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Imagine moving to a new country as a young child where you do not understand the language, being placed in the country's school system, and being expected to learn the same lessons as the other children in your class. Sound difficult? "It was extremely difficult," shared Maria Diaz-Ponce, a sophomore in the College of Education's elementary education program. At 11 years old, Diaz-Ponce and her family moved from Michoacan, Mexico to Pikeville, North Carolina where she was placed in a sixth grade class in her new hometown. Her knowledge of the English language was so limited that she had another student (who was bilingual) write in English on a card, 'Can I use the restroom?' and 'Can I go and drink water?' Diaz-Ponce would raise these cards so her teachers would be aware of her needs and excuse her from the classroom.
During this difficult time in Diaz-Ponce's childhood she found support and encouragement in her ESL teacher, Miss Cloete. According to Diaz-Ponce, "[Miss Cloete] had to start by teaching me the basics like my ABCs." In addition to providing encouragement, her ESL teacher challenged her to learn English through unorthodox teaching methods.


The Nazi majority of Dessau suspended the seat of learning. Paul Schultze-Naumburg was the architect that they sent into the school to re-establish pure German art instead of the “cosmopolitan rubbish” the Bauhaus artists were doing. He described Bauhaus furniture as Kisten, or boxes. Bauhaus was even as private institution so much hated by the National Socialist government that the police closed it up on 11th April, 1933. By September 1932, the Nazis had won a majority in Dessau, and cut off all financial support to the Bauhaus. The school was forced to move to Berlin, where it survived without any public funding for a brief time. On April 11 1933, the Berlin police, acting on the orders of the new Nazi government finally closed it.
The Nazi’s “degenerate art” exhibition in 1937 featured works by several former Bauhaus teachers. The Nazis failed in their efforts to completely erase the Bauhaus. Its forced closure and the subsequent emigration of many of its former staff and students, ensured that it would become famous and influential throughout the world, especially in the United States, where a Bauhaus school was established in Chicago in 1937. The Bauhaus had a lasting impact on art education and in architecture.
The New Bauhaus, founded in 1937 in Chicago, was the immediate successor to the Bauhaus dissolved in 1933 under National Socialist pressure. Bauhaus ideology had a strong impact throughout America, but it was only at the New Bauhaus that the complete curriculum as developed under Walter Gropius in Weimar and Dessau was adopted and further developed. The former Bauhaus master Laszlo Moholy-Nagy was founding director of the New Bauhaus. The focus on natural and human sciences was increased, and photography grew to play a more prominent role at the school in Chicago than it had done in Germany. Training in mechanical techniques was more sophisticated than it had been in Germany.
The method and aim of the school were likewise adapted to American requirements. Moholy-Nagy’s successor at the head of the Institute of Design, Serge Chermayeff, however, remained still quite true to the original Bauhaus. In the 1950s the New Bauhaus merged with the Illinois Institute of Technology. The Institute of Design is even now still part of the Illinois Institute of Technology in Chicago, and rates as a respected and professionally oriented school of design.


What is Co-Dex Kids?
- A physical education programme for children aged 3 - 11 years old.
- A programme that focuses on developing a child athletic ability through learning the ABC’s of sport in an environment of positive teaching and creative based teaching styles.
Co-Dex kids will develop a motor skill development programme through ball work, sports skills, gymnastics and “play”. All these are taught in a fun, safe and nurturing environment. We encourage children to develop at their own pace, building their self esteem and confidence. Confidence that will build a foundation to succeed, in whatever they may try today, and for the rest of their lives.
With learning basic and advanced motor skills, levels of enjoyment and success can be gained within the sporting arena. Sport is a great way for any child to learn the skills required for life and therefore with gaining success we start to believe in ourselves and enjoy participation in sport.


Compulsory primary education act – 1990 in bangladesh md masum emran phd candidate department of economics university of birmingham supervisor. Understanding education quality the goal of achieving universal primary education complete free and compulsory primary education of good quality. The english national curriculum means children in different schools (at primary and secondary level) some parts of sex and relationship education are compulsory. According to international human rights law, primary education shall be compulsory and free of charge secondary and higher education shall be made progressively free. Education select committee calls for sex education to be compulsory in primary and secondary schools amid fears over the sexualisation of children by the internet. The malawi government has been refusing to make primary education compulsory for all schools, a review undertaken in may 2015 by the united. An act to provide for compulsory primary education in the province of the punjab preamble. The ordinance has repealed the punjab compulsory primary education every child has a right to free and compulsory education from compulsory education is a.
The compulsory education act to make primary school education compulsory for all children in singapore was passed by parliament on 9 october 2000 and came into effect. Translations in context of compulsory primary education in english-french from reverso context: free and compulsory primary education. Details of primary and post-primary statutory curriculum including religious education, physical education, compulsory education, deferral of school. The right to education has been recognized as a human right in a number of international conventions compulsory primary education for all. The ministry of education (moe) recently reported that 1,483 children did not register for primary 1 this year as required under the compulsory education act (ce.
The compulsory school age in ireland is 6 and all forms of pre-primary education are optional however, children from the age of 4 can be enrolled in infant classes. 1870 education act compulsory education was also extended to blind and deaf children under the elementary education (blind and deaf children) act of 1893. Right of children to free and compulsory education act 2009 (hindi) date: 2009. Education is compulsory up to the age of 16 however, it is also a fact that, while we have almost 100% enrolment at the primary level, it is in the secondary sub.
Compulsory primary education: primary education in finland is compulsory from the year of a child's six or seventh birthday and lasts for nine year. Education is more than just learning how to read, write or calculate the latin origin of the word itself is to lead somebody out a persons.
Free and compulsory primary education in the context of education for all tribhuvan university research centre for educational innovation and development. Primary education lasts either five or six years with the former the nine-year schooling in primary and junior secondary schools pertains to compulsory education. This entry is concerned with primary and secondary education primary education is compulsory and provided by the state in almost all countries around the world. Our programmes are recognised by ofsted as 'outstanding' in every criterion across primary, secondary and post-compulsory education (fe) we’ll support you with the.
Compulsory primary school leavers attainment test of primary school must sit a primary school leavers attainment test primary education final. What is it about today's school system that so many find unsatisfactory why have generations of reformers failed to improve the educational system, and, indeed. In a country everybody should know how to read and write and how to count, so that everybody can help the society with a better capacity primary education is based.
The chinese government made a law for a free nine-year compulsory education (six years of primary education and three years of secondary education.


Helping a student experience music in a meaningful way, whether he/she is a complete beginner, a young adult preparing for a career in the field, or a working professional taking lessons as a hobby, serves as a constant reminder of why I do what I do: Involvement in music and the arts changes lives, bringing joy and fulfillment while fostering intellectual, physical, and spiritual growth.
Music education can:
1) Help students express emotion, develop a sense of self, and increase self-confidence
2) Provide an engaging recreational activity while developing community and promoting social skills
3) Increase independent learning, self-discipline, cognitive abilities, and creative thinking
4) Deepen the appreciation and emotional benefits of experiencing music as an educated listener
5) Prepare a student for a career in music by developing fundamentals and technical facility
As a private lesson instructor, ensemble coach, and classroom teacher, I have witnessed students of all ages and levels benefit in the aforementioned ways. While different learning environments and student backgrounds offer unique challenges, I believe that successful teaching results from some common attributes:
1) Focused structure and clear expectations
2) Emphasis on critical and creative thinking
3) Assignments based on applying knowledge rather than rote memorization or repetitive exercises
4) Patience, understanding, and a willingness to adjust based on the needs of the student
Educators that utilize these qualities create an environment based on mutual trust and respect where the most effective learning can occur.
Private Lesson Instruction
When teaching private lessons, I strive to balance the development of fundamental skills, such as note and rhythm reading, ear training, and technique, with creativity and self-expression. I encourage piano students of all levels to exercise creative skills by improvising and composing.
Objectives in private lessons are met by 1) working with students to develop efficient practice habits 2) the use of repertoire to work on specific concepts, and 3) the use of technology.
The key to successful practice is learning how to break down difficult musical challenges into manageable exercises that are hard enough to challenge the student but not so difficult that he/she cannot see improvement with consistent practice. Rather than dictate a specific repertoire or concepts a student should practice, I impart the process of creating an effective practice routine, a valuable skill they will be able to use in their future endeavors, both musical and otherwise. Because the focus is how to practice rather than what to practice, the scope of what students can study is unlimited.
Another approach I utilize is the use of repertoire to work on fundamental concepts. When a student studies exercises in the context of a real piece of music, they become more applicable and enjoyable, resulting in a more rewarding practice experience. Additionally, I encourage the use of music technology in lessons: recording and evaluating practice sessions, using play-along software, composing and arranging with sequencing and music notation programs, and ear training and theory learning tools.
Classroom and Ensemble Instruction
In the context of the classroom, I favor interactive discussion over lecture and use multimedia and classroom technology to present topics from multiple dimensions. Assignments and evaluations encourage students to use creativity and critical thinking, rather than rote memorization, to demonstrate their understanding of class concepts. Theory students, for example, are asked to write a composition that uses harmonic devices discussed in class. History students relate the context of culture and society to the development of musical styles. These are the skills that translate beyond individual class curriculum and prepare students for real-world experiences.
While working with ensembles, I balance an appreciation for the music of the past with a commitment to creative artistic expression and interpretation. When beginning a new piece, students discuss its historical context and carefully listen to and imitate recordings of the piece. Once a composition is understood in its original form, the group may imitate it, arrange it in a creative way, or compose a piece inspired by it. Recording technology is used to document and evaluate the group’s progress.
Within the context of learning repertoire, ensemble members study improvisation, arrangement, instrumentation, musical interpretation, and the roles of instruments. Ensembles also provide an appropriate forum to discuss non-performance aspects of music such as leadership skills, equipment management, stage presence, and professionalism.
I believe that focused structure, clear expectations, encouraging creativity and expression, along with a compassionate attitude yields great results. I continually reevaluate my methods in hopes of becoming a more effective educator. My process evolves as I listen to and learn from my students.


Education and health are two responsibilities governments across the world strive to fulfill, as these are imperative for social progress. Four points are important, when looking at look at the education system and competitiveness in India.
· First, in India’s case the government has been unable to provide education, and this is where the private sector has lent a helping hand. However, the support provided remains broadly inadequate because of the immensity of the challenge. At the school level, private tuitions remain rampant, as teachers are not paid well. It results in India’s education system being riddled with bad learning outcomes at this level. The recent ASER report points to this inadequacy. Approximately half of the children enrolled at Standard 5, cannot read at a Standard 2 level. With respect to arithmetic, close to half of children who finish eight years of schooling do not have basic skills in arithmetic. How do we expect these students to gain skills of employability when basic foundational skills are missing?
· Second, the ‘ends’ have become all important replacing the role ‘means’ play for attaining ‘ends’. The ‘ends’ seem to be justifying the ‘means’. A recent case in point that has shocked people not only in India but across the world is the relatives and friends of students in Bihar that were photographed aiding students inside a classroom for cheating. It shows that attaining an end, in this case, passing an examination is more important than education one receives. On a broader level, the value attached to a degree/diploma is more important than the education that one receives. It is problematic, as it focuses on the fruits of the action rather than the action itself. An ‘open book’ examination system can help in bettering this.
· Third, quite a number of ills that ail our society can be traced back to the moral degradation that we have suffered. In spite of the transparency and moral codes, a number of corruption scandals had rocked the previous government. Under the present government while the wholesale corruption (scams, scandals, etc. by ministers and bureaucracy) is low the corruption at the retail level (paying bribes for evading challans, asking for more money than, is due) broadly remain the same. It has not got to do with the government but us as a people and a society. It calls for a moral scrutiny of us as individuals and as a collective society.
· Fourth, there is a distinct link between what ails us today as a society and the future productive ability and competitiveness of our nation. We cannot become a manufacturing powerhouse or industrial powerhouse with morally corrupt people sitting at the top and running factories. With this broken education system, India will find it extremely difficult to produce managers and leaders of tomorrow. Change has to begin at a family level and to be upright in one’s dealings. Children mirror what parents do.
In the long run, countries that have done well have had a strong value system (of hard work, meritocracy) in addition to other requirements that have made them raise their standards of living. It will be imperative for India, in the long run to focus on means as well as ends for becoming globally competitive. Thus, education and not just degrees should form the basis of what we do.
Published with Business Insider on April 3, 2015.


When we return to school, I’m sure there will be tons of questions about the storm so here are some ideas for weather themed lessons.
Climate in Ireland
Ireland has a temperate climate. This means that the winters are mild, the summers have moderate heat and sunshine and there is plentiful rain all year round. (Ask About Ireland)
Why is this good for Ireland? What other countries have a similar climate to Ireland? What is the difference between climate and weather.
Take a look at Climate Change.
How do storms occur? What causes storms?
A hurricane is a large rotating storm with high speed winds that forms over warm waters in tropical areas. (Great explanation from Ducksters here)
What does a meteorologist do? Why is their job important? How does someone train as a meteorologist?
What tools do we use to measure weather?
Ventusky is great to see how the storm is approaching and to check out the wind speeds too!
Where do storms get their names?
Ask the children to come up with their own lists of names for storms. Why do storms have names?
Damage caused by storm
Take a look at some of the damage caused by the storm and how people have been effected in different parts of Ireland and in other parts of the world.
People who help us
Who helps us before, during and after a storm? Take a look at some news stories showing the people that help us.
- Met Éireann
- WMO for Youth
- Green Schools
- Weather Wiz Kids – Thunderstorms
- Weather Wiz Kids – Hurricanes
- Ducksters – Dangerous Weather
- Easy Science for Kids – Thunder and Lightning
- Easy Science for Kids – Hurricanes
- Kids Health – Thunderstorms
- Met Link
- National Severe Storms Laboratory
- Ask About Ireland – Climate Change


Bowl by Jim Sprinkle
includes copper metal with choice hardwoods
Both processes incorporate disparate grains and colors of wood toward a single, planar surface. You see it on furniture, small goods, musical instruments, and even on bicycles. As I had attempted to use inlay on my table project this semester, I'll describing inlay and marquetry that appears on musical instruments.
In the Baroque period (16th century, as in Louis XIV), when rich people could afford music education in their own homes, music was composed for small ensembles (chamber music) to play in front of a small audience in a small space. Did I mention that the emphasis is on smallness and detail? I would imagine that the same applied to furniture then, when Islamic art had considerable influence on the visual Baroque style.Luthiers would imitate "strapwork" on lutes, any carving or arranging of wood so that it appears to be woven together geometrically. (Winternitz)
Marquetry refers to the application of a slice of wood to a bigger piece of wood to create an image. It's also called veneering. Where geometry is vastly repeated as on wood floors, the term parquetry is used. Buhl (German) or boulle (French) is the use of brass, shell, or other materials in achieving similar effect. Intarsia is the Italian word for combining woods in reference to the technique of knitting to weave different colors of yarn together. In addition to that, purfling is a technique used purely cosmetically to distinguish joined planes of wood by introducing a thin band of a different color, while "binding" is a band of inlay with used to mechanically close the edges of the instrument so that the end grain is no longer exposed, which means it is protected from cracking in the future.
Many terms in Western lutherie and music derive from Italian, Germanic or Franco vocabularies as a result of the widespread European mercantile and artistic influence in the 16th and 17th centuries. For instance, archette (bow), rosette (the embellished sound hole)... etc. It is hard to tell when inlay was first used because early uses of wood predate historical documentation in any part of the world. However, due to the volume of French and German scholarly writing on classical stringed instruments, their history is easy to acquire if you can read in those languages. (Try a query for "marquetry," "luthiers," and "instruments" within the King Library collections, and you'll see what I mean.)
Violins and cellos built by the famous luthier families of Europe, such as Stradivarius, tend to be appraised higher in the string market. It's due in part ; contemporary instruments of the same quality will not come as close in value. It is due partially to the acclaim of the family, the amount of money they made off of rich
Historical accounts of professional marquetry occur in rural towns of England, Japan, and Morocco. That's most of our
hile the lack of copious writing on the craft is attributed to the "folk" nature of building musical instruments- those who were considered experts in the field did not function traditionally as those writers or scholars who published literature. Trevor Semple and Anne Cole are exemplary luthiers who thoroughly document their processes for plebian curiosity- now, practically everyone with a computer and an internet connection is literally able to share in woodworking techniques, including the itty-bitty-teeny-tiny stuff.
|Kayak by Jürgen Köppen,|
binding on the ends
Annette Otterstedt, "Investigating Green Marquetry on Bowed-String Instruments. The Leaves Be Greene," The Galpin Society Journal, Vol. 54 (May, 2001), 330-338.
Emanuel Winternitz, "The Evolution of the Baroque Orchestra," The Metropolitan Museum of Art Bulletin, New Series, Vol 12, No. 9 (May 1954), 258-275.
"Luthier," Wolfram|Alpha knowledgebase, 2011, http://www.wolframalpha.com/input/?i=luthier
"Marqueterie," Wolfram|Alpha knowledgebase, 2011, http://www.wolframalpha.com/input/?i=marqueterie
"Marquetry," Oxford Dictionaries, http://oxforddictionaries.com/definition/marquetry?q=marquetry (accessed 13 December 2011).
Maximiliaan Ruttern, "The Art Case Piano," The Galpin Society Journal, Vol 58 (May 2005), 168-172, 227-229.
Zachary Taylor, Marquetry & Inlay Handbook, Sterling Publishing Co, 2003.


Tools for Understanding Beginning Reading:
- Put Reading First – This is a great resource for people who are trying to understand beginning reading. It is a book (in PDF form) that is informative and easy-to-understand.
- Big Ideas in Beginning Reading – A teacher and parent friendly website that can be used to understand beginning reading.
- Reading Rockets/ Colorin Colorado (Spanish version)- This is an awesome website teachers and parents can use to support their young reader(s). It has plenty of links to other credible websites and videos.
- Florida Center for Reading Research– To learn more about reading and the most recent research that is being done, check out this website.
Lesson Plan Ideas and Teaching Guides:
- Kindergarten Activities – Reading foundational skills activities for kindergarten students, which are aligned with the Common Core State Standards.
- Reading Strategies – Throughout my blog, I have added some reading strategies for teaching. I like this website because it breaks down appropriate strategies as well as indicating when and how to use them appropriately.
- Graphic Organizers– If you are looking for some graphic organizers this website has a ton. It lists a bunch of ideas and gives explicit examples on when to use them. This link opens as a PDF.


Lesson 4 - A Child's WeekHome life
By 1887 Ashington had become a model pit village under the ownership of the Ashington Coal Company, who had built 665 houses in 11 long rows running east to west. The majority of these houses were two storeys high and had four rooms. Downstairs was a kitchen and a sitting-room, with two bedrooms upstairs. The toilets (netties) were outside in the back yard. The houses were considered to be much more comfortable than the usual housing for working people, but as the miners’ families were often very large, there can’t have been much room!
The sources you will look at for the first five questions are about life at home and in the streets of Ashington in about 1900.
Click on the images to make them larger.
1. Look at the photograph of the kitchen and fireplace.
2. Look at the photograph of the back lane.
3. Look at the photograph of the woman standing beside a barrel.
4. Look at the photograph of the two women and child sitting down.
5. Look at the photograph of the two boys with the barrow.
a. Where are the boys?
In 1873, a new school was established to educate the sons and daughters of the miners of Ashington. The money to build it was raised through church funds and public subscription, the most prominent subscriber being the Ashington Coal Company. Before this, children had been taught at two small schools, but because of the growth in the mining industry in the second half of the 19th century, these schools were no longer sufficient to serve the needs of the increasing population. Also, by the end of the 19th century, new laws were passed which meant that more children were going to school. In 1880, elementary education was made compulsory for all children, although they still had to pay for schooling until the 1891 Free Education Act allowed most children to receive a free elementary education. The minimum school leaving age was raised to 12 in 1899.
Every day the headmaster of a school would write down in the school log book what had happened, including what the children would be learning, how many children were absent and any unusual incidents. The next two questions are about log book entries for Hirst County Primary School, another Ashington school built to accommodate the needs of the expanding population.
1. Look at school log book page number 64.
Classes could be very large! At Bothal School, in the late 1890s, one teacher had a class of 104 children, with the assistance of only one pupil teacher, who would be a former pupil training as a teacher by helping a qualified member of staff.
3. Look at the copy book cover from a school in Alwinton, Northumberland, in 1905.
To download these questions click here
|Printed from Woodhorn web site.


Technology Enhanced Learning of Musical Instrument Performance
TELMI is a Research and Innovation action coordinated by the MTG-UPF and funded by the European Commission. TELMI will last 36 months starting the first of February 2016 and the partner institutions involved are:
- Universitat Pompeu Fabra
- University of Genova
- Royal College of Music
- SAICO INTELLIGENCE, S.L.
Learning to play a musical instrument is mostly based on the master-apprentice model in which the student’s interaction and socialization is often restricted to short and punctual contact with the teacher followed by long periods of self-study resulting in high abandonment rates. In such a learning model, modern technologies are rarely employed and almost never go beyond audio and video recording.
The main aim of the TELMI project is to study how we learn musical instruments, taking the violin as a case study, from a pedagogical and scientific perspective and to create new interactive, assistive, self-learning, augmented-feedback, and social-aware systems complementary to traditional teaching. As a result of a tightly coupled interaction between technical and pedagogical partners, the project will attempt to answer questions such as “How will the musical instrument learning environments be in 5-10 years time?” and “What impact will these new musical environments have in instrument learning as a whole?” The general objectives of the TELMI project are: (1) to design and implement new interaction paradigms for music learning and training based on state-of-the-art multi-modal (audio, image, video and motion) technologies, (2) to evaluate from a pedagogical point of view the effectiveness of such new paradigms, (3) based on the evaluation results, to develop new multi-modal interactive music learning prototypes for student-teacher, student only, and collaborative learning scenarios, and (4) to create a publicly available reference database of multimodal recordings for online learning and social interaction among students. The results of the project will serve as a basis for the development of next generation music learning systems, thereby improving on current student-teacher interaction, student-only practice, and furthermore providing the potential to make music education and its benefits accessible to a substantially wider public.


The new finding published today in Pediatric Anesthesia, is based on a data-linkage study of over 210,000 children in New South Wales, Australia.
Compared to children unexposed to general anaesthesia, those exposed to general anaesthesia had a:
When the researchers restricted their analyses to children who’d had only one hospitalisation involving a procedure requiring general anaesthesia, they found no increased risk for poor development or reduced reading scores, however the risk of poor numeracy scores remained.
There are some procedures where alternative approaches or management may be possible, but the majority of surgeries in young infants and children cannot easily be postponed.
“There are many reasons why a child requires surgery or investigation, and, in some cases, this may be lifesaving or unavoidable,” said the study’s senior author, Professor Natasha Nassar of the University of Sydney's Charles Perkins Centre.
“For these children, our findings suggest that it is important to follow-up and monitor their literacy and numeracy skills when they reach school, and ensure early intervention, if required.”
Co-author Dr Justin Skowno, a clinical lecturer at the University of Sydney and senior staff specialist in Paediatric Anaesthesia at the Children's Hospital, Westmead said:
“Determining exactly what is causing this effect is not easy.
“The children receiving a general anaesthetic in this study also had surgery, and often had other associated medical conditions.
“There are some procedures where alternative approaches or management may be possible, but the majority of surgeries in young infants and children cannot easily be postponed.”
“Parents can certainly discuss with their doctor and explore whether these procedures can be avoided, combined with other procedures, delayed to older ages or treated with alternatives to surgery, or other methods of sedation,” said Dr Skowno.
The researchers say further investigation of the specific effects of general anaesthesia on numeracy skills, underlying health conditions that prompt the need for surgery or diagnostic procedures is required, particularly among children exposed to previous or long duration of general anaesthesia or with repeated hospitalisations.
Our findings suggest that it is important to follow-up and monitor their literacy and numeracy skills when they reach school, and ensure early intervention, if required
The 211,978 children included in the study were born in New South Wales at 37-plus weeks’ gestation without major congenital anomalies or neurodevelopmental disability. Of these, researchers had data on their school entry developmental assessment in 2009, 2012, or their Grade-3 school test results in 2008-2014.
The researchers compared the developmental and school results of children exposed to general anaesthesia during hospital procedures (37,880) up to 48 months of age to same-aged children with no exposure to general anaesthesia or hospitalisation (197,301).
Child development was obtained from the Australian version of the Early Development Instrument (AvEDI), a nationwide triennial assessment of child development. It includes results from teachers’ assessment of five developmental domains: physical health and well-being, emotional maturity, communication skills and general knowledge, language, and cognitive skills (numeracy and literacy) and social competence.
Based on national percentiles, children with domain scores in the bottom 10 percent are classified as developmentally vulnerable in that domain. Children who are vulnerable in 2 or more domains are classified as developmentally high risk.
Children’s Grade 3 school performance was ascertained from the NSW Department of Education National Assessment Program-Literacy and Numeracy (NAPLAN) conducted in public schools in 2009- 2014. NAPLAN tests cover 5 domains: reading, writing, spelling, grammar and punctuation, and numeracy.


Upon reaching the culmination of the makerspace project and season at Accident Elementary School, the school reflects on what made this experience possible for the students. Makerspace, by definition, is a place in which people with shared interests, especially in computing or technology, can gather to work on projects while sharing ideas, equipment, and knowledge.
The student experience at Accident Elementary has been influenced by the Northrop Grumman Award and the Elementary Makerspace Initiative Garrett County provided this past year. These allowed for the purchase of STEM materials which have been utilized in the classrooms and in afterschool opportunities.
Teachers have been able to utilize these materials to augment lessons and bring 21st century skills in the student learning process.
The main application of these devices is for students to interface with block based coding or 3D modeling. These foundational skills are akin to basic phonics skills and a major requirement for future success in coding or engineering.
The 4th-5th grade makerspace team, in addition to mini units, focused on a long term project. Over 4 months the students planned and executed a vision to bring their town of Accident to life. The team met after school on Mondays and extra time when available during the school day.
The school would like to thank the directives that made this possible:
- The GCPS IT department for irreplaceable technical support and guidance.
- GaCo 1629 robotics team and its initiatives which support the First Lego League and Lego League Jr teams.
- Finally, the Board of Education and Administrators that coordinate funding, provide professional development, and have created an atmosphere of innovation and creativity for STEM fields in the county.
See All Garrett County Public Schools News


Compared to many artist colleagues of his generation, Maciunas’ education was far-reaching. He had studied art, graphic design, and architecture at the Cooper Union School of Art in New york (1949-52), architecture and musicology at the Carnegie Institute of Technology in Pittsburgh (1952-54) and, finally, he gained a sound knowledge of art history at the Institute of Fine Arts at New York University (1955-60), focusing on European and Siberian art of the mass migration period. (1) As was the norm for American students at that time, Maciunas also composed schemes and lists of data and facts, which granted him a better overview of greater developments. Maciunas was an exceptional learning machine. During his studies he also occupied himself with languages, logic, psychology, and physiology. His broad range of interests and his universal approach required appropriate forms of knowledge management so as to keep stock of his wide-ranging material, The diagram form lent itself to ordering facts, reducing complexities, and proffering meaning. With it, the ever expanding field of knowledge was made manageable within a limited time, as Maciunas recapitulated in his Preliminary Proposal for a 3-Dimensional System of Information Storage and Presentation.(2) In this short text, written in the late sixties, Maciunas condemned the inefficiency of the American education system, which for him lay in premature specialization and fragmentation of knowledge. Maciunas knew what he was talking about. After all, he had studied for eleven years at college and university, much longer than average, and had sufficient experience at several renowned educational establishments. his diagrammatic summaries of his proposals for improvements came much later though, with the Learning Machine in 1969. With this chart-like taxonomy. Maciunas harshly criticized the slow linear-narrative method of traditional information media like books, lectures, TV, or films. Maciunas, who did not really enjoy reading books, replaced text-oriented knowledge transfer with a visual system of information. He had a three-dimensional plan of knowledge in mind, which was to be particularly useful in offering a time-saving overview. Even if Maciunas’ Learning Machine concept, as a complete view of all areas of knowledge, did not get beyond a two-dimensional tree of categories, it still provides a binding criterion with its interdisciplinary frame of reference. Networked thinking is intended to help us not to lose sight of greater contexts, and this is the only way to overcome the limits to insight caused by specialization . Students with a sound general education should be offered a four-year curriculum which would allow them to specialize only gradually. Within the framework of these reform proposals, Maciunas also advocated interdepartmental seminars from which the art major program could profit considerably. He feared that the chances of budding artists for professional survival would otherwise sink drastically. The gravity of the situation was expressed in Maciunas’ Curriculum Plan with the Typographic SOS call.
(1) Maciunas’ mentor at N.Y.U. was the art historian and Asia specialist Alfred Salmony. He might have aroused Maciunas’ interest in non-European art in general and in the exotic motive of the long tongue and its apotropaic character in particular. See Alfred Salmony, Antler and Tongue: An Essay on Ancient Chinese Symbolism and its Implications (Ascona 1954), pp.30-48. Maciunas made the extended tongue which can be seen on the Aztec calender or sun stone, into a meaningful emblem of Fluxus.
(2) See George Maciunas, “A Preliminary Proposal for a 3-Dimensional System of Information Storage and Presentation,” in Proposals for Art Education from a Year Long Study Supported by the Carnegie Corporation of New York 1968-1969 (San Francisco 1970), pp.24-26 (p.24).


Mr. Merle C. Potter (“Keeping our students safe,” 3/1/18) suggested that the increase in school violence over the past few years may have more to do with current school environments than the presence or absence of any form of “gun control.” He may be more perceptive than we want to admit.
America’s public school system’s reflects America’s commitment to preparing tomorrow’s leaders to assume responsibility for the future. But, like any publicly supported entity, schools are subject to external influences, whether political, economic, social, religious or cultural, and what happens in schools is a topic of considerable debate, disagreement and sometimes outright rejection within the greater society.
Currently, American schools are experiencing turmoil akin to that of the 1960s. Whereas race was the issue then, today the schools are confronted by a much more diverse and decidedly more divisive social environment.
Compounding external influences on schools are changes in the general family constellation that affects parent-school interactions and involvement such as death or divorce; the expansion of technology usage, especially social media, often uncontrolled by parents; economic factors that includes parents who work multiple jobs and cannot provide adequate supervision of children during non-school hours; family homelessness due to unemployment, or as a result of parental drug usage or incarceration; parental, religious or cultural beliefs that influences interactions between children in the school setting; and a significant change in public education expectations that has created an “unintended outcome.”
As Mr. Potter noted, today’s school environment is not what it was or has been in the past. Teacher preparation programs include coursework that emphasizes discipline-based knowledge (English, history, elementary education and so forth), research-based teaching techniques, strategies, methods; and training that describes child development progression (by age and grade level) and how to facilitate student social skills development. Unfortunately, when a teacher enters the classroom, the school’s focus is on a child’s performance on a test!
A school student’s behavioral problems is summarily addressed according to the “student code of conduct” to ensure continued teacher focus necessary to achieve requisite classroom test performance standards. Caring about and teaching students as unique individual learners has given way to controlling and teaching students to perform on a test.
If education is a true route to future success, then schools should be focused on student needs, recognize the external influences that impact a child or youth’s school success, and be willing and able to act in the student’s best interest. Collaboration with parents is not always possible, but uncaring treatment of students is never permissible.
Paul D. Bohac


This unit describes the performance outcomes, skills and knowledge required to transport food from a food preparation area to another location. It also deals with holding or storing food on arrival.
The unit applies to food service operations where food is transported from the preparation area to another location and stored on arrival. This includes restaurants and cafes, educational institutions, aged care facilities, hospitals, defence forces, cafeterias and kiosks, residential catering, in-flight and other transport catering, events catering and private catering. It applies to food handlers who directly handle food when transporting and storing food. People at many levels use this skill in the workplace including cooks, chefs, caterers and catering assistants.
The person transporting the food may or may not be driving the vehicle.
Food handlers involved in transporting and storing food must comply with the requirements contained within the Australia New Zealand Food Standards Code.
Businesses may be required to implement a food safety program and food handlers would need to comply with the transportation provisions.
Elements and Performance Criteria
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Transport food safely and hygienically.
1.1.Select suitable food transportation vehicles according to work instructions and legislative requirements.
1.2.Package, load, restrain and unload food appropriately.
1.3.Use hygienic food safety practices for food transportation.
1.4.Use safe manual handling techniques when moving and storing food.
1.5.Maintain records of food transportation as required.
2. Store food safely and hygienically.
2.1.Select food storage conditions for specific food types.
2.2.Maintain environmental conditions for specific food types to ensure freshness, quality and appearance.
2.3.Ensure storage and holding methods optimise nutritional quality and comply with relevant stock control principles.
2.4.Use hygienic food safety practices and observe work health and safety procedures and practices.
2.5.Keep storage areas free from contaminants and pests.
Evidence of Performance
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
transport and store each of the following food items according to food safety requirements and regulations and the specific requirements for the food type:
fruit and vegetables
meat and fish.
Evidence of Knowledge
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
basic aspects of commonwealth, state or territory food safety laws, standards and codes:
actions that must be adhered to by organisations
employee responsibility to participate in hygienic practices
reasons for food safety programs, when they are required for transportation activities and what they must contain
role of local government regulators
ramifications of failure to observe food safety law and organisational policies and procedures
meaning of contaminant, contamination and potentially hazardous foods as defined by the Australia New Zealand Food Standards Code
advantages and disadvantages of different forms of transport for particular food items, quantities and circumstances
safe storage principles and practices for different food types:
lining of transport container
sealing of transport container
characteristics of the different food items specified in the performance evidence and conditions required to maintain their optimum freshness, palatability and safety
specific industry sector and organisation:
sources and effects of microbiological contamination of food in transit
methods of transportation and storage to ensure the safety of food
temperature controls and temperature danger zones, for storage of main food types used in the business
contents of food safety transportation procedures included in organisational food safety programs
safe manual handling techniques, in particular loading and unloading, lifting and dealing with heated surfaces.
Skills must be demonstrated in an operational hospitality environment. This can be:
an industry workplace
a simulated industry environment.
Assessment must ensure access to:
vehicles suitable for the transportation of food
food ingredients and ready to eat food items to be transported
industry-current equipment for the transportation and storage of food
current plain English regulatory documents distributed by the national, state, territory or local government food safety authority
Australia New Zealand Food Standards Code
current commercial food safety programs, policies and procedures used for managing food safety.
Assessors must satisfy the Standards for Registered Training Organisationsâ€™ requirements for assessors.
Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
Reading skills to:
follow work instructions and interpret food labels.
Numeracy skills to:
calculate quantities during the packing and unpacking process.
Problem-solving skills to:
deal with routine food handling, storage and transportation problems.


The European Music Portfolio. Music Pedagogies as a Support for Language Learning
The basis for music and language can be found deriving from the same net. On the basis of the analysis of phrase structure and phonological properties of musical and linguistic utterances, language and music have evolved from a common ancestor, a ”musilanguage” stage, presented as five alternative choices within the theory of Brown (2000). Music conveys the musically meaningful emotive meanings and language conveys for propositional phrases and referential meanings, when observed as purely acoustic embodiments of a sound from which a verbal song is formed. Our voices can serve the most primitive brain structures. When breathing and when singing, the primitive brain and the new brain function simultaneously, harmonizing their powers of control. When considering of theories for music teaching, one must know, how a child’s holistic and musical development and the ongoing musical and holistic learning events are structured and connected, based on philosophies of music education, musical structures and components and the bodily, mental and cognitive effects of music working in the brains, starting prenatally. In this paper, it is described, what it is about music that impacts us, and how does it work – to make us better understand the underlying musical processes to support a child’s learning, and to find the suitable and best ways of planning the teaching and to set the goals for it, having music as a support in learning. In a deep learning event, emotions, body and reason are working together, the experiences connected in the limbic system of the brain. Music and language are both tools for human communication.
This work is licensed under a Creative Commons Attribution 3.0 License.
© Greek Association of Primary Music Education Teachers Site developer: Agorakis Bompotas Site administrator: Agorakis Bompotas


How does Being a Reader address the foundational reading standards?
Being a Reader was developed specifically to address the foundational standards described in the introductory paragraph of the Common Core State Standards for foundational skills:
Whole-class and small-group instructional components work together to create an environment in which students learn to love reading and engage with text and also receive differentiated instruction in the particular challenges they face at each step of their reading development.
Small-group instruction, each student moves at his or her own pace along a continuum of reading development. Working with students in small groups allows you to efficiently meet the needs of individual readers as you teach strategies and skills the students apply in independent reading. This approach provides a way to teach students just what they need to know next to read more challenging text. Students do not receive instruction in concepts they already know or are not yet ready to learn. The structure of small-group reading sets provides a smooth transition from lessons focused on foundational skills to lessons focused on comprehension instruction.
Additionally, review the IES>WWC Practice Guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade and read about how Being a Reader supports each of the four recommendations:


After the passing of the 1867 Reform Act, the Chancellor of the Exchequer, Robert Lowe, remarked that the government would now "have to educate our masters." As a result of this view, the government passed the 1870 Education Act. The act, drafted by William Forster stated:
(a) the country would be divided into about 2500 school districts;
(b) School Boards were to be elected by ratepayers in each district;
(c) the School Boards were to examine the provision of elementary education in their district, provided then by Voluntary Societies, and if there were not enough school places, they could build and maintain schools out of the rates;
(d) the school Boards could make their own by-laws which would allow them to charge fees or, if they wanted, to let children in free.
The 1870 Education Act allowed women to vote for the School Boards. Women were also granted the right to be candidates to serve on the School Boards. Several feminists saw this as an opportunity to show they were capable of public administration. In 1870, four women, Flora Stevenson, Lydia Becker, Emily Davies and Elizabeth Garrett were elected to local School Boards. Elizabeth Garrett, a popular local doctor, obtained more votes Marylebone than any other candidate in the country.
This morning I had a deputation from the Working Men's Association . I dare say when it has to be done I can do it, and it is no use asking for women to be taken into public work and yet to wish them to avoid publicity. Still I am very sorry it is necessary, especially as I can't think of anything to say. The first of these trials is to be next week. It is a tough and toilsome business.
In the first School Board election, which took place in London in November 1870 Miss Elizabeth Garrett and Miss Emily Davies were returned as members. Miss Garrett was at the head of the poll in her constituency - Marylebone. She polled more than 47,000 votes, the largest number, it was said at the time, which had ever been bestowed upon any candidate in any election in England. In Manchester Miss Becker was elected a member of the first School Board, and was continuously re-elected for twenty years until her death in 1890. In Edinburgh Miss Flora Stevenson was elected to the first School Board, and was continuously re-elected for thirty-three years until her death in 1905.
After the passing of Mr. Forster's Education Act, a few progressive persons in the village started an agitation for the adoption of the Act. The Act was adopted, and the school I attended was taken over by the newly formed School Board. Steps were taken at once to build new school premises. A trained master was appointed, and a new era in child education in the village was opened up. I was between ten and eleven years old when this change took place. It brought me into a new world of learning. We were taught in a new schoolroom, which by comparison with the dingy old place we left seemed like a palace to us. The walls were covered with maps and pictures. Our curriculum was extended to include grammar, geography, history, elementary mathematics, and the simple sciences. We were not troubled with the religious question, for, in order to avoid all controversy, the Board from the beginning banished the Bible from the school, not because they were irreligious, but because they believed that the teaching of religion was best carried out by the sects in their own Sunday Schools.


The Teacher Education Department offers a baccalaureate degree in elementary education and secondary science education. The secondary degree allows graduates to apply for a composite degree teaching license in Biology, Chemistry, Earth Science and Physics.
Both degree programs are designed around a cohort model learning community, reflecting the importance of collaboration, support, and teamwork as necessary precursors to becoming effective change agents in the education systems across Indian Country.
The elementary teacher education program is committed to helping all students learn. The teacher candidates will receive the opportunity to apply and adapt a multitude of teaching principles to meet the needs of diverse student populations. Multicultural education is taken to heart wherein inclusiveness is seen as an essential component of this program. Consequently, there is a strong commitment to fully implementing best teaching practices that encompass the latest models of inquiry-based instruction and brain-based instructional strategies which differentiate instruction to meet the needs of all the students.
Integral to these best teaching practices is the exploratory and hands-on methodologies which emphasize engagement, learning as a process, the need to begin with students’ own ideas and concrete experiences in creating new and deepened understandings of the world around them. In addition, technology is explored in its many formats in order to provide the teacher candidate with as many tools as possible in the pursuit of teaching excellence.
The elementary teacher education program prepares the candidates for licensure to teach grades one to eight. Admittance to this program of study requires completion of all general education requirements with a GPA of 2.5.
The main objective of the teacher education program is to design and implement a significant change in how science is understood and how science is taught in high schools on the Turtle Mountain Reservation and beyond. Consequently, there is dedication to pursue this vision by creating deeply engaging lessons that provide students with opportunity for inquiry based learning, critical thinking, and science skills development; which include the “tools” of science and processes necessary to observe nature and seek answers to questions affecting all things living and non-living holistically. The Native ways of Knowing secondary science program prepares teacher candidates to be advocates of science for all learners, while simultaneously honoring traditional science wisdom which has provided a base of knowledge from which survival of the human species is credited.
The Secondary Science teacher education program prepares the candidates for licensure to teach grades 5-12 in biology, chemistry, physics and earth science. Admittance to this program of study requires completion of all general education requirements with a GPA of 2.5. After successful admittance to the program, the candidates begin their course of study as juniors in college.
Students are required to take and pass Praxis I in the first semester, and later Praxis II in order to receive their BS degree in education and become licensed teachers in the state of North Dakota.


NSTA Press Book
Winner of the Gold EXCEL Award from Association Media & Publishing!
“The number one compliment we hear from teachers is that the lessons are complete and ready to take back to their classrooms and use.”
—Emily Morgan and Karen Ansberry, coauthors of the Picture-Perfect Science Lessons series
Since the debut of the Picture-Perfect Science books and workshops more than 10 years ago, authors Emily Morgan and Karen Ansberry have learned one thing for certain: Elementary school teachers are constantly clamoring for even more ways to engage children in reading and science through picture books! To meet that demand, the 15 all-new lessons in Even More Picture-Perfect Science Lessons bring you:
• Even more convenience: You can cover reading and science content simultaneously and save time with ready-to-use student pages and assessments.
• Even more confidence in your own expertise: You get relevant science concepts and reading comprehension strategies to keep your teaching on track.
• Even more ways to entice even reading-phobic children: Each lesson makes students yearn to learn science from such captivating fiction and nonfiction picture books as Houdini the Amazing Caterpillar; Captain Kidd’s Crew Experiments With Sinking and Floating; and The Boy Who Harnessed the Wind.
Plus: This latest volume even connects the lessons to A Framework for K–12 Science Education and the English Language Arts and Literacy Common Core State Standards.
Just as teachers like you have been hoping, Even More Picture-Perfect Science Lessons delivers the whole package: teacher-friendly lessons, strong standards-based science content, and a kid-magnet formula that will get your students engrossed in science while they improve their reading skills.


Founded in 1693 by the royal charter of King William III and Queen Mary II of England, the College of William & Mary is the second oldest institution of higher learning in the United States. One of the College's principal halls, the Sir Christopher Wren Building, is the oldest college building still in use in America. The College of William & Mary has played an important role in the history and development of the nation and the Commonwealth of Virginia.
The list of patriots who studied at William & Mary is long and distinguished and includes three American Presidents, Thomas Jefferson, James Monroe, and John Tyler, sixteen members of the Continental Congress, four signers of the Declaration of Independence, four justices of the Supreme Court of the United States, including John Marshall, and many members of Congress, cabinet members, and diplomats. Additionally, George Washington received his surveyor's license from the College and after his Presidency served as the College's Chancellor.
While Jefferson was Governor of Virginia, his influence was instrumental in a number of changes at William & Mary that resulted in important "firsts" for the College. The first law school in America was established at William & Mary. The College adopted the nation's first honor system and created a chair of modern languages. In 1776, Phi Beta Kappa, the nation's first intercollegiate fraternity, was established at William & Mary. And, in 1781, by uniting the faculties of law, medicine, and the arts, the College became America's first true university.
William & Mary suspended operations during the Civil War and again in 1881 when its financial resources were depleted. President Benjamin Ewell, however, kept the College Charter alive by ringing the bell of the Wren Building to mark the opening of each term. In 1906, the Commonwealth of Virginia purchased the College, making it part of the state system of higher education, and in 1918, the College became co-educational. After a period of steady growth, the College gave birth to four new colleges, three of which have become four-year institutions in urban areas of Virginia: Richmond Professional Institute, now Virginia Commonwealth University; the Norfolk Division of the College of William & Mary, now Old Dominion University; Christopher Newport College, now Christopher Newport University; and Richard Bland College.
Today William & Mary, still a moderate-sized university, includes five different schools. Arts and Sciences, with both undergraduate and graduate sections, offers instruction in 25 areas of concentration, as well as in 12 masters and 6 doctoral programs. The School of Education offers an undergraduate concentration in elementary education, a minor in secondary education, and graduate programs that include 4 masters, 1 educational specialist, and 2 doctoral degree programs. The School of Business Administration features both the traditional BBA and MBA degrees and also offers part-time and weekend programs for specially admitted candidates. From the Law School, both JD and LL.M. degrees are available. And finally, the School of Marine Science, located a short drive from the central campus, provides both masters and doctoral programs for students interested in the biological and physical sciences.
The College is governed by the Board of Visitors, 17 members appointed by the Governor of Virginia to supervise the operation of William & Mary and of Richard Bland College. The Board of Visitors is empowered to select a Rector of the College, a Vice-Rector, a President, a Chancellor, and Faculty as necessary.


Teaching Music in American Society: A Social and Cultural Understanding of Music Education: A Social and Cultural Understanding of Teaching Music
Teaching Music in American Society is a comprehensive textbook designed for students who seek to be certified in music education to teach K-12 music in American public and private schools. It covers the issues facing music education, including the functional role of music within school environments and community settings, the role and function of a music teacher within the music profession and the general education profession, the role of music within the overall school curriculum, and the school music program and local, state, and national issues/policies.
*An electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.
Formats for this Ebook
|Required Software||Any PDF Reader, Apple Preview|
|Supported Devices||Windows PC/PocketPC, Mac OS, Linux OS, Apple iPhone/iPod Touch.|
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International Brotherhood of Telephone Workers, Petitioner, v. Local No. 2, International Brotherhood of Telephone Workers. U.S. Supreme Court Transcript of Record with Supporting Pleadings
A Manual of Human Physiology: Including Histology and Microscopical Anatomy, with Special Reference to the Requirements of Practical Medicine, Volume 2
Alice in Wonderland White Rabbit 100 Page Lined Journal: Blank 100 page lined journal for your thoughts, ideas, and inspiration


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By Murray Charters (B. Mus., M.A.) Cellist and Teacher, Kitchener, Ontario
Wolfgang Amadeus Mozart (1756-91) holds great appeal to teachers and students of the Suzuki method. There are pictures of the young boy playing the harpsichord with his older sister, Nannerl, and we know much about the strong guiding hand of his father, Leopold, in his music education. They were already a Suzuki family! Wouldn’t it be nice to connect clever young Mozart with the most famous tune in Suzuki literature?
Nannerl recorded that her brother started composing simple keyboard pieces around age 5, and his first symphony at age 8. By that time he had already travelled to many of the important cities of Europe and actually wrote that first symphony to pass the time while his father recovered from a cold when they were in England. On the way to England they had stopped in Paris where a collection of folk songs had been published just a few years earlier, in 1761. That collection included a very attractive little song, without lyrics, said to have been created in the then popular pastoral style some 20 years earlier by author or authors unknown.
This tune proved so appealing that it was published again in Paris in 1774, this time with lyrics of a rather sophisticated nature added. "Ah! vous dirai-je, Maman" is the first line of an anonymous love poem of the time. Of course it’s about love; it’s French isn’t it? “Oh! Shall I tell you, Mother / What is tormenting me?” the poem begins, and goes on to exclaim: “Can anyone live without love?” These lyrics speak of teenage angst rather than nursery rhyme cuteness, but that was soon to change.
In 1806 a young English poet, Jane Taylor, published a six-stanza poem called The Star in a book of Rhymes for the Nursery. Whether intended or not, Taylor’s poem fit very nicely onto this French folk song. In fact, others must have thought so too and her words were eventually printed together with that music in an 1838 song book. And thus it was that what we now know as “Twinkle, twinkle, little star” finally made its first appearance on the world’s stage in that form in the second year of the reign of Queen Victoria.
So how did we come to associate this well-known English nursery rhyme and French folk song with Mozart, especially in Suzuki circles? Because both he and Dr. Suzuki knew a good melody when they heard it. Mozart wrote a splendid set of keyboard variations on this tune around 1781 or 82. But he called it “Ah! Vous dirai-je, maman” which shows he knew the melody only after its French publication of 1774.
He certainly wasn’t the only composer attracted to all the possibilities for variation offered by this simple but elegant tune. Johann Christoph Friedrich Bach, 9th son of J.S., did the same thing around the same time, and there have been other sets written since, but none by composers with names of the musical appeal of Mozart. (I particularly recommend the Variations on a Nursery Tune for piano and orchestra by Ernst von Dohnanyi, perhaps because of its subtitle: For the enjoyment of humorous people and for the annoyance of others.)
I’m sure these musicians saw the same things in this melody that we all point out to our eager music students. Its immediately innocent nature using just six notes of the scale, a very simple rhythm pattern, and much repetition belies a more sophisticated emotional tone set by the refusal of the middle section to return to the tonic.
Of course this charming melody is also absolutely ideal for creating good posture for little left hands on bowed stringed instruments, and we should all praise Dr. Suzuki for using it so cleverly at the beginning of his method. Just don’t say it was written by Mozart.
A very special thanks to Murray's Music for contributing this article to the Music for Young Violinists Project!
Hi! It's me, Heather. I absolutely love working on the Music for Young Violinists project and all the many facets: blogging, website, music, teaching materials, freebies, videos, newsletter and giveaway contests. The best part is connecting with you so feel free to drop me a line. You can learn more about me on the "ABOUT" page. Thanks!


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"A child's learning is the function more of the characteristics of his classmates than those of the teacher." James Coleman, 1972
Saturday, February 25, 2012
What the U.S. Can Learn from Education in Venezuela
The PBS NewsHour this Friday evening featured a music program that brings music lessons to a few lucky students in low-income neighborhoods in New York City. Modeled on a program in Venezuela, Harmony, supported by private philanthropy, is helping to raise test scores, improving reading and math skills and keeping kids in school. There are "no excuses" for wasting billions of dollars on test prep, data mining and teacher bashing when meaningful programs in the arts and music have a proven track record of results. Meanwhile, the corporate privatizers, our President, Congress and governors all across the country remain tone deaf when it comes to what really works for children. Instead, they continue to blindly perpetuate failed policies that are leaving millions of children behind while robbing them of their futures.
That the kids are getting top scores does not surprise Placido Domingo.
PLACIDO DOMINGO, musician: Music is mathematics. Everything, it goes into numbers.
A bar can have four, eight, 16, 32 and 64, depending on the speed of the notes. But once you are playing, once you are singing, that disappears. The mathematics stop, and it comes all the feeling.
JOHN MERROW: Harmony is modeled on a highly successful music education program in Venezuela. It's called El Sistema, and it's helped hundreds of thousands of the country's neediest children.
For 36 years, El Sistema has inspired children to stay in school by giving them free instruments and three to four hours of music instruction every day.
PLACIDO DOMINGO: This education, it has been just not only good for music, but good for society and good for all these kids, and they will never dream to be musicians that they are.
JOHN MERROW: With funding provided by the government, El Sistema helps to support the country's 130 children's orchestras and 288 youth orchestras.
Gustavo Dudamel, one of the more celebrated graduates of El Sistema, is now the conductor of the Los Angeles Philharmonic. The program has produced scores of accomplished musicians, but that's not the primary goal.
ANNE FITZGIBBON: In Venezuela, they will refer to their program not as a music program, not as a cultural program, but as a social program, because, first and foremost, that program is about developing the child. It's first about the child. It's second about the music.
JOHN MERROW: Fitzgibbon would like to reach more children with Harmony, but across the country, funding for music and arts programs is tight.
ODELPHIA PIERRE, teacher: Everyone is so focused on the tasks, the reading, the math, that I think somewhere along the line, we think, well, you know what, they don't really need art. They don't really need music.
ANNE FITZGIBBON: What I want people to understand is that music is so much more profound than just standing on the stage and blowing air through a horn. It's about learning to commit yourself to something and learning that if you invest your time and your efforts in something, it's worthwhile, that something really positive will come out on the other end.
WOMAN: Hi, everybody.
JOHN MERROW: Tonight, the Harmony students are learning just how far music can take them as they meet their conductor, Placido Domingo.
PLACIDO DOMINGO: I'm so proud of and happy to be with you today. And what is one of the most beautiful things that we have in common, of course, is music. And how lucky, how lucky you are.
They are just wonderful kids. And I would like to hear them play, you know? And it will be -- I know at what level they might be, but you might be very surprised, you know?
I think they have a beautiful life in front in them with music.


Don't feel bad if your toddler or preschooler has language or speech challenges. The most common development delay involves problems with expressing and receiving information. In fact, one out of five children will talk or use words later than their peers, explains HealthyChildren.org a website published by the American Academy of Pediatrics. You and your little one may become understandably frustrated when she is unable to effectively communicate. A number of psychological factors can lead to language delays.
Child Abuse and Neglect
A toddler or preschooler who isn't fortunate enough to have loving parents (like you!) and if he does not have a nurturing home life, he is more likely to have language development problems, according to the National Survey of Child and Adolescent Well-Being. The survey found that the psychological effects of abused and neglected kids placed in foster homes or other out-of-home care facilities weigh heavy on academic achievement. Kids in the survey were more likely to score poorly on tests that measured language development and cognitive skills.
Social and Educational Ranking
Little ones who have less of the basics and fewer extras may feel bad when they compare their lifestyle to those of their more well-to-do peers. Children from low-income or poverty stricken households are more likely to lag behind, when it comes to language development. Sadly, toddlers and preschoolers from poor families are up to four times slower in learning language skills than young kids from middle and upper income families, reports the Encyclopedia of Language and Literacy Development. This may be due (in part) to a lack of language promoting activities, such as being exposed to books in the preschool years. A significant link exists between a young child's language skills and how far up the educational ladder his parents have climbed. More educated parents are more inclined to use "bigger" words when speaking to their toddler or preschooler and spend more time reading to their little one -- both of which enhance language development
Autism Spectrum Disorders
A young child with an autism spectrum disorder tends to be sluggish when it comes to language development, explains the National Institute of Mental Health. Kids with ASD tend to say one (precious) word at a time, rather than put together a complete sentence. For example, he may say "Won't" to express his unwillingness to brush his teeth rather than "I don't want to." Good language skills are possible in children with ASD but they may still find it hard to carry on a give-and-take conversation.
A toddler or preschooler with a condition called selective mutism refuses to speak under certain circumstances -- like when a stranger is present -- but he may talk freely at home and in front you and other people he knows and trusts. Selective mutism often starts before age 5, according to the American Speech-Language-Hearing Association. A young child with the condition doesn't necessarily have language development issues -- unless you consider the use it or lose it viewpoint -- but more specifically, he has language usage problems. The condition may go unnoticed until the child goes to school, when he may refuse to talk to the teacher (or horror of horrors) be called to speak in front of his class! Extreme shyness, social withdrawal and being deathly afraid of social embarrassment may point to the possibility that your child has selective mutism.


Once your research is complete and you’ve captured the main points from each activity, the next stage is to bring your team back together and start the process of synthesising. On the other hand, all research papers are also synthesis papers in that they combine the information. Synthesising research in education consistency across studies, but argued that 'one could also view this as a particularly rigorous test. This guide is an introduction to the basics of conducting a literature review in the social sciences, with a focus on education. A survey of the climate communication community forms part of the climate communication project and will allow us to auditing activity & synthesising research. Synthesis is something you already do in your everyday life for example, if you are shopping for a new car, the research question you are trying to answer is, which car should i buy you explore available models, prices, options, and consumer reviews, and you make comparisons for example: car x.
Synthesising bushmeat research effort in west and central africa: a new regional database g taylora,1, jpw scharlemannb,c. Unsuccessful unsuccessful synthesis of the research literaturesynthesis of the research literaturesynthesis of the research literature what is synthesis. Summarizing and synthesizing are two important reading comprehension strategies they’re also skills that students struggle with and often confuse despite the differences. Analyzing and synthesizing the literature then synthesize the collection of articles for research examining the effects of alcohol on eyewitness memory. Lauded by thousands of readers for providing researchers with the first practical approach for doing systematic literature reviews, this popular book has been thoroughly updated and revised to include the latest information on the use of electronic technology and the internet to conduct literature searches.
Find out more about lancaster university's research activities, view details of publications, outputs and awards and make contact with our researchers. A synthesis is a written discussion that draws on one or more sources in fact, if you've written research papers, you've already written syntheses.
A systematic review uses an objective and transparent approach for research synthesis, with the aim of minimizing bias. 65 synthesis of qualitative research this section focuses on the formal synthesis of qualitative research general debate about the appropriateness of combining qualitative studies continues, and more specifically whether different types of qualitative research, based on different theoretical assumptions and methods should. Type: article title: musical motivation: towards a model synthesising the research: open access status: an open access version is available from ucl discovery.
What is synthesising synthesising is combining different aspects of your ideas and research and the ideas of others in order to produce new ideas it is an important aspect of academic writing.
Unit nine: synthesising the evidence guidelines for narrative synthesis are not yet available, although research is currently underway to develop. A guide to synthesising qualitative research scottish network for the generation and exchange of knowledge in evidence synthesis - report of scoping meeting. Theory and methods synthesising quantitative and qualitative research in evidence-based patient information megan r goldsmith, clare r. In this paper we provide a brief overview and critique of a selection of strategies for synthesising qualitative and quantitative evidence j synthesising. Synthesis definition, the combining of the constituent elements of separate material or abstract entities into a single or unified entity (opposed to analysis, ) the separating of any material or abstract entity into its constituent elements. A considerable number of journal publications using a range of qualitative synthesis approaches has been published mary dixon-woods and colleagues (mary dixon-woods, booth, & sutton, 2007) identified 42 qualitative evidence synthesis papers published in health care literature between 1990 and 2004. Synthesizing the evidence narrative synthesis is sometimes viewed as a ‘second best is one of the ways in which the gap between research.
Writing a literature review and using a synthesis matrix research, it is imperative to. Synthesising research evidence mays, n roberts, e lshtm research online is powered by eprints 3 and is hosted by ulcc. By dr cheryl lentz writing a dissertation or a research article for publication in a scholarly journal as a doctoral scholar requires a specific writing technique known as synthesis. Unsustainable hunting threatens both biodiversity and local livelihoods despite high levels of research effort focused on understanding the dynamics. Understand the concept of a synthesis essay the purpose of a synthesis essay is to make insightful connections between parts of a work, or multiple works, with the goal of ultimately presenting and supporting a claim about a topic in other words, when you do research. The basic research report (described below as a background synthesis) is very common in the business world whether one is proposing to open a new store or expand a product line, the report that must inevitably be written will synthesize information and arrange it by topic rather than by source.


I stumbled upon this article published last June 26, 2008 by GMANews.TV. The article is about delivering educational services to high school students using print, radio, television and computer-based communications, satellite broadcasting, teleconferencing, and other multimedia learning and teaching technologies.
This only means that high school students who are physically challenged or have difficulty in attending regular classes, they can avail of this new mode of learning which will be available soon. We can now say that everyone has an access to education online.
Here’s the full article:
Distance learning gets push
MANILA, Philippines - The House of Representatives has approved on final reading before it adjourned early this month a bill that will institutionalize distance education.
Called “Open High School System (OHSS),” House Bill (HB) 4082 seeks to set up an OHSS division under the Department of Education.
The OHSS seeks to deliver educational services to high school students using print, radio, television and computer-based communications, satellite broadcasting, teleconferencing, and other multimedia learning and teaching technologies.
Students under the OHSS will be allowed to study on their own without having to regularly attend classes in conventional classrooms.
The system will be open to those who have finished their elementary education as well to adults who are high school qualifiers under the Philippine Educational Placement Test.
Principally authored by Albay Rep. Edcel C. Lagman (1st district), HB 4082 seeks to set up Distance Learning Centers in a regular secondary schools in the regional or division level.
Four similar bills are pending at the committee on education, arts and culture. -
It goes to show that open and distance learning is the trend nowadays.


Date of Defense
Date of Graduation
Art education is a highly valued, yet underappreciated, area within today’s school systems. The purpose of this research is to demonstrate the exploration of the benefits of promoting literacy in the elementary art classroom and also ways to incorporate it. In researching this topic I have found that through integrating literacy into the art classroom students develop superior communication and visualization skills. By gaining these skills students benefit not only in their art making but in other aspects of their lives as well. Throughout my experiences while teaching the Saturday Morning Art program at Western Michigan University, I have included two lesson plans that I have created and taught that demonstrate how I have physically applied my research.
Tabachki, Michelle, "Promoting Literacy in the Elementary Art Classroom" (2014). Honors Theses. 2581.


This module helps you to write more effective business letters and emails. The reading activity takes a look at the roots of email and its ever-increasing popularity in business. Practise reading comprehension strategies and skills and take a note of any words and expressions you are unfamiliar with. A listening comprehension activity provides insight into best practices when writing and sending email messages. As you practise your listening comprehension skills, take a note of any words and expressions you are unfamiliar with. Also take a note of the advice presented in this listening, as you will find it useful when sending emails to professional contacts. The grammar component of this module reviews sentence structures. Mastering simple, compound and complex sentences will allow you to express your ideas with more precision and variety in writing. Finally, you will review and practise words and expressions that are typically used in business letters and emails, such as forms of address and greetings.


I’m over the moon and tickled pink to introduce How-To Tuesday, a wonderful way to get smART and explore art making processes and media. Fun for all ages, each How-To Tuesday will provide inspiration and ideas, tried and true art making tips and tricks, and detailed instructions
In my ten years of teaching experience, both in a traditional classroom and at smARTStudio, I’ve encouraged process focused art making experiences. My philosophy of art education reflects my belief that the creative process should be expressive and exploratory. As a facilitator of art education, my hope is that How-To Tuesdays are invitations to create. Feel free to experiment with media, manipulate materials, and play with the process. Learning through play encourages discovery, develops problem solving skills, and builds confidence in abilities.
I hope you'll enjoy smARTStudio’s first How-To Tuesday, I’d love to see your masterpieces! If you're on social media, make sure to tag @smartstudioakron (Instagram and Facebook) @smARTSakron (Twitter) and use the hashtags #HowToTuesday and #getsmART
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So often I'm asked by artists of all ages, "How do I start? What should I make?" Although that question may seem daunting, I love to provide open-ended prompts to stimulate the creative process. The following list of thirty CREATIVITY stARTers are my tried and true "go to" for tackling those moments when we may feel uninspired or a bit unmotivated.
WHAT YOU WILL DO :
I formatted the CREATIVITY stARTers as a jpeg that can be easily downloaded and printed if needed. Simply choose a prompt and begin to draw.
PARENTS/CAREGIVERS : The stARTers are fantastic boredom busters or as rainy day activities, get the entire family involved and share your drawings as a group. Create a revolving "gallery" to showcase your drawings on the refrigerator or hang a bit of twine and clothesline clips for easy and quick changes.
PRE-SERVICE EDUCATORS/CLASSROOM TEACHERS : I enjoy giving students a drawing prompt an activity as a daily warm-up in my visual art classroom. If you have your students complete "bell work" to begin the day, consider starting a daily journal of drawings inspired by the list of prompts. Consider the drawing as a plan for a larger body of work, perhaps a painting on canvas?
ARTISTS OF ALL AGES : Practice makes better, spend 5 or 10 minutes each day drawing. Use the stARTers as a way to motivate your art making journey and begin a thirty day drawing challenge.
WHAT YOU WILL NEED :
+ DRAWING PAPER While sketchbooks are wonderful, I also encourage resourcefulness. Quick sketches can be drawn on the back of envelopes and wrapping papers, open up a paper grocery bag, reuse graded worksheets, even cardboard allows for interesting mark making!
+ MARK MAKING TOOLS Of course, I'm drawn to graphite pencils (pun most absolutely intended), but I'm also a huge fan of crayons and markers, invest in Crayola for beautifully bold colors. Faber Castell color pencils are buttery smooth and richly pigmented that draw on even the darkest of color papers. Permanent markers offer opportunities for tracing and for excercises in "letting go and letting be" (ie : laying out a line and allowing yourself to be comfortable in your choices and ability) Sharpies are one of my favorite staples (if you have a sensitivities, try Dixon RediMark Low Odor Markers)
+ CREATIVITY stARTers list of thirty prompts to inspire creativity :


The reason it is some-times winter and sometimes summer is that the Earth spins on a slightly tilted axis. You can see the red axis in the picture here (though really there is no axis to see; it's a direction, not a real stick). In the winter, the North Pole is a little further from the Sun, and so the sunlight hits the North Pole at more of an angle, and it has more of the Earth's atmosphere to go through before it gets to the Earth. That lets the area around the North Pole get colder. In the summer, the North Pole is pointed more toward the Sun, and so the part of the Earth near the North Pole gets more direct sunlight, and becomes warmer. That's the part with the pink guy on it - the United States and Canada and Europe. If you live in Australia, nearer to the South Pole, then you get more direct sunlight when the pink guy is further from the Sun, and his summer is your winter, and his winter is your summer.
This tilted axis is also the reason why there are more hours of daylight in the summer and fewer hours of daylight in the winter. In the winter, the closer you are to the North Pole, the shorter the days are. At the North Pole, it's just dark all winter. In the summer, the closer you are to the North Pole, the longer the days are. At the North Pole, it is light all summer, with no nights at all.
Many plants and animals have evolved to take advantage of the changing seasons, so that they grow during the summer when there is more sunlight available and they hibernate or stay in the form of seeds during the winter when there is less sunlight.
To find out more about the earth and the seasons, check out these books from Amazon or from your library:
Learn by Doing - Clouds
More about clouds
More about Thunderstorms
More about Weather
Science for Kids home page
History for Kids home page