the main topics your child will need to know. Secondly, it acts as a refresher course for you, so you can revisit each topic and understand just what your child is learning during class time. It covers the crucial topics of numbers, using numbers, measures, shape and space, and data handling, so you and your child will be able to learn, understand and use maths skills in everyday situations.
There are also helpful rules to remember, a jargon-busting guide to key maths language, plus tips and ideas to help your child continue their learning away from their text books. With Maths Homework Helper, you will never be stumped by your child's primary maths homework again!


showing 1-5 of 12 products
- Bundle Description
Fifth Grade Math Spiral Review Distance Learning Packet
Spiral review is the idea that after introducing and teaching a foundational concept or skill, students continue to practice it regularly throughout the school year in order to maintain what they have learned. It is an integral part of every 1st, 2nd, 3rd, 4th, and 5th grade classroom.
Using them consistently reduces the amount of time you need to spend on test prep, helps reinforce or re-teach foundational skills, and inspires math confidence amongst students.
These fifth grade spiral review activities are great for
◼ math homework
◼ morning work
◼ bell ringers
◼ or simply as independent practice
✔ 250 print and go assessment pages (plus 10 bonus pages) that will cover you for the full school year
✔ answer keys to make grading quick and easy for you
✔ 2,500 review problems (plus 100 bonus problems) based on the Common Core, which will help you rest easy knowing your students are practicing the math concepts and skills they need to
✔ 2,500 Google Slides so students can access them digitally from home or in school
✔ page templates that have 10 problems per page, which is developmentally appropriate for your students
► The spiral review pages are versatile in nature and can be used for homework, morning work, a math center, etc.
► The spiral review nature ensures that your students have continued practice with skills throughout the year. It helps them maintain skills throughout the school year.
► The consistent format makes it easy for your students to learn the routine, the parents to enjoy a stress-free homework experience, and for you to grade them quickly and easily.
► This resource will save you lots of time because it's completely print and go.
► It is aligned to the Common Core standards so you can feel more relaxed knowing that your students are practicing those concepts and skills throughout the year.
◼THE EMAIL CLUB → weekly freebies
◼FACEBOOK GROUP → a supportive community of elementary teachers
◼THE TPT STORE → new resources 50% off
◼THE BLOG → teaching tips and ideas
◼INSTAGRAM → a look behind the scenes


Cartooning for Suffrage
University of New Mexico Press, 1994 - 276 páginas
Challenging conventional stereotypes of the political cartoonist, dozens of American women made cartoons advocating women's suffrage in the early twentieth century. Their compelling and imaginative cartoons, strengthened by newly established art education for women, provide incisive and vivid commentaries on suffrage issues.
Sheppard interweaves histories of the political cartoon and the suffrage movement with descriptions of the work and lives of prominent American women cartoonists. She examines the symbolism of the suffrage cartoon, the unique qualities of cartoons created by women, and relations between these images and modern feminist thought. Her narrative is enlivened with over two hundred examples of cartoon art, the result of extensive research in private and public collections.
Cartooning for Suffrage will provide a crucial framework for those who would explore and integrate these remarkable images into their work in history, art, politics, popular culture, and women's studies.
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LibraryThing ReviewCrítica de los usuarios - zoranaercegovac - LibraryThing
Wonderful source that we use in our History 7 Reformers Project. The book contains Preface, Introduction by E. I. Perry, along with the sections Notes, Bibliography, and an Index. Chapter 3, The Woman ... Leer comentario completo
Introduction by Elisabeth Israels Perry
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Reading and Language Arts Vision
The Literacy Department provides with rich, engaging, literacy centered spaces so that all students will acquire the necessary skills and strategies to be life- long readers.
New Haven Public Schools curriculum has been written to incorporate the "what students need to know" within each grade level. NHPS begins with early literacy in grades K-2. Early literacy refers to the acquisition of foundational literacy skills and strategies in a comprehensive literacy program. The pillars of foundational reading skills are phonemic awareness, phonics, word study, fluency, vocabulary, and comprehension. Literacy instruction in grades 3-8 is provided through a balanced literacy approach. Students are explicitly taught reading skills that progress them from learning to read to reading to learn. The scaffolding that needs to exist between making meaning and still acquiring foundational skills creates the balance needed within the classroom. Both the Common Core State Standards (CCSS) and a literate environment require students to engage in shared inquiry gradually moving from teacher supported to independence. The bedrock of such a balanced literacy program is the philosophy, "What a child can do today in cooperation [teacher-student and student-student] he can do alone tomorrow" (Vygotsky, 1986).
Just as NHPS has pursued a vision of learning centered on the creation of relevant and authentic experiences for all students, the high school English curriculum encourages students to take intellectual risks and cultivate and expand their thinking, reading, writing, speaking, and listening skills. Rooted firmly in the Connecticut Core Standards and 21st Century Skills, this curriculum provides our students with opportunities to take ownership of their learning as they are exposed to civic, information, media, and environmental literacy and are asked to think creatively and innovatively as they work individually or collaboratively with their peers.
Resource: New Haven Public Schools SRBI K-8


Music Theory, Harmony and CompositionThis course is dedicated to stimulating creativity and deepening understanding and appreciation of music. It is also a part of our Academy’s complete music education curriculum. Knowledge of harmony offers students greater insight into the repertoire they study, thus making their practice time more fun and effective. Compositional games and techniques will stimulate their creative powers and encourage creation of original pieces of music. In short, music is a foreign language that your child is mastering. To be fluent at it, they not only have to be able to read it (play notated pieces) but also speak it (write and understand how music works) - that's the objective of the course. Knowledge of music theory greatly expands the musician's creative and imaginative horizons.
Traditional Indian MusicSharon Music Academy offers special programs for the students, interested in rich Indian music tradition. We will help you to explore and learn Carnatic Singing and Traditional Indian Violin. While Carnatic music performances have a substantial level/extent of improvisation, our goal is to teach the basics. The training can take many years, but the result lays a solid foundation, making improvisation seem easy and natural. Indian music is traditionally taught by rote learning and without any music notation; However, beginners are usually given sheet music until they are able to notate their own music. Beginners are taught basic concepts of notes, ragas/ragams, rhythmic structure, or talas and learn how to sing/play scales, advanced scales (janta, alankarams), and simple pieces.
Jazz improvisation and CompositionUsing jazz standard repertoire, students will learn all the fundamentals of improvisation and beyond. We will work on reading chord changes, style, how to "swing", reading charts, improvising and ear training. As students progress we will begin work on transcription, the process of learning songs or solo's off records by "ear", writing tunes of your own and delve deeper into chord voicing and extensions. We can also look at how these concepts are used in popular music and learn songs off the radio or your favorite Beatles songs, etc. All ages and levels welcome, we will adjust the curriculum to your interest and level.
EnsemblesPlaying with others in ensemble is both a learnable skill and a lot of fun. Share an exciting new music experience with your friends in a more intimate chamber music setting. Polish your individual skills learnt in private lessons, sight read new music, learn how to listen to others and have a good time doing it. The program consists of 5 rehearsals and a performance. We offer chamber music (duos, trios, and quartets), guitar and jazz ensembles programs.
Schedules and start dates of these programs depend on enrollment. Please contact us for more information.
Programs for Homeschoolers
Homeschooling families or organizations looking for a supplemental music program to satisfy homeschooling educational requirements are welcome to call the Sharon Music Academy to discuss courses that could be offered during the school year and in the summer. If you have a group of friends interested in music education for their children Sharon Music Academy can help you setup group music lessons where kids will learn music, social skills and have fun. We offer general Music Appreciation course, Music History course and Music Masterpieces course.


Speech and Language Development + Yoga = Talk Yoga
Talk Yoga(TM) was designed by Speech Pathologists and Yoga Teachers to integrate yoga movements with speech and language developmental milestones. Little yogis learn innovative articulation poses to address speech development while having fun! Your little one will move and play while learning how to express themselves and boost their confidence. Classes are offered one on one as well as in group formats.
How does yoga boost speech and language?
Yoga is a body based activity that combines breath, movement, and mindfulness. Speech production happens when we move breath through our voice box and it is shaped by our articulators (parts of our mouth). Breath is the very foundation of speech. Without awareness of breath, it is hard to teach a child how to articulate, project, interact, respond, etc. For this reason, yoga and speech go hand in hand. Yoga is also a wonderful medium for teaching other aspects of speech and language development, including language acquisition, vocabulary development, play skills, social skills, self-regulation, and emergent literacy.
Concepts related to vocabulary development, literacy, and listening skills can all be embedded into the session in a meaningful and enraging way. Yoga is the perfect context for working on language! By mapping words onto movements, children learn vocabulary and concepts in a multi-sensory way, which promotes long-term learning.
Respiration is the foundation of speech. Yoga enables children to become mindful about their breathing. Yoga breathing can support speech production by 1) enhancing awareness of the breath 2) strengthening and elongating trunk muscles for appropriate postural alignment 3) improving control over the respiratory cycle, 4 )increasing the oxygen supply necessary for proper functionign of the body (and brain) ( Fitzpatrick and Longtin, 2017).
Furthermore, children with apraxia of speech may benefit from yoga. Childhood apraxia of speech is an impairment in the precision and consistency of movements for speech in the absence of nueromuscular deficits (ASHA, 2007). The performance of yoga poses, breathing exercises, and chants presents children apraxia to the opportunity to practice and master the motor planning, programming, and execution of sequenced movements
Yoga is a powerful tool that can be used to enhance speech, language, and
communication development in children.
Yoga supports self-regulation. When children go into “fight or flight,” their brains shut down for learning. When our body and mind are in a relaxed state, we have the best potential for learning and and retaining information. Giving children the tools calm down and self-regulate from a young age supports their learning and helps them handle difficult situations. Through breathing exercises and child friendly meditations and visualizations, children can learn how to relax and calm their bodies. Focusing on breathing can help calm and relax children’s bodies and minds, especially those with ADHD, positively impacting language learning.
Play Skills and Social Skills
Yoga provides a context for children to practice their play skills, specifically their symbolic play skills, in which one object stands for another. As children pretend to be an insect or a rainstorm, they are using their bodies to pretend they are something else. This is a skills that coincides with language development.
During theme-based yoga classes,children engage in shared imagination. Sharing an imagination an important skills for the cooperative play that emerges around 4-5 years old. Yoga is a wonderful medium for learning skills such as sharing space, taking turns, and controlling our bodies. Lessons such as kindness, friendship, and gratitude are infused throughout our classes.
Emergent literacy refers to the reading and writing knowledge and skills that precede and lay the foundation for conventional literacy (Teale & Sulzby, 1986).Yoga classes are language-rich contexts, which can enhance both oral and written language development (Fitzpatrick & Longtin, 2017). Books can easily be incorporated into yoga session, which can increase phonological awareness, alphabet knowledge, and print awareness, all of which are highly correlated with later literacy development.


Autistic children often have an unusual sensitivity and preference for music. Music is an engaging stimulus for autistic children and many children can participate in musical activities with success. Because of these factors music therapy can be a very valuable tool in the treatment of Autism. Music can be an very effective motivator for autistic children to learn non musical material, to provide positive sensory experiences, decrease self stimulatory behaviours, improve social behaviours and relationships, enhance motor coordination and improve communication skills.
Around the Campfire, 613.231.2725, email@example.com Open to all special needs children. Children will get to sing, chant, move, dance, listen, share and play simple instruments and games.
Barrhaven Music Academy, Kendra at 613.459.6027, www.barrhavenmusicacademy.com
Lotus Centre for Special Music Education, located in Orleans and Kanata. 613.801.0031


During March, the Ontario Historical Education Collection is featuring a historical look at art education in Ontario.
From their earliest years, art education featured prominently in Ontario schools. In the early 1900s, art was a compulsory subject in public schools through Form V (Grade 10). Art as a subject was intended “to beautify and ennoble the pupil’s life by the sympathetic contemplation of Nature and of works of art, and to develop facility in the use if Art as a means of expression” (Regulations and Courses of Study and Examinations of the Public and Separate Schools, 1915).
The Art curriculum in this period covered a wide range of activities, including the use of a variety of media such as pencils, charcoal, and watercolours, as well as techniques such as representative drawings of objects, patterns and ornamentation, landscapes, lettering, shading and colour, and perspective. Pupils also learned about famous artworks and architecture, and class visits to art galleries were encouraged. Although textbooks were not approved for use in the classroom past the mid-1800s, pupils used “blank books” such as the Public School Drawing Course or the High School Drawing Course for drawing exercises. A teacher’s manual for art instruction was, however, published by the Department of Education and school libraries were expected to have “suitable reference books” for art.
In the 1920s, less emphasis was placed on Art. A “minimum course” of study was required in all schools; however, the more enriched “supplementary” course was made optional. Art was also combined with Constructive Work into a single subject, which entailed a shift in focus and purpose to more practical endeavours than had previously been a part of art education. Other changes included an increased freedom granted to individual teachers about the content of the curriculum: specific topics of study could be selected according to the individual school’s situation. The Department of Education also stopped authorizing specific blank books for drawing – instead, teachers were permitted to make use of whichever blank books were available in their area.
In 1937, the Department of Education conducted a major overhaul of the public school curriculum and art took on a more prominent role in the classroom. A compulsory subject of study from grades 1 to 8, the curriculum recommended 30 minutes of art daily. Art activities were also intended to be integrated into the curriculum across all subjects and creativity was strongly encouraged: “Every effort should be made to encourage the child in his art experiences and activities to select, observe, and record for himself, and to avoid reducing him to the position of merely doing what he is told. The sense of beauty and the desire and ability to express it are not likely to be developed by the dictation exercises sometimes called art lessons” (Programme of Studies for Grades I to VI of the Public and Separate Schools, 1937; emphasis in original).
As time went on, the Department of Education began to pay more and more attention to teaching art in schools. In the 1950s, for example, a series of supplementary pamphlets about art education were published for teachers. The actual content of the curriculum itself, however, actually changed remarkably little over the years. The media may have changed – with students using tempera paints instead of watercolours, for example – but many of the activities, techniques, and goals remained consistent.
These materials will be on display in the glass table on the ground floor of the OISE Library through the month of March.


Early childhood learning received considerable attention at a conference on rural education in Nashville Wednesday. Its importance to the overall success a student achieves in school was emphatically stated by many of the policy experts and advocates on hand for the event.
“If you don’t learn to read in this country by the first or maybe second grade, the chances of you graduating from high school are very slim,” said Dr. Lynne Vernon-Feagans of the University of North Carolina, representing the National Research Center on Rural Education Support.
“That’s especially if you live in a rural area, or especially in a rural low-wealth area. Those are the ones we target.”
The need to teach children to read at an early age continues to emerge as a central issue in any discussion of education, whether among educators, legislators, administrators or advocates. The role of early education was explored Tuesday and Wednesday as part of the Southeast Regional Rural Education Summit at Lipscomb University.
The State Collaborative on Reforming Education organized the event. The group was founded by Dr. Bill Frist, a heart and lung transplant surgeon and former Republican majority leader in the United States Senate.
But while much of the focus was on what Tennessee is doing, notably with its Race to the Top funds, speakers addressed the reach of early childhood education in rural areas beyond Tennessee. They include organizations like the Children’s Defense Fund, which operates nationally, or Save the Children, which is usually associated with catastrophic events in a foreign country.
Save the Children began in Appalachia in the United States in 1932, and in recent years, it has begun to focus more on literacy, physical activity and nutrition in children. It has developed a program called Early Steps to School Success, which provides services in the United States in rural areas.
“We are very proud of the gains made over the last few years,” said Sarah Belanger, a regional early childhood expert for Save the Children.
Tennessee’s efforts in early childhood education are due in part to the $501 million the state won in the federal Race to the Top competition last year.
“In our original grant, there wasn’t a lot written about early childhood, but since then we have been able to incorporate a lot of activities for it,” said Bobbi Lussier, assistant commissioner for the Tennessee Department of Education’s division on school readiness.
That division focuses on children from birth to age 8 (or 3rd grade). The state’s pre-kindergarten program, which involves more than 18,000 children, is handled there.
Lussier was enthusiastic in discussing the recently announced state website, ReadTennessee.org, meant to help teachers, parents and community leaders.
“There are those few moments in your life that far exceed any of your expectations or anything you dream of, and this website is one of them,” Lussier said.
“It will never be finished. We continually are adding resources. I can’t begin to tell you the wealth of resources here.”
Other participants in a break-out session on early childhood education included Barbara Lunnemann, also of Save the Children; Dr. Tammy Mann, president and CEO of the Campagna Center, a human services organization in Alexandria, Va.; and Dr. Cathy Grace, director of Early Childhood Development for the Children’s Defense Fund.
Mann said demographics in a rural community can change, such as when large numbers of people come from other countries, and communities have to be prepared for them. Grace noted that the Children’s Defense Fund does a lot of work with Native American communities, which are primarily in rural parts of the country. Grace said there has been a lack of attention to those communities.


At Wheeler Heights Public School, we have a growing and successful band program, currently involving over 90 children across three separate playing levels of bands. The program is run by a committee of volunteers, the conductors and supported by the school. Our aim is to provide a fun and enjoyable musical experience for students and parents.
Music Education is a primary means by which an educational institution can transmit to its students the cultural heritage of society. Music transcends barriers of ethnic background, economic status, language, and even literacy in its power to reach the depths of the human soul.
The mental discipline and thought processes required in the study of music are applicable in all fields of endeavor. Experiences with music develop a student's ability to make value judgments, to function logically as well as intuitively, and to utilize one's innate creativity.
Participation in performances encourages initiative and leadership in the students, stimulates goal-oriented thought processes, creates an appreciation and respect for the efforts of others, and assists students to develop a sense of responsibility to themselves, the school, and in a broad sense, society.
We aim to provide a positively rewarding experience for each student, unlike any other activity, by:
- Providing students with the opportunity for worthy use of their time, a means for expression, and a healthy social experience.
- Developing abilities to function as a responsible member of a team.
- Fostering teamwork and leadership skills in each student.
- Providing for the needs of the community.
- Learning about music through its actual performance.
- Developing performance skills on students' primary instruments.
- Developing a high sense of appreciation for, and critical discrimination of, quality music.
The success of any group of people or individual is directly related to attitude. Your attitude is an individual choice, made by you and you alone. Attitude can be the difference between reaching your full potential or not; you will move in the direction that you are thinking.
Is Band "Fun"?
There are other words that describe the band experience such as challenging, fulfilling, emotional, and passionate --- there is almost no experience that is more REWARDING! The enjoyment of band comes from the interaction of people that ultimately leads to great music making, which in turn creates an overall worthwhile and memorable (and fun!) experience. We believe it takes "fun" to a whole new level.


Studies have proven that the Basic Education Department in South Africa faces a numerous challenges as learners fail do well in areas of language and literacy. The aims of this paper are twofold. Firstly, it describes and discusses the basic education current situation by outlining the educational landscape, relevant policy imperatives and policy implementation challenges in post-apartheid education. Secondly, it argues that Indigenous African languages have a role to play in improving the ailing basic education sector in South Africa through its contribution as an alternative tool to learning and assessment of learners. It is further suggested that the initiatives of literacy development must be socially responsive and population-focused in order to make meaningful contributions to the literacy development in the South African education sector. The potential role of African Indigenous African languages is discussed with suggestions for further actions required for schools and the basic education department to enable a contextually relevant practice in a resource-constrained education system.
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Infant and Early Childhood Mental Health
The Infant and Early Childhood Mental Health (IECMH) field has grown out of the recognition that early childhood is the opportune time to promote cognitive, social, and emotional health and prevent or intervene early in mental health challenges. IECMH has been defined as "the developing capacity of the child from birth to 5 years of age to form close and secure adult and peer relationships; experience, manage, and express a full range of emotions; and explore the environment and learn - all in the context of family, community, and culture."1 Early childhood is a critical time for brain development, setting the stage for cognitive, social, and emotional development throughout childhood. The development of infants and young children is intertwined thoroughly with the quality of the caregiving relationships in their lives. There are a variety of well-known risk factors that can negatively impact these relationships and ultimately children’s social and emotional development, including prematurity and low birth weight, genetic disorders, exposure to substances, and exposure to violence, abuse, or chronic stress and adversity. Many mental health professionals lack exposure to IECMH or training in the unique competencies needed to identify mental health problems in young children; assess the biological, environmental, and developmental factors at play; develop and implement a service plan that incorporates evidence-based treatment approaches; or collaborate with early childhood systems. While research has shown the effectiveness of addressing mental health challenges early, many families will not receive any intervention until mental health problems worsen.
Overview of our Work
The South Southwest MHTTC will be working to develop several tools and resources to support professionals working with young children. A series of online learning modules is under development to support licensed mental health providers wanting to learn and expand their skills for working with young children and their families.
The MHTTC is also supporting early childhood caregivers in the use of evidence-based screening tools to identify social emotional challenges and has created a learning collaborative to launch the inclusion of the Incredible Years parenting program within the public mental health system. Staff are also collaborating with stakeholders in Texas to create a consensus-based definition and core competencies for early childhood mental health consultation, setting the stage for the development of additional training resources.
- Harvard University’s Center for the Developing Child
- Zero to Three
- SAMHSA’s Center of Excellence for Infant and Early Childhood Mental Health Consultation
- SAMHSA’s TA Network’s Early Childhood Learning Community Webinars
- Alberta Family Wellness Initiative’s The Brain Story
1 Ahlers, T., Cohen, J., Duer, J., Oser, C., Stark, D., & Usry, L. (2017). The Basics of Infant and Early Childhood Mental Health: A Briefing Paper. First Three Years. Available at https://www.zerotothree.org/document/936


Hobbies Playing Music Famous People Who Played or Play a Musical Instrument Share PINTEREST Email Print Corbis / Getty Images Playing Music Music Education Basics Music History Music Lessons Music Theory Playing Guitar Playing Piano Home Recording By Espie Estrella Espie Estrella is a lyricist, songwriter, and member of the Nashville Songwriters Association International. our editorial process Espie Estrella Updated March 10, 2019 Neil Armstrong (1930 - 2012) - Known as the first astronaut to walk on the moon. He is said to have played the baritone horn. Alexander Graham Bell (1847 - 1922) - He invented the telephone before he turned 30. His training and education came chiefly from his family and he is mostly self-taught. He reportedly played the piano. Louis Braille (1809 - 1852) - A French educator who invented "Braille," a method of writing and printing named after him which enabled the blind to read through the use of their hands. He was blinded when he was three due to an accident but he was an excellent organist. Charles Dickens (1812 - 1870) - English writer notable for his novels including A Christmas Carol, A Tale of Two Cities and Great Expectations. He played the accordion. Thomas Edison (1847 - 1931) - Prolific American inventor with 1,093 patented inventions. He created the world's first industrial research lab. Edison played the piano. Albert Einstein (1879 - 1955) - Physicist who won a Nobel Prize in 1921, known for his theories of relativity and gravitation. He played the piano and violin. Donald Glaser (1926 - 2013) - Physicist who received the Nobel Prize for Physics in 1960 for his "bubble chamber" invention. He played the violin. John Glenn (1921 - 2016) - Known as the first U.S. astronaut to ever orbit the earth. In 1998, he again went to space on board the space shuttle Discovery at the age of 77. He grew up in a musically talented family. Thomas Hardy (1840 - 1928) - Poet and novelist, among his notable works are Tess of the d'Urbervilles and Jude the Obscure. He played the accordion. Trevor Pryce (born August 3, 1975) - Football player, plays for the Denver Broncos. Pryce plays the drums. Oscar Robertson (born November 24, 1938) - Basketball legend, he played for the Cincinnati Royals and the Milwaukee Bucks. Robertson plays the flute. John Smoltz (born on May 15, 1967) - Major league baseball player who reportedly also plays the accordion. Wayman Tisdale (1964 - 2009) - Basketball player who was also a brilliant bass guitarist. He released several albums, his last album being titled Rebound. Bernie Williams (born on September 13, 1968) - Major League baseball player for the New York Yankees. He also plays the guitar and composes his own songs. His debut album is titled The Journey Within.


Affluent men consistently rate women artists lower than their male counterparts, leading to a discrepancy in prices at auction, according to a new report by the University of Luxembourg.
The findings, published in the paper, Is gender in the eye of the beholder? Identifying cultural attitudes with art auction prices, reveal that works by women fetch on average 47.6% less than those by men at auction.
“Male buyers are a driving force of the auction market and yet we see that they are also more likely to think that women’s art is inferior,” says Roman Kräussl, the art economist who led the report. “Our research adds to the mounting evidence of discrimination towards women that is systemic in so many industries.”
In one survey, 1,000 people were asked to guess the gender of the artist and rate an anonymous piece on a scale of 1 to 10. Women were consistently given a lower mark. In a second survey, 2,000 participants were asked to rate paintings that were computer-generated and randomly assigned fictitious names of male and female artists. Here, too, works of women were rated lower.
As for auction results, the report used a sample of 1.5 million auction transactions between 1970 to 2013 in 45 countries for 62,442 artists. It found that, the average transaction price for men is $48,212 and for women, $25,262.
So, can the price difference be attributed to women’s historical lack of access to art education and resources? The paper concludes that this does not appear to be the primary explanation. Differences in gender-specific “themes” or styles are also ruled out. Other factors that could contribute to the pay gap include the male-dominated auctioneer profession, although there is no empirical data to support this hypothesis.
Ultimately, the report says, it is a “societal bias” that accounts for the price difference. Quoting an article by Greg Allen in The New York Times in 2005, the paper concludes: “Asking why women's art sells for less than men's elicits a long and complex answer, with endless caveats, entirely germane qualifiers and diverse, sometimes contradictory reasons. But there is also a short and simple, if unpopular, answer that none of those explanations can trump. Women's art sells for less because it is made by women.”


The debate and struggle in the school system over music education may get a little twist. Students from the Stanford Laptop Orchestra create music with their laptops instead of instruments. Ge Wang, the orchestra’s founder, has worked with students from music to engineering to develop their own software language, Chuck, to create and generate the unique sounds and equipment necessary to build a sound unlike anything you’ve heard. This musical group has been performing at colleges and city parks as you’ll see on YouTube. There’s a performance at Macworld and Apple has even dedicated a page on Musical Macs. Although the sounds they produce may not be a symphony or pop tune you can pick out, it goes to show you that even the most technologically minded people get together to be creative, they might call it music.
The real reason I wanted to write this blog was not to share yet another link to YouTube or Apple. I wanted to pose the question to encourage thought about musical expression and how you may define it. It goes without saying everyone has a different idea of what good music is but we usually agree that it’s music.
So what defines music? Does it require an instrument? What defines an instrument? Can a computer or software program replace an instrument like a piano or a flute? I would challenge the assumption that music requires an instrument at all. Child prodigy August Rush heard music in a field of grass and created sounds I’d never heard from a guitar he didn’t even know how to play. Yes, the movie is fiction but the message is very real.
Music is an art. Art is interpretation. You may interpret what you hear differently one day to the next but the vehicle that produces that sound isn’t restricted to only the ones you know today. Sound can be a means of expressing a feeling or a tone whether it is in the form of a song or simply the inflection of your voice. So it must mean that like beauty is in the eye of the beholder, sound is music to the listening ear. So what have you heard from your toaster today?


Has your child begun the transition from an observant listener to an active participant during your reading sessions? Is he starting to string together letter sounds and recognize words on the page? If so, he’s entered an exciting new phase as an emergent reader! This highly important, formative period of literacy development calls for some specific reading techniques.
While some books may be suitable to read aloud to your child, they might not be conducive to independent reading. You can help to hone your child’s budding skills by selecting books tailored to his age, development, and interests. With a carefully chosen library of appropriate books, he’ll more quickly become a confident, fluent reader.
The Beginner Books imprint was developed by Ted Geisel (more commonly known as Dr. Seuss) and his editor in the 1950s. Today, these revolutionary books continue to shape the landscape of early literacy. The vocabulary of Beginner Books titles is slightly more advanced than the
Bright and Early line, but it’s still deliberately simple and controlled, making it easier for your early reader to master the words and sentences himself and boosting his confidence.
Before the launch of Beginner Books, parents of emergent readers were limited to basal readers like Dick and Jane that lacked inspiration and failed to keep youngsters engaged. The Beginner Books line combines the same limited vocabulary and number of words with imaginative verses and bold illustrations. The series includes dozens of widely popular titles. In addition to many of the favorite Dr. Seuss classics, you can choose from works by other notable children’s authors—Al Perkins, Stan & Jan Berenstain, Richard Scarry, and Susan Schade, among others—who drew inspiration from his unique, imaginative style.
Below are just some of the top
Beginner books picks:
- The Cat in the Hat: Dr. Seuss crafted this timeless favorite in 1957 when his publisher challenged him to compose an entertaining book for beginning readers using a limited number of words. He succeeded, writing the engaging classic with just 236 words. Today, it remains a favorite of preschool-aged children embarking on their first experiences with independent reading.
- The Cat in the Hat Comes Back: Published the year after the original, this celebrated sequel also uses controlled vocabulary and verses, making it ideal for beginning readers.
- Green Eggs and Ham: In 1960, Dr. Seuss outdid himself when he wrote this beginner reader’s favorite using just 50 words. The appeal of Green Eggs and Ham lies in its captivating repetition, rhyming, and humor. Parents also appreciate the story’s moral, which encourages children to try new things.
- And to Think That I Saw It on Mulberry Street: The first in Dr. Seuss’ line of memorable picture books, this classic was published back in 1937. The imaginative plot and zany illustrations continue to capture the attention of kids ages four and up.
With Beginner Books, Dr. Seuss and his contemporaries proved that the first stages of independent reading can be entertaining as well as educational. Your child will delight in the whimsical rhymes and zany characters, and you’ll enjoy the intelligent wit and life lessons presented in the stories. The Dr. Seuss & His Friends book club contains many popular Beginner Books titles, making it easy for you to build a library of high-quality titles for your new reader. See the complete list of Beginner Books here.


According to the household survey conducted by States/UTs and reported in their Annual Work Plan and Budget (AWP&B) submitted to this Ministry, the number of Out-of-School Children has considerably declined to 17.24 lakh in 2014.
The Government of India had earlier commissioned two independent surveys to estimate the number of out-of-school children in the country in 2005 and 2009 which shows a decline in the number of out of school children from 134.6 lakh in 2005 to 81.5 lakh in 2009.
NCERT undertook a project on “Development of Guidelines for Special Training of Out-of-School Children under RTE Act” during 2011-12. The prime purpose of these Guidelines is to facilitate the state level functionaries working in this area by providing suggestive strategies and understanding on pedagogical processes required for mainstreaming out-of-school children.
In accordance with the Right of Children to Free and Compulsory Education Act, 2009, the Central Board of Secondary Education (CBSE) has directed all the schools affiliated to the Board that they shall admit in class I, to the extent of at least twenty-five per cent of the strength of that class, children belonging to weaker section and disadvantaged group in the neighborhood and provide free and compulsory elementary education till its completion.
The Sarva Shiksha Abhiyan, provides for opening of new schools, additional classrooms and additional teachers. Further, under SSA, Kasturba Gandhi Balika Vidyalayas (KGBV), free textbooks to all children from classes I-VII, free uniforms to all girls and children belonging to SC/ST/BPL and special training for out-of-school children to be mainstreamed to age-appropriate classes, are being implemented along with awareness campaigns and local community participation in school management, in order to bring more and more children into the fold of education.
This information was given by the Union Minister of HRD, Smt. Smriti Irani in a written reply to a Rajya Sabha question today.


ECON5002 Agriculture and Economic Development
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- This unit examines the role of agriculture in economic development, mainly in developing countries but with relevance to developed countries. The goal of the unit is to learn how to apply economic theory and analytical tools to address policy challenges faced by governments, and agents operating in the food and non-food sectors mainly in developing countries. Thematic areas covered include the economics of farm households, market failure and role of government in markets, food and nutrition security, agricultural productivity growth, technology adoption and impact evaluation, rural land reforms, climate change and water crisis, agriculture and natural resource conservation, and international trade. A variety of topical questions are addressed, potentially including: what caused the global food crisis? How can we evaluate the appropriateness of government policies, such as fertilizer subsidies? What is the impact of water scarcity on global food security in an era of climate change? Why is land reform a thorny issue in developing countries? Are there opportunities to increase the efficiency of resource-poor producers? What are the effects of trade and globalization on poor economies? What strategies and policies are needed to promote agricultural development? The unit is issue and problem solving oriented; it requires critical thinking and active participation. Policy implications of the topics are explored are discussed throughout the unit. Students are given the opportunity to discuss issues, to design policy briefs, and to carry out research on topics covered.
- Students are able to (1) discuss, explain and review evolving themes and theories in agricultural development; (2) understand and appreciate the role of economic theory and policy in addressing challenges in agricultural development; (3) develop aboard overview of challenges in agricultural development both in the farm and nonfarm sector; (4) articulate the important characteristics of agriculture and its role in economic development; and (5) develop the capacity to apply analytical tools in economics to address policy challenges in agricultural development.
- Indicative assessments in this unit are as follows: (1) examination; (2) policy briefs; and (3) assignment. Further information is available in the unit outline.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Dr Amin Mugera
- Unit rules
- enrolment in the Master of Agricultural Science (coursework or coursework and dissertation) (72510) or Master of International Development (coursework or coursework and dissertation) (71550) or Master of Geographic Information Science (coursework or coursework and dissertation) (71570) or Master of Agricultural Economics (73530)
- Contact hours
- lectures: 4 hours per fortnight; tutorials: 2 hours per fortnight for 10 weeks
- Unit Outline
- Semester 1-2020 [SEM-1-2020]
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Art as a Gateway to Learning
The US Department of Education published a report in 2002 on “The Value Added Benefits of the Arts,” which states, “Studies have shown that arts teaching and learning can increase student’s cognitive and social development. The arts can be a critical link for students in developing the crucial thinking skills and motivations they need to achieve at higher levels” (Deasy, & Stevenson, 2002). The importance of Art in a well-rounded education curriculum can’t be overstated. With recent cutbacks within the formal education system, it may be up to parents to provide their children with opportunities for Art education. These opportunities can be as simple as providing varied materials for exploration at home, or more formal experiences such as after school programs or summer art camps. However the experiences are provided, children gain much from artistic endeavors. These are just a few of the skills children learn from art exposure.
- Art encourages and develops creative thinking: children are asked to “think on their feet” and brainstorm various approaches to a design problem, trying new things and experimenting with the range of materials provided.
- Art provides a means of communication, self-expression, and emotional release: feelings and ideas that children may not yet have words for can be readily expressed through art.
- Art builds confidence: appreciation for their own (and others) creations teaches children to respect the process and the results of their hard work as well as the individuality of others.
- Art teaches perseverance: children get “lost” in the creative process, sometimes working for long periods of time to get the reality to match their vision. This commitment will serve them well in any future project.
- Art increases self-understanding and self expression: having to think about what they want their work to communicate encourages children to really examine their beliefs and emotions.
- Art provides problem-solving and decision-making opportunities: turning their vision for a project into a reality requires children to solve problems repeatedly. Shaping the materials they have into the artwork they see in their head makes them learn how to work within the constructs of the media.
- Art offers feelings of accomplishment: when a project is finished to his or her satisfaction the child feels that their efforts have been worthwhile, encouraging future dedication.
- Art serves as a balance to academic activities: STEM subjects are important, but children need varied experiences in their day as a respite from the intense focus needed in when confronting science, technology, engineering and math problems.
- Art aids physical coordination: fine motor skills andmanual dexterity are improved when children finger paint, or use scissors, paint brushes or other tools.
- Art familiarizes children with receiving feedback: constructive criticism is important in any field the child may choose to pursue as they mature. Learning to appreciate the “constructive” component of that feedback is vital and only comes with exposure.
- Art develops good work ethics, a sense of responsibility and accountability: especially when an artwork is collaborative, children begin to understand the importance of listening to and respecting other’s opinions, and compromising for the greater good, skills that are invaluable as an adult.
- Art aids the adult in understanding and helping the child: emotions revealed through a child’s artwork can be explored and expanded upon through asking open ended questions about the child’s project. Something as simple as “Tell me aboutyour picture/sculpture/song,” can open up lines of communication and offer an invaluable window into the child’s mind.
- Art generates joy: Art is FUN! Children love the tactile experience of exploring various media and getting their hands dirty with no repercussions is an added perk!
As parents and caregivers we must view art not as an afterthought if there is time after the “more important” subjects have been tackled. We must remember that art is vital to the well rounded education of our children.
Remember: “Every child is an artist. The problem is how to remain an artist once he grows up.” – Pablo Picasso
For an amazing exploration of traditional craft materials repurposed as fine art, check out a free exhibit running from October 26 thru December 6, 2017 at the Flinn Gallery located in the Greenwich Public Library


The ideal first book to introduce toddlers to numbers - packed with colourful images and clear word-labels to encourage early learning
Help your toddler learn all about numbers and counting in My First 123. Count from 1 to 10, then up to 100 with your toddler, and introduce adding and taking away with this engaging board book which keeps early learning simple. With colourful, bright photographs alongside clear word-labels your little one will master numbers in no time.
Perfect for encouraging children to build numeracy skills My First 123 helps toddlers grasp early concepts. Your little one will love discovering numbers while holding the chunky pages of this tactile board book. Read it together and help them turn the pages, practise counting, then take a look at adding up and taking away.


Feb 07 , 2020
World Read Aloud Day is a global movement of millions of readers, writers and listeners from diverse communities from more than 170 countries across the world, coming together to honour the power of reading, sharing stories in the spirit of improving global literacy.
It was founded in 2010 by literacy organisation LitWorld as an opportunity for people to celebrate the joy of reading aloud, and advocate for literacy as a fundamental human right.
Research by Australia’s Victoria state government’s Department of Education and Early Childhood Development and the Melbourne Institute of Applied Economic and Social Research has shown that reading aloud to young children daily improves schooling outcomes, irrespective of family and home environment.
There is a strong correlation between parents or caregivers reading to young children and them being literate by 15 and performing a year or two above their peers, according to the research document Let’s Read Them a Story! The Parent Factor in Education, published in 2012 by the Organisation for Economic Co-operation and Development.
According to early childhood development theory, childrens’ literacy skills follow developmental progression through particular stages. Being read to regularly and having access to books have a significant impact on how easily young children move through these stages. Literacy development includes a foundation phase for infants and toddlers, and early emergent literacy for preschoolers.
The foundation phase includes a number of activities, including the child touching pictures; holding and carrying books; bringing a book and asking to be read to; pointing to and naming objects; turning pages; mouthing the book or “reading” to themselves; reciting their favourite parts; and noticing and protesting when an adult gets something wrong or leaves out a word.
In the early emergent literacy phase, children learn that reading and writing are activities people engage in. This stage includes the child showing an interest in books and writing; handling books; being aware that books contain stories; listening to stories; reciting phrases or whole stories; showing a preference for certain stories; and scribbling and making letter-like shapes.
In her book Proust and the Squid: The Story and Science of the Reading Brain, literacy advocate Maryanne Wolf identifies the emergent pre-reader phase that happens between six months and six years old. She highlights the importance of reading aloud to children – reading doesn’t just “happen”. “Emerging reading arises out of years of perceptions, increasing conceptual and social development, and cumulative exposures to oral and written language.”
You can support World Read Aloud Day and the effort to bring literacy to children by downloading, printing and folding some amazing books from the InstaStory Book library on the Hollard website, created by South Africans countrywide, and giving these to a preschool, childrens’ home or charity.
Or you can create your own InstaStory Book to add to the library. Click here for instructions. The Hollard Foundation, in collaboration with non-profit organisation Kago Ya Bana, distribute these InstaStory Books to underprivileged children across the country.
If nothing else, print and read an InstaStory Book to your own young kids on World Read Aloud Day.
It’s all about creating better futures for all South Africans!
Link to Hollard InstaStory Books page: https://www.hollard.co.za/better-futures/InstaStoryBooks


Pearson Interactive Science for Kids could be educated in quite a few ways, depending upon interests and your youngster's age. It can be accomplished with one time, an interactive atmosphere, or a"hands-on" method. You'll find a lot of disadvantages and benefits for eachand every careful preparation is required.
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It’s almost Summer! Why not take a favorite seasonal item, the Beach Ball, your Little Pnuts and have some fun while teaching Cooperative Play. A great play date activity with several of your Little Pnuts friends!
What You Will Need
- Several Colorful Beach Balls
- A gathering of Little Pnuts
How to Play
First have all the Little Pnuts stand in a circle.
Begin by throwing a few beach balls into the air. Have all the Little Pnuts do what they can to keep the beach balls from hitting the ground. Have them test out using different body parts to touch the ball; their feet, hands, shoulders, chest and heads, utilizing coordination to keep the balls from touching the ground. Instruct them that they are not allowed to touch anyone else in the process to prevent injury.
Once a ball hits the ground it is removed from play. As the balls get fewer in play, the object is to see if they can use team work to keep the balls from touching the ground. Have your Little Pnuts give directions to one another, alerting their “team mates” when the ball is near, have them communicate to each other taking turns to keep the ball up and where the ball is, thus avoiding collisions.
Variations on Play
To add a bit of challenge add more balls to the game. This allows for increased concentration and focus as well as having your Little Pnuts pay closer attention to their surroundings while simultaneously working to not to bump into someone else. This variation also assists in balance and coordination, while keeping focus on the ball they are trying to keep off the ground.
This activities focuses on the following Developmental Milestones for your Little Pnuts:
Gross Motor Skill Development, Focus and Concentration, Strategic Thinking, Cognitive Development, Coordination, Cooperative Play, Communication, Team Work.
—Melissa Pia Bossola Beese, Mother of 2, founder of Little Pnuts.


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How to teach and educate with art
discussion with guests and students of the 3rd High School
Production: Zavod MOJa KreacijA Maribor
Partner: Društvo za sodobni ples Slovenije – Gibanica, bienale sodobne plesne umetnosti
Planning of discussion: Mojca Kasjak
Executive production: Mojca Zupanič
In collaboration with Tretja gimnazija
- Ana Petrovčič, coordinator of the national project Kulturni bazar (Cultural Bazaar),
- Urška Košica, program leader of Kulturni dnevnik, Narodni dom Maribor,
- Saša Lončar, dance pedagogue, KD Qulenium Kranj,
- Jan Rozman, choreographer, performer, and dancer,
- Katja Gorečan, poet and dramaturg.
Mojca Redjko, program associate of SNG Maribor (Slovene National Theatre Maribor), connects the conversation.
Art engages the full spectrum of the human sensory, intellectual, emotional, and motivational layers of a personality. As an experience of communication, it enables a personal experiential relation with the depicted content at the moment when the creative process (staging) and the process of experiencing (the audience) connect.
Art education, or education with art and culture, mainly includes young people, supports their personal growth, encourages varied forms of thinking, strengthens empathy and ambition, and is the basis for a healthy society founded on knowledge, creativity, and tolerance. Thus, the Universal Declaration of Human Rights of 1948, already states that anyone can participate in cultural life either as a creator of cultural goods and services, or as their intermediary or recipient.
How does contemporary cultural and artistic education, and its contents, support development processes?
How are they treated by the educational system?
How is creativity encouraged in education?
How is art reflected there?
Does the youth know enough about the importance of culture and art?
Do they encounter culture and art enough?
How is access to those goods ensured?
What (more) needs to be done in order to develop young audiences, in terms of formal and informal settings?


'Kidnapping of Bathsheba Bungy' March 21
In celebration of National Women’s History Month, historical interpreter Valarie Petty Boyer will utilize monologue and song to tell the true story of Bathsheba Bungy, an African American girl from New Castle who was kidnapped by two white men in 1830 and taken to Maryland to be sold into slavery.
“The Kidnapping of Bathsheba Bungy” is set for 1 p.m. March 21 at the New Castle Court House Museum, 211 Delaware St.
The program explores Bungy’s ordeal and escape, and the actual trial of her kidnappers which was held in the New Castle Court House — the location where Boyer’s performance will be held.
Boyer holds a doctorate in education from Walden University; and a master’s degree in curriculum and instruction, and a bachelor’s degree in elementary education — both from the University of Delaware. A resident of Dover, she teaches sociology, human development and general psychology at Delaware Technical and Community College.
As a historical interpreter, Boyer writes and performs her own programs which often feature her singing Negro spirituals. In addition to Bathsheba Bungy, she has portrayed antislavery activist Charlotte Forten Grimke; Nannie Goode, who taught at the Iron Hill Colored School in Newark in the 1920s; and escaped slave Susan Petty, a fictional character created by Boyer and named for her grandmother.
Admission is free and open to the public; reservations are encouraged to 323-4453.


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Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and opportunity classes.
NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support.
The Wellbeing Framework supports schools to create learning environments that enable students to be healthy, happy, engaged and successful.
Information for parents and carers including learning and wellbeing resources, advice, study skills, a quick guide glossary, homework help, learning from home tools, support for additional needs and more.
Resources in this section support schools to know more about students’ literacy and numeracy skills.
NSW Learning progressions for literacy and numeracy describe common learning pathways for students from Kindergarten to Year 10.
An online tool designed by the NSW Department of Education to support the use of literacy and numeracy learning progressions in all NSW schools.
Resources that demonstrate the practices schools have developed to support literacy and numeracy learning.
Resources supporting the literacy and numeracy development of EAL/D learners.


Delivering Well Prepared Teachers Policy
The state should ensure that new elementary teachers know the science of reading instruction.
As a condition of initial licensure, all early childhood and elementary education teacher candidates in Connecticut must pass the state's Foundations of Reading test. The test's objectives include the five components of scientific reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension.
Further, as of July 1, 2013, a program of professional development was created in scientifically based reading research and instruction. The program will be based on data collected from student reading assessments, provide differentiated and intensified training in reading instruction for teachers, and inform principals on how to evaluate teacher performance in science of reading instruction.
Foundations of Reading Test www.ct.nesinc.com Connecticut General Statute 10-148b
Ensure that the science of reading test is meaningful.
To ensure that its science of reading test is meaningful, Connecticut should evaluate its passing score to make certain it reflects a high standard of performance.
Connecticut recognized the factual accuracy of this analysis. The state added that recent legislation will require, beginning July 1, 2014, that all current K-3 teachers complete a biennial reading survey, based on the Foundations of Reading test. The results of this survey will be used to design individualized professional learning for all current K-3 teachers but cannot be used in teachers' annual evaluations.
Connecticut's effort to ensure that current teachers have the skills and knowledge to be effective reading teachers is commendable. It is not just new teachers who need to know the science of reading.
Reading science has identified five components of effective instruction.
Teaching children to read is the most important task teachers undertake. Over the past 60 years, scientists from many fields have worked to determine how people learn to read and why some struggle. This science of reading has led to breakthroughs that can dramatically reduce the number of children destined to become functionally illiterate or barely literate adults. By routinely applying in the classroom the lessons learned from the scientific findings, most reading failure can be avoided. Estimates indicate that the current failure rate of 20 to 30 percent could be reduced to 2 to 10 percent.
Scientific research has shown that there are five essential components of effective reading instruction: explicit and systematic instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension. Many states' policies still do not reflect the strong research consensus in reading instruction that has emerged over the last few decades. Many teacher preparation programs, still caught up in the reading wars, resist teaching scientifically based reading instruction. NCTQ's reports on teacher preparation, beginning with What Education Schools Aren't Teaching about Reading and What Elementary Teachers Aren't Learning in 2006 and continuing through the Teacher Prep Review in 2013, have consistently found the overwhelming majority of teacher preparation programs across the country do not train teachers in the science of reading. Whether through standards or coursework requirements, states must ensure that their preparation programs graduate only teacher candidates who know how to teach children to read.
Most current reading tests do not offer assurance that teachers know the science of reading.
A growing number of states, such as Massachusetts, Connecticut and Virginia, require strong, stand-alone assessments entirely focused on the science of reading. Other states rely on either pedagogy tests or content tests that include items on reading instruction. However, since reading instruction is addressed only in one small part of most of these tests, it is often not necessary to know the science of reading to pass. States need to make sure that a teacher candidate cannot pass a test that purportedly covers reading instruction without knowing the critical material.
Elementary Teacher Preparation in Reading Instruction: Supporting Research
For evidence on what new teachers are not learning about reading instruction, see NCTQ, "What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning" 2006) at:http://www.nctq.org/nctq/images/nctq_reading_study_app.pdf.
For problems with existing reading tests, see S. Stotsky, "Why American Students Do Not Learn to Read Very Well: The Unintended Consequences of Title II and Teacher Testing," Third Education Group Review, Vol. 2, No. 2, 2006; and D. W. Rigden, Report on Licensure Alignment with the Essential Components of Effective Reading Instruction (Washington, D.C.: Reading First Teacher Education Network, 2006).
For information on where states set passing scores on elementary level content tests for teacher licensing across the U.S., see chart on p. 13 of NCTQ "Recommendations for the Reauthorization of the Elementary and Secondary Education Act, Removing the Roadblocks: How Federal Policy Can Cultivate Effective Teachers," (2011).


There are two complementary foundation texts for those interested in the history of black and Asian people in Britain. One is Peter Fryer’s Staying Power: The History of Black People in Britain and the other is Rozina Visram’s Ayahs, Lascars and Princes: Indians in Britain, 1700-1947.
Both books were published in the mid -1980s by the radical Pluto Press, and provided ‘historical ammunition’ at that time to a generation of activists from Africa, Caribbean and Asian backgrounds and their allies who were fighting against racism and for civil rights. Fryer and Visram’s work, meticulously researched through archival material and obscure records of all sorts, constructed a neglected but significant strand of ‘our island story’ going back centuries.
Those protesting against being cast as foreigners who had no past and no right to be considered British, were energised by reading that Georgian London had a thriving free black population, that the 19th century London Chartists were led by William Cuffay, the disabled son of a slave and the suffragist movement included radical women of south Asian descent such as direct-action veteran Sophie Duleep Singh. These episodes and individuals raised black and Asian peoples above having a mere presence in Britain into the realm of having been active contributors to its history, society and culture.
Aspects of this history have often emerged from unexpected sources. In 2004, working on an art education project in south east London, I learned that Dr Andrew Bamji at Queen Mary’s Hospital in Sidcup had an archive of case-notes of wounded First World War soldiers who had undergone pioneering plastic surgery by surgeon Harold Gillies. These included photographs, notes and X-rays of many African and south and east Asian colonial soldiers sent to Queen’s Hospital (as it was then) after suffering extensive facial injuries - for example having their faces shot away by shell-fire. I also interviewed a Somali sailor living in a retired seaman’s hostel in east London who held me spellbound with yarns of his time in the British merchant navy in the 1940s.
Since the 1980s for various reasons other identities have come to the foreground, particularly religious ones. The history of Muslims in Britain is now a thriving branch of inquiry and has begun to deepen our understanding of the dynamic between Britain and Islam and its followers. The impetus is very much the same as it was in the 1980s – to prove that a specific group considered outsiders has been an integral part of the warp and weft of British society for a very long time.
Following in the footsteps of Fryer and Visram are historians busy working through archives to piece together the British ‘Muslim narrative’. The recent discovery in the National Maritime Museum of 2,000 photographic records of Bangladeshi ships’ cooks in its archives is an important part of this quest. The hidden story of the ‘Lascars’ pioneered 30 years ago by Rozina Visram is now being brought fully to life. Names and faces come into focus; origins, personal accounts, individual voices and specific events add often surprising dimensions to what we already know. You can read more about the link between the Muslim world and Britain's maritime history by reading my interview with Dr Aaron Jaffer of the National Maritime Museum who curated the study day.
The work of the NMM in reassessing the historical record of lascars is of intense interest to the fellows of the Muslim Institute, of which I am director. The Institute is a free-thinking organisation dedicated to expanding critical dialogue and deeper understanding between Muslims and wider society.
Today all Muslims, particularly in the West, are trying to navigate between various rocks and hard places. It is good to know that those that came before have also been on this voyage, have also been beset by challenges on the way, but have ultimately weathered the storm. We are indebted to the NMM for extending an invitation to the Muslim Institute to take part in the study day which took place on 10th September and play a small role in uncovering our shared maritime history.