Editor’s note: CEI’s Myron Ebell is at the 19th Conference of the Parties to the United Nations Framework Convention on Climate Change in Warsaw, Poland. Below is his first report.
Tuesday was one of the special theme days at COP-19 in Warsaw. It was Gender Day. I couldn’t go to many of the gender-related events because there were several important sessions that were part of the official negotiating process that I wanted to attend, but I was able to attend the high-level event organized by the Secretariat of the UN Framework Convention on Climate Change.
The UNFCCC has adopted several resolutions on gender equality and women’s participation beginning in 2001. Last year at COP-18 in Doha, Qatar, they committed to gender balance in the Secretariat and member delegations.
The gender event on Tuesday was moderated by the executive director of the UNFCCC, Christiana Figueres. She began by saying that we should keep our feet on the ground but raise our eyes to the stars. She asked the speakers to tell the audience (of several hundred people) what their dreams were and to talk from their hearts and souls rather than their minds.
Bianca Jagger’s remarks were low key and modest. She said that her dream was ending violence against women. Lakshmi Puri, deputy director of UN Women, said that women were more adversely affected by climate change, but could do more to stop it than men. Helen Clark, the head of the UN Development Programme and former prime minister of New Zealand, seconded that and said that the climate justice agenda included universal access to sustainable energy.
Mary Robinson, the former president of Ireland and former UN high commissioner on human rights, noted that there were more than a billion people without access to electricity and more than two billion whose meals were cooked, usually by women, on open fires. She somehow thought that “doing the right thing on climate” will somehow relieve this widespread energy poverty by creating a more just world with less inequality. She added that fossil fuels are a stranded asset as people have come to realize that, “like asbestos, they are too dangerous to use.”
Tara Holonen, the former president of Finland, introduced the new Environment and Gender Index. It ranks 72 nations according to six performance categories. The gender equality measurements don’t seem to have any connection to the environmental quality measurements, so the index makes little sense. The index was produced by the International Union for the Conservation of Nature, which was once a respectable science and conservation group. The IUCN now describes itself as “a leader on gender issues in the environmental arena.” (www.EnvironmentGenderIndex.org)
A young Australian climate activist was invited from the audience to join the panel when one of the speakers was unable to attend. She said that the sole reason she fights for climate justice is to improve the lot of poor women in the developing world.
The highlight of this gender event, which was only one among many held on this special Gender Day, was the singing of a song composed especially for the event. It was sung magnificently by Elizabeth Njorge, who heads a foundation in Kenya that is dedicated to bringing art and music education to some of the poorest children in Kenya. Titled Vision 50/50, the song’s chorus reads: “We have a dream, a dream of hopes to turn a page that marks a golden age, A greener course, a greener course for planet Earth.” Note that the lyricist refrained from calling it Mother Earth, although the word “sustainable” is used in one of the verses.


Matter exists in three basic states: solid, liquid, or gas. Try this science project to see how it is possible to change the state of a particular solution or compound using several methods, from very simple to extremely complicated.
1Place a small open container of water in the freezer compartment of a class or home refrigerator.
2Leave the water there for several hours or overnight.
3Remove from the freezer and note what has occurred. Water changes state from liquid to solid when it reaches a temperature of 0 degrees Celsius, or 32 degrees Fahrenheit. This is a simple example of changing from liquid to solid, or freezing.
1Dissolve granular or table sugar into a jar of water until no more will dissolve (about one cup of sugar to one half cup water). You have created a solution. This is a combination of more than one compound.
2Place a piece of string in the solution, with one end taped to the rim of the jar.
3Put a lid on the container, and store it somewhere it will not be disturbed. After several weeks, you will find crystals growing and attaching themselves to the string, which is the process of crystallization.
1Purchase a small epoxy glue kit or a fiberglass repair kit. This activity should be supervised by an adult.
2Either discharge the epoxy mixing syringe or pour the fiberglass (polyester) resin into a can or other metal container, and mix the hardener (catalyst) thoroughly using a disposable utensil. In a few minutes, the liquid will begin to get warm, and depending on temperature and the product you are using, it should harden in less than an hour.
1Dissolve table salt in water. Several tablespoons of salt in about one fourth cup of water should work.
2Pour the solution into the shallowest container you can find and put it somewhere uncovered where it will be undisturbed for several days, preferably outdoors if the weather is sunny and warm. When the water has evaporated away, the salt will return to its solid state by a process called evaporation.
- Patience will help you succeed with these experiments.
- Polyesters and epoxies are poisonous chemical compounds, read the instructions with the product you are using, and avoid contact with skin and avoid inhaling vapors.
Things You'll Need
- Suitable containers for each experiment.
- Chemicals (ingredients) for each experiment, including water, sugar, salt, epoxy glue like "4 minute epoxy" or fiberglass resin and catalyst.
== Related wikiHows ==
Categories: Science for Kids
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FTCE Elementary Education K-6 Exam Study Guide
A student of elementary level requires a teacher who is all rounder and has knowledge of nearly about everything. An educator needs to be an extremely patient personality to deal with the students of elementary level. This personality is tested by Florida Department of Education board. This board conducts Florida Teacher Certification Examination to give certification to the candidate. Candidate has to pass FTCE Elementary Education Exam. After getting this certification candidate can practice in Florida State as an elementary educator. FLDOE offers two types of certification- professional and temporary certification. Professional certification is valid for the period of five academic years. Temporary certification is valid for three academic years.
Eligibility for FTCE Elementary Education Exam
To appear for FTCE Elementary Education Exam candidate needs to fulfill the eligibility conditions listed by the board. Candidate needs to have bachelor degree and specialization in the field when applying for professional certification. For temporary certification candidate needs to have 2.5 GPA in addition to bachelor degree. Candidate must submit finger prints reports to the board. This finger print report is the proof of no criminal track record against candidate. Candidate should keep in mind that professional certification is renewable but temporary certification is not.
Format of FTCE Elementary Education Exam
FTCE Elementary Education Exam covers wide range of syllabus and curriculum of the important headings. Candidate should study these topics well to score fair in FTCE Elementary Education Exam. Syllabus of FTCE Elementary Education Exam is:-
- Reading process
- Literal and Literature analysis
- Writing process
- Library as a medium
- Civic and political science
- Physical education and health
- Visual and performing arts
- Life sciences
Candidate should study these topics well and good. FTCE Elementary Education Exam is composed of 120 multiple choice questions of different format. It is advisable for the candidate to practice sample papers and questions before encountering the actual exam. The total duration for completion of exam is 150 minutes.
Study Guide And Test Preparation For FTCE Elementary Ed K-6 Exam
A Complete FTCE Elementary Ed K-6 Exam Study Guide that includes sample questions, test tips and a complete study plan prepared by a team of expert and dedicated researchers. Cost-effective and qualified exam help from a committed exam preparation company.


Beyond Baby Talk Is Back
Guiding young children toward effective communication can pay a lifetime of dividends!
Language is about so much more than just words, and healthy communication is the foundation of a child's ability to succeed emotionally, socially, and academically. The first 8 years of life represent a critical period of language and literacy development. As the primary role models for a child who is beginning to speak, read, and write, parents and caregivers play a critical role in a child's development of these essential skills.
Beyond Baby Talk, revised to help a whole new generation, highlights all of the essential steps and checkpoints to gauge a child's progress, as well as easy methods to:
- Evaluate and monitor a child's spoken language development.
- Enhance a child's literacy skills for improved spelling, reading, and writing abilities.
- Understand and navigate environmental influences on language development such as television, texting, and slang.
- Recognize the signs of language and literacy progress problems-and know when to seek professional help.
Readers Love the New Beyond Baby Talk!
I was very happy to find that it had extensive information regarding a child’s language development between the ages of 2 to 4.
Beyond Baby Talk is a wonderful guide for those moments where we wonder what 'should be' when it comes to our children and the world of language.
This book is such an amazing resource and should really be owned by every parent. There are so many great takeaways from this book, you’ll use it the entire first five years of your kiddos’ lives.
If you are interested in learning more activities that can help build strong language skills, have questions about what to look for in a day care or home care situation to optimize language development, or are curious how exposure to multiple languages may affect your child's language development, I highly recommend Beyond Baby Talk...
In this practical guide, Apel and Masterson explain how infants, toddlers, and children learn to speak, read, and write in clear and simple language that will help parents understand and bolster their children’s progress. Along with the compelling examples that illustrate the ways in which everyday interactions promote language and literacy, the authors provide a rich array of suggestions, resources, and guidance that will empower parents to fulfill their critical role in their children’s development.
Beyond Baby Talk combines accuracy with readability to produce an excellent resource for parents, caregivers, and clinicians alike.
As a father of two older daughters and a young son, I was especially drawn to Beyond Baby Talk’s chapter on the influence of gender and birth order on language development. I expect that I will pick this book up repeatedly as my son grows, to review important details about language and literacy development.
Did You Know?
- Three-year olds can talk about the past and the future
- Kindergarten children tell stories with actual plot
- Most children can learn two languages as easily as they can learn one
- Good communication and social manners give your child a social advantage
About the Authors
Kenn Apel, PhD, CCC-SLP, is a professor and chair of communication sciences and disorders at the University of South Carolina and a widely known researcher and educator in language and literacy development and disorders.
Julie J. Masterson, PhD, CCC-SLP, is a nationally known educator and researcher in speech, language, and literacy development. She is a professor of communication sciences and disorders at Missouri State University.


The Protestant mystic Jacob Boehme was born in Altseidenberg, Silesia. He received only an elementary education but was an enthusiastic student of the Bible and the works of the alchemist Paracelsus. Apprenticed to a cobbler in his youth, Boehme later opened his own shop in Görlitz, Saxony.
Graphic from Bruce B. Janz's Jacob Boehme Resources page
From an early age he saw visions, and throughout his life he claimed to be divinely inspired. In his manuscript The Morning Redness Arising, written in 1612, he recorded his visions and expounded the attributes of God. The work was condemned as heretical by local ecclesiastical and civil authorities, and Boehme was forced to flee to Dresden, Saxony. There he was cleared of charges of heresy and allowed to return to Görlitz. His best-known treatises include Of the Three Principles of the Nature of God, (1619) and The Way to Christ, (1624), The Signature of all Things, and Mysterium Magnum.
As well as alchemical themes his writings contain Kabbalistic concepts. Boehme describes the absolute nature of God as the abyss, the nothing and the all, the primordial depths from which the creative will struggles forth to find manifestation and self-consciousness. The Father, who is groundless Will (c.f. Kabbalah - Keter the first principle is identified with Will), issues forth the Son, who is Love.
Boehme held that everything exists and is intelligible only through its opposite. Thus, he believed, evil is a necessary element in goodness, for without evil the will would become inert and progress would be impossible. Evil is a result of the striving of single elements of Deity to become the whole; conflict ensues as man and nature strive to achieve God. God himself, according to Boehme, contains conflicting elements and antithetical principles within His nature. (c.f. Sri Aurobindo - the Supermind (Godhead Truth-Consciousness) which contains and reconciles all opposites wthin Itself)
Although Boehme's style is very turgid and heavy, his works were widely read and popular in Germany, the Netherlands, and Great Britain. His English followers called themselves Behmenists. Many of them later were absorbed into the Quaker movement. Boehme's writings have influenced modern Western thought in both philosophy and theology. He exerted a profound influence on the philosophies of Baader, Schelling, Hegel, and Schopenhauer. His ideas have also had a formative influence on Theosophy.
taken mostly from "Boehme, Jakob," Microsoft (R) Encarta. Copyright (c) 1994 Microsoft Corporation. Copyright (c) 1994 Funk & Wagnall's Corporation.
Boehme or Böhme, Jakob - brief but good intro (I have incorporated most of it into the above page)
Jakob Boehme, life and writings, from the 9th Edition of The Encyclopaedia Britannica - Vol. III, 1878,
Complete Jacob Boehme texts, very well laid out; capture the spirit of the original. Includes:
Four complete texts.
More Jacob Boehme resources in the Christian Classics Ethereal Library.
Jacob Boehme Resources from B. Janz's Web Pages
- collects existing resources from the WWW on the work, world, and influence of Jacob Boehme, and adds some of the authors's own resources, in an effort to support research and teaching on Boehme.


Schools take different approaches with 9/11
Middle school students who walk the halls of Pennsylvania schools were toddlers when terrorists attacked the United States on Sept. 11, 2001. Elementary students weren't yet born.
For the first group of students with little or no memory of the attacks, teachers are using documentaries, web casts, personal stories and lessons on broad themes to address the 10th anniversary of 9/11.
Dave Divelbliss, a social studies teacher at Bellmar Middle School, said some classrooms are participating in a live Discovery Channel webcast with a panel of 9/11 experts held at a school near ground zero in New York City.
"I think it's almost exciting to see the technology, but at the same time (my students) were too young to remember what happened. They're going to get a first-hand perspective of what happened," Divelbliss said. The webcast will discuss how life has changed in the past 10 years and how students can expect their lives to be different.
Divelbliss said most students know the basics of the historic events, particularly the United Flight 93 crash near Shanksville, Somerset County -- about 45 minutes from the Belle Vernon Area School District. With a working base knowledge, teachers can delve into broader themes such as patriotism and why terrorism ultimately fails.
"The 9/11 hijackers were not successful, because we're still standing as a country," Divelbliss said. "It is a day to remember as well, but I think, too, why focus as much on the negative• Focus on the positive -- on the things that have happened in the world since Sept. 11, 2001."
Juniors at Greensburg Salem High School will get to ask questions about 9/11 and the wars in Iraq and Afghanistan during sessions in their social studies classes on Monday, said Tammy Wolicki, director of curriculum, instruction and assessment for the school district.
The district has a terrorism unit in its international studies class that allows students to delve in detail into the attacks, Osama bin Laden and the Taliban.
At Greater Latrobe Senior High School, students will participate in two days of remembrance with events and guest speakers, including Glenn Kashurba, a child and adolescent psychiatrist from Somerset County, and Oran Eberhart, a police office at ground zero on Sept. 11, 2001.
For younger students, though, the 9/11 attacks are pure history. More than 60 million children in America are 14 and younger, according to the U.S. Census Bureau. Teachers must grapple with explaining the significance of 9/11 to students who don't remember life before the attacks without getting too graphic or going too deeply into issues youngsters don't understand.
Patricia Ann Thomas, assistant to the superintendent for elementary education for Kiski Area School District, said one teacher plans to make a sports connection to help her fifth-graders understand the events of 9/11.
Teacher Rebekah Stankowski will show an ESPN video and look at the Sports Illustrated issue published just after the attacks, titled, "The Week That Sports Stood Still," which talks about the heroes aboard Flight 93.
"This speaks to the students who are very sports-oriented, and it kind of puts things in perspective," Thomas said. "(And) it's not real graphic, so it's appropriate for elementary students."
Some students will make flags depicting what it means to them to be an American; others will write letters to members of the armed forces, including the Navy unit of Zach Henley, a Kiski Area graduate, Thomas said.
At Fort Allen Elementary in the Hempfield Area school district, students will silently walk around the perimeter of the school gym for a "commemorative silent reflection," said Barbara Rebon, a fourth-grade teacher.
Just after the morning announcements on Friday, each homeroom will view a slide show of patriotic pictures with soft patriotic music playing. Adults positioned around the gym will hold signs in memory of the firefighters who died on 9/11, the children who lost a parent that day, and the doctors and nurses who helped the wounded, Rebon said. As students leave the gym, each will sign a large banner that will be hung in the school.
How to teach 9/11 is a community-centric decision, often left to individual schools and teachers across the country. Most states, including Pennsylvania, have not laid out a specific curriculum.
That means some students likely won't hear anything about 9/11 in their classrooms this week.
At Laurel Valley Elementary in the Ligonier Valley School District, teachers and officials will leave it up to parents to talk to their children about 9/11. No events or lessons are planned for the anniversary.
Wayne Waugh, Laurel Valley assistant principal, said teachers there address topics of heroism, respect and safety throughout the year rather than to commemorate the 9/11 attacks.


Trisha Moquino, Olivia Coriz, and Mara Matteson describe the philosophy and practice behind the new Keres Children’s Learning Center
All 19 Indian pueblos of New Mexico have an understanding that we are at a critical point in our long history — that critical point being the difference between language loss and language maintenance and revitalization. Many Pueblos still feel it is the responsibility of the family to give language, and in families where language remains strong, this is still being done. With this understanding and the desire to support families in maintaining their children’s language in the crucial early childhood years, the Keres Children’s Learning Center (KCLC) opened at Cochiti Pueblo in September 2012 after six years of preparation: researching related endeavors, developing the model, shoring up financial support, and laying the groundwork in the community.
Co-founded by Trisha Moquino and Olivia Coriz, the school begins as a preschool, serving children from ages two and a half to four. The pedagogical approach is Montessori, and the language of instruction is Keres, the unwritten language of the Cochiti people. As the children matriculate to ages six and older, the school will evolve into a dual-language Montessori school, and an English language teacher will join the team.
The school was created to address the critical language loss being experienced at Cochiti Pueblo and to give Cochiti parents the opportunity to educate their children in a manner that is in line with traditional practices and where they know their children will hear Keres in an immersion setting. Parents and families are supported through weekly evening seminars in which we discuss their responsibility to pass on the Keres language. In passing on the language, values, beliefs, and a worldview like none other are also transferred to the next generation.
At KCLC, children receive lessons that are culturally appropriate as well as lessons that will prepare them for mainstream education. KCLC emphasizes creating self-motivated learners through meaningful everyday lessons and activities, such as washing dishes, cleaning windows, setting up snacks for classmates, grace and courtesy, caring for the self, and learning the foundational skills for future literacy, numeracy, and the humanities.
The ultimate goal is to have our students be truly bilingual. With families and KCLC working together to reclaim the children’s education, we put our faith and our hearts into this effort. KCLC is independently funded. While it is a struggle to raise the necessary money, it gives KCLC freedom from the many early-childhood English-oriented policies that would interfere with its primary purpose. KCLC is grateful to everyone who has supported and contributed to our efforts.
Trisha Moquino and Olivia Coriz are co-founders of KCLC, and Mara Matteson is a teacher at the school. This article originally appeared in Soleado, published by Dual Language Education of New Mexico — www.dlenm.org. For more articles from Soleado, please visit www.soleado.dlenm.org.
To catch a glimpse of day-to-day life at KCLC, please visit the Keres Children’s Learning Center Facebook page. For more information on KCLC, visit www.kclcmontessori.org.
The languages spoken by the Pueblo people of Acoma, Cochiti, Laguna, San Felipe, Santa Ana, Santo Domingo, and Zia Pueblos are so closely related that linguists usually consider them dialects of a single language, known as Keres or Keresan. This Keresan language is not related at all to the Kiowa-Tanoan languages spoken by most of the other Pueblo people of New Mexico. Keres is spoken by nearly 11,000 people in the American Southwest today.
There is some disagreement among the Keres people as to whether Keres should be a written language or not. Some Pueblo elders feel that their languages should be preserved by oral traditions alone. However, many Keres speakers have decided that literacy is important for passing the language on to children. The Keres-speaking pueblos have developed their own orthography for their language, and today there are programs teaching Pueblo children to read and write in five of the seven Keres-speaking pueblos.


CBSE and CCE : Confusing everyone
In the past one year, we have seen a lot of excitement in the school education segment in India, with the Central Board of Secondary Education (CBSE) announcing major changes. It started with simple things like doing away with board exams at the Class X (age 16) level and has now reached a stage where everyone’s confused about things like CCE (Continuous and Comprehensive Evaluation)
The idea behind CCE was very simple – to create a system that does away with “Marks”. Most schools in India follow a 100% Mark system where students getting 92% were treated as less equal than those getting say 93%. While some parents and teachers still claim that this system gave a clear indication of where the student ranked, the pressure to achieve maximum marks pushed few students to commit suicide and many others to be constantly harassed by parents and teachers alike. With the forced implementation of CCE this year onwards, CBSE, in its view, hopes to reduce the burden on students.
The new CCE guidelines divide the entire evaluation process into 3 parts.
Part 1 deals with Academic Performance in Scholastic subjects like Science, Maths, English etc. where Grades are given based on year long achievements. The academic year is divided into two sessions, in each session there are Formative and Summative Assessments (FA, SA). The school has some freedom in deciding the number of FA’s and their weightage etc but the end result is that students get a Grade for each subject instead of a mark. So far, so good. What CBSE has also done is that instead of focusing only on the 5 primary subjects, it has increased the scope by adding 3 more subjects to the Scholastic part – Work Experience, Art Education and Physical Education. For these additional subjects, teachers can give grades and a descriptive indicator explaining the student’s performance.
Part 2 deals with Co-Scholastic areas such as Life Skills, Attitude and Values. For each of these, teachers are again required to give a Grade and a descriptive indicator. Schools can expand these, for example, Life Skills can include Thinking Skills, Social Skills and Emotional Skills. Attitude can be judged towards teachers, peers, environment etc. The idea behind this part of the CCE is to let students and parents know that its not just knowledge that’s important, there has to be overall development during the school years of a student.
Part 3 of the CCE deals with Co-Scholastic Activities. The idea behind this part is to give simple grades based on activities performed / participated in during the year. This part is divided into two sections a) Literary / Creative / Scientific / Aesthetic Skills, Performing Arts, Clubs etc b) Health & Physical Education. Teachers are expected to grade students on their involvement with these activities during the year.
The exhaustive evaluation of a student is why the word “Comprehensive” is used in CCE. The only way of making this evaluation is if teachers keep records of student’s performance throughout the year, therefore the work “Continuous”.
While many schools are struggling to create formats and systems for teachers to work on, and I have had the opportunity to look at a few, I was amazed at the simplicity brought about in the whole process by the teachers and Principal of The Air Force School, Subroto Park, New Delhi - http://tafssp.com/ . The have created processes and formats where it would be possible for teachers to quickly evaluate and provide relevant indicators. The design of their evaluation system is simple, at the same time; it meets or exceeds all parameters defined by CBSE. Their formats eliminate chances of errors and make the whole process such that automating the CCE system would now be possible. I hope they get great recognition for their hard work and dedication, which will ease the lives of many student, parents and teachers. CBSE should now standardize these formats and ask other schools to follow.
Posted via email from Anil Sharma


A primary school is an institution in which children receive the first stage of compulsory education known as primary or elementary education. Primary school is the preferred term in the United Kingdom and many Commonwealth Nations, and in most publications of the United Nations Educational, Scientific, and Cultural Organization (UNESCO).In some countries, and especially in North America, the term elementary school is preferred. Children generally attend primary school from around the age of four or five until the age of eleven or twelve.
An elementary school is an institution where children receive the first stage of compulsory education known as elementary or primary education. Elementary school is the preferred term in some countries, particularly those in North America. Primary school is the preferred term in the United Kingdom, India, Ireland, Pakistan, Australia, Latin America, South Africa and New Zealand and in most publications of the United Nations Educational, Scientific, and Cultural Organization (UNESCO).
The elementary school has always been the main point of delivery for primary education; and the (senior) high school has always been the focal point of secondary education. Originally, elementary school was synonymous with primary education, taking children from Kindergarten through grade 8; and secondary school was entirely coextensive with the high school grades 9 - 12. This system was the norm in America until the years following World War I, because most children in most parts of what was then the mostly rural United States could go no further than Grade 8. Even when the high schools were available, they were often not accessible.
As the population grew and became increasingly urban and suburban instead of rural, the one-room schoolhouse gave way to the multi-room schoolhouse, which became multiple schools. This produced the third genre of school - the junior high school - which was designed to provide transitional preparation from primary school to secondary school, thus serving as a bridge between the elementary school and the high school. Elementary schools typically operated grades Kindergarten through 6; the junior high school, often housed in the same building as the senior high school, then covered grades 7 through 9; and the senior high school operated grades 10 through 12.
It was typical during this period for state departments of education to certify (in California, "credential") teachers to work in either primary or secondary education. A Primary School Certificate qualified the holder to teach any subject in grades K through 8, and his/her major and minor subjects in grade 9. A Secondary School Certificate qualified the holder to teach any subject in grades 7 and 8, and his/her major and minor subjects in grades 9 through 12. Certain subjects, such as music, art, physical, and special education were or could be conferred as K through 12 Teaching Certificates.
By the late 1960s, the lines of transition between primary and secondary education began to blur, and the junior high school started to get replaced by the middle school. This change typically saw reassignment of grade 9 to the (senior) high school, with grade 6 reassigned to the middle school with grades 7 and 8. Subsequent decades in many states have also seen the realignment of teacher certification, with grade 6 frequently now included on the secondary teaching certificate. Thus, whereas 20th century American education began with the elementary school finishing at grade 8, the 21st century begins with the American elementary school finishing at grade 5 in many jurisdictions.
Nevertheless, the older systems do persist in many jurisdictions. While they are in the minority today, there are still school districts which, instead of adopting the "middle school", still distinguish between junior and senior high schools. Thus, high schools can be either 9-12, which is most common, or 10-12.


In recognition of Montessori Week, we asked our two high- school age boys what they considered memorable from their Montessori education. Without much hesitation they both said the math materials — in particular the Golden Bead Material and the Binomial and Trinomial Cubes. Concrete, hands-on materials for learning abstract concepts — wasn't Dr. Montessori a genius?
In reflecting on our reasons for pursuing a Montessori education for our children, especially beyond the preschool/kindergarten years, the Montessori hands-on materials were certainly a large factor. More so, and what we came to preach to our peers, was the physical movement that a Montessori classroom offered our boys. No long rows of desks to sit at all day, but rather options to work sitting at a table, standing at an easel, or lying on the floor with a mat.
Celebrating Montessori Week - Montessori for Our Family
Additionally, we valued the opportunity for our children to be participants in their own learning and to choose and repeat, repeat, repeat work that engrossed and captured them. We also appreciated that every activity, even simple lessons such as unrolling a mat, incorporated both the direct aim of the actual activity (unrolling a mat) and indirect aims (hand-eye coordination; motor skill development) that the boys did not even know they were learning!
We first came to Montessori with misconceptions of “work” and how discipline was used to maintain the peaceful, yet busy workplace. What we soon learned was that the method, the Montessori trained teacher, and the Montessori didactic materials all worked together to guide and channel the children’s energy from potential chaos and boredom into a state of focused, enthusiastic learning.
Initially, we started with a traditional approach to schooling. Before our eldest son began kindergarten in a traditional school, he was an enthusiastic child full of wonder. However, it was a different child that we picked up at day’s end — a child who seemed fearful and had tears in his eyes. After one month of this failed experiment, we were told to “come back next year.” We knew we needed to search out other options. Luckily, that is when we learned of Montessori. We were impressed with what the Directress shared with us and can truly say that from the very first day in the Montessori setting, our boy was transformed. We did not make the same mistake with our second son! We only wished we were familiar with Montessori from birth and knew we had to continue with Montessori right through the elementary grades.
As we grew to be more involved with Montessori, including working in a Montessori school and now here at North American Montessori Center, I find that we are continually in awe of the work that Dr. Montessori envisioned and put into practice. We are always learning something new about her method, such as the benefits of Montessori for seniors living with Alzheimer’s disease and for children with disabilities.
Although we do not have a Montessori high school available to us, we still find the Montessori method alive and well in our home. Much analysis, discussion, and a critical thinking approach occur with our boys’ high-school studies — not simply the completion of assignments. They are excelling at learning with a thoughtful and creative approach, thanks to the foundation they received in Montessori.
© North American Montessori Center - originally posted in its entirety at Montessori Teacher Training on Thursday, February 28, 2013.


Whiteboards, research papers, and lectures are all familiar tools of the teaching trade. Students often attempt to learn information through abstract formulas and theories. Could students benefit by the addition of more visual, tangible elements to the learning process? Kathy Gaye Shiroki, lecturer in the Art Education Department and curator of museum learning and community engagement at the Burchfield Penny Art Center, believes including such elements is crucial. “Working from objects is so important,” said Shiroki. “I believe that a lot of students learn because we’re visual; when we see it, we get a lot more out of it.”
In Shiroki’s workshop Building the Craft of Connecting on Thursday, October 17, teachers and students will learn how we view and relate to the objects we encounter every day. “When you look at an object deeply, you start developing critical thinking skills, you start asking pertinent questions,” said Shiroki. “As you start trusting your intuition to speak up, you build communication skills and learn to see things from other people’s perspectives.”
The workshop will discuss the five stages of learning to critically view an object or work of art, and how the process helps one grow both as a student and an educator. Participants will also discuss Visual Thinking Strategies (VTS), a technique that can help kick-start the learning process in any subject. With VTS, a facilitator will begin with an object or work of art, asking “What do you see?”
Students will then begin to analyze the object from their own personal perspectives. “The facilitators don’t ever give their opinion,” said Shiroki. “They just keep offering positive feedback.’” As the students hear each other’s thoughts, they build the confidence to present their ideas. This translates into other fields of study, enabling students to strengthen their learning skills.
The workshop is from 4:00–7:00 p.m. It is being held in conjunction with the Art in Craft Media exhibit which includes 75 works by 55 artists. Participation is $30 for members and $40 for “not yet members.” The workshop will begin with a series of group exercises followed by a project in the studio classroom. Participants will close out the workshop with a group reflection. “When we look at objects around our home, for example, they have so many stories,” said Shiroki. “Everyone has a story for it, and no one’s story is the same. Objects are amazing to work from because of that storytelling.”


A group of elementary school students.
- When you have a very basic knowledge of computer programming, this is an example of when you have an elementary knowledge.
- The very first years of your schooling that are an introduction into formal education are an example of elementary education.
- of first principles, rudiments, or fundamentals; introductory; basic; simple
- of or having to do with the formal instruction of children in basic subjects: elementary education
Origin of elementaryMiddle English elementare ; from Classical Latin elementarius
- Of, relating to, or constituting the basic, essential, or fundamental part: an elementary need for love and nurturing.
- Of, relating to, or involving the fundamental or simplest aspects of a subject: an elementary problem in statistics.
- Of or relating to an elementary school or elementary education: the elementary grades; elementary teachers.
- Relating to the basic, essential or fundamental part of something.
- Relating to an elementary school.
- (physics) Relating to a subatomic particle.
- (archaic) Sublunary; not celestial; belonging to the sublunary sphere, to which the four classical elements (earth, air, fire and water) were confined; composed of or pertaining to these four elements.
From Middle French élémentaire.


Area Art: Ethnomathematics For The Twenty-First Century
Overview | Activities
In this self-guided lesson, learners will review a variety of geometric shapes and ways of calculating area, and begin to understand how patterns can give us insight into art and culture. Many people take the basic principles of geometry for granted, yet the rules for solving problems in geometry can often help us solve real-world challenges. In fact, contractors, architects and artists often use these rules to create their work. As part of the PBS mission to "inform, inspire and educate," this lesson seeks to promote cultural awareness and competence, examining specific patterns in Islamic art, promoting cultural literacy and making connections to math content.
Content Area: Math
Grade level: Adult (ABLE, GED), Intermediate
Learners will be able to:
- develop numeracy skills/greater visual-spatial sense using geometric figures
- identify and describe real-world uses of geometry principles
- calculate values of congruent objects given various angle and side measures
Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies through the integrated study of number sense and operations, algebra, geometry, measurement and statistics and probability.
Students will judge the reasonableness of results obtained from applications in algebra, geometry, trigonometry, probability and statistics.
Standard Deviants School Geometry: Figuring Out Area, Segment 3 "Area of Combined Shapes & Review"
EdVideo Online is one of the many resources Thirteen makes available to educators in New York at no cost. Once users register for the service, they will have access to thousands of downloadable video clips, curriculum resources, images, lesson plans and more to support learning, enhance presentations or conduct research in a user-friendly, Web-based environment right from home. (Windows Media and Quicktime formats available).
STANDARD DEVIANTS PRODUCT GEOMETRY 2 INSERT CARDS
This resource is included with individual copies of the Standard Deviants home video for Geometry. Cerebellum Inc. makes many of their product inserts available online; check their catalogue at http://www.sdlearn.com/category_s/94.htm
This site clearly explains how the areas of polygons and circles are calculated. Each explanation is immediately followed by an example problem to try along with its solution.
Math Playground: Do the Math
This interactive Web site allows users to measure rectangles and calculate perimeter and area with a Web-based ruler that can be manipulated. GREAT practice and review!
These practice items will give learners practice completing tasks similar to those required for the GED Math test.
This packet of teaching resources is provided through the University of Exeter (UK); it has templates for creating your own patterns, a glossary of geometry-related math terms and interesting facts that explain how geometry relates to various cultures.
Area and Perimeter in Islamic art
This link allows learners to get more practice identifying basic shapes as part of more complex polygonal forms and outlines while also challenging learners to practice determining area and perimeter of these irregular polygons.
This site provides an overview of Islamic art as applied math. The definition for "geometry" is provided and insight into the history of math from a cultural perspective makes this a unique Web space for interested learners.
Islamic Tiling templates
These templates provide a basic outline of the elements found in many Islamic art forms.
This informative site gives a description of the art of quilting and the geometry it uses.
Anna Grossnickle Hines Quilting Page
This interactive site allows users to create their own virtual quilts using various colored triangles to form the patterns.
- Computer with Internet access
- Notebook or paper (optional)
- Ruler (optional)
- Compass (optional)


Mr. Michael Delahunt
Graphic Design 1 & 2
The "Absence of Ugliness"
Before you begin designing as a graphic designer using industry standard software, you need to cultivate a proper mind set.
In an editorial titled "Absence of Ugliness", Rick Altman has described the mind set a student needs to maintain while learning to design.
Rick Altman is editor-at-large for Corel Magazine. Corel, with Adobe, is among the leading software companies producing tools for graphic designers.
Rick Altman's article can be found on the Web. Please read this article at least twice before you write the assignment:
Here's your link to this article http://desktoppublishing.com/altman/absence.html,
published on a set of five short Web pages.
To be announced, or as announced in class.
Return to Graphic Design Course
ArtLex has thousands of articles about art terms used in art production, art criticism, art history, aesthetics, and art education. I created ArtLex for my students, to help them increase their understanding of art concepts, readings, writings, and conversations. Some of the hyperlinks found on the pages about my elementary art program will take you to ArtLex articles about terms on these pages.
I have taught art at three elementary schools in the Paradise Valley Unified School district (northeastern Phoenix and north Scottsdale) from 1986-. I began publishing information about my classes on the Web in 1995. I taught at Pinnacle High School during the 2001-2002 school year, and posted these lessons that year. I will maintain them as time permits.
Please send your comments to
Copyright © 2001 -Michael
ALL RIGHTS RESERVED


More information about this Work
Stuart Davis confessed that “The two dominant forces in my early art education were the teachings of Robert Henri and the Armory Show of modern European art.” Davis’s painting is a constant attempt at reconciliation between realism and abstraction, between his commitment to the American themes taught by his master Robert Henri and the abstract art from abroad, and between the need to capture surrounding reality and the belief that a painting was an object independent from that reality. In his so-called Tobacco still-lifes executed at the beginning of the 1920s, which, like the present Sweet Caporal belonging to the Thyssen-Bornemisza collection, were inspired by cigarette packs, he not only exploits the formal potential of such packages but is interested in them as cultural products. Perhaps, as Bonnie L. Grad suggests, this appropriation of different quotidian objects is inspired by the Dadaist works of Marcel Duchamp. However, as Barbara Zabel points out, it also anticipates by several decades Andy Warhol’s Campbell’s Soup Cans.
Employing a language inherited from synthetic Cubism, in Sweet Caporal Davis shows his fascination with reproducing the words printed on the packaging of modern consumer products or billboards, which he furthermore uses as a device for emphasising the flatness of the pictorial composition. Cubism provided him with the key to making the transition from perception to conceptualization and he embraced a new type of painting based on Cubist collages with a series of overlapping planes, in a continual interplay of perspective and two-dimensionality.
Sweet Caporal, “Sweet Caps” as it was commonly known, was a brand of cigarettes sold by the American Tobacco Company from the end of the nineteenth century. It became very popular during the First World War, owing perhaps to its military connotations, since as Barbara Zabel points out, the American Heritage Dictionary defines the word “caporal” as “a strong, dark cigarette and pipe tobacco derived from the French ‘tabac de caporal’.”


In order to help us grasp the expectations of the Common Core State Standards we decided to display the grade level specific Common Core skills on bulletin boards in our classroom. In order to do this in a student-friendly way we came up with the phrase Literacy SkiLLS for LIFE. Literacy SkiLLS for LIFE stands for all 6 domains addressed in the Common Core ELA State Standards. Speaking & Listening ; Language Standards ; Literature; Informational Text; Foundational Skills; Experience Writing
Each snapshot is in 1 page chart and holds ALL the standards that are to be met throughout the school year. This teacher/ student tool is for Third Grade specifications.
This Download Includes:
Suggestions Page - How to use Literacy SkiLLS for LIFE
Literacy SkiLLS for LIFE Snapshot


How to Become a Children's Librarian
A children's librarian selects material for the children's section of the library, assists children, teachers and parents in finding appropriate reading material for school, homework or leisure reading, and also provides activities for children and their parents to encourage literacy and love of reading and learning.
Most children's librarians will have an undergraduate degree as well as a graduate degree in library studies from an American Library Association accredited school. School librarians, a position that also works will children and young adults, will also have additional certification and licence, as required by the state where they work.
In the past, many children's librarians were former teachers, and many teachers have taken a graduate degree in library studies to work as children's librarians.
Advice for Becoming a Children's Librarian
Library education is a requirement, but it also helps to have some experience with children. If you are currently an undergraduate student, you should pursue opportunities to work with children and young adults, such as working in a group home or working in a camp during the summer. Libraries will also hire students in the summer to work on children's programming, such as summer literacy programs, or reading games, so you should investigate these opportunities. Working in a museum, especially one that has programming for children such as science experiments and birthday parties, is also an asset, since programming for and managing large groups of children will also be a requirement when working at a library.
It is also helpful to learn about literacy issues and reading development. You should read as much children's literature, both fiction and non-fiction, as you can, since many interviews will ask questions about popular children's literature, trends, and your favorite authors in this genre.
Different Types of Children's Librarian Jobs
The job title "children's librarian" may describe a wide-variety of positions within a library. A children's librarian could select picture books and early literacy material, as well as conduct programming for infants, toddlers and preschoolers and their parents. This librarian will also make suggestions about reading, audio and video material to parents and teachers.
Many libraries, if they are large enough, will have distinct children's and young adult librarians, though this was not always the case, and some children's librarians will find themselves working with school aged children, as well as teenagers. This means working on programming to encourage reluctant readers, learning about literacy development, creating programming for children of all ages. For example, a book discussion group for toddlers is not appropriate, but many libraries have had success running reading circles for school aged children, as well as movie discussion groups and craft classes, such as making Goth crafts, for teenagers. Some children's librarians also manage the graphic novel and computer software collections, as well as audio and video collections for children.
Many children's librarians are employed by public libraries, but they can also work in school libraries and in academic libraries that have a teacher training program, or a children's literature collection.
The average wage for librarians, nationwide, according to the Bureau of Labor Statistics, was twenty-five dollars an hour. Many libraries have experienced lay offs in recent years, or have cut full-time staff to part-time staff, so the competition for positions is fierce.


Developing Readers and Writers in the Content Areas K-12:
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This practical, engaging text introduces prospective and practicing teachers to K-12 content reading instruction. #xA0; Unlike any other text in the market, the content progresses from general practices, cycles, and settings of instruction, to units of instruction and specific lesson planning. Well-respected authors Dave Moore, Pat Cunningham, Sharon Moore, Patricia M. Cunningham, and Jim Cunningham speak to educators new to the idea of content area literacy instruction and focus on instruction that is aligned with state standards and tests, yet promote literacy that goes beyond that which is tested. #xA0; The sixth edition of Developing Readers and Writers in the Content Areas#xA0;places even more emphasis than in the past on (a) new digital literacies, (b) disciplinary literacies, and (c) English learners and special needs students. Chapters describe instruction appropriate for a comprehensive content-area literacy program (literature, comprehension, vocabulary, writing, study, inquiry, and differentiation), and include end-of-chapter applications that show how the practices apply to specific content areas such as science and mathematics. This text contains accessible language, concrete examples, and adjunct learning aids to help new learners access it.
David W. Moore is as a Professor of Education at Arizona State University where he teaches secondary school teacher education courses and advises doctoral students. His vita shows a thirty year publication record that balances research reports, professional articles, and books. He is active in many professional organizations and consulting.
Sharon Arthur Moore retired after serving four decades as an educator including classroom teacher, Title I teacher, university faculty member, literacy coach, and literacy director in two school districts. She currently provides staff development for school districts and is writing fiction. Her vita includes research reports, professional articles, and books.
Patricia Cunningham grew up in Rhode Island. For seven years, after graduating from The University of Rhode Island, she taught a variety of elementary grades in Florida and Indiana. She received her Ph. D in Reading Education from the University Of Georgia in 1974. After teaching at Ohio University and serving as Director of Reading for Alamance Co., North Carolina Schools, she came to Wake Forest University to direct the Elementary Education program in 1978. Pat’s particular interest has always been in finding alternative ways to teach children for whom learning to read is difficult. Reading and Writing in Elementary Classrooms, first published in 1978, is currently in its fourth edition. In 1991, She published Phonics they Use: Words for Reading and Writing, which is currently available in its fourth edition. Along with Richard Allington, She published Classrooms that Work and Schools that Work. Along with Dorothy Hall, she developed the Four Blocks Literacy framework, which is currently used as the balanced literacy framework in thousand of classrooms throughout the country. She and Dorothy Hall are co-directors of the Four Blocks Literacy Center, which is housed at Wake Forest University.
James W. Cunningham has over 100 professional publications in reading and writing education such as college textbooks, book chapters including major research reviews, and original research published in major research journals. He has been a professor of education at UNC-Chapel Hill and an elementary classroom teacher.


Written by Jeff Kraakevik, M.D.
The video included with this post is eleven minutes and forty-one seconds long. It’s a little on the long side for a web-distributed video, but I think it is well worth the investment of your time.
The video was first posted in 2010, and is by Sir Kenneth Robinson. In it, he outlines how our education system as a whole has been shaped by the forces of history which were around when the modern education system was formed. He then outlines why this paradigm doesn’t work as well 100 years later.
He is using the elementary education system as an example, but I think the principles apply to medical education as well. I’d like you to watch it, and think about how what he is talking about applies to medical education. If you are pressed for time, skip to the 6:33 mark as that is where the most applicable bits start. (A note to anyone who may have a stake in the ADHD debate: please don’t get distracted by this sub-point in his talk–that is not why I’m asking you to watch this.)
After you’ve watched it, I want you to think about how this “old” paradigm of factory-processed students being put into separate silos to learn for standard amounts of time is a really great description of most of the current medical education.
Remember that divergent thinking skills are critical for clinical problem solving. How is our current model of training either impairing or empowering those divergent thinking skills in our current curriculum?
Now, step outside that model, and dream about what could it look like as changes are made. We have the technological tools to make a competency-based education with real-time collaboration across teams and across disciplines a reality. What would the first two years of the medical school curriculum look like without set time-frames for students to complete a course on neuroscience look like? What would it look like if students moved on to the next subject or course after demonstrating they have mastered the skills necessary to move forward, and not because the 8-10 week course is done? What would a curriculum look like if there were no walls between the courses?
Now, I want to assure you this is not likely where OHSU in particular will be when the curriculum reform process is completed. I really think it is not possible to get to this level of learner-centeredness within one curriculum reiteration. But, I do put this up as a model worth considering, and it is a worthwhile discussion to debate its relative merits and risks as we do come up with our actual model of educational curriculum.
For further reading, read this recent blog post by leaders within the AAMC titled “Competency-based Medical Education: The Time is Now.”
[Special note to OHSU School of Medicine faculty, staff and students: consider attending the curriculum transformation retreat on Oct. 9. More details on the intranet (log-in required).]
Jeff Kraakevik, M.D., earned his medical degree from the University of Iowa and his fellowship in Movement Disorders from Oregon Health & Science University. He joined the OHSU movement disorders faculty in 2006 and is currently an Assistant Professor of Neurology. Dr. Kraakevik holds the unique distinction of being a former high school teacher. He has followed this trajectory of educator and currently heads up the development of medical student and resident education for the OHSU department of Neurology and VA Medical Center where he holds a joint appointment. Dr. Kraakevik’s research interests include gait and balance problems of Parkinson’s disease as well as research that explores the best teaching practices for medical education.


"Plaid" Phonics: Grade 2
“The variety of activities and colorful presentation make these workbooks appealing to children, and large print reduces the intimidation factor.” - Cathy Duffy, author of Top 100 Picks for Homeschooling Curriculum
55 MILLION READERS
Teaching your child to read can seem challenging, but fortunately, you have years of knowledge on your side in the form of Phonics instruction. Phonics is a method of teaching reading that combines sound and symbol recognition. By pairing a group of letters with the sounds they make, your child will start to understand how to read the English language. “Plaid” Phonics is a homeschool program that helps you teach your child to read. Originally known as Modern Curriculum Press (MCP) "Plaid" Phonics and now published by Pearson, the “Plaid” Phonics K-6 program will help you teach your child the building blocks of language and literacy. “Plaid” Phonics has a long history of success. For more than 50 years, the program has helped more than 55 million children learn to read.
GRADE 2 MILESTONES
“Plaid” Phonics Grade 2 is a beginner's level program geared toward helping your child develop foundational reading skills. During this portion of the “Plaid” Phonics program, your child can focus on developing the following skills:
- Read simple multisyllabic words, such as "open."
- Read and understand words with prefixes and suffixes, and be able to isolate the meaning of those prefixes and suffixes.
- Notice mistakes he or she makes when reading aloud, and correct them.
- Read age-appropriate words that have irregular spellings, such as "half."
ENGAGE EVERY LEARNER
“Plaid” Phonics was designed with plenty of engaging activities meant to help your child become a fluent reader. Each lesson-planning guide is broken into six parts to solidify Phonics knowledge for your child. He or she will learn letter recognition, how to write letters, phonemic awareness and around-symbol correspondence. Every lesson features a Picture Dictionary page. Additionally, an array of multisensory teaching options addresses different learning styles.
You can round out your child's Reading education by teaching Spelling alongside it. In fact, “Plaid” Phonics can be used in conjunction with MCP Spelling Workout. Be sure to select the corresponding MCP Spelling Workout program to ensure the two curricula are teaching your child at the same level.
The materials included in “Plaid” Phonics: Grade 2 Homeschool bundle will help your child become a skilled lifelong reader. The bundle includes a student edition, teacher’s edition and parent guide. For more information, visit the Features and Benefits page.
Looking for other grade levels?


Welcome to West County Reads!
West County Reads! seeks to rally community resources necessary to help our kids learn to read and therefore get off to a successful start in school.
Currently, fewer than 30 percent of West County third graders can read at grade level. In some very low income neighborhoods, fewer than 10 percent are fully literate.
Our schools have embarked upon a series of reforms to try to address these needs in the classroom.
However, the successful education of our kids is a vitally important issue for the entire West County community and our schools cannot turn around this dire situation alone.
Reading aloud to children is the single most important activity for literacy development and eventual reading success.
National Council on Reading


Another study proves link between music education and the brain
Instrumental lessons found to improve academic performance
A study carried out at Boston Children’s Hospital has revealed that those who are trained in music from a young age for two years or more benefit from improved executive brain function.
The results, published in the journal PLOS ONE, show that the part of the brain responsible for cognitive processes such as problem solving, behaviour regulation and the processing and retention of information was more active in the musically trained individuals.
Senior study investigator Nadine Gaad, PhD, says ‘Since executive functioning is a strong predictor of academic achievement, even more than IQ, we think our findings have strong educational implications’
She continued: ‘While many schools are cutting music programs and spending more and more time on test preparation, our findings suggest that musical training may actually help to set up children for a better academic future.’
For the study, a group of 15 musically trained children aged 9 to 12 were compared with a control group of 12 children of the same age. Two groups of adults, divided into professional- and non-musicians were also compared.
Gaab added ‘Our results may have implications for children and adults who are struggling with executive functioning, such as children with ADHD or [the] elderly. Future studies have to determine whether music may be utilised as a therapeutic intervention tool for these children and adults.’
Researchers have noted that children who study music already have strong executive function, something that initially caused their attraction to, and perseverance with, music. They hope to establish whether musical training influences executive function or vice-versa in future studies, following children over time and assigning them to musical training at random.
- Article Type: | News |


During the final half of each semester special classroom activities are conducted by members of the YCP student staff. These activities are part of a course assignment that requires them to plan, conduct, and reflect on appropriate learning experience for young children.
One characteristic of all the student activities is the use of instruction cards for the children to follow. These cards have photographs or graphics that clearly illustrate each step of the process, as well as simple text in a primary font. This use of text is important for non-readers, in addition to those children who are beginning to use phonics to decipher words.
The non-reader is becoming aware of the important function of print and is "reading" the pictures that symbolically represent the action to be followed. Both YCP teachers use instruction cards regularly to support children's literacy development, but our student staff contribute significantly to the number and richness of these experiences.


from The American Heritage® Dictionary of the English Language, 4th Edition
- transitive v. To supply with necessities such as tools or provisions.
- transitive v. To furnish with the qualities necessary for performance: an education that will equip you to handle such problems. See Synonyms at furnish.
- transitive v. To dress up.
from Wiktionary, Creative Commons Attribution/Share-Alike License
- v. To furnish for service, or against a need or exigency; to fit out; to supply with whatever is necessary to efficient action in any way; to provide with arms or an armament, stores, munitions, rigging, etc.; -- said especially of ships and of troops. Dryden.
- v. To dress up; to array; accouter.
- v. To prepare (someone) with a skill
from the GNU version of the Collaborative International Dictionary of English
- transitive v. To furnish for service, or against a need or exigency; to fit out; to supply with whatever is necessary to efficient action in any way; to provide with arms or an armament, stores, munitions, rigging, etc.; -- said esp. of ships and of troops.
- transitive v. To dress up; to array; accouter.
from The Century Dictionary and Cyclopedia
- To fit out; furnish with means for the prosecution of a purpose; provide with whatever is needed for efficient action or service: extended from the fitting out of ships and armies to that of other things, and also of persons either materially or mentally: as, to equip a ship with rigging, sails, tackle, etc., for a cruise or voyage; to equip a soldier or an army with arms and accoutrements, or a traveler with clothing and conveniences for a journey; to be equipped with knowledge and skill for a vocation.
- Specifically To fit up; dress out; array; accoutre.
from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved.
- v. provide with abilities or understanding
- v. provide with (something) usually for a specific purpose
Each was to "equip" according to his own fancy, though it was necessary for each to provide himself with a riding horse or mule.
To accomplish this, Oliver and TED want to start an organization to do things such as equip and run community kitchens, source and equip "food theatre" trucks, design creative teaching materials and champion honest food labelling.
Each hero is able to "equip" two units, allowing them to fight in battle.
In other MMO's you can equip your character with trinkets or enchant weapons and armor, in ST: O you can 'equip' your ship with officers and engineers that are unlocked as you make progress.
You also have access to the Captain's Outfitter, which allows you "equip" the items you unlock when completing the new Adventure Planets.
- Updating anaesthetic record - Sitting down • Can't tag syringes • Can 'equip' anaesthetists ACIS 2008 RFID in the Anaesthetic Triangle 19
“You and I cannot afford to equip ourselves with two rounds of ammunition where three rounds are necessary,” he said.
At a time when a nation's military was assessed by its infantry small arms, Argentina spared no expense to equip its personnel with the best.
Most politicians equip their mendacity with convenient escape pods with which they can conveniently jettison their weaselly words by way of a few artful dodges.
The mission of the Music Resource Center is to educate and inspire young people and hopefully better equip them through music education, performance opportunities, and life skills mentoring for the future.


THE Great Irish Famine Curriculum was founded on initiatives that came from both sides of the narrow street in Albany that separates the chambers of the New York State Legislature from the New York State Education Department. In 1996, the State Education Department started distributing copies of its new Learning Standards, the performance-based learning criteria designed to improve the quality of education in the state's public schools. Schools' accountability for ensuring that new standards are met would be measured by a new set of assessments in all subjects for pupils in grades four, eight, and eleven. Tests like the Regents would no longer be optional; all students would be examined. Because the assessments would be performance-based, no set curricula were provided with the new standards. The following year, across the street, Irish-American members of the New York State Legislature, led by Assemblymen Joseph Crowley and John McEneny, proposed to observe the 150th anniversary of the worst year of the Great Irish Famine by requiring that the State's Human Rights Curriculum for public schools, which includes American slavery and the European Holocaust, also cover the Great Irish Famine. The legislature passed the amendment with enthusiastic bipartisan support, and approved an appropriation bill to support the development of a Great Irish Famine curriculum.
At Hofstra University, a team of educators responded to the State Education Department's call for curriculum proposals by linking the teaching of the Great Irish Famine to the new Learning Standards. Members of the Hofstra University team included Professor of Secondary Education and English, Maureen Murphy, Director; Professor of Elementary Education, Maureen McCann Miletta; and Associate Professor of Secondary Education and Social Studies, Alan Singer. Murphy's research interests are in Irish Studies; Singer's are in the American labor movement; and Miletta's are in children's literature. We are all teacher-educators with regular working relationships with networks of cooperative teachers, department chairs, and administrators. We are in touch with our former students teaching in the area. Murphy and Singer also work with the Hofstra New Teacher Network, a mentoring program for first-year secondary school teachers, many of whom teach in schools designated as having high needs. We believed that we could use the Great Irish Famine Curriculum in schools that were facing the new standards and assessments without the resources of wealthier suburban districts.
We were especially fortunate in our Advisory Board. Chaired by Dr. Margaret MacCurtain, O.P., Chair of the Advisory Council of the National Archives of Ireland, the board included Professor Mary E. Daly (University College, Dublin); Professor James S. Donnelly, Jr. (University of Wisconsin); Professor Margaret Kelleher (National University of Ireland, Maynooth); Noel Kissane (Keeper of Manuscripts, National Library of Ireland); Professor Joe Lee (University College, Cork); New York State Senator Michael Holbrook; Professor Kerby Miller (University of Missouri, Columbia); Peter Quinn (Time-Warner); Professor Cormac O'Grada (University College, Dublin); Professor Kevin O'Neill (Director of Irish Studies, Boston College); and Professor Robert Scally (Director, Ireland House, New York University). Their willingness to share their own work with us, to meet with us to discuss the project, and read through drafts of the Great Irish Famine Curriculum helped us create a document informed by their high standard of scholarship.
We proposed to create twenty-four interdisciplinary lesson plans for grades four through twelve. As stipulated by the terms of the grant, we promised to provide a resource guide for teachers in the state's eight thousand schools, a Website, and a CD-ROM. We created one hundred fifty interdisciplinary lessons using art, career development, dance, economics, family and consumer science, geography, government, history, literature, mathematics, music, science, technology, and theatre. …


Two Great Benefits of Montessori Education
Benefits of Montessori: reasons why Montessori is right for your child.
Everybody knows that Montessori is a great way to educate children, but not everyone may understand the benefits in detail. Here are two great reasons.
- Your child learns how to focus and concentrate. One of Maria Montessori’s goals was to teach children how to concentrate. This is one of the foundational skills for learning, and one that is largely ignored in traditional school systems. A Montessori day is structured so that a child’s focus is never interrupted by having to move on to the next lesson before finishing the current one.
- Montessori accommodates all learning styles. This is important because some children are visual learners, some are auditory learners, some learn through body movement and feeling, and some use a combination of several learning avenues. Montessori teachers are trained to use all the senses; the use of the didactic materials in the classrooms reinforces this.
Visit Benefits of Montessori to learn more.


The Arts Improve Education
- There are additional links to Arts Education resources in the Resources: Web Links section of this website. Click here to link to that page.
- Check out articles on Arts Education from the State of the Arts newspaper in Resources: State of the Arts Newspaper. Click here to link to that page.
- Quotes from the Montana Arts Council's Artists in the Schools/Communities Residencies are available at this link.
There is More: Supporting Arts Education in our Schools, the Montana Arts Council’s arts education advocacy PowerPoint
A Report on the Status of Arts Education in Montana: 2009-2010 School Year This report summarizes the status of arts education in Montana using data collected from 313 of Montana’s 847 elementary, middle and secondary schools statewide.
The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies
At-risk students who have access to the arts in or out of school also tend to have better academic results, better workforce opportunities, and more civic engagement, according to a new National Endowment for the Arts report. To read more and download the report go here http://www.arts.gov/news/news12/Arts-At-Risk-Youth.html
ArtsEdSearch provides user-friendly summaries and overviews of arts education research focused entirely on student and teacher outcomes of arts learning in and out of school. http://www.artsedsearch.org/
art is education http://www.artiseducation.org/ Resources to advocate for arts education from The Alliance for Arts Learning Leadership
What School Leaders Can Do To Increase Arts Education (2011) This brochure-length guide offers concrete actions school principals can take to increase arts education in their schools, each action supported with low- or no-cost strategies that other school leaders have used effectively. Available in free PDF format at http://www.aep-arts.org/research-policy/publications/
Music Matters: How Music Education Helps Students Learn, Achieve and Succeed was prepared by the Arts Education Partnership (AEP). Music Matters shows conclusively that music education equips students to learn, facilitates student academic achievement, and develops the creative capacities for lifelong success. Available in free PDF format at http://www.aep-arts.org/research-policy/publications/
Support Music http://www.supportmusic.com/
The website was created to provide step-by-step instructions and a databank of facts for would-be advocates.
The President’s Committee on the Arts and the Humanities, Reinvesting in Arts Education: Winning America’s Future Through Creative Schools, Washington, D.C., May 2011.
The culmination of 18 months of research, meetings with stakeholders, and site visits all over the country, this report represents an in-depth review of the current condition of arts education, including an update of the current research base about arts education outcomes, and an analysis of the challenges and opportunities in the field that have emerged over the past decade. It also includes a set of recommendations to federal, state and local policymakers. http://www.pcah.gov/resources/re-investing-through-arts-educationwinning-americas-future-through-creative-schools
Americans for the Arts's Arts Education Field Guide
It takes a village to provide a well-rounded education to every child. Use their new tool, The Arts Education Field Guide, to find the connections and partnerships that will strengthen arts education in your community. http://www.americansforthearts.org/networks/arts_education/002.asp
Can the U.S.'s Science Education Initiative Succeed Without the Arts? A Growing Chorus Says No Critics argue that the U.S. government's attempt to catch up with China and India's advances in science education lacks the creative component of the arts. http://www.blouinartinfo.com/news/story/820916/can-the-uss-science-education-initiative-succeed-without-the-arts-a-growing-chorus-says-no
From STEM to STEAM: Science and Art Go Hand-in-Hand A growing group of advocates believe that STEM is missing a key component – the Arts. http://blogs.scientificamerican.com/guest-blog/2012/08/22/from-stem-to-steam-science-and-the-arts-go-hand-in-hand/


In Indiana, all students in grades 3 through 10 take the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+). Based on Indiana's Academic Standards, the test includes English/language arts at each grade, as well as science at grades 5 and 7. Solid reading, writing and math skill are 'must haves" for a successful future. ISTEP+ is designed to make sure you master these basics on your way to earning a high school diploma, If you don't know enough to pass the test, that's a sign that you need some extra help.
End of Course Assessments (ECAs)
The purpose of the Indiana Statewide Testing of Educational Progress-Plus (ISTEP) program is to measure student achievement in subject areas of English/Language Arts, Science, and Mathematics. In particular, ISTEP+ reports student achievement levels accordingly to the Indiana Academic Standards that were adopted in November 2000 by the Indiana State Board of Education. The ISTEP+ End of Course Assessments (ECAs) are criterion-referenced assessments developed specifically for students completing their instruction in Algebra 1, Biology 1, or English 10.
The purpose of the Indiana Reading Evaluation and Determination (IREAD-3) assessment is to measure foundational reading standards through grade three. Based on the Indiana Academic Standards, IREAD-3 is a summative assessment that was developed in accordance with House Enrolled Act 1367 (also known as Public Law 109 in 2010), which “requires the evaluation of reading skill for students who are in grade three beginning in the Spring of 2012 to ensure that all students can read proficiently before moving on to grade four.”
LAS Links English Proficiency Assessment
The purpose of the LAS Links assessment is to determine a student’s level of English proficiency, The placement test, administered upon the student’s arrival in the United States, is used to determine which English Learner (EL) services are appropriate for the student. The annual assessment, administered in January and February, is used to determine the student’s current level of English proficiency. The annual assessment is also used for accountability purposes.
LAS Links assesses students in grades K-12 on four domains: Listening, Speaking, Reading, and Writing. This assessment is administered in five grade bands: k-1, 2-3, 4-5, 6-8, 9-12.
Acuity (Grades 3-8, Algebra 1, English 10)
The purpose of the Acuity assessments is to provide diagnostic measures for grade 3-8 students in English/Language Arts (E/LA), Mathematics, Science, and Social Studies, as well as for students in Algebra 1. Assessment reports provide standards-aligned performance data, which support an educator’s ability to inform instruction at the student, class, school, and corporation level. For grades 3-8, there are three types of assessments available in the online Acuity assessment system: Predictive, Standard Diagnostic, and Curriculum Map –Aligned. For Acuity Algebra 1, one type of assessment (Predictive) is available in the Acuity assessment system. Please click here for an overview of the Acuity assessments for grades 3-8 and Algebra 1.
The purpose of the mCLASS assessments is to provide diagnostic measures for K-2 students in literacy and numeracy. mCLASS: Reading 3D and mCLASS : Math tools help to identify students’ foundational skills and provide teachers with instructional suggestions based on student performance on benchmark assessments and regular progress monitoring.
National Assessment of Educational Progress (NAEP)
The National Assessment Governing Board (NAGB) is an independent, bipartisan advisory board that includes governors, legislators, educators, and business representatives. The NAGB selects the academic subject areas to be assessed on the National Assessment Educational Progress (NAEP) and develops the content standards for those subjects. Content experts from the Indiana Department of Education have the opportunity to review all test questions prior to inclusion on the assessment.
To view information about NAEP policies, test development, history and current legislation about the national assessment, please visit www.nagb.org
To view the content standards (Frameworks) for the subjects assessed by NAEP, go to www.nagb.org
and select “About NAEP” below the main bullets.


Fine Arts courses are a part of the Enrichment Curriculum, a component of the Required Curriculum. By definition, enrich means "to make richer, to add greater value or significance." It does not mean "extra," "not necessary," "elective," or "optional." These courses are an integral part of the educational process and in many cases are the courses that give meaning and substance to a child's education and to his or her life.
This report identifies how involvement with the arts provides unparalleled opportunities for learning that enables young people to reach for and attain higher levels of achievement. The research provides examples of and evidence why the arts should be more widely recognized for their current and potential contributions to the improvement of U.S. education.
The report (by President Obama's Committee of the Arts and Humanities) is the first federal analysis of arts education data in more than a decade and was 18 months in the making.
Students in high-quality school music education programs score higher on standardized tests compared to students in schools with deficient music education programs, according to a study published in last week’s issue of the Journal for Research in Music Education.
Numerous studies have demonstrated a correlation between drama involvement and academic achievement. In addition to having higher standardized test scores than their peers who do not experience the arts, student who participate in drama often experience improved reading comprehension, maintain better attendance records, and stay generally more engaged in school than their non-arts counterparts.


September 19 2006
The pilot, after-school math tutoring initiative developed by the ISU's Center for Mathematics Education, continues this year at DeVaney Elementary School in Terre Haute. In fact, other groups and organizations have taken notice of the program as well.
The SMART Program, which stands for Student Math AfteR-school Thinking Program, is a free outreach service for students in grades 2 through 5, which strives to find new and exciting ways teach math concepts through the use of art, music and literature. SMART kicked off activities at DeVaney last fall, and interest in the program was so great, it has been extended another year at the Title I school.
SMART students participate in a variety of hands-on projects that continuously test their math skills and get them thinking about math in new and different ways. ISU pre-service teachers enrolled in ISU's Elementary Education (ELED) 394 course serve as tutors for the program on a volunteer basis.
More than 150 students applied for only 40 available spots as part of last fall's program at DeVaney. Another group of 50 has been selected to participate this semester.
But, besides increased interest locally, the program also has appeared on the radar of teacher organizations in other parts of the country. Representatives of the SMART program have been invited to present at two large-scale conferences so far this year, including:
Sept. 20, 2006 - National Conference of Teachers of Mathematics Regional Conference in Chicago, Ill. Title: "Reaching At-Risk Students: An After-School Tutoring Program That Works!"
Feb. 24-26, 2007 - American Association of Colleges for Teacher Education (AACTE) in New York City. Title: "Using Pre-Service Teachers to Reach At-Risk Students: A Mathematics Tutoring Program that Works!"
For more information about ISU'S Center for Mathematics Education, the SMART Program or related initiatives or activities, please visit http://coe.indstate.edu/cme or view a video about the program at: http://helix.indstate.edu/ramgen/opa/video/2006/smart-program.rm.
If you'd be interested in learning about ways that the SMART program concept can work at your school, please contact Marylin Leinenbach, SMART Program director and assistant professor of elementary education at ISU, (812) 237-2847 or firstname.lastname@example.org.
CONTACTS: Marylin Leinenbach, SMART Program director and assistant professor of elementary education, Indiana State University, (812) 237-2847 or email@example.com; Debbie Flurkey, ISU SMART Program on-site manager and Ph.D. candidate in elementary education at ISU, (812) 237-2849 or firstname.lastname@example.org; and Kathy Compton-Spelman, DeVaney/school coordinator, (812) 462-4497.
WRITER: Maria Greninger, associate director, Communications and Marketing, Indiana State University, (812) 237-4357 or email@example.com.
Indiana State University's SMART Program is off to a healthy start. The pilot, after-school math tutoring initiative developed by the ISU's Center for Mathematics Education, continues this year at DeVaney Elementary School. In fact, other groups and organizations have taken notice of the program as well.


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March 11, 2013MO | By: MDN
Some lawmakers in the Missouri state capitol are pushing to strike down a set of education standards.
Three years ago, the Department of Secondary and Elementary Education adopted the nationwide standards, called Common core. Some Republican lawmakers say education officials should have talked to the legislature before taking that action. Now, members of the Missouri House and Senate are moving towards taking those standards out of the classrooms. Education Commissioner Chris Nicastro says removing the standards would prevent students from performing on tests like the GED and ACT.


"An excellent resource for an academic course on child development, as it presents a broad picture of the applications of language development theory in education. It also has an instructive quality for the practitioner who may want a summary of theories regarding language and literacy development and empirical findings organized and presented by influential figures in this area of child development. Parents will also find this book useful. After each chapter, the editors present a series of recommendations of best practices for home and school environments."
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Rent Beginning Literacy with Language 1st edition today, or search our site for other textbooks by David K. Dickinson. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Brookes Publishing.


Music in childhood : from preschool through the elementary grades / Patricia Shehan Campbell, Carol Scott-Kassner ; Motivation and management (chapter 11) and Technology for music instruction (chapter 17) by Kirk Kassner.
http://www.cengage.com/login - Music education resource center
- 1 copy at Berklee College of Music.
0 current holds with 1 total copy.
|Location||Call Number / Copy Notes||Barcode||Shelving Location||Holdable?||Status||Due Date|
|Library Reserve Desk||MT1.C3 M8 2010||37684001064489||Library Reserve Desk||Not holdable||Available||-|
- ISBN: 9780495572138 (pbk.)
- ISBN: 0495572136 (pbk.)
- Physical Description: xiv, 464 p. : ill. ; 28 cm.
- Edition: 3rd ed., enhanced ed.
- Publisher: Boston, MA : Schirmer Cengage Learning, c2010.
|General Note:|| Spiral bound.
Material for ME-211 (Langol, Allison).
Access to recordings of songs highlighted in the text available online.
|Bibliography, etc. Note:|| Includes bibliographical references (p. 443-453) and index.
|Formatted Contents Note:|| The multiple meanings of music for children -- From theory to practice in teaching music to children -- Methods of teaching music to children -- The singing child -- Pitch and the child -- The moving child -- Rhythm and the child -- The playing child -- The listening child -- The creating child -- Motivation and management -- Curriculum design -- Assessment and evaluation -- Music in an integrated curriculum -- Music, children, and cultural diversity -- Music for exceptional children -- Technology for music instruction -- Appendix : The school music program : a new vision.
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According to Kolman, "El Languaje de la Música, al Descubierto"(Editorial Seleer, Spain, 2013) is the first book published in Spanish on the fundamentals of how to read and write music.
Critics have praised "The Language of Music Revealed" for "moving musical theory and practical application into a new and engaging realm," and hundreds of teachers have adopted the book as their standard student text.
"Unlike most music theory books, Kolman has worked hard to ensure that the book is fun, engaging and develops a deeper understanding and appreciation of the subject," wrote one critic.
Kolman hopes the success of the English version will be repeated in the Hispanic community with the Spanish language edition.
"This was a labor love," said Kolman. "I was appalled that there were no books written in Spanish on music fundamentals for the average person. Spanish universities told me that they translated whatever books they found into Spanish and also used a lot of British books. But there were no books written in Spanish."
Like the English version, the book includes graphics, a cartoon character and jokes to guide the reader through music theory. "The jokes didn't quite translate into Spanish," said Kolman, "so the translator and I made up jokes that would work in Spanish."
He credited Washington and Lee University for providing the funds to hire the translator, who needed to know about music since musical terms don't translate verbatim.
Kolman introduced the book and played clarinet to a Hispanic audience at the Virginia Hispanic Chamber of Commerce's 10th Annual Hispanic Gala in October. He has also been invited to work with various schools in Chicago, Ill., talking about the book and giving mini lessons on how to read music.
Kolman conducts the University-Shenandoah Symphony Orchestra (USSO), along with teaching music fundamentals, introduction to music, applied clarinet, and conducting. He is a frequent guest conductor of orchestras around the world.
He received his B.Mus. in music education from the Crane School of Music, his M. Mus. in clarinet performance from Illinois State University and his Doctor of Arts degree in conducting from the University of Northern Colorado.
"El Languaje de la Música, al Descubierto" is available at bookstores and online.


This CIERA sponsored book is based on the premise that high-quality texts of all kinds are essential to good teaching in elementary classrooms.
Experts on a variety of text-related topics were asked to summarize existing research and then apply it to literacy development in an "ideal" classroom. The most comprehensive and up-to-date book in its field, it moves progressively from an examination of discrete literacy processes and forms to a holistic overview and assessment of the classroom literacy environment. Content coverage in this outstanding new book includes:
*Literacy Processes--Part I examines basic reading processes (instruction, comprehension, word recognition, fluency, and motivation) as they relate to text features.
*Forms of Texts--Part II examines the wide variety of text types (fiction, nonfiction, leveled, local, and electronic) that comprise an effective classroom literacy program. Discussions include the nature of these texts, their qualities and quantities, how they fit into an instructional plan, and how a teacher might assess their effectiveness.
*Text Selection--Part III examines special issues (linguistic diversity and teachers as censors) related to the selection of classroom texts.
*Personal Applications--The final, hands-on chapter synthesizes the book's ideas and offers practical tools (checklists and inventories) whereby teachers can self-assess the literacy environment of their own classrooms.
This book is suitable for anyone (graduate students, in-service reading specialists and curriculum directors, college faculty, and researchers) who deal directly with issues of classroom literacy.


Details about Teaching English Language Learners: A Differentiated Approach:
Are you looking for a methods book to facilitate literacy and academic development in your K-12 classroom? Building on a solid foundation in language acquisition and learning theory, this book will show you how to examine your own practice and design lessons that consider the individual needs of English language learners and accelerate their achievement. This book is designed to help your students develop proficiency in both everyday and academic English while developing listening, speaking, reading, and writing skills. It also serves as a great guide for promoting high-level, high-quality, and high-expectation instruction with respect to language, literacy development, and academic achievement for all of your students. FEATURES: Constructed from a strong research base, each chapter highlights specific research topics to provide you with practical ideas in applying this research to your own practices. Accessing Prior Knowledge Activities allow you to engage your own background knowledge in visualizing, brainstorming, previewing, reflecting, and observing to help you get the most from each chapter. Spotlight on Instruction features visit classrooms of effective teachers of English language learners providing an authentic context as you learn. Application to Practice case studies build upon one another from chapter to chapter illustrating how to apply this growing wealth of strategies in your own classroom. Teacher Tools in the back of this book provide a collection of reproducibles for use in your classroom, including planning tools, writing assignments, and self reflection tools.
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Rent Teaching English Language Learners: A Differentiated Approach 1st edition today, or search our site for other textbooks by Carol Rothenberg. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Pearson.


Use technology to aid teaching, summit told
Published 23/01/2013 | 05:00
TECHNOLOGY should be used to improve teaching methods in primary school classrooms, according to the head of one of the biggest teachers' associations in the world.
Sean Cottrell, director of the Irish Primary Principals' Network, called on the Government to set targets for creating an IT-based curriculum at the annual summit of the Irish Technology Leadership Group.
Mr Cottrell told the summit, 'Education and Skills for Ireland's Tech Industry – Closing the Gap', how Ireland could become a high-tech vanguard: "The Government should set targets for the delivery of an IT-based curriculum where the teaching of each subject is mainly delivered by means of technology.
"It could start by committing to the teaching of a single subject through technology – science or maths – from junior infants through to the Junior Certificate," Mr Cottrell said.
"It may also be time to seriously consider introducing foreign languages in the primary school curriculum, not least since the absence of a second or third language is among the labour market barriers," he said.
Meanwhile, head of EMC's 'centre of excellence' Bob Savage said cloud computing and big data are transforming how we work and live, and the country needs to be aware of it.
"Big data can reveal patterns in near real time to facilitate making a quantum leap from incremental improvement to predictive business processes and even entirely new business models," he said.
"When coupled with the cloud model, which slashes organisations' capital and operating costs, big data can transform the business environ- ment," Mr Savage said. "It can uncover opportunities for growth that would otherwise remain hidden," he added.