Right To Education (RTE) Act, 2009
Right of children to Free and Compulsory Education Act
Provides for free and compulsory education to all children of the age of six to fourteen years
The Right of children to Free and Compulsory Education Act came into force from April 1, 2010. This is was a historic day for the people of India as from this day the right to education will be accorded the same legal status as the right to life as provided by Article 21A of the Indian Constitution. Every child in the age group of 6-14 years will be provided 8 years of elementary education in an age appropriate classroom in the vicinity of his/her neighbourhood.
Any cost that prevents a child from accessing school will be borne by the State which shall have the responsibility of enrolling the child as well as ensuring attendance and completion of 8 years of schooling. No child shall be denied admission for want of documents; no child shall be turned away if the admission cycle in the school is over and no child shall be asked to take an admission test. Children with disabilities will also be educated in the mainstream schools. The Prime Minister Shri Manmohan Singh has emphasized that it is important for the country that if we nurture our children and young people with the right education, India’s future as a strong and prosperous country is secure.
All private schools shall be required to enroll children from weaker sections and disadvantaged communities in their incoming class to the extent of 25% of their enrolment, by simple random selection. No seats in this quota can be left vacant. These children will be treated on par with all the other children in the school and subsidized by the State at the rate of average per learner costs in the government schools (unless the per learner costs in the private school are lower).
All schools will have to prescribe to norms and standards laid out in the Act and no school that does not fulfill these standards within 3 years will be allowed to function. All private schools will have to apply for recognition, failing which they will be penalized to the tune of Rs 1 lakh and if they still continue to function will be liable to pay Rs 10,000 per day as fine. Norms and standards of teacher qualification and training are also being laid down by an Academic Authority. Teachers in all schools will have to subscribe to these norms within 5 years.
The National Commission for Protection of Child Rights (NCPCR) has been mandated to monitor the implementation of this historic Right. A special Division within NCPCR will undertake this huge and important task in the coming months and years. A special toll free helpline to register complaints will be set up by NCPCR for this purpose. NCPCR welcomes the formal notification of this Act and looks forward to playing an active role in ensuring its successful implementation.
NCPCR also invites all civil society groups, students, teachers, administrators, artists, writers, government personnel, legislators, members of the judiciary and all other stakeholders to join hands and work together to build a movement to ensure that every child of this country is in school and enabled to get at least 8 years of quality education.
Benefits of Right to Education Act, 2009
RTE has been a part of the directive principles of the State Policy under Article 45 of the Constitution, which is part of Chapter 4 of the Constitution. And rights in Chapter 4 are not enforceable. For the first time in the history of India we have made this right enforceable by putting it in Chapter 3 of the Constitution as Article 21. This entitles children to have the right to education enforced as a fundamental right.


A. Pascual Leone. (2001) The brain that plays music and is changed by it. 315–329.
Barbro, Johansson B. (2006) Music and Brain Plasticity. 14.1: 49-64.
Barrett, Margaret S. (2009) Sounding Lives in and through Music. Journal of Early Childhood Research 7.2: 115-34. 29.
Craig, Daniel. (2009). Exploring Music Preference; Meaningfulness of Music as a Function of Emotional Reactions. Nordic Journal of Music Therapy 18.1: 57-69. 7.
G. Schlaug. (2008) Music, Musicians, and Brain Plasticity. The Oxford Handbook of Music Psychology. 197–208.
Goldstein, A. (1980). Thrills in response to music and other stimuli. Physiological Psychology 3, 126-126
H. Hummelsheim. (1999). Rationales for improving motor function. Current Opinion in Neurology, 12, 697–701.
Janata, B. Tillmann, and J. J. Bharucha. (2002) Listening to polyphonic music recruits domain-general attention and working memory circuits. Cognitive, Affective, & Behavioral Neuroscience, 2, 121-140.
Menon, V., and D.J. Levitin. (2005) The Rewards of Music Listening; Response and Physiological Connectivity of the Mesolimbic System. NeuroImage 28.1.
M. H. Thaut, G. C. McIntosh, and R. R. Rice. (1997) Rhythmic facilitation of gait training in hemiparetic stroke rehabilitation. Journal of Neurological Sciences, 207–212.
Oliver Sacks. (2007) Musicophila. Canada: Alfred A. Knope, Inc.
Panksepp, Jakk, & Bernatzky, Günther. (2002) Emotional sounds and the brain: the neuro-affective foundations of musical appreciation.133-155.
P. Belin, P. Van Eeckhout, M. Zilbovicius. (1996) Recovery from nonfluent aphasia after melodic intonation therapy. Neurology, 47, 1504–1511.
Peregrine Horden. (2000) Music as Medicine. The History of Music Therapy since Antiquity. Bodmin, Cornwall: Ashgate Publishing.
Platel, Herve, Cathy Price, et al. (1997) The Structural Components of Music Perception A Functional Anatomical Study. Brain 120, 229-43. 23
Portowitz, Adena, Osnat Lichtenstein, and Et Al. (2009) Underlying Mechanisms Linking Music Education and Cognitive Modifiability. 107-28.
Sloboda, J. (1991) Music structure and emotional response: some empirical findings. Psychology of Music 19, 110-120.
Thaut, Michael Ph.D, and McIntosh Gerald M.D. (2010) How Music Helps to Heal the Injured Brain. The Dana Foundation.
Thompson, Clive. (2006) Music of the Hemispheres. The New York Times 3E.
Tomaino, Concetta M. (2002) How Music Can Reach the Silenced Brain. The Dana Foundation.
V. Hoemberg. (2005). Evidence-based medicine in neurologic rehabilitation: A critical review. Acta Neurochirurgica, 93, 3–14.


Child care plays a central role in the success of working families across the nation. Through the federal Child Care and Development Fund, state agencies are able to provide low-income working families with subsidized child care. With limited resources however, states are challenged in providing child care that is high in quality, adequate in supply, and affordable. Yet, child care that meets these critical criteria is dually beneficial to children and working families. On one hand, it serves as an economic necessity that allows parents to secure and retain employment and reduce dependency on public assistance. At the same time, quality child care promotes healthy child development and prepares children to be successful in school and life. These benefits are well supported by the research literature. In fact, the National Center for Education Statistics finds that quality child care is particularly important for children from economically disadvantaged families and those with low maternal education, since they are at high risk of not being ready for school.
Child Care is Vital to Working Families--High-quality child care allows working families to secure and retain employment in today's workforce. Research from the Economic Policy Institute finds that:
* Single mothers who receive child care assistance are 40 percent more likely to remain employed after two years than those who do not receive this assistance.
* Mothers with a high school degree or less were just as likely as mothers with some college education to experience increased employment tenure when receiving child-care subsidies.
* Former welfare recipients with young children are 60 percent more likely to still be employed after two years if they receive help paying for child care.
Child Care Promotes Success in School and Beyond--High-quality child care also offers a direct benefit to children, providing them with a safe, nurturing environment that promotes school readiness, high school completion, and skill-building for success in life. For infants, toddlers, and preschoolers, quality early care and education creates positive early learning experiences that promote optimal brain development, shaping the child's intellectual, linguistic, social-emotional, and physical skills. In turn, these developmental skills help children think critically, learn from teachers and peers, make friends, express thoughts and feelings, build confidence, and cope with frustration--all foundational skills needed for success in school and beyond. Quality early care and education settings help young children acquire these basic skills that then facilitate important academic skills such as reading comprehension and math.
For school-age children, quality after-school programs keep elementary and middle school students safe and healthy during the afternoon hours when juvenile crimes tend to soar. These programs keep youth constructively engaged when they might otherwise be getting into trouble on the streets, taking drugs, joining gangs, or engaging in other inappropriate behavior. Quality after-school programs also provide youth with academic supports such as homework help and tutoring to inspire learning success. In quality after-school settings, trained youth workers develop children's self-esteem, teach respect and community involvement, and impart values and habits for success in life. In turn, youth who attend these programs get better grades, have better personal conduct in school, and stay in school instead of dropping out.
A Return on Investment--The direct link between child care and our economy is clear. Well-respected studies by business leaders and economists at the Center on Economic Development calculate a high return on investment--as much as $17 for every $1 invested in high-quality programs. Not only does high-quality care play a critical role in alleviating the …


I-Search is "an approach to research that uses the power of student interests, builds a personal understanding of the research process, and encourages stronger student writing" (Joyce & Tallman, vii). The key element of this approach is that students select topics of personal interest. This model also stresses metacognitive thinking. Students are asked to keep a log of their action, thoughts, and feelings as they move through the process. In addition, students are asked to reflect on their previous research experiences to set the stage for an appreciation of the research process.
Based on Ken Macrorie's 1988 book entitled, The I-Search Paper, I-Search proposes an alternative to the traditional research paper. Often used by middle and high school students, the inquiry-based approach can also be used with elementary or college students. According to Ken Macrorie, the key to I-Search is that students work on meaningful projects.
In the 1990's Marilyn Joyce and Julie Tallman adapted Macrorie's approach for use in the research process.
Read A Process Approach: The I-Search with Grade 5: They Learn! by Carol Bowen in Teacher Librarian (Dec 2001, Vol, 29, Issue 2, p14, 4p). IUPUI password required.
Four Tasks of I-Search
I-Search is a process that includes four general steps:
- Selecting a topic - exploring interests, discussing ideas, browsing resources
- Finding information - generating questions, exploring resources
- Using information - taking notes, analyzing materials
- Developing a final product - developing communications, sharing experiences
Connecting Writing and Research through the I-search Paper (Sept/Oct 1995, Vol. 23, Issue 1, p 20, 4p) (IUPUI password required)
I-Search: Guiding Student Toward Relevant Research from Educational Leadership (Sept 1995, Vol. 52, Issue 1, p48). (PDF document, IUPUI password requires)
I-Search Paper from Delta College
I-Search Paper Format Guide from EnglishWorks! (Contains samples)
Joyce, Marilyn Z. & Tallman, Julie I. (1997). Making the Writing and Research Connection with the I-Search Process. How-To-Do-It Manuals for Librarians, Number 62. Neal-Schuman.
Macrorie, K. (1988). The I-Search Paper. Portsmouth, NH: Boynton/Cook Publishers.
Making the Curriculum and Instructional Reform Happen: A Case Study in Peabody Journal of Education (1999) (IUPUI password required)
Researching the I-Search Paper - a student paper about I-Search
ScienceQuest: Literacy Development Within an Informal Science Education Initiative by Judith M. Zorfass & Jennifer Dorsen in Reading Online.


- Shopping Bag ( 0 items )
Beginning with an overview of social semiotics and emergent literacy theorizing, the authors set the stage for their study of sixth graders involved in art. A galleria of children's artworks is presented, allowing readers/viewers to consider these texts independent of the authors' interpretations of them. Then, set against the galleria is the story of the community and school contexts in which the artworks are produced--contexts in which racism, homophobia, and the repression of creativity are often the norm. The interpretation the authors bring to bear on the artworks reveals stories that the artworks may or may not tell on their own. But the tales of artistic literacy achievement are counterbalanced by reflection about the content of the artworks produced, because the artworks reveal the impossibility for students to imagine beyond the situational bounds of racism, homophobia, and religiosity. The authors conclude by raising questions about the kinds of conditions that make literacy in art possible. In doing so, they explore selected alternative models and, in addition, ask readers to consider the implications of the ideological issues underlying teaching children how to represent their ideas. They also advocate for a participatory pedagogy of possibility founded on ethical relational principles in the creation and interpretation of visual text.
Of particular interest to school professionals, researchers, and graduate students in literacy or art education, this pioneering book:
• brings together the fields of art education and literacy education through its focus on how middle school students come to work with and understand the semiotic systems,
• introduces sociolinguistic, sociological, and postmodernist perspectives to thinking about children's work with art--adding a new dimension to the psychological and developmental descriptions that have tended to dominate thinking in the field,
• includes a galleria of 40 examples of children's artwork, providing a unique opportunity for readers/viewers to interpret and consider the artwork of the sixth graders independent of the authors' interpretations,
• presents descriptions of art teaching in process,
• gives considerable attention to the interpretation of the children's artworks and the influences that contribute to the content they represent, and
• considers varying models of art education along with the implications of introducing new representational possibilities.


Gwynedd :: Y FRON :: Community Courses :: Welsh For Parents
Want to learn Welsh? There are many advantages to being able to speak two languages . . . being able to join in in local activities; there are economic advantages, as employers are looking for people who can speak and work in both English and Welsh; you’ll be able to enjoy two cultures & much more!
Perhaps your children are learning Welsh at school, or do other members of your family speak Welsh? Why not learn Welsh so that you can help your children with their school work, or so that you can speak Welsh to other relatives and friends? A fun & friendly course, suitable for beginners and those wishing to gain confidence in understanding & speaking the Welsh language.
Grandparents welcome too!
A new, different and exciting beginner's level course (Mynediad), suitable for all learners but predominantly aimed at parents, grandparents and other family members who wish to support their children with their schooling and develop a bilingual environment at home. The two year course has links with the primary school curriculum and leads to several progression options.
This course has finished. To find out about similar courses in this area please contact us by phone:
Dafydd Rhys or Anne Roberts 01766 515298
or fill in our contact form for Welsh for Parents in Gwynedd


A new study shows that low-income preschoolers who are at risk for developing reading problems can improve their reading skills if they're read to by teachers who identify the letter, track the shape of the letters, and discuss the words formed by those letters.
The study was carried out by researchers at the Ohio State University, the University of Virginia, and the University of Toledo. It appears in the journal Child Development.
In the longitudinal study, 550 4-year-olds took part in Project Sit Together and Read, a 30-week shared-book reading program in 85 targeted-enrollment preschool classrooms serving low-income children. Because of their low-income status, the children were at risk for developing reading problems as they moved into formal reading instruction.
In some of the classrooms, teachers talked about the print in the books and also nonverbally referred to the print. This means they asked whether children knew certain letters, traced the print with their fingers, noted the directionality of the type (for example, how we read from left to right in the English language), and discussed the concepts behind words that appear on a page (that is, words as meaningful units that map to spoken words). In other preschool classrooms, teachers read to the children using a more traditional style for reading aloud that typically doesn't draw children's attention to the print on the page.
The study also examined the number of times per week the children were read to: In some classrooms, children were read to four times a week, while in others, they were read to twice a week. Follow-up assessments were done in elementary school a year later and two years later.
The children who were read to four times a week by teachers who talked about the print in the books showed improvement in their reading and spelling and developed better reading comprehension when they were assessed one and two years later compared to the children whose teachers didn't talk about the print in the books. Frequency mattered, too: Preschoolers who heard print-focused reading four times a week developed better skills on some outcomes than those who were read to two times a week. Notably, the extra focus on print didn't detract from children's vocabulary development.
"Our findings ultimately support the importance of encouraging young children to attend to and interact with print during the preschool years as a means of fostering long-term literacy development," explains Shayne B. Piasta, assistant professor of teaching and learning, and assistant director of the Children's Learning Research Collaborative, at the Ohio State University, who conducted the longitudinal analysis for the study.
"The results can inform the development of early childhood programs and curricula that facilitate literacy skill acquisition for the large numbers of U.S. children living in poverty and attending targeted programs such as Head Start or state-sponsored prekindergarten."


Costa Rica is part of the Central American isthmus and borders Nicaragua to the North, Panama to the South, the Atlantic Ocean to the East, and the Pacific Ocean to the West .
51,100 square kilometers (approximately 32,311.3 square miles)
89.24 per km2
Human Development Indicators(2009):
Human Development Index: 0.854 (IDB)
Life expectancy at birth (2008): 79,3 years* (INEC)
Child mortality rate: 8,8 (of every 1000 births)* (INEC)
Population without education: 3,73% (INEC)
Poverty: 18,5%* (MIDEPLAN)
Extreme poverty: 4,2%* (MIDEPLAN)
Protected Areas: 25,1% of of the territory is protected
According to the Human Development Index of United Nations 2009, Costa Rica is on place 54, within the group of countries with high human development.
* Source: National Statistics and Census Institute, Planning Ministery of Costa Rica and Interamerican Development Bank
Costa Rica’s economy is highly stable. Foreign investors maintain an interest in the country due to its political stability and its high indices of education.
Private and state-owned banking is efficient and accessible throughout the country.
The official currency is the colon.
Economic Indicators (2009):
Unemployment rate: 7,8%* (MIDEPLAN)
Inflation (2008) : 7,8%* (MIDEPLAN)
GDP Growth: 1,3%* (MIDEPLAN)
GDP: US$ 29,060.3 million (IDB)
GDP per capita: US$ 6,498.4 (MIDEPLAN)
Amount of exportations: US$ 12,466.7 million (IDB)
Amount of importations: US$ 12,431.7 million (MIDEPLAN)
Source: Planning Ministery of Costa Rica and Interamerican Development Bank
During the last years, with the purpose of reducing dependence on traditional products (coffee and bananas), which lowered their prices in the international markets, the country has fostered the exportation of non-traditional goods.
Currently, the exportation of electronic components occupy first place, followed by that of bananas or plantains, medical equipment, pineapple, coffee, cotton, and ferns and foliage, among others. In addition, tourism is one of the major sources of revenue for the country.
About Costa Rica:
Costa Rican culture has been characterized for its strong tradition of peace, democracy and respect of human rights. Additionally, Costa Ricans take pride in being citizens of a country that abolished its army since 1948.
Costa Rica has a variety of terrains, including valleys and plains. Cerro Chirripó is the highest mountain, with a height of 3820 meters. The country also has a great number of volcanoes, some of which are currently active.
Costa Rica has coasts on the Caribbean Sea and the Pacific Ocean.
The climate in Costa Rica is tropical and subtropical. There are only two seasons: the dry season, which lasts from December to April and the rainy season from May to November.
Costa Rica is a democratic Republic that respects individual rights of the citizens. Its government is divided into three powers: the Executive the Legislative, composed by 57 congressmen and the Judicial. There is a fourth power, which is the electoral, that reflects how important is to vote for Costa Rican people.
Health and Education:
Investments in health and education have been a priority for Costa Rica. It is for this reason that important resources have been destined to these two areas. The result has been an educated and healthy population, whose indices of literacy and life expectancy are similar to those of a developed nation. The medical system in Costa Rica has had a social character, allowing all citizens to have access to it for more than half a century. Additionally, it should be noted that elementary education is free and mandatory.


Busy parents need fast facts and tips to help their children succeed. If your child struggles with math or has been identified with a learning disability (LD) in math, called “dyscalculia,” you want to know what it means and what you can do to help your child succeed. Here are the top-level findings based on several expert-hosted LD Talks that covered this subject.
- “Dyscalculia” is not a single type of math disability, but a wide range of lifelong learning disabilities involving math. People with dyscalculia may struggle with number sense, such as counting, estimation and comparison of quantities and basic arithmetic. Quick retrieval of number facts and calculation fluency seem to be key characteristics of people with dyscalculia.
- Mathematical learning disabilities are common among school-age children. Recent studies suggest that the incidence of math LD ranges from 5% to 9% of children. Math LD can co-occur with other types of LD, but a substantial percentage of children have math LD alone. Boys are more likely to have math LD than girls.
- Researchers have found a link between kindergarten math performance and later math achievement. Because of this, it is important to nurture math in preschool and elementary students If your school-age child struggles with math, do not delay sharing your concerns with school personnel or other professionals. Math instruction builds upon foundational skills taught in the lower grades, so it is important that children who struggle receive interventions early.
- Students with strong executive function skills are more likely to do well in math. Those with poor executive function skills may struggle with organizing information for multiple-step problem solving, monitoring the use of problem-solving strategies and other crucial processes for answering math problems. It is possible that remediating executive function skills may help students with dyscalculia.
- Learning strategies for students who struggle with math depend in large part on the type of difficulty the student is experiencing. Whether the child has reading difficulties should also be taken into account. In general, programs for students with math LD should include attention to basic skills, explicit instruction and lots of opportunities for practice and mastery. Programs should make sure that students revisit and master earlier concepts and skills before moving forward.
- Research on math LD lags behind research on reading and other learning disabilities. While 30 years of solid research on reading has been applied to classroom practices and intervention programs, the same is not true for mathematics. However, there is much hope as research on math ld is becoming more common.


New Books Available for Sound Innovations for Concert Band and String Orchestra
LOS ANGELES, CA
Friday, January 06, 2012
, the first-ever customizable band and string methods to hit the music education market has expanded to include a third book in the series, focusing on sound and ensemble development for intermediate groups.
Sound Innovations for Concert Band: Ensemble Development, written by Peter Boonshaft and Chris Bernotas, is a valuable resource for helping students grow in their understanding and abilities as ensemble musicians. Whether students are working to strengthen their technical facility or challenging their musicianship, Ensemble Development can be used with any band method or as a supplement to performance music. There are more than 400 exercises and more than 70 chorales grouped by key, and presented in a variety of intermediate skill levels. The chorales are written by some of today’s most renowned concert band composers, including Robert Sheldon, Michael Story, Chris Bernotas, Ralph Ford, and more.
The development concepts include tone quality, breathing, ensemble and section balance, intonation, harmonic progressions, rhythmic subdivision, phrasing, expression and style, and much more. Where possible, several exercises in the same category are provided to allow variety, while accomplishing the goals of that specific type of exercise. Many exercises and chorales are also clearly marked with dynamics, articulations, style, and tempo for students to practice those aspects of performance. Other exercises are intentionally left unmarked so teachers can determine how best to use them in facilitating their goals and addressing the needs of their ensemble.
Sound Innovations for String Orchestra: Sound Development, written by Bob Phillips and Kirk Moss, emphasizes playing with a characteristic beautiful sound. The components of producing this sound are broken into four levels, consistent with the revolutionary Sound Innovations structure: Sound Tone, Sound Bowings, Sound Shifting, and Sound Scales, Arpeggios, Chorales, and Rhythms. The levels can be used in whichever order that is best suited for students, as individual warm-ups or as structured units.
Students will learn technical development through clear and thorough instruction, including the proper use of the bow with the variables of tone, the next group of bowings needed for intermediate repertoire, and how to shift and play with vibrato. These skills will be reinforced with comprehensive scales, arpeggios, sight reading materials, and rhythm exercises. Two warm-up chorales are also included, which can be performed by the entire orchestra or with flexible instrumentation.
Sound Innovations: Ensemble Development and Sound Innovations: Sound Development will be available in Spring 2012. Visit alfred.com/SoundInnovations for more information.


Keyword(s):Music Education , Synthesis and Resynthesis Techniques , Computer Music
In this article, the author attempts a detailed definition of the term ‘computer music’. He analyses the notion of computer music through the three aspects of music synthesis that it comprises: 1 - score synthesis, 2 - sound synthesis, and 3 - knowledge synthesis. The three aspects are discussed in a conceptual (non-technical) way highlighting the linkages that exist between them. The author offers the term ‘musical engineering’ as a reference to musical synthesis in its entirety, and suggests that there is a need for the designing of a comprehensive curriculum for ‘musical engineering’.
All references of the same author:
(English)Laske, Otto (1978). Considering Human Memory in Designing User Interfaces for Computer Music
Laske, Otto (1999). Furies and Voices: Composition-Theoretical Observations
Laske, Otto (2002). Subscore Manipulation as a Tool for Compositional and Sonic Design


Welcome to HeadsUp! Reading in Nebraska
HeadsUp! Reading is an innovative 30-hour early literacy course designed to help improve children's school readiness. Designed to enhance teaching practices and to improve literacy outcomes for young children, this comprehensive course is for everyone who works with young children birth through age five and wants to improve their school readiness.
If you are taking HeadsUp! Reading for college credit, you must attend at a facilitated site.
About HeadsUp! Reading
HeadsUp! Reading is based on research from the National Research Council about how young children learn to read and write.
Reading is the fundamental building block for learning throughout life. Nebraska's Early Learning Guidelines emphasize the importance of reading as the key to early school success.
In Nebraska, HeadsUp! Reading is sponsored by the Nebraska Department of Education, the Nebraska Head Start-State Collaboration Office, and the Early Childhood Training Center with the support of the Nebraska Head Start Association and the colleges and universities offering credit.
HeadsUp! Reading, an interactive re-broadcast or taped series on early literacy development. It will be rebroadcast during the fall and spring seasons at select sites throughout the state. This training can be used to meet the requirement of Rule 11, earn college credit or CEU's. Contact Mary Beth Pistillo for further information at 402-557-6893.


Meet the man known as the "father" of modern meteorology.
Historic Halloween Storms
These hurricanes and snowstorms wreaked havoc on the dates just prior to, and on October 31.
Billion Dollar Weather Events of 2012
A list of 2012's costliest natural disasters in the U.S.
The 1993 Storm of the Century
A profile of the most devastating winter storm in U.S. history since the Great Blizzard of 1888. Storm origin, track, and record-setting conditions are discussed.
The History of the United States Weather Bureau 1753-1891
US Weather Bureau History is covered from 1753-1891
Weather History: Meteorological Agencies in the United States
Weather history is an exciting topic of research. Here, I present a condensed and edited version of the chronological evolution of meteorological institutions in the United States. The original publication was through a supplement of the United States Weather Bureau Monthly Weather Review from January 1931 written by Eric R. Miller.
10 Famous Meteorologists
Whether you call them meteorologists or weather people, these famous forecasters and scientists provide a lot of insight into weather science!
The Great Hurricanes of New England 1635, 1815, 1938
Get the details on hurricanes in the New England area as well as a hurricane history photo gallery. Details about three major hurricanes to hit the Northern portions of the East Coast of the United States make every person feel unsafe about the possibilities of a hurricane hitting their hometown!
The Ways Weather and Climate Change Historical Events
Weather and history are integrated topics each having lasting consequences for the other. In fact, everything from space shuttle disasters, to African American history, to music education, and more are weather science topics that can be analyzed for their (sometimes) negative outcomes on historical events.
10 Non-Military Historical Events Drastically Changed by the Weather
History changes as a result of key weather events. From the Hindenburg to Bubonic Plague to the Challenger accident and more, you will learn the role of weather in changing historical events. This exciting tour will lead you through 10 events that changed the course of history! A great addition to a history and science integration lesson plan for educators!
Blame It on the Rain: How the Weather Has Changed History
Blame It on the Rain: How the Weather has Changed History is a new book by author Laura Lee which details how the weather has rewritten historical events. With over 50 short stories ranging from strategic war defeats, to religious occurrences, and to cultural changes, Ms. Lee details the ways in which common weather phenomena literally changed the history books.
Book Excerpt from BLAME IT ON THE RAIN
Weather and history are sometimes intimately related as important events in history have been forever altered due to a sudden rain downpour or temperature extremes. This detailed article connects you to the ways in which history and weather have been partners as meteorological events. Here, author Laura Lee discusses a slave revolt.
Weather Vanes: A Brief History
Weather vanes have been used since at least the first century B.C. These primitive but easy to use weather instruments are the subject of both collectible history and weather history.
A committee of people dedicated to verifying extreme weather records, known as the National Climate Extremes Committee (NCEC), are responsible for the list you will see below. These weather records were established by a recommendation from the NCEC to NOAA. Established in 1997, the team is responsible for only national weather extremes. While...


Careers and Anthropology
As an anthropology major or minor, you acquire skills that are valuable commodities in today’s diverse economy. Nevertheless, some employers may not be aware of what you can do as a student of anthropology. It is important to be able to articulate how anthropology has prepared you for success in the workplace.
Some skills that anthropology teaches and that are of interest to employers are:
- excellent communication skills (both oral and written);
- holistic and critical thinking: assessing situations from multiple perspectives and asking questions that others might not think to ask;
- research design skills, including the ability to investigate and analyze real world problems and to do so in ways that incorporate the perspectives of actual communities, clients, customers, etc.;
- awareness of cultural differences and sensitivity to complex patterns of diversity both at the individual and community level;
- adaptability and flexibility in diverse social settings;
- a sophisticated understanding of contemporary global realities.
All these analytical and empirical skills are invaluable in the contemporary workplace.
Most students who major or minor in anthropology enter professions that might not be considered “anthropological”. Colby anthropology majors and minors have become lawyers, teachers, medical professionals, community organizers, social workers, urban planners, entrepreneurs, consultants, public administrators; journalists; they work in non-profit and for-profit ventures, in the public and private sectors. Whether or not you want to continue on to graduate level studies — be it in Anthropology, another discipline, or a professional field – you will find that the foundational skills of anthropological inquiry will serve you well in whatever career you choose.
For some more ideas about careers in anthropology check out these sites:
American Anthropological Association, Careers in Anthropology
Northern Kentucky University, Careers in Anthropology
Students at the University of South Florida identify real-world applications for their anthropology research.
Internships (click here for a list of ideas and internship links) are a great way to explore different professions and types of employment. Colby’s Career Services can work with you to develop summer or JanPlan internships (including possible funding sources). Career Services can also help connect you with alumni interested in mentoring Colby students with specific career aspirations and help you explore a wide range of career options.


ERIC Number: ED403989
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
Appropriate Limits for Young Children: A Guide for Discipline. Part One [and] Part Two.
This two-part pamphlet assists parents and teachers in setting appropriate limits on children's behavior. Part 1 begins by illustrating the differences between punishment and discipline. It points to four basic reasons for misbehavior: (1) attention; (2) power; (3) revenge; or (4) inadequacy. Each of these reasons are fully defined, and advice for dealing with the behavior is presented. Developmental milestones in the first two years, the preschool years, and middle childhood are discussed in an effort to characterize meaningful and appropriate expectations of children's behavior. Part 1 ends with a listing of key points addressed in the articles, and activities to assist in setting appropriate limits. The second pamphlet begins with a discussion of the three basic parenting styles: the yielder, the enforcer, and the negotiator. Strategies are presented to help parents and teachers reduce discipline problems, including: (1) proper environment; (2) limits; (3) empathy; (4) share the control; (5) share the reasoning; (6) use choice; (7) maintain self-control; and (8) be consistent. Guidance in dealing with undesirable behavior, including teaching natural consequences, logical consequences, time-out, and redirection, is presented. The guide ends with activities which reinforce key points addressed in the articles. (SD)
Descriptors: Behavior Modification, Behavior Problems, Behavior Standards, Child Behavior, Classroom Techniques, Developmental Stages, Discipline, Discipline Policy, Early Childhood Education, Elementary Education, Parenting Styles, Punishment, Self Control, Timeout
North Carolina State University College of Agriculture and Life Sciences, Department of Agricultural Communications, Box 7603, Raleigh, NC 27695-7603 (first copy free; additional copies, $0.50 each).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: North Carolina Cooperative Extension Service, Raleigh.
Identifiers: Disciplinary Styles


Music education is at the core of what it means to educate a child. The goal of Music Education in the PK-12 setting is to develop the musicality of each child: the ability of each child to perceive, process and manipulate music on a personal level. Sequential reasoning skills, temporal/spatial differentiation, and creative problem-solving applications, as well as aesthetic and trans-cultural awareness and positive socialization development are among some of the results which make an appropriate Music Education an essential, fundamental element of the education of every child. Music Education students at VCU are part of an exciting and innovative program designed to guide that musical growth in children.
As students in the Department of Music of the internationally recognized School of the Arts, Music Education majors thrive in an atmosphere of creativity, exceptional musical achievement, and hands-on Music Education methodology and directed field-experiences. Music Education majors at VCU are challenged to demonstrate both excellence through their own personal musicianship as well as superior skills as a preprofessional Music Educator: understanding how music is learned in order to understand how to teach. The VCU Music Education faculty is committed to providing a model of individualized, focused attention to each Music Education major resulting in lasting, positive relationships which continue as each student moves into this stimulating and vital profession.
Successful completion of the Bachelor of Music in Music Education program at VCU leads to Collegiate Teaching Certification by the Commonwealth of Virginia for PK-12 Music Education with either a Choral or Instrumental endorsement. To achieve this, the degree is designed so that each student moves through a prescribed, sequential program of artistic, intellectual, and pedagogical skill development and growth. Appropriate differentiated coursework is designed to support specific demands of either endorsement.
Students who complete the undergraduate curriculum for Music Education receive a Bachelor of Music, with a concentration in Music Education (with a concentration in choral or instrumental), while graduate students are awarded a Master of Music.
Selection and preparation in music education at VCU is based upon an important yet extremely simple premise that every person involved as a learner should have the best instruction possible. This premise implies that every prospective teacher should be committed to the subject of music and its use with people.
VCU is dedicated to developing the most effective teachers for tomorrow’s music classroom. The curriculum is structured to develop personal competencies in music performance, improvisation, conducting, composing, arranging, analysis, history, repertoire and other musical skills. Additionally, students are exposed to teaching techniques and current structures, systems and practices through field experiences of various grade levels — preschool through secondary levels — and student teaching internships.
Music Education majors will find that the department maintains a close partnership with Virginia school districts and has consistently maintained a 100 percent placement rate for students pursuing public school teaching positions.
VCU Music also has the largest collegiate chapter of MENC: The National Association for Music Education in the state. The CMENC chapter provides a forum for future music educators, sponsors numerous service and outreach opportunities and is a significant part of the total pre-professional music education program at VCU.
The Music Education program at VCU Music has a reputation of producing outstanding practitioners and leaders in the profession. Graduates include Daryl Kinney, Ph.D., music education faculty member at Ohio State University; Sherri Matthews, president-elect of the Virginia Choral Directors Association and Henrico County Music Educator of the Year for 2006; Paul Bakeman, nationally recognized leader in Orff-Schulwerk; and Tiffany Hudson, recently appointed to VMEA’s Future Leaders program.
Interested in auditioning? Please view the audition tips.


Coming soon, a ZERO TO THREE edited collection of essays on language and literacy development in the very young child, entitled Cradling Literacy. ZERO TO THREE is making available now one of the chapters, “Cultural influences on early language and literacy teaching practices” (PDF), by Rebecca Parlakian, ZERO TO THREE and Sylviay Sanchez, George Mason University. From the announcement:
“Children learn to communicate in the context of their home culture. Beginning at birth, children use their home language and culturally accepted communication styles to connect with others in a meaningful way, forming the secure relationships that are so intrinsic to healthy development. For the early childhood teacher, it is important to establish supportive, respectful relationships as well-with both families and children. These connections help teachers learn more about the strengths, needs, and culture of every child in their care. Collaborative relationships with families also provide teachers with the information they need to support children’s individual language and literacy development. By creating a richly diverse and welcoming environment, by remaining aware of their own cultural beliefs (and biases), and by identifying a variety of teaching strategies to share the magic of print and language, early childhood teachers can spark a lifelong love of reading in the children they care for”.
Related resource (and a Canadian one too!): mylanguage.ca.


5 themes, 60 chapters, 1,797 activities, 75 pictures
covering 4th Grade curriculum in Language Arts
During the fourth grade year, English Language Arts turns to a focus on reading comprehension and writing. Students are empowered with strategies to break reading text down for understanding. Writing skills and the writing process are taught with a focus on main idea, creativity and fluency. State testing of the students’ knowledge in ELA determines advancement into the upper grades and predicts success in junior high.
Loaded with thousands of questions, apps cover official educational curricula & comply with Common Core State Standards.
This app creates great game dynamics and incentives, so that the user always wants to progress further in the application.
Apps embed a blackboard and a calculator for students to write and calculate directly on the screen without having to leave the app.
A lesson summary is attached to each chapter, to underline the core concepts students should know to answer questions.
Move instantly from one screen to the next. Stop waiting for information to load from a server: bandwidth is no longer an issue.
Apps automatically sync in the background in order to load new activities whenever an Internet connection is available.
Are you a school representative who would like to buy iTooch 4th Grade Grade Language Arts for your entire organization? Good news! iTooch 4th Grade Language Arts is eligible for the Apple Volume Purchase Program (VPP) for Educational Institutions. We will offer you special pricing for purchases of 20 apps or more. To take advantage of this offer, you can buy our iTooch 4th Grade app, instead of buying the content as an in-app purchase of our iTooch Elementary School app. For more information about the Volume Purchase Program, you can consult Apple’s website. Have questions in mind? Feel free to contact us.
iTooch 4th Grade Language Arts author, Jennifer Preston, has a BA from Texas A&M University majoring in English with a minor in Speech Communication. She has public school teaching experience in both Texas and Wisconsin. Her experience as a Program Support Teacher for the Bilingual/ESL program with Madison Metropolitan Schools in Madison, Wisconsin allowed for writing and implementing curriculum.
As of 2011, she is certified in English as a Second Language, Elementary Education, Early Childhood Education, English and Special Education. She continues to stay active in the public school system through volunteering both in classrooms and on committees, tutoring and substitute teaching. She enjoys spending time with her family on their Texas farm, raising horses and gardening.
iTooch 4th Grade Language Arts editor, Vann Trotter, has a master’s degree in journalism from the University of Georgia and a bachelor’s degree in English from Piedmont College in Georgia. He has spent the past 18 years as a copy editor at six newspapers across the United States and has won awards for headline writing and recognition for his editing. His passion for newspapers and editing has also enabled his wanderlust, allowing him to live in places as diverse as Athens, Georgia, Key West, Florida, and Anchorage, Alaska. He and his wife, Jane, now call Raleigh, North Carolina, home. They have one child, a 95-pound boxer named Herschel.


Even Start Family Literacy Program Competitive
Office: Language Arts Literacy
View Published NGO Document (Microsoft Word)
Purpose: The national purpose of the William F. Goodling Even Start Family Literacy Program is to: …help break the years of poverty and illiteracy by improving the educational opportunities of the nation’s low-income families by integrating early childhood education, adult literacy or adult basic education, and parenting education into a unified family literacy program….Even Start provides educational services for the family, parents and children alike, so that adults and their children will be able to take advantage of and benefit from the tremendous opportunities available to them in this Nation. For adults and children with limited English proficiency, Even Start helps them make progress toward acquisition of the English language and attainment of a high level of literacy (No Child Left Behind Act of 2001). The Even Start Family Literacy program supports family-centered educational and parenting activities that engage parents and children in a cooperative effort. This effort is designed to empower parents to become full partners in the educational and social development of their children, thus assisting children to reach their full potential as learners. The focus of the Even Start Family Literacy Program is to impact the life chances of New Jersey families by: Providing instruction to children ages birth to seven that will result in children reading on grade level by age seven; Empowering parents to become their children’s first teachers, utilizing the home and family unit as the most influential learning environment; Providing adult education instruction that leads to the attainment or improvement of literacy skills and the achievement of economic self-sufficiency; Providing parenting education to the parents and/or guardians of those children enrolled in the program to strengthen support of the child’s literacy development and early school success; and Developing community partnerships to form a network of providers that, individually and collectively, take responsibility for providing and strengthening family literacy services (Guide to Quality: Even Start Family Literacy Program, 2001).
Eligible Agencies: An agency applying for grant funding must provide an assurance that its program was developed and will be implemented in partnership between one or more LEAs and one or more non-profit community-based organizations, institutions of higher education (including two-year and four-year institutions), or public or private nonprofit organizations of demonstrated quality other than an LEA (Section 1232(e)(1) of the NCLB).
|Approximate Number of Awards: 5||Grant Program Type: Limited Competitive|
|Total Amt. Available: $805,417||Application Due Date: 6/4/2009|


T EDUC 526
Explores the domain of the arts, particularly music, drawing, painting, and three dimensional expressions such as pottery, sculpture and architecture, to find means of better integrating arts and arts instruction into the school curriculum.
The course emphasizes research and experience based methodology to foster creative expression and visual literacy in K-8 students. Students will learn how to promote the enjoyment of creative exploration through a variety of art media and techniques. Students will be required to read and analyze research articles on theories in art education and human cognition. Based on a comprehensive understanding of the elements and principles of design, students will learn how to guide children to describe, analyze and interpret works of art.
Student learning goals
Promote the sheer enjoyment of experiencing, creating, and teaching art.
Analyze and discuss research and theory in art education.
Correlate basic art concepts and vocabulary with performance modes.
Foster sensitivity to the artistic development of children and the ability to modify art activities for students with varied levels of cognitive development and skill.
Facilitate connections across beliefs, cultures and across curricular areas.
General method of instruction
This is a survey course that focuses on building a framework for understanding and implementing the Art Standards into the basic education of all students Kindergarten through grade eight. Exercises and assignments will be explained through lecture, demonstration, model lessons, art historical examples and childrens' literature. Emphasis will be place on the exploration of the Elements and Principles of Art through in class art projects in the following mediums: Drawing, Painting, Design, Sculpture and Crafts.
The best way to approach art education is with enthusiasm and an open mind. If you are committed, persistent in your practice, and approach projects with dedication you will successfully increase your visual awareness and creative knowledge.
Class assignments and grading
Art Portfolio (inclusive of all in-class artwork) Art Lesson Plan Art Resource Notebook (continuing all materials from the course) Art Critique Poster and Art Elements Poster Group presentation of a Biographical Essay on a selected artist
Attendance and participation are of supreme importance! Timely and regular attendance is integral to your success in this course. Grading is based on the participation and completion of the above objectives. Great emphasis is placed on effort and dedication. Specific percentages and points will be outlined in the course syllabus.


Who can attend: Grades K thru 5
Cost: $20 for first student, $15 each for additional
students, payable at time of registration
Register online by Feb 10 at www.mcgt.net/mummies
Learn about ancient Egyptian civilization
The Egyptian civilization was one of the richest cultures of the ancient world. Join Science Explorers as we uncover this fascinating time in history, learning about pyramids and their mysterious curses, and exploring the past through archaeology. Students will enjoy many hands-on activities including: “digging” for artifacts; creating pyramids, writing their names in hieroglyphics, making amulets and even making mummies using a toy tiger!
About Science Explorers, Inc.
Since 1993, Science Explorers has been providing high quality science and art education programs to students ages 3-14. Science Explorers classes are designed to promote learning through hands-on science and art exploration. For more info visit
This enrichment opportunity is sponsored by the Robbinsdale Chapter of the Minnesota Council for the Gifted and Talented. Questions? Call Elisabeth Grant at 612-599-7797.
Join “Robbinsdale MCGT Parent Group” on Facebook!


Question: "What does the Bible say about Sunday school?"
Answer: The Sunday school movement began in Britain in the 1780s and spread to America in the 19th century. But the Sunday schools of that day were nothing like we have today; they were schools very much like our public schools today, only with the Bible as a core component. They were established to provide an elementary education on Sunday for children who were employed in factories, stores, and farms the rest of the week. Eventually, child labor laws were instituted and the institution of the public school was created, relegating religious instruction to the churches. The American Sunday School Union, a cross-denominational national organization founded in Philadelphia in 1824, published curricular materials and children's books that were used in many Sunday schools in that day.
The Bible does not mention the Sunday school. The idea of teaching, however, is present in the New Testament Greek word paideia and is translated “nurture” in Ephesians 6:4. This word is also translated “instruct” and “chastise” and has the idea of correction and instruction. This is also the purpose of the Word of God. We read in 2 Timothy 3:16-17 that the word of God is profitable for teaching (which is the meaning of the word doctrine), for reproof, for correction and instruction so that the believer is equipped to obey God.
Israel was instructed to teach their children the statutes of the Lord, and the essence of that teaching is found in Deuteronomy 6:4-7: “Hear O Israel: The LORD our God is One LORD.” This is known as the Shema, which is the first word of verse four. Instructions to teach children are also found in Deuteronomy 4:10 and Deuteronomy 11:19. Throughout their history the Jews have conducted, and still conduct, the Yeshiva which is a school for teaching the Torah, the first five books of the Old Testament. It usually began when the child was three to five years old and it was taught only to the boys. That is no longer true. It could be that the Sunday school, which evolved in the evangelical movement, is based upon the premise of the Yeshiva.
We need to remember that in the early years of the church, believers met in homes or caves or areas where they would not be discovered due to persecution. The teaching of God’s truth to children was the job of the parents and was done in the home. Sadly, this practice is no longer a priority in the homes of many believers, and many leave the instruction in God’s Word to the church and what we now call the Sunday school. But what is taught in Sunday school should only be a supplement to what is taught at home. The ideal situation is when the church and family work together to educate children in the faith.
© Copyright 2002-2013 Got Questions Ministries.


Hello, I'm Sue Zake, director of the Office for Exceptional Children at the Ohio Department of Education. I'm pleased to introduce these online learning modules on Ohio’s Academic Content Standards - Extended.
This is an exciting time of change in education for our students with significant cognitive disabilities who participate in the alternate assessment. However, these changes will not come with out some challenges.
Historically, general education content standards were considered “inaccessible” for students with significant cognitive disabilities. Today, teachers’ expectations have increased as these students demonstrate literacy and numeracy skills as a result of their educational program. The 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) introduced this important change in the education for students with significant cognitive disabilities; that all students with disabilities must have access to the general curriculum, be involved in the general curriculum, and progress in the general curriculum.
Through these modules, you will be able to identify the purpose and structure of the Ohio Academic Content Standards-Extended (OACS-E). The OACS-E’s will be applied to a standards-based instructional program that is applicable to the education of students with significant cognitive disabilities. As you advance through the modules, you will be introduced to appropriate methods, tools, and strategies specific to academic content areas.
Knowledge of the general education content standards, as well as extensions to these standards, provides the foundation for successful educational planning for all students, including students with significant cognitive disabilities. Each module is designed to provide training and information to participants wanting to meet the educational needs of these students.
Thank you for your interest in improving instructional practices for students with significant cognitive disabilities, and in your commitment to children with disabilities in general.


How you view Teaching Reading K-2: A Library of Classroom Practices will depend upon your needs and interests. You can view all 12 programs, groups of programs, or an individual program. You can organize your viewing by grade level, teacher focus, or student population. You may choose to follow the guide, step by step, or choose a particular set of questions and viewing tools. You can view the tapes alone or in a group. Whichever video(s) you choose to watch and however you choose to watch it, the following suggestions should enhance your viewing:
- Read the Video Summary, The Teacher and the Class, and Before Viewing sections prior to watching the video. Use the Video Summary to help you decide if a particular video is going to meet your needs. The Teacher and the Class will give you some contextual information you may find helpful as you watch the video. If you are in a study group or running a workshop, you can copy this information for others to read.
- Print out the tools you will use before you view and reflect on the video; e.g., Observational Checklist, KWL Chart, Key Questions, Classroom Strategy Planner, and Literacy Development Chart (for the student case studies).
- Watch the video once in its entirety. After a first viewing, answer the questions in First Impressions. Then, watch the selected video segments featured in the Looking Closer section to focus on important teaching and learning moments in the video. To find these video segments, zero the counter on your VCR/DVD player when you see the Anneberg/CPB logo at the beginning of the video, then fast forward to the image shown in the guide.
- Extend your viewing by doing some of the activities in Making Connections. Read the suggested article, watch relevant videos in the collection, or try out a strategy you saw in the video.


Children need lots of explicit
and systematic phonics instruction in order to be able to read.
Beginning readers need to know that words are made of sounds.
They also need to know which letters make each sound. Because all
words contain vowels, it is usually best to begin teaching vowels. It
is easier to teach short vowels because they are most commonly found in
words with only one vowel. This lesson will focus on a = /a/.
Students will review the short a sound, and then the students
will practice spelling and reading words with the /a/ sound.
Materials: Class set of Elkonin boxes
Class set of letter manipulatives
Overhead Elkonin boxes and letter manipulatives (a,b,c,d,g,k,l,m,n,p,r,s,t)
Class set of A Cat Nap by Educational Insights
Sentence strip with tongue twister
1. Introduce the lesson: "Today we are going to be learning about the short vowel A and the sound that it makes. Every time you see an /a/ in a word, you will make the sound of a crying baby. I want everyone to act like a baby, ready, aaahhhh, Good! We need to know about this sound because we use it all the time.
2. Introduce the tongue twister to the students. Hold up a sentence strip: "Ok, now lets say the tongue twister together: Ashley gave her alligators apples after they asked nicely.
3. Using the overhead and the letter manipulatives, ask the students to name words with that sound in them and model the way to sound out the sounds in the words to the class. "Who can give me a word that has a crying baby sound? Good, nap. Now, if I was going to spell that word, I would listen to the sounds, /n/, /aaaaaa/ (thereās our sound), and /p/." Practice more words using the Elkonin boxes.
4. "Now I want all of you to get out your boxes and letters and we are all going to practice a few words." Have the students leave their letters on their boards and then check the spelling. Start with three phoneme words, then move to four and five phonemes. [s] [a] [d] [l] [a] [p] [b] [a] [ck] [g] [l] [a] [d] [l] [a] [m] [p] [s] [t] [r] [a] [n] [d]
5. "Now I am going to spell back a few words to you. If you know what word Iām spelling, raise your hand and you can answer." Without using the boxes, spell out the words to make sure they can really spell them.
6. With the book A Cat Nap, get into small groups or partners with children and have the students read the book aloud. They can assess each other by grading each other on reading speed, expression, and knowing more words
Assessment: For an assessment, have a picture sheet made out with lots of different pictures using different sounds and have the students circle the pictures with the /a/ sound in their name. Have pictures of apples, alligators, desks, lamp, shirt.
Eldredge, J. Lloyd. (1995) Teaching Decoding in Holistic Classrooms. New
Jersey: Prentice Hall, 54-57.
Alison Bradley: Excellent E!!: http://www.auburn.edu/rdggenie/guidelines.html
Click here to return to Beginnings.


From CreationWiki, the encyclopedia of creation science
Discovery - Scripture & Science for Kids is one of the few creationist magazines specifically published for children. The target audience for Discovery is children between the ages of eight and twelve.
Published by Apologetics Press since 1990, Discovery contains articles ranging from archaeology and dinosaurs to various aspects of Christian theology and apologetics. Issues contain articles as well as a question and answer section where "Digger Doug," a cartoon mole, "digs" up answers to questions submitted by readers.
Discovery's website contains an archive of past articles, an archive of past questions to and answers from "Digger Doug," cartoons and games.
Discovery can be purchased online from the Apologetics Press webstore as a subscription or as twelve-issue bound volumes from previous years. Discounts are given for bulk purchases and home-schoolers.


Posted on 21 February 2011.
Flipping back to the pages of history, we would find that most successful people in life had one thing in common; they were all inquisitive as a child. Backgrounds do not matter neither does the culture or religion. It is the environments in which children grow provide a medium for a well rounded growth of a child. Growing up is not important it is the proper development and inculcation of right kind of habits and values in a child that results in a pleasing personality. The exploring capabilities are infinite in kids, remember how a crawling kid moves to the edge of a bed and falls off to his dismay. The ignorance of results and the motive to explore is the basic foundation of learning and development. There is no knowledge if there is fear and there is no learning if there is not any doubt. Thus it is very essential to be supportive and extremely patient especially while dealing with younger lots. This platform gives a great chance to jot down top ten best methods to bring up children in a manner that wins hearts and minds.
1. Ensuring proper health
A healthy child can grow up and adjust to all the changes properly. Ill health makes a child lag behind in studies and other co curricular activities in school. A child who does not keep well most of the times is also low in terms of social skills and feels shy to mix up with others. Thus a well balanced nutritional diet and proper hygiene go a long way in way in keeping a child healthy.
2. Providing Right Education
Schooling plays a vital role in the development of a child. It is the parents’ responsibility to provide proper schooling and education to their children. School takes care of the formative years of a child’s life, ranging from elementary education to playful activities and making friends for life all happen in the school days.
3. Inculcating culture
The child is the bearer of culture and tradition, he is the fore runner of the human race and life on earth; thus inculcation of proper traditions and culture is another vital aspect of bringing up children. However a thin line differentiates tradition from habits and fads from culture. Thus the responsibility lies on parents’ shoulders to provide right set of education as far as their family traditions and culture is concerned, so that the torch that he bears for his future generation emanates same kind of wisdom and brightness.
4. Teaching discipline
Teaching discipline is yet another task the parents are responsible for as it is in the company of parents that a child learns the difference between right and wrong. Discipline includes respect and right treatment of elders, peers and younger ones. Discipline reflects not only in behavior but also in day to day routine and other habits of keeping clean or eating.
5. Developing self confidence
Developing self confidence in kids is the key to a bright future. Supporting kids to be inquisitive and respecting their opinions, helping them to learn from their mistakes and letting them take minor decisions in life is the cornerstone of harvesting self confidence in children. This confidence makes a child smart enough to face the world on his own.


Meet the way you teach and the way your students learn with various pathways into the content for all levels and types of learners. Built around the Understanding by Design® framework, this program uses Essential Questions to stimulate conversation, emphasize source analysis and hands-on learning. America: History of Our Nation helps students achieve an Enduring Understanding of America’s past and why it remains important to us today.
Help students develop a deeper understanding of the content by making personal connections to history.
Learn more about:
Essential Questions introduce new concepts, topics, and ideas, and challenge students to gain a greater understanding of how enduring American history issues are relevant and still affect them today. Found at the beginning of each chapter, Essential Questions continuously reinforces the content while connecting what students are learning to their lives and the larger world around them.
PresentationeEXPRESS™ Premium offers a wide array of options to help students connect to the content: audio, video, and interactive resources can preview topics and give teachers options to delve deeper into key topics or issues.
With America: History of Our Nation, students have options at each stage of instruction to read about new concepts and content, engage in hands-on activities, and explore history through dynamic, interactive technology that bring the people, sights, and sounds of American history to life.
Learn more about:
The core components – Student Edition, the Interactive Reading and Notetaking Study Guide, hands-on activities, and the digital course – are tied together through Understanding by Design® based Essential Questions so that they can be used in any combination depending on teacher preference.
The Historian Apprentice Learning System extends the exploration of the Essential Question beyond the textbook. Using the Apprentice Pack hands-on materials, online interactivities, and Web Quests, students can interact with Essential Questions while developing 21st Century skills.
The Historian’s Apprentice Activity Pack offers Essential Question-based inquiry to drive student comprehension. These hands-on packs contain the primary and secondary source materials students use to explore and enrich the topics covered in the Student Edition
Students have a variety of assessment task options that require them to transfer their knowledge. When they can successfully apply lesson content, they have achieved Enduring Understanding of the content. America: History of Our Nation provides many opportunities for students to demonstrate what they've learned so you can assess for success!
Learn more about:
• The interactive Reading and Notetaking Study Guide allows for differentiated instruction and assessment success by offering study guides for students in on-level, adapted, and Spanish versions.
Success Tracker is an online, formative assessment and remediation management system correlated to state standards. It helps teachers provide personalized remediation for each student and provides you with powerful, disaggregated data analysis of student performance.
Students will take online assessments and be provided instant remediation on areas of weakness. Teachers will instantly receive feedback on test results, and get the reporting they need to evaluate students and classes on state standard performance.
UNDERSTANDING BY DESIGN® and UbD™ are trademarks of ASCD, and are used under license.
Our fully digital programs and ebooks provide cutting-edge online instruction with a seamless transition from the textbook, allowing students to complete assignments, access videos and activities, and take online tests and remediation.
Pearson encourages 21st century learning by infusing the core subjects and themes throughout our programs—Life and Career Skills, Learning and Innovation Skills, and Information, Media, and Technology Skills. The ultimate goal—to ensure that every child is prepared for the 21st century with skills like critical thinking, problem solving, creativity, innovation and global competence.
With Pearson’s interactive whiteboard-ready resources, students become more active and collaborative classroom learners and teachers are able to deliver memorable lessons, engage all types of learners, and reduce class preparation time.
Language-acquisition expert, Dr. Jim Cummins, has worked exclusively with Pearson to embed powerful teaching approaches into Pearson programs, ensuring that English language learners receive the same high quality education as their peers. Dr. Cummins’ expertise in literacy development in multilingual school contexts, as well as the role of technology in promoting language and literacy development, have made Pearson programs the most effective resources for today’s ELLs.
RTI is an ongoing instructional process of using assessments to inform instruction that leads to improved student performance. Pearson's Response to Intervention solution provides a continuum of accelerated intervention strategies that assess, instruct, and monitor at every level for the best possible outcome. Unlike other modular solutions, Pearson's combination of continual progress monitoring and instruction ensure long-term, sustained results.


by Sharon Chiang
In honor of the last week of Caribbean Heritage Month, we here at NALP have collected biographies of some notable elected officials of Caribbean descent who have served their country and changed the face of American leadership.
Shirley Chisholm: First Caribbean (and African American) Congresswoman
"Service is the rent that you pay for room on this earth." Shirley Chisholm was the first African American of Caribbean descent ever elected to Congress. Her love for public service is evident through her dedication to advancing women and minorities. Chisholm grew up in New York City, Brooklyn, and at one point, Barbados with her grandmother Emaline Seale. Her father was from British Guiana and her mother from Barbados. Although Chisholm spent most her childhood in Barbados, in 1946 she returned to the U.S. and attended Brooklyn College. After college, she continued her education at Columbia University’s Teacher’s College where she earned a Master’s degree in elementary education. After working as a teacher, she became involved in grassroots organizing and with the Unity Democratic Club where she forged her community ties that made it possible for her to win a 1964 bid for a New York State Assembly seat. In 1968, she ran as the Democratic candidate for New York’s 12th district congressional seat, and became the first African American woman elected to Congress. During her tenure, she focused on bills pertaining to childcare and women, and advocated for better treatment of Haitian refugees during President Carter’s term. Chisholm would go on to serve in Congress for seven terms and, in 1984, help form the National Political Congress of Black Women (NPCBW).
David Paterson: First Afro-Jamaican Governor
David Paterson’s Caribbean roots stem from his father’s half Afro-Jamaican heritage. Paterson’s biography is truly inspiring. As a newborn he developed a serious ear infection that damaged his left eye and limited his vision in his right, leaving young Paterson legally blind. Despite his blindness, however, Paterson was able to graduate from Columbia University and study law at Hofstra University. He went on to work in the Queens District Attorney’s Office as an assistant district attorney and run for the State Senate at the age of 31. Paterson eventually became New York’s first Afro-Jamaican Lieutenant Governor and later the governor of New York. Today, Paterson still continues his role as a public servant as a member of the Democratic National Committee and as a board member of the Democratic Legislative Campaign Committee. In addition to his political work, his experience with his disability has inspired him to be an advocate of the American Foundation for the Blind.
Colin Powell: First Jamaican U.S. Secretary of State.
Colin Powell was born in Harlem, New York to Jamaican immigrant parents, Luther and Maud Powell. After attending various New York City public schools, he enrolled in City College of New York to study geology and later drastically changed the direction of his career by joining the Reserve Officers Training Corps (ROTC). Powell became the commander of his unit’s drill team and later, the 2nd lieutenant of the US Army after his graduation. Powell returned from the army, earning his MBA from George Washington University and was promptly assigned to work at the Office of Management and Budget under the Nixon administration. When Reagan became President, Powell was appointed as his National Security Advisor, advising the President on international affairs, specifically those with the Soviet Union. In 1992, President George H. W Bush appointed Colin Powell to be Chairman of the Joint Chief of Staff where he oversaw 28 military and political crises, including the infamous Operation Desert Storm. Powell’s extensive military experience would lead President George W. Bush to appoint him as the U.S. Secretary of State, making Powell the first U.S. Secretary of State of Jamaican descent.


Pediatric Physical Therapy published research on weight and gross motor skill development in young children. Body mass index and gross motor skill level was determined for 4650 kindergarteners. The results indicated that children with obesity exhibited decreased motor skills compared to their peers especially with respect to locomotor and balance skills.
Reference: Roberts, Dawn; Veneri, Diana; Decker, Robert; Gannotti, Mary. Weight Status and Gross Motor Skill in Kindergarten Children. Pediatric Physical Therapy. 24(4):353-360, Winter 2012. doi: 10.1097/PEP.0b013e3182680f19


English | Item #: 1386
Spanish | Item #: 1393
Our Program for Infants, Toddlers & Twos
Our Parent Guides help parents learn how to partner with teachers for a successful school year and reassure parents that their children are well-taken care of and safe.
From math and literacy development to inside looks into The Creative Curriculum® classroom, our guides show parents simple ways to build skills and encourage healthy development and learning. Each guide is sold in sets of 10 for easy distribution to every parent in the class.
Our Program for Infants, Toddlers & Twos enables you to share information about how you provide a high-quality environment where children are safe, healthy, and happy. It explains to families how warm and responsive care at home and in child care settings can shape children’s ability to learn and supports their social–emotional, physical, and cognitive development.
Included is information about the building blocks of language and literacy, mathematics, and science.
Includes: each copy is 46 pages, paperback; sold in sets of 10 copies


Instructor: Dr. Michelle Tillander, Assistant Professor
This course provides an overview of qualitative and quantitative research methods and explores research literature in the field of art education. Research design, data collection, analysis, validity, and report writing will all be covered.
This course is structured to introduce you to various qualitative and quantitative approaches to conducting research in the field of art education. Course emphasis will be on identifying and evaluating prospective research problems and questions in art education, examination of related research literature, and development of a research project proposal. At the completion of this course, you will have an advanced knowledge of:
- selected qualitative and quantitative research methods as they apply to art education
- research literature in the areas of art education, education, and related fields of study
- the procedures and steps involved in planning a scholarly research project
Your ultimate goal in this course is the preparation of a detailed plan (proposal) for a master’s thesis or research project in art education. As part of the process, you will clarify and refine your research topic and questions. You will focus on the context within which your topic is important through the development of an annotated bibliography that establishes precedents for each part of your project. You will choose a set of procedures and techniques that will allow you to carry out your study, and create a viable work plan/time table. All these parts will be synthesized in a high-quality, well-written document, and a short presentation via the web of your proposal to the class.
The primary instructional methods of this class include lectures and group discussions of assigned readings. Extensive outside research will be required to help students achieve the course objectives. Education is an ongoing process of self-reflective synthesis of course content, individual research, and future paths. You should take every opportunity to extend the class in a direction that is most valuable to your unique needs in pursuing your art educational career goals.
To achieve the objectives of the course, you will:
- read and synthesize selected readings in art educational research
- construct an annotated bibliography on a subject of research in the field of art education
- conduct a pilot-study/case study based on a researchable question(s) of personal interest
- complete a written proposal for an independent research project
- make a short presentation via the web of his/her semester’s research proposal and/or pilot study
Last revised on: March 15, 2012 at 1:00 pm


22 pages matching curricula in this book
Results 1-3 of 22
What people are saying - Write a review
Giving Art As a Discipline the Recognition It Deserves
A review by Daniel L. Berek
Plato, in his Republic, decreed that art should be a part of everyone's education. He may have been drawing upon Pythagoras's philosophy that the arts have the power to heal. In the US, it was John Dewey who, in his 1916 classic "Democracy and Education," stated that art needed to go beyond “the stimulations of eccentric fancy and emotional indulgences,” and be available to everyone, including the laboring classes. “Education has no more serious responsibility than making adequate provision for enjoyment of recreative leisure; not only for the sake of immediate health, but still more if possible for the sake of its lasting effect upon habits of mind. Aft is again the answer to this demand.” Professor Dewey went on, in 1934, to elaborate on his theory on the importance of art in education for all people in "Art as Experience." However, in most elementary and high schools art either languished as a recreational activity to produce decorative crafts or as a nice, but not critically necessary activity reserved for students with a talent for creating works. With much fanfare, the controversial 1983 report "A Nation at Risk" underscored the need for school reform, especially in the sciences and mathematics. However, the document also spurred the creation of national and state standards for what is being taught, especially in those subjects deemed "the basics." Author W. Dwaine Greer argues that art should be one of the basic subjects on the same level as the sciences, mathematics, and language arts. Long a proponent of Discipline-Based Art Instruction (DBAE), a project sponsored by the Getty Center for Education in the Arts, art is a discipline in itself. What art does is to provide a meaningful visual context in which to recall and apply ideas in other disciplines; it must go beyond rote learning and recalling facts or works of art and enable students to apply their knowledge and experience to new situations both within school and beyond it. Lady Liberty, for example, is not only a work of art, it also evokes in students important ideas and concepts, that is, freedom and what it means to be an American. Although the chapters on establishing a DBAE program, how the existing program came to be, and national standards movements might be dated or less relevant than when the book was published, they do contain some valuable ideas about the place of art in the overall curriculum. The short section on Goals 2000 can be skipped over; after all, does anyone still remember that document? Where the book is strong is in its advocacy of multicultural education and the role art can play. The reader should be aware of another movement in art education, Teaching Artistic Behavior; though it was a movement since the 1970s and in existence during the DBAE reforms, it did not become an official teaching organization until 2001, four years after this book was published. Nevertheless, for an overview of teaching art and recognizing it as a discipline worthy on its own, it does make a good case.


Latest update: May 27th, 2013
Judith Feld Carr clearly remembers the initial impetus for her extraordinary activities in the rescue of Syrian Jewry: “When I was 10 years old, Sophie told me, you have to do something so that this never happens again to the Jewish people.’ I never forgot it.”
Sophie, a Holocaust survivor, was ten-year-old Judy Lev’s neighbor in Sudbury, a small northern Ontario mining town in Canada where the young girl was exposed to Jewish suffering early on. “I was the only Jew in school. I was beaten up in grade two for killing Christ – they knocked out my front teeth,” Judith Feld Carr recalls. No wonder Sophie’s narrative of Auschwitz, where the latter’s two children were killed and where she herself was a victim of Dr. Joseph Mengele’s horrifying experiments, made a deep impression on the traumatized adolescent. And she made up her mind not to let anything like the Shoah happen again.
After Judy finished high school in 1957, she left Sudbury to study music education at the University of Toronto, where she gained both a bachelor’s and master’s degree in music education and musicology. She also became a specialist in instrumental and vocal music at the university’s Ontario College of Education. In 1960, Judith Lev married a young physician, Ronald Feld, and became a mother of three children: Alan Harold, Gary Alexander and Elizabeth Frances.
In the 1970′s, an article in the Jerusalem Post reminded Judy of Sophie’s narrative, and she decided to act. The news item told of twelve young Jews whose bodies were mutilated when they stepped on a minefield while trying to escape from Syria. At that time Syrian Jews were subjected to restrictions reminiscent of the Nuremberg Laws during the Holocaust. Jews were not allowed to travel more then three kilometers without a permit and were forced into ghettos. Their synagogues were burnt, business and educational opportunities for Jews were strictly limited, and those who tried to escape were often tortured or killed.
Her husband, Dr. Ronald Feld joined forces with Judy, and they began a clandestine underground railroad to save the Jews of Syria. They succeeded in contacting Rabbi Ibrahim Hamra, the Chief Rabbi of Syria in Damascus, and began operations by sending Hebrew books to Syria, using quotes from them as codes to communicate.
In 1973, after her husband died, Judy continued the work alone, supported by the Dr. Ronald Feld Fund for Jews in Arab Lands, set up by the Beth Tzedek Congregation. Four years later Judy Feld married Donald Carr who also cooperated in her efforts. Over time, it became clear that there were people in Syria who could be bribed so that Jews could be “ransomed.” “So, I started to buy people for a price,” she reveals. In time Judy developed networks through which she funneled money to agents for ransom. “How do you negotiate the price of human lives? I was breaking up children from their parents. It was like the 1940s, they were desperate to get their children out,” she says softly. During a period of 28 years Judith Feld Carr carried out the rescue of 3,228 Jews from Syria.
She has received many awards for her heroic efforts on behalf of Syrian Jewry, but the one she holds closest to her heart is the Order of Canada. “It’s amazing. I got the Order of Canada for saving Jews. That had never happened in Canadian history.”
Among the Jews rescued from Syria, who now live in Israel, Mexico City and Sao Paolo, Brazil, many have named their children after Judith Feld Carr, this remarkable heroine of rescue, an amazing woman to whom they owe their lives.
About the Author:
If you don't see your comment after publishing it, refresh the page.


Teaching Children Science: Hands-On Nature Study in North America, 1890-1930
My daughters were fortunate that right in the heart of Ann Arbor they were able to attend an elementary school adjacent to a large woods. The school system zealously guarded this nature area and routinely turned down offers from developers to buy it. I remember when a sawmill owner discovered that the preserve contained a huge black walnut tree. He offered the schools thousands for it, but, thankfully, it is still there.
Someone told me that some scholar from the University of Michigan published the definitive work on salamanders based on his or her observations at a pond in the woods. When my kids were young the teachers at their school routinely used the woods for nature study. I remember in particular when they gathered and then investigated the contents of owl pellets to discover these birds ate.
I used to think that it would be fun to be an itinerant elementary school science teacher if I had access to places like the Eberwhite woods. It would be fun to introduce the kids to books like Euell Gibbons’s Stalking the Wild Asparagus and then take them out into the field to find the things Gibbons described. One could also use parts of books like Annie Dillard’s Pilgrim at Tinker Creek to hone students’ powers of observation.
In this new book, Kohlstedt, who is professor in and director of the Program in History of Science and Technology at the University of Minnesota, describes a curriculum known as nature study that flourished in the early twentieth century in major city school systems, streetcar suburbs, small town, and even rural one-room schools. This object-based approach to learning about the natural world marked the first systematic attempt to introduce science into elementary education, and it came at a time when institutions such as zoos, botanical gardens, natural history museums, and national parks were promoting the idea that direct knowledge of nature would benefit an increasingly urban and industrial nation.
The definitive history of this once pervasive nature study movement, Teaching Children Science emphasizes the scientific, pedagogical, and social incentives that encouraged primarily women teachers to explore nature in and beyond their classrooms. Kohlstedt brings to life the instructors and reformers who advanced nature study through on-campus schools, summer programs, textbooks, and public speaking. Within a generation, this highly successful hands-on approach migrated beyond public schools into summer camps, after-school activities, and the scouting movement. Although the rich diversity of nature study classes eventually lost ground to increasingly standardized curricula, Kohlstedt locates its legacy in the living plants and animals in classrooms and environmental field trips that she says remain central parts of science education today.


The Leading eBooks Store Online
for Kindle Fire, Apple, Android, Nook, Kobo, PC, Mac, Sony Reader...
Passing the Numeracy Skills Test
This book outlines the test requirements and explains the essential subject knowledge needed. Fully updated to comply with the TDA standards, this edition also includes a glossary and suggestions for further reading. At least 100 practice questions and answers enable trainees to prepare to complete their test confidently and successfully.
80 pages; ISBN 9781844454150
, or download in or
Differentiated Instructional Strategies Professional Learning Guide 2013 US$ 32.95 161 pages
IB Theory of Knowledge 2013 US$ 39.69 450 pages


After School Programs
The term used for programs that are outside the regular school day. The programs are intended to keep kids productive and off the streets, but music is often one of the curricular areas suggested for placement outside the regular curricular day, and that can mean death to the program. An after or before school music program is a great way to enhance a school music program, but only if it is in addition to in-school music instruction. (see Co-curricular and Extra-curricular)
Curricular activities or events that occur outside the school day, but are not extra-curricular, like public concerts, drama productions and art shows that are produced by music and theater departments and art classes.
Under federal policy enacted in the 1990s, music is considered a part of the core curriculum. Math, English and Science are the three subjects that are regularly tested for proficiency and funding may be directly affected by a district’s ranking. Some states have instituted testing in the arts..
Normally refers to educational programs that occur during the regular class day. Music education is curricular but since music activities sometimes occur outside the regular schedule, the programs are sometimes redefined as extra-curricular and are thus made more vulnerable to budget cuts. Examples of curricular music activities include rehearsals of music organizations in preparation for co-curricular concerts.
Any curricular option that is not a required component of the curriculum.
These are activities held outside the regular school day in which public service is a primary purpose even though they may be a direct outcome of curricular activity.
Refers most commonly to programs for students in earlier grade that are designed to prepare them for higher level participation in a particular area of study. For example, students enrolled in elementary band would then “feed into” middle school or high school band programs. The elimination of such feeder programs has a detrimental effect on further music participation the higher grades.
“Pay to Play”
One of the ways that school districts develop additional sources of revenue is to add participatory fees for co-curricular or extra-curricular activities. At times, these fees are imposed on curricular and co-curricular aspects of music programs.
Source: Support Music


A child is never too young to be introduced to a love of reading. Even the youngest babies will gradually come to associate books with the soothing sound of a parent’s voice. By establishing reading time as an enjoyable time, a parent is helping to jump-start a lifetime of reading and learning.
Numerous studies have identified the many benefits of early literacy development — benefits that last throughout childhood and beyond:
Expanded vocabulary and writing skills.
Healthy social and emotional development.
Longer attention spans, promoting better retention of information in school.
Enhanced imaginative and critical thinking skills.
A sense of closeness and intimacy between parent and child.
Enhanced memory and higher levels of concentration.
Parents, being the primary role model, have a wonderful opportunity to read nightly to their children and instill an interest in reading and a love for stories.
Fortunately, a deployed parent can still read a story to their child nightly through a service provided by the online children’s book service, A Story Before Bed.
Jackson Fish Market, the creators of the online service, are giving away 100,000 free children’s books online to deployed and deploying parents serving in the U.S. Armed Forces.
Jackson Fish Market launched A Story Before Bed as the first and (still) only service that lets parents and grandparents record videos of themselves reading children’s picture books to their kids. Children can watch the stories in a Web browser or in the exclusive A Story Before Bed app for the iPad, iPhone or iPod Touch.
Military parents can register for a free subscription on the A Story Before Bed website at http://www.astorybeforebed.com/military. They’ll receive a free subscription, which entitles them to record any of 25 books currently included in the “subscription collection.” Recordings combine a video of the reader along with full screen images of the pages of the book being recorded. The video and audio are synchronized to the pages of the book, allowing the viewer to jump to any part of the book, or have a page reread to them as often as they like. If a child is at a reading level where he/she is reading aloud, the child can read the book and the deployed parent can watch and see the reading progress. Recordings are accessible indefinitely, even after the subscription period runs out.
In early testing of the program, Jackson Fish Market has already given away 3,400 recordings. The company is asking its fans for help giving away the remaining 96,600 recordings by getting the word out via Facebook, YouTube, and other social media outlets.
Your recording can also be shared on those outlets for family to view.
Additionally, parents preparing for deployment can utilize the service “United Through Reading,” available at the Naval Base Ventura County Fleet and Family Support Center. Parents can choose from a selection of available books, read the book aloud, have an FFSC staff member video record the reading, and take the DVD and book home to your child. Your child can view the DVD as many times as he/she would like and read along with the book in hand. Please contact the FFSC at 982-5037 for more details.
As the holiday season approaches, an amazing gift that a parent can give a child is the gift of reading. A child’s interest and love for reading will greatly benefit academics and well-being.
— For any K-12 education-related questions, contact the NBVC school liaison officer at 989-5211 or firstname.lastname@example.org