It’s never too late to pick up a musical instrument. In fact, there are many reasons why it’s a great idea, particularly in old age.
We normally hear about reasons to increase music education for children, and for good cause. There are many cognitive and social benefits to playing an instrument that aid a child’s development. Consequently, as an older adult, there are long-term effects of having taken part in these musical activities, as it can limit cognitive decline.
Even a small amount of training can have long-lasting effects. But this doesn’t mean that those who have never played an instrument in childhood have missed the boat. The aging brain is plastic: That means it is able to learn new things all the time. So, should we consider an increase in music programs for those in the third age?
Playing Music as a Workout for the Brain
Learning to play a musical instrument is an extremely complex task that involves the coordination of multiple sensory systems within the brain. Many instruments require precise coordination between the eyes, the ears, and the hands in order to play a musical note. Using the resulting sound as feedback, the brain prepares for the next note, and so it continues. The act of music-making is quite a brain workout.
The relationship between the motor and auditory parts of the brain is strengthened when physically playing music. This may explain why adults trained to play certain melodies have an enhanced representation of music in the brain compared to adults trained only to listen to the same melodies.
As playing music involves many different parts of the brain, even a short-term program for older adult musical novices can lead to generalized improvements for cognitive ability.
Music as a Workout for the Fingers
Learning to play an instrument such as the piano involves many complex finger sequencing and coordination tasks. As such, it can be a great test-bed for learning to move fingers independently.
The creativity of music and the enjoyment people take in playing is particularly important for rehabilitation, as it encourages sustained practice leading ultimately to higher benefits.
It’s thanks to this that piano lessons have been used to successfully retrain hand function for patients who have had a stroke. The immediate auditory feedback from each finger movement is thought to help adults reduce errors in movement and work toward moving at a more regular pace.
Music training is an excellent environment to train cognitive and motor abilities, both in the contexts of child development and for rehabilitation. The question for older adults is this: Can learning a musical instrument not only put the brakes on cognitive and motor decline, but actually allow development of new skills?
Of course, many activities can be novel, such as juggling or knitting, but the advantages of learning an instrument can be found in the breadth of skills required to play. At Western Sydney University, we are investigating how piano training can be used with healthy older adults to improve their general hand function in unrelated daily tasks.
Music for Health and Well-Being
Often, the worry is that playing an instrument will be too difficult for older adults to manage. On the contrary, learning to play an instrument can provide a great sense of achievement and satisfaction.
Older adults relish the opportunity to learn something new. Cognitive benefits aside, music can also be a great social activity for older adults, facilitating social bonding and decreasing feelings of loneliness or isolation.
Music programs are linked to improvements measured in markers of the body’s immune system, such as the presence of antibodies and vital signs (heart rate/blood pressure).
It’s suggested that this is a consequence of decreases in stress that can happen when taking part in musical activities. However, further research is needed to determine exactly how this relationship functions.
Music for All
It’s vital to understand how we can aid the current generation of older adults, in terms of both health and personal enjoyment. With the myriad benefits provided by playing a musical instrument, it would seem beneficial to have a wider variety of musical activities on offer to the older generation.
Wouldn’t it be great if the third age wasn’t viewed as a final descent from some midlife peak, but some new act of life that opens up these opportunities? Perhaps we should give older adults the chance to develop in ways they could never have imagined before.
Activities such as singing in a choir or playing the piano can provide this opportunity, as well as offering many general benefits to health and well-being.
So whether it’s in independent living, retirement, or assisted care, let’s make the third act of life a musical one!


The Philippine Educational System
Two major subsystems – formal and non-formal.The Philippine educational system is composed of two major subsystems: the formal and the non-formal.The formal subsystem consists of sequential academic schooling at three levels.
The first two levels are referred to as the basic education level, consisting of six years of primary or elementary education and four years of high school or secondary education. Basic education is intended to provide functional, scientific and social literacy. The Philippine government, through its public schools and the voucher system, provides free education for children up to the secondary level.
The post-secondary and tertiary levels include one to three years of technical/vocational education and degree courses requiring a minimum of four years of college/university education. The three levels of schooling just described focus for the most part on providing academic training and scholastic competence. Any organized and systematic learning conducted outside the formal educational system, whether providing certification or not, is referred to in the Philippines as non-formal education.
Non-formal education addresses the needs of those who are not able to participate in the formal subsystem, most of whom may have dropped out of the formal system due to poverty. The organization, specific activities, and delivery methods associated with non-formal education are usually designed to meet the expressed needs of distinct clientele, such as primary and high school drop-outs, unemployed adults, and other marginal, dislocated, or disabled groups.
Institutionalized in 1977 with the creation of the Office of the Undersecretary for Non-Formal Education under the former Ministry of Education, Culture and Sports, the non-formal education program is still provided separately and apart from the formal system. Efforts are being made to provide clear entry points to higher levels of formal education through a system of equivalency and certification.
However, since the system is not yet fully operational, the non-formal education program appears to mainly concentrate on providing participants with skills necessary for employability and competitiveness in the labor market. The availability of non-formal education, however, is useful in that it expands a window of opportunities for education to more citizens from a variety of demographic characteristics, socio-economic origins, and general interests (DECS, 1994).
The non-formal system makes education available to a larger number of Filipinos who cannot participate in formal educational programs. Government’s support for and involvement in non-formal education notwithstanding, it must be recognized that the stronger advocacy for and more active implementation of the program in the Philippines could be attributed to private schools, churches, civic organizations, and foundations (Congressional Commission on Education, 1991).
Private groups conduct activities ranging from providing basic-level skills training to values formation. The delivery vehicles of these activities include seminars and workshops, community assemblies, television and radio programs, correspondence courses, home visits, self-directed learning modules, and practical work. The curricular designs of the various programs vary from one implementing agency to another, and are tailor-fit to the needs of specific clientele (Gonzales and Pijano, 1997).
At present, non-formal education in the Philippines has four main thrusts: develop family life skills, including health, nutrition, childcare, household management, and family planning; promote vocational skills; enhance functional literacy; and cultivate livelihood skills. Gonzales and Pijano (1997) note that given the dichotomy of the Philippine educational system, a subsystem of lifelong learning must perforce lean heavily on and draw services from both the formal and informal sub-systems.
They add, however, that the current subsystems still do not reflect the significant and important “informal” attributes of lifelong learning. Recent developments in the national educational system. In 1994, the Philippine educational system was restructured in an attempt to rationalize and improve the provision of learning opportunities. The system currently has three subdivisions, namely: basic education; technical-vocational education and training; and higher education.


PHIL3005 Continental Philosophy: The Origin and Influence of Phenomenology
- 6 points
|Semester 2||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 3 option in the Philosophy; Philosophy, Politics and Economics major sequences
- The area of knowledge for this unit is Society and Culture
- Category B broadening unit for students
- Level 3 elective
- This unit explores the work of a number of influential continental philosophers of the nineteenth and twentieth centuries, especially those philosophers belonging to the phenomenological tradition. Thinkers discussed may include Kant, Nietzsche, Husserl, Heidegger, Merleau-Ponty, Gadamer and Derrida. Much continental philosophy can be read as an attempt to find a way between traditional philosophical dichotomies such as subject/object, internal/external, realism/anti-realism. As a result, each of these philosophers has important things to say about truth, meaning, the self, knowledge and our relation to others. Given the profound influence of these philosophers on Western thought, their work is of central importance to all students of the humanities and social sciences.
- Students are able to (1) explain and outline some of the major philosophical positions in Continental Philosophy; (2) understand the similarities and differences between the continental tradition and the analytic tradition; (3) describe and evaluate complex philosophical positions on the nature of the subject/self, our knowledge of the external world, realism and idealism, and the nature and foundations of morality; (4) describe and evaluate the radical critiques of Western philosophy found in the works of Nietzsche, Husserl, Heidegger and Derrida; and (5) understand the phenomenological method of philosophy as developed by Husserl, Heidegger and others.
- Indicative assessments in this unit are as follows: (1) critique; (2) examination; and (3) essay. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr Karen Bland
- Unit rules
- any Level 2 Philosophy unit
- PHIL2225 Continental Philosophy
- Contact hours
- lectures: 1 hour per week; tutorials: 1 hour per week
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Instrumental music education : teaching with the musical and practical in harmony
Instrumental Music Education: Teaching with the Musical and Practical in Harmony, Third Edition, is intended for college instrumental music education majors studying to be band and orchestra directors at the elementary, middle school, and high school levels.
This textbook presents a research-based look at the topics vital to running a successful instrumental music program, while balancing musical, theoretical, and practical approaches.
A central theme is the compelling parallel between language and music, including "sound-to-symbol" pedagogies.
Understanding this connection improves the teaching of melody, rhythm, composition, and improvisation.
The companion website contains over 120 pedagogy videos for wind, string, and percussion instru ments performed by professional players and teachers, over 50 rehearsal videos, rhythm flashcards, and two additional chapters: "The Rehearsal Toolkit" and ''Job Search and Interview." It also includes over 50 tracks of acoustically pure drones and demonstration exercises for use in rehearsals, sectionals, and lessons. New to this edition:A new chapter on teaching beginning band using sound-to-symbol pedagogiesExpanded coverage for strings and orchestra, including a new chapter on teaching beginning stringsA new chapter on conducting techniqueExpanded material on teaching students with disabilitiesConcert etiquette and the concert experienceExpanded coverage on the science of learning, including the Dunning-Krueger effect and the effective use of repetition in rehearsalTechniques for improving students' practice habits


We love to design, build, push our inventions to the limit until they break, then take them apart, fix them, and learn everything about them. The joy of imagining and then bringing your own instrument to life is infectious and we want to share it. We want to inspire inventors who know what to do when stuff goes wrong. We want to show them how to embrace failure, to boost resilience and to grow, independently, through trial and error.
We thought we would share this with your school: bringing Music, the Sciences and Creativity together, in a fantastic new series of experiences.
They say about us
This is first year THAMES has partnered with Conductive Music and so far it has been a big success. We’ve received positive feedback from schools and the sessions we have observed have been highly engaging, informative and creative. The combination of music, science and technology in one project is unique and an excellent way of bringing subjects to life and demonstrating how things work in the real world.
It was lovely to see our group of students engaged and responding well to the new technology. It was broken down so well that all students were able to engage and succeed in meeting the outcome of the workshop.
A great experience for the children. An exciting cross-curricular link between science and music.
This is a fabulous workshop which really engages the children.
Conductive Music brings a new dimension to our offer for children in Camden, and attracts a different group to our Service. The courses have been well-received and we have excellent feedback from parents about the experience.
Working in partnership with Conductive Music has enabled children and young people in Waltham Forest to have access to opportunities to engage with music technology in a fun and original way. The workshops and holiday courses that CM have delivered with Waltham Forest Music Education Hub have been both enjoyable and educational, and have connected with young people from a diverse range of backgrounds.
Fantastic to observe children being creative, spontaneous and confident in their exploration of music composition and performance.


In writing about our personal experiences, we sometimes mention products & services that we use or recommend. This page may contain affiliate links for which we receive a commission.
Trying to understand a hurricane is tough for even the most seasoned meteorologists.
That makes big storms like hurricanes really tough to explain to kids.
Today, we’re going to help you find the right words to explain a hurricane to your child…
What Is A Hurricane?
These are the best weather websites and videos that specialize in using easy-to-understand language to describe hurricanes:
#1 – Ready: A National Public Service Campaign covers the basic do’s and don’ts regarding hurricane safety and important words that all children should know.
#2 – Weather Wiz Kids is geared toward slightly older kids and goes a bit deeper into its explanations of hurricanes, how they form, and what kind of problems they can cause.
#3 – The University Corporation For Atmospheric Research maintains this Web Weather For Kids page where the following things are explained: Where hurricanes form, What a hurricane needs to survive, Hurricane strength, Storm surge, Impact of a hurricane, and excellent Hurricane safety tips.
#4 – Earth Science For Kids explains hurricanes in depth, including these topics: What is a hurricane? When do hurricanes occur? How do hurricanes form? What are the parts of a hurricane? Are hurricanes dangerous? How are hurricanes named?
In this video, Typhoon Tom and Stormy help explain hurricanes for kids:
This cartoon video helps young kids understand hurricanes:
I'm a TV weatherman in south Texas. I get blamed for the bad weather, but I also get credit for the beautiful days. I absolutely love my job!


By Fiona MacCarthy
Architecture has been a notoriously male and ego-dominated profession. Frequently the architect’s name alone is associated with prominent building projects while the armies of designers, engineers, and junior architects who made the project possible are rarely mentioned. Many of the most well-known architects – Frank Lloyd Wright, Oscar Niemeyer, and Philip Johnson – lived well into their 90’s and continued to jot down ideas on paper for their studios and students to complete while still taking the credit for the project. Women and minorities in architecture were often poorly treated and sadly overlooked.
The heyday of modern architecture in mid-century Europe and the United States was a time when famous architects wielded their egos and powers recklessly. This era brought forth the angular and spare structures of glass and steel that are now common in most cityscapes. The book, Groupius: The Man Who Built the Bauhaus, written by the seasoned design historian Fiona MacCarthy, reveals a very different way of working. The Bauhaus school, which laid much of the groundwork for architectural modernism, was, MacCarthy argues, fundamentally collaborative.
Founded 100 years ago in Germany by Walter Groupius, the Bauhaus was arguably the single most influential modernist art school of the 20th century. Its approach to teaching, and to the relationship between art, society, and technology, had a major impact both in Europe and in the United States long after its closure under Nazi pressure in 1933. Unlike many modernist masters, Groupius was far more interested in community and education than in huge projects branded with his own name. Groupius designed a number of famous buildings – the Pan Am building in NYC, the Fagus Factory in Germany – but his true legacy was the talent he nurtured in others. The Bauhaus allowed artistic visions to flourish and became the ultimate art school. Women’s artistic endeavors were encouraged while argument was considered intrinsic to creativity.
Groupius tells the poignant and personal story of the man whose vision for the Bauhaus influenced art education and schools worldwide. It also offers a fascinating look at the urges that drove European and American modernism that brought forth the architecture we know today with its emphasis on simplicity, primary colors, elemental shapes, and light filled and spare interiors. If you are a student of architecture or simply interested in architecture, this beautifully written and carefully researched book will be one you will want to read.
Fiona MacCarthy, a former design correspondent for The Guardian and architecture critic for The Observer, she has curated exhibits at the Victoria & Albert Museum and the National Portrait Gallery in London. MacCarthy is a Fellow of the Royal Society of Literature and a Senior Fellow at the Royal College of Art. She has received numerous awards and prizes for her nonfiction works on art and design.


The Dot by Peter Reynolds encourages us to make a mark and see where it takes us. International Dot Day is a day inspired by Peter Reynold’s book and is celebrated each year on September 15th-ish. This year the 15th fell on a weekend, so we celebrated in Art Education class the following week.
The day started with students and teachers wearing anything, and everything, with dots. There were polka-dotted rain boots, scarfs, shirts, pajama pants, dresses, and socks! The abundance of dots gave the room a festive feel. I passed out snacks to the students, Dots Candy, and Trix Cereal that not only fit the dot theme but added to the colorful atmosphere. The students watched The Dot video and read the book.
Each student table group had discussion questions that they answered together to reflect on the broader themes in the book. Discussion questions can be downloaded here.
After the small group table discussions, students learned the Dot Song, singing and doing the actions along with the following youtube video. Each student finished the day creating their mark and displaying them on the bulletin board.
It was a great day of creativity, courage, and community!
I teach Art Education at Pittsburg State University. Here is what is going on in my classes.


My son and I picked out our favorite science videos from The Kid Should Watch This. We hope you enjoy them too! Here’s our archive of favorite science videos:
Science for Kids: How to Make Fizzy Bottle Rockets
ExpeRimental from The Royal Institution: How to make fizzy bottle rockets using a plastic sports bottle, Alka Selzer tablet, warm water and a mug. Do this outdoors!
Trek the Mountains of Khumbu, Nepal
This commercial from Google Maps showcases the Nepalese Sherpa people and the mountains they live in.
Banana Slimes and the Secret of Slime
The Banana Slug lives in California and their glorious slime. Here are some interesting facts about the Banana Slug:
- Slugs are mostly water
- Slime actually attracts water
- Slime is critical to how slugs move
- Slime is recyclable; slugs eat other slug’s slime (and their own)
- Slime is similar to human mucus
Rare Footage of Baby Platypuses Hatching
The baby platypus hatches from an egg and emerge the size of a jellybean. The platypus young hatch in a less developed state than a reptile who is ready to fend for itself when it hatches. What is the solution? Watch and see.


The Intent, Implementation and Impact of our Curriculum – Maths
At Badsley Primary, we ensure our children have access to a high quality maths curriculum that is both challenging and enjoyable, provide children with a wide range of opportunities which will enable them to make connections in learning for today and tomorrow.
All pupils can achieve in mathematics! There is no such thing as a ‘maths person’, that is the belief that some pupils can do maths and others cannot. A typical Maths lesson will provide the opportunity for all children, regardless of their ability, to work through Fluency, Reasoning AND Problem Solving activities.
It is our intent for the mathematics curriculum to deliver lessons that are creative and engaging. We want children to make rich connections across mathematical ideas to develop fluency, reasoning and confidence in solving increasingly sophisticated problems.
At Badsley Primary, our aim for each child is to develop a sound understanding of maths, equipping them with the skill of calculation, reasoning and problem solving that they need in life beyond school.
Our maths curriculum uses a mastery approach to introduce and reinforce mathematical vocabulary and concepts to enrich and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.
All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child.
At the end of their mathematical education, we expect our children to:
Perform basic numeracy skills fluently to include the rapid recall of key facts and procedures.
Understand the mathematics likely to be encountered in daily life.
Approach problems systematically and choose appropriate techniques for their solution.
Enjoy mathematical experiences and achievements and celebrate their own and others’ achievements.
Mathematical vocabulary is articulated across all concepts in maths.
The flexibility to move between different contexts and representations of mathematics.
The ability to recognise relationships and make connections in mathematics
A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.


To mark Human Rights Day, Ruth Naylor, co-author of our HEART topic guide on education for refugees and internally displaced persons (IDPs) in low- and middle-income countries, highlights the data gaps and challenges to addressing educational needs for this largely invisible group.
Education is a fundamental human right. Legally, every individual across the world is entitled to a free elementary education. Education is essential for strengthening all other human rights, promotes individual wellbeing and empowerment, and is a basis for important economic and social benefits. Yet the challenges for refugees and IDPs in accessing education remain stark. According to a recent report by the United Nations High Commissioner for Refugees (UNHCR), only 50 per cent of refugee children access primary education and only 22 per cent of refugee adolescents access secondary. The situation is particularly bad for girls, with only eight refugee girls in primary school for every ten boys, and only seven girls to ten boys at secondary. Given that refugees spend, on average, 20 years in forced displacement, this is not just a temporary break in children’s schooling. Being out of school’ as a refugee often means missing out on education entirely.
Although the scale of the challenge is huge, the fact that the UNHCR is able to report these statistics is a vital initial step in catalyzing action from host governments and the international community to address it. There are still major data gaps (for example, age disaggregated data are often missing, making it difficult to estimate enrolment rates). But the monitoring and reporting of education data for refugees has improved dramatically in recent years.
Data gaps, challenges and opportunities
The majority of those displaced by conflict remain within their own borders as IDPs. Much less is known about this group of people, especially the majority who live within host communities rather than in camps. Unlike refugees, there is no single, internationally agreed definition of an IDP, and often no legal requirement for them to register. The Internal Displacement Monitoring Centre (IDMC) compiles data on IDPs but is only able to give estimates, and the data are not directly comparable country to country. Only a minority of countries report IDP data disaggregated by age and sex. Whilst we know that there are almost twice as many IDPs as refugees (41 million in 2015, compared to 21 million refugees), we do not know how many are of school age or how many have access to education. Like refugees, IDPs are often trapped in displacement for many years, and short-term humanitarian response systems are not well equipped to provide the continuity of funding needed to keep teachers teaching and children learning.
The challenges of meeting the education needs of children and adolescents living in forced displacement are discussed in the HEART topic guide on education for refugees and IDPs in low- and middle-income countries. There remain major service provision and funding gaps, particularly for adolescents and youth. Only 13 per cent of the UNHCR’s education budget in 2015 went to secondary education. The topic guide also presents examples of approaches that have been successful, and promising practices. The education of Palestinian refugees through the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) provides an example of how quality education for refugees in protracted displacement can be successfully delivered at scale, given sufficient resources. There are also countless examples of education initiatives run by refugees and IDPs that often remain under the radar. There have been promising developments in the international funding systems, with the Global Partnership for Education developing funding modalities to help national governments plan for and cope with displacement crises, and the Education Cannot Wait platform. There are efforts to harness technology to deliver education to displaced populations, and to improve data and monitoring. However, given that access to secondary school for refugees worldwide is worse than in the poorest, most fragile of countries, and that access for IDPs is probably worse still, there is still a long way to go.
Ruth Naylor is a Senior International Advisor at Education Development Trust.
HEART is a consortium of leading organisations in international development, health, nutrition and education. IDS works together with these organisations to support the use of evidence and expert advice in policymaking. This blog originally appeared on the HEART website.


Confidential Facts About Science Encyclopedia Only the Experts Know About
It’s great to have a little skin-deep understanding about a wide variety of subjects. All necessary fields have to be filled out for us in order to process your form. As an example, in the examination of interaction effects, there are lots of entries from various perspectives, treating the little-used and the much-used methods. So together with preventing the destruction of perfectly excellent books, our customers are helping support excellent causes too. Our hands-on science activities utilize easy to get materials that may frequently be found around the home.
Among the biggest events in the international publishing market, this 10-volume encyclopedia is a compendium of understanding of the intricate issues linked to ICT. In addition, we feel that such an encyclopedia is required. I am actually searching for some vintage encyclopedias in terrific form.
A glossary at the rear of the book highlights key words to increase retention. Prior to going, I have to disclose that none of the above mentioned links are affiliate link, since I don’t have the time to put all those together. A picture encyclopedia might be the very best option for young children. Colorful books are best at holding your kid’s attention, but they could also distract them from the principal lesson.
New Ideas Into Science Encyclopedia Never Before Revealed
Without respect to rational guidelines, scientists do whatever they will need to to be able to think of new suggestions and persuade other people to accept them. HistoryLink has ever been a type of working persons’ encyclopedia, she explained. The huge recommendation I hardly ever hear enough individuals give is to get started with short stories. That’s in the character buy college papers online of the area. This is thought to be very cruel punishment. The perfect place to start is from within one’s self. What it reflects within this case are the second ideas and further refinements of the crucial practice.
Physalia physalis is the sole widely distributed species. This can help you acquire a better comprehension of what the discipline of science is all about and what point the author is attempting to make. Our profession has the credibility and resources to make an Encyclopedia that will function as the expert standard. Science Encyclopedia is a detailed guide on science for kids. Next, scientists investigate the issue. Practicing scientists pretty much need to understand how to attack questions in their specific area of science.
Check with your physician prior to starting, stop, or modify the dose of any medication. Blood plasma is nearly 92 percent water. Pharmaceutical science addresses the whole spectrum of drug development from start to complete.
Without that, it wouldn’t have happened. At this time you may create your own! Staff are attempting to do more to take advantage of the original geotagging of the entries.
Science Encyclopedia: No Longer a Mystery
We ensure that our database is continuously expanded and updated so you can download all the files you need without any difficulties. This gets us halfway through the procedure for parsing the files and the next thing to do is to process the articles themselves to come across certain pages and data. The yearly addition of new articles and updates of present articles will make sure that EMR remains the most in-depth, up-to-date reference in the specialty. Library and information science, it might be argued, began with the very first effort to organize a group of information and supply access to that info. If our information practices change at any moment later on, we’ll post the policy adjustments to the Site so you may opt from the new information practices. Please contact your librarian for more info about access to such products in your institution.
The Do’s and Don’ts of Science Encyclopedia
Downloading Water Birds from our website is simple, and that means you shouldn’t have any troubles with it even if you’re not so tech-savvy. In that case, there’s a free internet resource you will want to bookmark immediately. The Library of Congress as a reference website for children sounds a little odd. The Encyclopedia consists of a thorough index and extensive bibliographical references. The Encyclopedia of Information Science and Technology is considered a balanced and appealing source of info in technology and data science together with applied research linking both principal themes.
The Ultimate Science Encyclopedia Trick
This four-page document ought to be given to students at the start of the school year to help them understand their function in ensuring a secure and productive science experience. Since you can see I’ve chosen the more public exam orientated ages since this is when they will need to revise the most. They’re used by millions of students each and every day, and they are the sole apps about physics and chemistry which include everything you must successfully pass your exams. A student of household division of labor might need to learn the usage of time diaries.


Here is a great article to take along to your next staff meeting or use as a discussion point with other teachers in your school, particularly if it is a primary or elementary school. It is a good description of the current thinking and research into the way our ears are at the root of our speech.
That might sound a little strange, but by studying the impact of musical training on brain development, we are learning more about how the way children process speech sounds has implications on the development of spoken language and reading. You might notice there is no mention of music in this article but the two independent research teams, lead by Nina Kraus and Silvia Bonacina, both use music concepts and learning extensively to understand how the auditory processing network develops.
Check out our “Get your Bigger Better Brain at home” series for at-home activities aimed to either relieve stress and/or supercharge your students brains for learning!
Here is our favourite quote from the article, “Auditory development is an important factor in literacy development. Early and meaningful engagement with sound prepares children to learn to read”.
Bring on the early childhood music learning!


Khao Sok National Park
Khao Sok National Park is located in Southern Thailand’s Surat Thani province covering an area of 739 square kilometers. The Royal Forest Department established this in 1980 as Thailand’s 22nd National Park. This national park is home to the largest virgin rainforest found in Thailand which is one of the oldest rainforests in the world.
This region has the highest level of rainfall in Thailand which is 3,500 mm per year because it is influenced by both the Northeast and Southwest monsoons.
Quick Facts: –
- There are many bird species found in Khao Sok National Park including the rufous-collared kingfisher, blue-banded kingfisher, white-crowned hornbill etc.
- This national park is also home to mountains, evergreen rainforest, valleys, lakes, caves, and rivers.
- There is a 400 meter long cave named as Cave Underwater in this national park.
- Elephants found in this region include the Asian elephant, Malayan tapirs, marbled cats, wild boars, clouded leopard.
- The flora and fauna of this region include more than 1,500 species of Bamboo and a number of varieties of Rafflesia which is one of the largest flowers in the world.
- The area has warm temperatures throughout the whole year but March and April are the hottest months.
- The rainy season in this region starts in the month of May and ends in November.
- The average maximum temperature ranges from 29 to 33 degrees and average minimum temperature ranges from 20 to 23 degrees.
- Khao Sok National Park consists of 40 percent foothill rainforest and 27 percent rainforest plains.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Khao Sok National Park Facts for Kids ." Easy Science for Kids, May 2020. Web. 28 May 2020. < https://easyscienceforkids.com/khao-sok-national-park/ >.
APA Style Citation
Tobin, Declan. (2020). Khao Sok National Park Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/khao-sok-national-park/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
Sponsored Links :


Developing Hearts and Minds through Music
At McNear Elementary, each child in grades K-3 receives general/vocal music instruction 30 minutes per week. At all grade levels, this program strives to meet the National Standards for Music Education. Kindergarten, first and second grade students use their voices, their bodies and Orff rhythm instruments to develop their musicianship. The Kindergarten program is enhanced weekly with an extra music session with renowned children's musician James K. Second and third grade students use general music textbooks, as well as singing, rhythm instruments and body movement to continue their musical development.
Forth grade students also begin playing recorder to further enhance beginning note reading and ear training. Fifth and Sixth grade students have the choice of Band or Chorus. .
Students learn music fundamentals in a supportive, nurturing environment. Many of the materials used coordinate with ongoing study in the students' classrooms. Music is a wonderfully effective means to explore multicultural traditions, world history, and languages from around the globe.


Brigham Young University
Barry Bickmore is a professor in the Department of Geological Sciences at Bringham Young University. His two main research focuses are in low temperature geochemistry and geoscience education. For more information, visit Barry Bickmore's faculty web page from Brigham Young University.
Website Content Contributions
The Anatomy of a Rate Law part of Pedagogy in Action:Library:Quantitative Writing:Examples
This assignment teaches geochemistry students to explain the mathematical forms of rate laws, and organize paragraphs in their writing assignments properly.
Earth Stories: Earth Science for Elementary Education Majors part of Process of Science:Courses
This course is designed to help Elementary Education majors learn basic geological concepts. This is done in the context of the nature of science and basic scientific thinking skills.
Geochemistry part of Course Design:Goals Database
This course is an introductory geochemistry class that focuses on the application of basic chemical principles and problem-solving to geochemical systems.
Brigham Young University: Earth Science for Elementary Education Majors part of Teacher Preparation:Resource Collections:Courses
This is the second part of a 2-semester sequence on the physical sciences required for Elementary Education and Early Childhood Education majors. The first course in the sequence covers principles of chemistry and ...
Other Contribution (1)
Science Mini-Lessons for Pre-Service Elementary Teachers part of Pedagogy in Action:Activities
This activity employs a service-learning activity to help improve the attitudes toward science of pre-service elementary teachers.


Kindergarten Badge Book
Overview: Mineola School District
Kindergarten Badge Program: Swapping Grades for Badges
In Mineola we believe in celebrating the growth and achievements of all of our students. In the 2018-2019 school year, we are embarking on a new assessment system in Kindergarten that will emphasize our commitment to growth and progress of our youngest learners. We are reimagining our report card system to focus on our students’ growth and development over the course of their Kindergarten year. Instead of grades, Kindergarteners will earn badges to recognize and celebrate their successes and mastery of new skills and concepts. We know that every child is unique and develops at unique rates. Students will earn badges at their own pace, based on their individual strengths, needs, and developmental levels. With this Badge Book you can help your child celebrate progress by tracking what they have accomplished and supporting them to reach new goals. The book provides parents (and students) with detailed descriptions of each badge skill, the criteria students must meet to earn the badge, and resources and activities you can use to help your child practice. The book provides you all of the information you need to be an integral part of your child’s journey to growth throughout their Kindergarten year. Students will receive their badges in sticker form, celebrating each new skill. Our goal is for students to own their own success and be able to speak to the skills they have mastered. Badges are a concrete representation of the learning process that students can visualize, comprehend and hold. The badges and the Book give students a clear way to understand and take ownership of their learning and give you a fun way of being a part of their Kindergarten year.
The District identified teachers and administrators to work in a Committee to develop this book after piloting the program in the 2017-2018 school year with Pre-K students. The Committee began by identifying and classifying the age appropriate, standards based practical skills; literacy and numeracy skills were identified and classified into 84 different badges across all content and skill areas. Each skill was then associated with concepts and skills from our curriculum. As a team, we created the criteria and practice opportunities associated with each badge. The badges were then printed as stickers by our High School students in the Fab Lab. Once students earn a badge, they are given a corresponding sticker to proudly put in this Badge Book.
The badges are organized by trimester however; we recognize that kindergarten students all learn at different rates. Each student will earn badges at their own rate based on their unique strengths, needs and developmental levels. Our goal is for each student to earn the badges that are appropriate for her or him at a rate that is developmentally appropriate for the individual student. In order for you to monitor and support your own child’s progress, we will be sending home this Badge Book the last Monday of each month* to show progress towards badges and skills we are working on. We look forward to celebrating your children's progress all year long!


Did you know that music training stimulates a whole network of brain areas, and that musical activity draws on nearly every region of the brain?
Did you know that music education speeds the development of speech and reading skills, trains children to focus their attention for sustained periods, and helps them to develop empathy and emotional intelligence?
The use of new technologies in neuroscience over the last decade has given researchers a better understanding of exactly what happens inside the brain when it processes music, and how this activity contributes to better learning and functioning.
The Royal Conservatory of Music has published a summary of the recent neuroscience research proving that music education is a powerful tool for attaining children’s full intellectual, social and creative potential. “The Benefits of Music Education: An Overview of Current Neuroscience Research” highlights studies offering compelling insights into the potent, long-term value children gain through music training.
(See the whole page at the RCM website)


Peru Quiz – Fun FREE Interactive General Earth Science Quiz for Kids
Enjoy this Easy Science for Kids Peru Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Peru. You need to answer all the questions to be able to get your score. You can do this fun quiz about Peru again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Peru.
About the Peru Quiz & FREE Online Quizzes
Our earth science quiz for kids are a free quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Peru Geography quiz helps your kids learn fun facts about Peru while enjoying this FREE interactive science quiz for kids.
If your kid is home-schooled by you, or is doing after-school education, then this is a fun activity, with reading comprehension benefits for kids in grade 1-5. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this fun general earth science quiz on Peru.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or you can limit the number of times they can read about the Peru quiz topic, before they do the actual free general quiz for kids we offer on our easy science for kids website.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Peru quiz and our other fun online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Peru quiz answer they think is correct, and at the end you get the quiz score. Your child can try unlimited times doing the Peru quiz, till gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Peru? Check out all our other fun General Knowledge Quizzes and other fun facts on earth science. Visit our Geography for Kids all about Peru page. Get lengthy info here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Peru Quiz – Fun FREE Interactive General Earth Science Quiz for Kids - ." Easy Science for Kids, May 2020. Web. 26 May 2020. < https://easyscienceforkids.com/peru-quiz-fun-free-interactive-general-earth-science-quiz-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Peru Quiz – Fun FREE Interactive General Earth Science Quiz for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/peru-quiz-fun-free-interactive-general-earth-science-quiz-for-kids/
We've recently added
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
- Explore the Wet-Sand Effect at Home
- How to Bake Ice Cream Without it Melting
- Make your Artwork Dance!
- Food Insecurity
Sponsored Links :


An Essayist's Prayer : music education resource / Nicholas Vines.
Australian Works Analysed in this Kit
|Essayist's Prayer (2015) by Nicholas Vines|
This music education eKit is designed for Music of the Last 25 Years (Australian Focus), the mandatory topic of the New South Wales Higher School Certificate course, Music 2. Specifically, it provides materials for the study of a set work, An Essayist's Prayer for double chorus & orchestra.
Primary sources include a full e-score and vocal score, along with an audio recording and score video, featuring a vibrant performance by Abbotsleigh School and friends. These are accompanied by an informative teacher's guide, with a detailed rundown of the work, and a comprehensive set of activities, based on listening, musicology, performance and composition.
At just under ten minutes, An Essayist's Prayer is an entertaining, accessible example of recent musical practice. It incorporates not just contemporary elements, but also a liberal swathe of styles and techniques covered by the Preliminary course's mandatory topic, Music 1600-1900. What's more, the work's tongue-in-cheek take on writing an English essay is something every high school student can relate to, and the kit as a whole is relevant to any students studying Australian music at senior high school level.
Includes: Teacher's guide -- Activities booklet -- Activities with answers booklet -- Full score -- Vocal score -- Mp3 recording.
ISBNs: 978-0-909168-88-9 (Teacher's Guide) ; 978-0-909168-89-6 (Activities Book) ; 978-0-909168-90-2 (Activities Book with Answers).
Be the first to share your thoughts, opinions and insights about this item.
To post a comment please login


It’s easy to become inspired by all the outdoor activities in the summer months, especially after a long winter of being stuck inside. But if you’re learning a new hobby or beginning an exercise plan, getting started and gaining momentum can be difficult.
For example, the heat can pose dangers like dehydration and exhaustion, while untrained bones and muscles can also be more injury prone.
PJ Ragone, Director of Sports Medicine for Inspira Health, offers the following tips to get active safely, even as the temperature climbs.
When you're excited to try a new activity or workout plan, it's easy to get caught up in the moment. However, stress and overuse injuries are some of the most common afflictions in new athletes. Be sure to take the time to test with a qulified professional to learn each new skill before putting your body to the test.
We've all learned our bodies are 60% water, but do you know how that water is used? Everything from blood circulation to joint repair is regulated by our body's water intake. Staying hydrated is even more important when working out or in the heat when more water is being excreted as sweat.
You might have heard of stretching in the winter months when the temperatures makes our muscles cold, but muscle can be just as "cold" in the warmer months. The temperature of muscles refers to their ability to stretch safely, and the only way to warm them up is with slow deepening movements.
Listen to Your Body
Listening to your body can be hard, but it will prevent future injuries and keep your progress on the upswing.
After you’ve slowly worked on the foundational skills of your new hobby, taken the time to stretch, and enjoyed frequent water breaks, you might be surprised when your body is signaling that it needs a longer break. But this is normal with any new activity.
Plus, spending too much time in the sun can mean more than just a little sunburn. Your risk of heat exhaustion is also multiplied when performing physical activities under the sun’s rays.
If you begin to feel soreness or cramps that are difficult to manage, it may be in your best interest to take a break until tomorrow. Knowing when to stop or change your form will serve you well as you get more comfortable in your new sport.
If you have any questions or concerns regarding your health or for more information about the sports medicine programs available with Inspira Health, call 1-800-INSPIRA .


Devil’s Kettle Falls
Devil’s Kettle Falls is located in Judge C. R. Magney State Park in Minnesota, US. It is on the north shore of Lake Superior. It is a part of Brule River. This river flows through the Judge C. R. Magney State Park, a few miles south of the U.S.-Canadian border.
In the park, the river drops 800 feet in an 8-mile span. Almost half of the river vanishes into a hole in the ground. This spectacular waterfall cascades through the scenic wilderness then cuts in half, one portion disappears into a vast and dark tunnel.
Quick Facts: –
- The point where Brule river gets divided into two halves is called Devil’s Kettle.
- It is made of a hard rock called rhyolite and at this point, the river is split in two by the rocky fork.
- No one actually knows where the water goes after falling into this particular hole.
- Scientists have tried to track the water with dye and ping pong balls but could not make any conclusion.
- Initially, it was assumed that water must follow some subterranean route and then empties up into Lake Superior.
- According to geologists, the disappearing lake should not be possible.
- Some suggest a theory that millions of years ago, a hollow lava tube may have formed beneath the falls.
- The eastern twin of the Devil’s Kettle Falls cascade normally eventually meeting up with Lake Superior.
- Two hydrologists Heather Emerson and Jon Libbey measured the water volume both above and below the fall.
- Both the numbers of water volume were nearly identical.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Facts for Kids about Devil's Kettle ." Easy Science for Kids, May 2020. Web. 30 May 2020. < https://easyscienceforkids.com/devils-kettle/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts for Kids about Devil's Kettle. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/devils-kettle/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
Sponsored Links :


6 points, SCA Band 1, 0.125 EFTSL
Undergraduate - Unit
Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.
This unit focuses on developing students' understanding of English and literacy teaching and learning in the early and middle years of primary education. Students engage critically with current research, practice and policy in literature in multiple contexts. The unit builds on the broader theoretical perspectives introduced in(English education 1). In particular, it addresses the importance of early literacy acquisition for future learning success and focuses on teaching approaches that build the competencies required to engage with and produce a range of texts of increased complexity. Students refine their understanding of local and national English and literacy curriculum, assessment and reporting for schools, and develop effective literacy pedagogy that will enable them to maximise the learning of diverse young literacy learners.
Upon successful completion of this unit students should be able to:
- utilise the connections between home, community and school literacy practices for the teaching and learning of English and literacy
- demonstrate a critical understanding of key theoretical and practical teaching approaches related to young children's language and literacy development
- develop and demonstrate application of a range of effective literacy pedagogical and assessment practices to meet the primary school English curriculum outcomes in the early and middle years of school
- plan literacy lesson sequences to address specific learner needs
- use a range of information and communication technologies (ICTs) in accessing relevant research literature, to support learning and in presenting evidence of their own learning in the area of literacy.
Lesson planning task (2000 words, 50%)
Critical essay (2000 words, 50%)
Minimum total expected workload equals 144 hours per semester comprising:
- Contact hours for on-campus students:
- 24 contact hours comprising of lectures, tutorials and online activities
- Additional requirements:
- independent study to make up the minimum required hours per week
See also Unit timetable information


Three year olds thrive on predictability and routine. The three year old child will experience this and so much more in our program. Circle time is a highlight of their day. Children gather together to share ideas, act out familiar stories, cook, and perform science experiments. Children learn about having a job in the classroom, such as being the day’s weather person. They learn to take turns, and to develop patience. They learn to count, to raise their hands, and how to walk in a line. More importantly, they learn to be a caring and compassionate friend.
Three year old classrooms have a variety of centers that offer opportunities for color, number and letter recognition, fine motor skill development, and problem solving. Language skills and social emotional development are integrated into each and every day.
Sample Units of Study:
– Polar animals
– Community helpers
Age: Born in 2017
Three days a week
Half days: Monday, Wednesday, Friday
3K for All 5 Full days: Monday thru Friday


Interesting Facts About Australia Video for Kids
Australia is the sixth largest country by area in the world. A desert area covers most of the land and is known as ‘outback’. The name Australia has been derived from the Latin word ‘australis’ that means southern. As it is large in size and very much isolated from the rest of the world, it is sometimes known as the island continent. It is the biggest island and smallest continent. Mining is one of the most important industries of Australia. Australian mines cover 0.02% of the country’s landmass.
Fun Facts: –
- Australia is the second country in the world that allowed women to vote.
- Former Prime Minister of Australia, Bob Hawke set a world record in 1954 for downing 2.5 pints of beer in 11 seconds.
- Population of the country is only 22.6 million. The country is very sparsely populated as it has only 2.66 persons per square kilometre.
- Oldest fossil of the entire world, approximately 3.4 billion years old was found in the Australia.
- The Great Barrier Reef is the largest living structure of our planet. It is in Australia.
- Australia has a total of 19 world heritage listed sites including historic townships, cities and landscapes.
- It is the only continent without an active volcano.
- Australia has the 12th largest economy of the entire world had the 5th highest per-capita income.
- The top 10 deadliest snakes can be found in Australia.
- There is a river is Australia called ‘Never Never River’.
- The Red Kangaroo is the national animal of Australia.
- The country has 31% of the total uranium supply of the world.
- Sydney and Melbourne could not agree on which city should be the Capital of Australia so Canberra would be built in the middle as the capital city.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Facts about Australia for Kids ." Easy Science for Kids, Jun 2020. Web. 04 Jun 2020. < https://easyscienceforkids.com/interesting-facts-about-australia-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts about Australia for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/interesting-facts-about-australia-video-for-kids/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
Sponsored Links :


Foster a passion about the natural and social world
Become creative thinkers and problem-solvers
Develop a moral sense
Show respect and responsibility
Develop communication skills
Develop group effectiveness skills
Understand time management
Utilize technology safely and effectively
Our elementary education program is self-paced and cooperative. It balances the child’s developing imagination and power of abstraction with concrete, hands-on work. The children work together on individual and small group interests. They research, plan, complete and then present projects to others.
We support the elementary students’ natural interest in society with research projects and group readings. This structure facilitates both independent study and group work.
We also provide additional enrichment classes in art, music, physical education, technology, and foreign languages. Technology tools being utilized on a daily/weekly basis includes iPads, Computer lab (Typing, Word Processing, Mouse Skills, and more!), Lego Simple Machines. In the upcoming school year, we plan to add Lego WEDO Robotics.
The schedule is designed with large blocks of uninterrupted time to facilitate the interdisciplinary connections of knowledge. The elementary classroom reflects the child’s work to order their world with reason. We foster an atmosphere of trust and acceptance in the classroom, which lets the children’s natural creativity flourish. Beyond the classroom, we regularly have visits to the library and computer lab and schedule several field trips each year.
The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.


Native peoples fought against Spanish and English colonization, but the English created a permanent colony in what is now South Carolina in 1670. This colony, Charleston, has become a charming historic city, as well as an important port for trade.
- South Carolina is bordered by North Carolina, Georgia, and the Atlantic Ocean. It has hot summers and mild winters. Hurricanes are common.
- South Carolina was the first state to leave the Union during the Civil War. Before the war, the state’s cotton, rice, and indigo crops brought prosperity. These crops were produced with slave labor. After the war, South Carolinians struggled to rebuild.
- Agriculture is still an important part of the state’s economy. Chickens, beef cattle, dairy products, tobacco, and cotton are all produced here.
- Local artisans in the Mount Pleasant community weave sweet grass baskets. The baskets originated in Africa and were used by slaves to harvest rice.
- Snow rarely falls in South Carolina, but when it does, the state closes down. Ice storms cause dangerous conditions.
- In 1886, an earthquake in South Carolina killed more than 100 people.
- A sea monster named “Messie” reportedly lives in Lake Murray.
- South Carolina produces more peaches than Georgia. The town of Gaffey built a water tower shaped like a peach.
- Getting a tattoo in South Carolina was illegal until 2004.
- Morgan Island is home to 4,000 rhesus monkeys, which are kept by scientists for AIDS research.
South Carolina Quick Stats
State capital: Columbia (population, 129,272)
Largest city: Columbia (population, 129,272)
State bird: Carolina wren
State flower: yellow jessamine
Questions and Answers
Question: Did South Carolina play a large role in the Civil War?
Answer: The Civil War began in 1861 when Confederate troops fired at Union troops guarding Fort Sumter, in South Carolina.
Watch a short video about South Carolina.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " South Carolina Facts for Kids ." Easy Science for Kids, May 2020. Web. 30 May 2020. < https://easyscienceforkids.com/south-carolina/ >.
APA Style Citation
Tobin, Declan. (2020). South Carolina Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/south-carolina/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
Sponsored Links :


HELP’s treatment method and approach is very different from tutoring and remediation in reading, math and other studies.
Often the failure to learn effectively is a symptom of underdeveloped processing resulting in difficulty storing and retrieving information. No amount of tutoring or extra parental help can remedy these weaknesses but only adds to the frustration of all.
HELP tests and evaluates an individual’s information-processing abilities and identifies the cognitive functions that are slow or immature. These weaknesses can interfere with a clear picture of meaning, cause and effect reasoning and can result in poor judgment and fear of failure. The test results can reveal the reasons behind the individual’s learning, memory, and judgment difficulties. Steps can then be taken to correct them at the source.
A Drug Free One-On-One Program Available Year Round
An Alternate Approach…
The Brain Power Program is custom designed for each individual based on their M.A.P. results and consists of:
- 24 private weekly sessions with a HELP instructor
- 1 hour a day for 5 days a week of at home training
- Auditory and visual memory strengthening exercises
- Gross motor and fine motor skill development
- Cognitive activities that are paired with physical exercises
- Left brain-right brain balancing tasks
- Progressively challenging multitasking activities
- Activities that require judgment and cause and effect thinking
For long distance students, we create an individual program working with your HELP coordinator via one-on-one video conferencing sessions.
Typical results after 24 weeks of daily sessions often include improvements in:
- Auditory & Visual Memory
- Time management
- Spatial awareness
- Physical coordination and balance
- Collecting, processing and retrieving information
- Following written and spoken instructions
- Screening out distractions
- Appropriate social interactions
- Self-esteem and confidence
- Cause and effect discrimination


We know the earth was formed billions of years ago from gases and fiery material (4.5 billion years, to be exact). The earth’s surface might seem cool, stable, and fixed. But underneath the surface, things are always changing. And they’re still red hot!
- The inner core is a huge metal ball, and boy, is it hot! Made mostly of iron, the inner core temperature is 5,000 to 6,000 degrees C. (10,000 degrees Fahrenheit). It’s hot enough to melt metal, but it’s solid. Why? Because the weight of the earth is pushing down on it with so much pressure that it remains solid. Think of taking a ball of loose soil in your hands and pushing on it to make a hard mud ball. The pressure from your hands is similar to this pressure.
- The outer core is a hot liquid made of iron, nickel, sulfur, and oxygen. It’s between 4,000 and 6,000 degrees C. The liquid metal’s movement creates earth’s magnetic field.
- The lower mantle is around 3,000 degrees C. It’s hot enough to melt, but it stays solid because it’s under pressure. It’s made of iron, oxygen, silicone, magnesium, and aluminum.
- The upper mantle is made of two parts. The lower part is a mix of magma and solid rock; the upper mantle is solid rock because it’s closer to the earth’s surface and it’s cooler. It ranges in temperature from 1400 to 3,000 degrees C.
- The crust — the part we can readily see — is solid. Its temperature is about 22 degrees C. (71 degrees F.). The continental crust, or the crust covered with land, is made of granite. The oceanic crust, under the ocean, is made of basalt.
Questions and Answers
Question: How do we know how hot the earth is?
Answer: The truth is, scientists have made their best guesses, but don’t know exactly how hot the center of the earth is. The center of the earth is over 4,000 miles beneath the surface. We’ve only been able to drill 6,000 miles into the earth’s interior. Scientists base their estimates on research and experiments in the lab with the melting temperature of iron under high pressure.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Earth's Core Facts for Kids ." Easy Science for Kids, May 2020. Web. 30 May 2020. < https://easyscienceforkids.com/earths-core/ >.
APA Style Citation
Tobin, Declan. (2020). Earth's Core Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/earths-core/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
Sponsored Links :


Children who have problems acquiring language are at high risk for difficulty in learning to read and write. Literacy not only contributes to academic success, but also plays an important role in social interactions. This workshop will outline what literacy is as well as make connections between a child’s speech and language skills and the direct impact on literacy. Participants will learn the stages of literacy development, as well as strategies to support their child in developing strong literacy skills. The impact of phonological awareness skills on the development of reading and writing skills will also be discussed.
This Workshop is being presented by
Hailee Virostek, M.Sc. A, R-SLP (C), Speech Language Pathologist
Kristen Harrold, M.S., R.SLP, CCC-SLP, Speech Language Pathologist
Payment must be received at time of registration. Methods of payment accepted:
CHEQUE: Payable to Key Connections Consulting Inc.
CREDIT CARD: American Express, MasterCard, Visa
Workshops are held at our location. Please let us know if wheelchair access is required.
QUESTIONS? Contact us at 403.524.2522 or Contact@KeyConnectionsConsulting.com
|Hooked on Books! The Connection Between Language and Literacy||$40.00|


Enjoy this Easy Science for Kids Elephants Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Elephants. You need to answer all the questions to be able to get your score. You can do this fun Elephants quiz again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the Elephants.
The Elephants Quiz & our FREE Science Quizzes
Our easy science quizzes are a free interactive online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Elephants quiz helps your kids learn fun facts about Elephants while enjoying this FREE science quiz questions for kids.
If your kid is enjoying home-schooling, or is in an after-school enrichment program, then this is a fun yet educational activity, with reading comprehension benefits for grade one to grade five kids. Kids will enjoy competing against their classmates and friends, to see who scores the best, doing this fun and free science quiz on Elephants.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension activity better, while paying better attention to text they read, or restrict the number of times your kid can read about the quiz topic, before they do the actual fun science kids quizzes we offer.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other science quiz games, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Elephants quiz answer they think is correct, and at the end you get the quiz score. Your child can try doing the Elephants quiz again, till he or she gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!


Steps to Success: Crossing the Bridge Between Literacy Research and Practice introduces instructional strategies linked to the most current research-supported practices in the field of literacy. The book includes chapters related to scientifically-based literacy research, early literacy development, literacy assessment, digital age influences on children’s literature, literacy development in underserved student groups, secondary literacy instructional strategies, literacy and modern language, and critical discourse analysis. Chapters are written by authors with expertise in both college teaching and the delivery of research-supported literacy practices in schools. The book features detailed explanations of a wide variety of literacy strategies that can be implemented by both beginning and expert practitioners. Readers will gain knowledge about topics frequently covered in college literacy courses, along with guided practice for applying this knowledge in their future or current classrooms. The book’s success-oriented framework helps guide educators toward improving their own practices and is designed to foster the literacy development of students of all ages.
This courseware includes resources copyrighted and openly licensed by multiple individuals and organizations. Click the words "Licenses and Attributions" at the bottom of each page for copyright and licensing information specific to the material on that page. If you believe that this courseware violates your copyright, please contact us.
Lumen Learning provides a simple, supported path for faculty members to adopt and teach effectively with open educational resources (OER). Read more about what we do.


SOS Children's Village Hawassa
Crippling poverty, lack of health care and education, and profound gender inequality affect the lives of thousands in this predominantly agricultural region of Ethiopia.
Children suffer most severely from conditions of poverty and deprivation
Hawassa (also spelled Awasa) is the capital of the Southern Nations, Nationalities and Peoples Region (SNNPR) and has a population of roughly 259,000. The city is located on the shores of Lake Awasa and fishing, as well as subsistence farming, are the main sources of income for the local population. But for the majority, life is a daily struggle. Poverty is severe and most Ethiopians live off less than one dollar per day. The effects of poverty permeate all levels of society, but children are the hardest hit. Mothers often have to return to work when their babies are just a few months old, so babies are not sufficiently weaned. Of the infants between the ages of twelve to 23 months, 60 per cent show signs of stunting (below age-appropriate height).
A little girl in the playground at the children’s village (photo: K. Snozzi)
Health care is also not widely available, especially in rural areas. Only around 20 per cent of children below the age of two are vaccinated against common infectious diseases. Infant mortality is high in SNNPR, at 85 per 1,000 live births, and the under-five mortality rate is even higher, with 142 out of 1,000 children never reaching their fifth birthday. Another serious health concern in the region is the high prevalence of HIV/AIDS. An estimated 1.3 million people in Ethiopia are living with HIV (est. 2009) and tens of thousands of children have been orphaned by AIDS. The majority of people living with HIV continue to be women between the ages of 15 and 24. In SNNPR, only around 11 per cent of women use contraception.
Strengthening the community on the whole for sustainable improvement
SOS Children’s Villages began its work in Hawassa in 1985. Today, our social centres here provide a family strengthening programme to members of the local community. The programme aims to help parents develop their capacities in a holistic and sustainable manner, to achieve self-reliance and economic autonomy, and to ensure access to essential services such as health care and education. We assist parents in sending their children to government-run schools, and provide guidance on income-generating activities as well as counselling and psychological support. The social centres also offer day-care, where up to 150 children are looked after, fed, and taught simple literacy and numeracy skills while their parents are at work. The overarching aim of these services is to support families, and the community as a whole, so that children can be protected and cared for and will not be abandoned.
Our medical centre here is also open to the community and serves approximately 8,000 patients each year. Amongst others, it provides the following services: consultation and treatment, minor surgery, vaccination, family planning services, ante/post natal care, voluntary HIV testing, and health education.
What we do in Hawassa
For children from the region who are no longer able to live with their parents, 15 SOS families can provide a loving home for up to 150 children. In each family, the children live with their brothers and sisters, affectionately cared for by their SOS mother.
Women at the SOS Social Centre in Hawassa (photo: N. Nassar)
Together with children from the community, they attend the SOS Kindergarten here in Hawassa. This way, children from SOS families are integrated into the community from a young age. The children then continue their education at the SOS Hermann Gmeiner School, which offers primary and secondary school education to around 960 students. In addition, the children also have the opportunity to obtain an IGCSE, which is an internationally recognised qualification for school students.
When young people from the children’s village reach an age where they feel ready to move out of the family home, the SOS Youth Programme makes shared accommodation available to them while they complete their education or vocational training. With the support of qualified counsellors, the young people learn to take responsibility, plan for their future and prepare for independent adult life.
The SOS Vocational Training Centre here in Hawassa offers young people, including those with special needs, from all around Ethiopia the chance to complete training in dairy, poultry and livestock farming and fruit and vegetable cultivation.


On Thursday, October 20th, IC ACDA held an inspiring workshop entitled “Teaching for Transfer in the Choral Rehearsal,” led by our very own Visiting Assistant Professor of Choral Music Education, Dr. Linfors. This presentation was focused on utilizing moments in the rehearsal that have a singular, specific objective to give students the opportunity to transfer the information they learn in one aspect of rehearsal to another.
Dr. Linfors started the workshop by talking about the reversal of the warm up. He talked about how the typical choral rehearsal starts with warm ups, followed later by rehearsal of a variety of choral pieces. Then, he asked us what would happen if we “reversed the warm up,” which was followed by confused silence. Dr. Linfors explained this method as thinking of concepts that students need to focus on in order to improve performance on the pieces you later plan to rehearse with the students.
Then Dr. Linfors split us up into three groups, each assigned the task of presenting a choral warm up that addressed challenging vocal and choral issues unique to that specific piece. Each group was given about five minutes to collaborate. Then we gathered back together and shared our warm ups, explaining how they addressed a specific passage or trait of their assigned piece. Dr. Linfors then asked the group why it is important to incorporate concepts into your warm ups that will apply to the chosen repertoire. As a group, we truly began to come to the conclusion that the element and skill of transferring information from one context to another is a highly important skill and one we all wish to encourage in our students. But in a more specific musical manner, when the teacher provides their students with a new concept in a warm up, then the students can go into a rehearsal of the piece with more informed ears, goals, and strategies in mind to assist them in achieving the desired goals shared in both warm up and rehearsal.
Dr. Linfors then switched gears after this deliberation and we talked about the promotion of solfege at the high school. We talked about the tendency for high school teachers to introduce the solfege scale and then expose their students to solfege primarily with sing new songs. This manner, in effect, can lead to assuming that all your students have similar solfege reading abilities when there are often a few students who are and many followers. Dr. Linfors suggests that we promote the use of solfege in our students to a point where when students hear a series of notes, they will hear solfege syllables. One example of the great suggestions Dr. Linfors gave us is for an elementary setting. Teachers can add a verse in a song that has the solfege syllables as the text. This way, when students are remembering the song, they can more easily recall the solfege syllables and retain the intervallic relationships in the song.
What happened next was one of the most exciting parts of this workshop. He passed out a copy of Palestrina’s Sicut Cervus to everybody and the room went silent. This silence was then broken by frantic humming and exasperated sighs due to each of the four parts, SATB, reading their own respective clefs. So Dr. Linfors gave the preparatory gesture and off we went!
We got through the first two systems, probably as best as could be expected. All of a sudden, when we got to the third system of music, there was solfege written in and the sight-reading level went up by at least 200 percent. The lesson of this exercise was one that I will not soon forget. Personally, I completely forgot what it was like to struggle so hard to read music and I think this was an important exercise in being able to empathize with your students. Additionally, this was a lesson in the power of giving your students the opportunity to transfer something that they already know, solfege, to an unknown concept, different clefs, in order to be able to perform with accuracy. Dr. Linfors suggests that we should be including solfege in the songs we chose for our students’ repertoire right up until the concert. If we switch to having the students sing on text right before students are beginning to get the solfege, they will most likely never improve their solfege, or music reading, abilities.
This workshop was teeming with brilliant and exciting ideas about the element of transfer especially related to solfege and rehearsal structure that I cannot wait to add to my tool belt as an aspiring choral music educator.
~Matthew Coveney, IC ACDA Public Relations Officer
Welcome to our site!


Developmental Differences in Late Preterm Babies May Not Emerge Until After Age 2
Babies born between 34 and 36 weeks start on track with peers. But they may start falling behind by preschool and kindergarten.
Developmental differences in babies born four to six weeks early may not show up until after they turn 2, a new study suggests.
Researchers from C.S. Mott Children’s Hospital and the Center for Human Growth and Development (CHGD) at the University of Michigan tracked children from infancy through kindergarten and compared developmental outcomes between late preterm infants (born between 34 and 36 weeks); those born early term (37 to 38 weeks) and term (39 to 41 weeks).
At age 2, late preterm babies were developmentally on track with peers, performing equally well on tasks such as recognizing faces and objects, understanding directions and naming items. By preschool and kindergarten, however, this group showed less than optimal math and reading scores compared to children born at full term, according to the findings published in Pediatrics.
“We found small but meaningful differences in developmental outcomes between late preterm infants and full-term groups, which if applied to larger populations, may have potentially significant long-term public health implications,” says lead author Prachi Shah, M.D., a developmental and behavioral pediatrician at Mott and an assistant research scientist at CHGD.
“We found that developmental differences began emerging between 24 months and preschool, which suggests that late preterm infants may benefit from closer developmental monitoring and interventions before starting school.”
Outcomes among a representative population
Researchers analyzed data on 1,000 late preterm, 1,800 early term and 3,200 full-term infants from the Early Childhood Longitudinal Study, Birth Cohort. The study is the first to track and compare developmental outcomes of early term and at term groups in a nationally representative, population-based U.S. sample.
Authors point to potential explanations for the pattern of development in late preterm infants from nine months to kindergarten. Compared with infants born full term, the late preterm brain has lower brain volume and less distinct patterns of neural connectivity. These structural differences, including lower gray matter volume, may have implications for developmental outcomes that emerge in the preschool and early childhood period.
Limitations in tools used to track early development and subtle differences in brain development that become more noticeable with age may also help explain the lack of observable developmental differences before 24 months, researchers say.
“We have come a long way in improving outcomes for babies born early, but more research is needed to understand long-term developmental outcomes,” says senior author Julie Lumeng, M.D., a developmental and behavioral pediatrician at Mott.
Takeaways for pediatricians:
Late preterm infants born slightly preterm are typically not followed in neonatal follow-up clinics and merit close developmental monitoring in the period prior to school entry.
For the child born late preterm, the preschool and kindergarten health supervision visits are an important opportunity to inquire about skills in early reading and math including letter and word recognition, letter sounds, number recognition, counting and recognition of colors and shapes, which are some foundational skills for school readiness.
Promoting early literacy and numeracy in the heath supervision visit is indicated for all children, but may be especially helpful for children born late preterm. Parents should be encouraged to provide opportunities to foster skills in early reading and math, including reading to children, encouraging conversation around book sharing and practicing counting and pattern recognition.
If a child born in the late preterm period demonstrates suboptimal early reading and math skills in the preschool and kindergarten period, the child should be referred for psychoeducational testing through the school system, with consideration for more in-depth developmental testing.


As a parent, you want what is best for your child. You would do whatever it takes to help him or her succeed, especially in the classroom. You are willing to help and support your child and go above and beyond to help at home. The want and desire to help your child is not the problem: it’s the ability to help. The difficult question that remains is, “ How Can I Help My Child with Math at Home? ”
Mathematics is a subject that normally yields two responses. Either “I Love Math!” or “I Can’t Stand Math,” and normally there is no in-between. Listed below are math tips for parents. These are for all parents and especially for those of you “I Can’t Stand math” parents.
5 Ways to Help Your Child with Math at Home
Of all the math tips for parents, one of the easiest ways to help your child with math at home is to have a positive attitude about mathematics. A positive attitude is contagious. Start by checking yourself. If you disliked math growing up, set aside your views and give your children a chance to decide for themselves.
Children are very impressionable, especially at a young age. If you show a negative attitude towards math, it will surely affect your children’s attitudes about the subject. Encourage your kids. Tell them that math is important and can be fun! Find activities, games, and programs that promote this attitude.
Work on math at home together. This can be tough for a child to get excited about. After a long school day, it may be the last thing he or she wants to do, so creating a fun and relaxed environment at home for your child can help.
Children have enough stresses at school and with extracurricular activities. Let’s give them a break and make learning mathematics at home something your kids look forward to.
You can accomplish this by keeping it light:
- Look at problems and possible solutions together.
- Go back and forth on how to attack a problem.
- Listen to your child’s process and give feedback.
- Allow your children to explain what they’re thinking.
- Encourage creativity and know that mistakes come with progress.
Keeping the environment relaxed and open to conversation and debate will help the students understand and process the material rather than merely following steps.
Just remember: do NOT solve the problem for your child.
Use Real World Examples
Avoid the typical math worksheets that just involve repeated drills. Yes, drills are important for computation purposes, and repeated practice does help. But it’s important to supplement these drills with real world applications and scenarios.
Real world problems engage students and promote critical thinking. In addition to being more fun for the students, it allows children to think outside the box. Real world problems also bring multiple topics together. They encourage a creative approach and can usually be solved in a number of ways. Bringing together multiple topics and being able to solve a problem a different number of ways, forces students to a higher standard of thinking. It utilizes existing memorization and promotes understanding.
Know Expectations and Standards
In order to help your child at home, you must know the standards and expectations that are required at his or her grade level. Have open communication with the teachers, tutors, or after-school programs. Understand the National standards and curriculum that your child is expected to master.
With that being said, don’t be afraid to challenge your child. Continue to assess and re-evaluate your child’s progress and keep setting the bar a little higher and higher. This will raise confidence and, therefore, raise ability.
Last and Certainly Not Least…Practice Makes Perfect!
All of the other math tips for parents are extremely beneficial and important, but at the end of the day there is no success without practice – and more practice!
Make sure your child is spending enough time and effort to understand topics. Math is a subject that continues to build and build, and without a solid foundation, your student can get left behind.
- When students are first learning the process of multiplication they learn a process called repeated addition. For example, 8 x 5 = 8 + 8 + 8 + 8 + 8. If your student is behind on addition they will not be able to compute the repeated addition quickly enough to keep up with the class. So to learn multiplication, addition is a must.
Make sure your child is putting in the time and effort to practice enough into foundational skills to continue to grow.
These tips will surely ensure your children have a pleasant and successful life with math. Keep math fun and exciting, and show them that math is used every single day. Use these tips and, hey, maybe you will turn your students into “I Love Math” people!
Author: Nate Baltzer, Teacher at A Grade Ahead


PHIL3007 Advanced Logic
- 6 points
|Not available in 2020||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 3 option in the Philosophy major sequence
- The area of knowledge for this unit is Society and Culture
- Category B broadening unit for students
- Level 3 elective
- This unit introduces students to mathematical logic: the study of formal languages and their mathematical properties. The first part of the unit focuses on classical first-order logic and its metatheory: we discuss the interpretation of first-order logic and how to construct proofs within it. We then show that any such proof yields a valid argument (soundness) and that there is a proof for every valid argument (completeness). The rest of the unit discusses some more advanced topics in logic. These may include non-classical logics (e.g., modal logics, multi-valued logics, fuzzy logics, intuitionist logics, relevance logics, second-order logic), model-theoretic features of first-order logic (e.g., the compactness and Löwenheim-Skolem theorems), as well as an introduction to computability, recursion, and Gödel's incompleteness theorems.
- Students are able to (1) demonstrate an understanding of complex philosophical or mathematical arguments and positions; (2) evaluate complex philosophical or mathematical positions and arguments; (3) weigh the virtues and vices of competing philosophical doctrines; (4) construct persuasive philosophical arguments or mathematical proofs concerning issues of logic; (5) translate natural language arguments into one or more of the logics discussed in the unit; (6) establish the validity of arguments using semantic and/or syntactic methods; and (7) understand the algebraic foundations of the various logics discussed in the unit.
- Indicative assessments in this unit are as follows: (1) exam; (2) tests; and (3) problem sets. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr Remco Heesen
- Unit rules
- Any level 2 PHIL unit
any level 2 MATH unit
any level 2 STAT unit
any level 2 CITS unit
- Advisable prior study:
- Either any units in mathematics
both of PHIL2002 Logic: How to Defeat Your Foes with Reasoning and PHIL 1002 Introduction to Critical Thinking Textbooks
- Contact hours
- seminars: 4 hours per week (2 x 2)
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.