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Summary: Researchers have developed a computer system that could help to detect subtle speech and language disorders in time for early intervention. Computer system could help identify subtle speech, language disorders in time for early intervention. For children with speech and language disorders, early-childhood intervention can make a great difference in their later academic and social success. But many such children — one study estimates 60 percent — go undiagnosed until kindergarten or even later. Researchers at the Computer Science and Artificial Intelligence Laboratory at MIT and Massachusetts General Hospital’s Institute of Health Professions hope to change that, with a computer system that can automatically screen young children for speech and language disorders and, potentially, even provide specific diagnoses. This week, at the Interspeech conference on speech processing, the researchers reported on an initial set of experiments with their system, which yielded promising results. “We’re nowhere near finished with this work,” says John Guttag, the Dugald C. Jackson Professor in Electrical Engineering and senior author on the new paper. “This is sort of a preliminary study. But I think it’s a pretty convincing feasibility study.” The system analyzes audio recordings of children’s performances on a standardized storytelling test, in which they are presented with a series of images and an accompanying narrative, and then asked to retell the story in their own words. “The really exciting idea here is to be able to do screening in a fully automated way using very simplistic tools,” Guttag says. “You could imagine the storytelling task being totally done with a tablet or a phone. I think this opens up the possibility of low-cost screening for large numbers of children, and I think that if we could do that, it would be a great boon to society.” The researchers evaluated the system’s performance using a standard measure called area under the curve, which describes the tradeoff between exhaustively identifying members of a population who have a particular disorder, and limiting false positives. (Modifying the system to limit false positives generally results in limiting true positives, too.) In the medical literature, a diagnostic test with an area under the curve of about 0.7 is generally considered accurate enough to be useful; on three distinct clinically useful tasks, the researchers’ system ranged between 0.74 and 0.86. To build the new system, Guttag and Jen Gong, a graduate student in electrical engineering and computer science and first author on the new paper, used machine learning, in which a computer searches large sets of training data for patterns that correspond to particular classifications — in this case, diagnoses of speech and language disorders. The training data had been amassed by Jordan Green and Tiffany Hogan, researchers at the MGH Institute of Health Professions, who were interested in developing more objective methods for assessing results of the storytelling test. “Better diagnostic tools are needed to help clinicians with their assessments,” says Green, himself a speech-language pathologist. “Assessing children’s speech is particularly challenging because of high levels of variation even among typically developing children. You get five clinicians in the room and you might get five different answers.” Unlike speech impediments that result from anatomical characteristics such as cleft palates, speech disorders and language disorders both have neurological bases. But, Green explains, they affect different neural pathways: Speech disorders affect the motor pathways, while language disorders affect the cognitive and linguistic pathways. Green and Hogan had hypothesized that pauses in children’s speech, as they struggled to either find a word or string together the motor controls required to produce it, were a source of useful diagnostic data. So that’s what Gong and Guttag concentrated on. They identified a set of 13 acoustic features of children’s speech that their machine-learning system could search, seeking patterns that correlated with particular diagnoses. These were things like the number of short and long pauses, the average length of the pauses, the variability of their length, and similar statistics on uninterrupted utterances. The children whose performances on the storytelling task were recorded in the data set had been classified as typically developing, as suffering from a language impairment, or as suffering from a speech impairment. The machine-learning system was trained on three different tasks: identifying any impairment, whether speech or language; identifying language impairments; and identifying speech impairments. One obstacle the researchers had to confront was that the age range of the typically developing children in the data set was narrower than that of the children with impairments: Because impairments are comparatively rare, the researchers had to venture outside their target age range to collect data. Gong addressed this problem using a statistical technique called residual analysis. First, she identified correlations between subjects’ age and gender and the acoustic features of their speech; then, for every feature, she corrected for those correlations before feeding the data to the machine-learning algorithm. “The need for reliable measures for screening young children at high risk for speech and language disorders has been discussed by early educators for decades,” says Thomas Campbell, a professor of behavioral and brain sciences at the University of Texas at Dallas and executive director of the university’s Callier Center for Communication Disorders. “The researchers’ automated approach to screening provides an exciting technological advancement that could prove to be a breakthrough in speech and language screening of thousands of young children across the United States.” Source: Larry Hardesty – MIT Image Source: This NeuroscienceNews.com image is credited to Jose-Luis Olivares/MIT. Original Research: The study was presented at the Interspeech Conference on Speech Processing in San Francisco. [cbtabs][cbtab title=”MLA”]MIT. “Automated Screening for Childhood Speech Disorders.” NeuroscienceNews. NeuroscienceNews, 22 September 2022. <https://neurosciencenews.com/neurodevelopment-speech-disorders-5102/>.[/cbtab][cbtab title=”APA”]MIT. (2022, September 22). Automated Screening for Childhood Speech Disorders. NeuroscienceNews. Retrieved September 22, 2022 from https://neurosciencenews.com/neurodevelopment-speech-disorders-5102/[/cbtab][cbtab title=”Chicago”]MIT. “Automated Screening for Childhood Speech Disorders.” https://neurosciencenews.com/neurodevelopment-speech-disorders-5102/ (accessed September 22, 2022).[/cbtab][/cbtabs] Consensus and experience trump leadership, suppressing individual personality during social foraging Whether individual behavior in social settings correlates with behavior when individuals are alone is a fundamental question in collective behavior. However, evidence for whether behavior correlates across asocial and social settings is mixed, and no study has linked observed trends with underlying mechanisms. Consistent differences between individuals in boldness, which describes willingness to accept reward over risk, are likely to be under strong selection pressure. By testing three-spined sticklebacks (Gasterosteus aculeatus) in a risky foraging task alone and repeatedly in shoals, we demonstrate that the expression of boldness in groups is context-specific. Whereas personality is repeatable in a low-risk behavior (leaving a refuge), the collectively made consensus decision to then cross the arena outweighs leadership by bolder individuals, explaining the suppression of personality in this context. However, despite this social coordination, bolder individuals were still more likely to feed. Habituation and satiation over repeated trials degrade the effect of personality on leaving the refuge and also whether crossing the arena is a collective decision. The suppression of personality in groups suggests that individual risk-taking tendency may rarely represent actual risk in social settings, with implications for the evolution and ecology of personality variation. “Consensus and experience trump leadership, suppressing individual personality during social foraging” by Nicholas D. McDonald, Sean A. Rands, Francesca Hill, Charlotte Elder and Christos C. Ioannou in Science Advances. Published online September 14 2022 doi:10.1126/sciadv.1600892

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Fifth Grade Language & Grammar Unit – ELA Practice & Test Prep – Digital Download TWELVE complete 5th Grade Language & Grammar lessons, TWELVE FULL-COLOR Content Posters, Correlative Conjunctions Task Cards, and Perfect Tense Verbs Task Cards aligned with the 5th Grade Common Core READING, WRITING, and LANGUAGE Standards. Each lesson features high-interest content, engaging hands-on activities, and Journal assignments that are perfect for Interactive Language Notebooks. We’ve created this entire Language Unit with an American History theme, just for 5th graders!Read More EACH OF THE 12 LESSONS FEATURES: - a FULL-COLOR Language Poster – simply print, laminate, and hang in your classroom - a COMPLETE 5th Grade Language Lesson with highlighted Text Features - a Close Journal Activity featuring Main Ideas and Details (great for Interactive Notebooks!) - Rigorous Common Core Language Practice and Sentence Writing for each 5th Grade Concept - a 5th-grade Extension Activity or Writing Assignment – we take students through the entire Writing Process FIFTH-GRADE LESSONS AND STANDARDS: Lesson 1 – Conjunctions CC.5.L.1a Lesson 2 – Prepositions CC.5.L.1a Lesson 3 – Interjections CC.5.L.1a Lesson 4 – Perfect Verb Tenses CC.5.L.1b, CC.5.L.1c, CC.5.L.1d Lesson 5 – Correlative Conjunctions CC.5.L.1e Lesson 6 – Context Clues CC.5.L.4a Lesson 7 – Prefixes CC.5.L.4b Lesson 8 – Suffixes CC.5.L.4b Lesson 9 – Conventions CC.5.L.2, CC.5.L.3, CC.5.L.6 Lesson 10– Reference Tools CC.5.L.4c Lesson 11 – Figurative Language CC.5.L.5a, CC.5.L.5b Lesson 12 – Word Relationships CC.5.L.5c In addition to the Common Core Language Standards, Writing activities (Persuasive Writing, Essay Writing, Creative Writing) in 5th Grade Language focus on these COMMON CORE WRITING STANDARDS: Opinion Writing CC.5.W.1a – 1d Writing Informative and Expository Texts CC.5.W.2a – 2e Writing Narratives CC.5.W.3a – 3e Producing Coherent Writing CC.5.W.4 Strengthening Writing through Revision CC.5.W.5 Conducting Short Research Projects CC.5.W.7 Recalling, Gathering, Summarizing Information CC.5.W.8 Applying 5th Grade Reading Standards to Literature and Informational Texts CC.5.W.9 Writing Routinely over Extended Time CC.5.W.10 Journal Activities after each of the 12 Fifth Grade Language Lessons assess COMMON CORE READING STANDARDS CC.5.RI.1, CC.5.RI.4, and CC.4.RI.10. We’ve included black and white versions of the lessons to make copies for your students, as well as separate files containing a color version of the Fifth Grade Language lessons for your White Board; color and black and white versions of the Task Cards; and 12 FULL-COLOR LANGUAGE CONTENT POSTERS ready for you to print, laminate, and hang in your classroom. Lesson Plans, Answer Pages, and Grading Rubrics for the Writing activities are included. This Unit also includes color and black and white sets of 38 Correlative Conjunctions Task Cards, 38 Perfect Tense Verbs Task Cards, Response Sheets, Answer Sheets, Task Card suggestions, and Writing Extensions. © 2022-Splash! Publications. Permission is granted to original purchasers to reproduce material as designated only for classroom use. No other part of this work may be reproduced in any form or by any electronic or mechanical means including information storage and retrieval systems without written permission from the publisher, except by a reviewer, who may quote brief passages in a review. Splash! Publications • Created by Teachers • It Just Makes Sense. This book is a digital download. You will receive a link to download the ZIP file after purchase. No physical book will be shipped.

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To view a time in history as accurately as possible, one must incorporate works created “in period”; things such as books, music and art should be invaluable to the true historian. These things give us a lens through which we can see back into the world of that age. Many critics say that The Great Gatsby read the book as a commentary on American society during the 1920’s; they use the book as a historical reference that tells us what part of society was like. The work The Great Gatsby by F. Scott Fitzgerald conveys a position on the United States in the 1920’s using a myriad of different techniques embedded throughout the novel. The Modernist Fiction period took place during the 1920’s and revolutionized the American way of life in literature, economically, and socially. There was a national vision of upward mobility during this time that represented the American Dream. The upward mobility was seen through the consumerism and materialism that dominated this decade economically. Popular novels of this time reflected the mass consumerism in the lives of those wrote them. During the American Modernist Fiction period, Americans became increasingly materialistic throughout the roaring twenties; therefore, the American Dream was to obtain upper class status through the possession of material goods, which was reflected in many of this period’s works. The rollercoaster story of the life of a successful man, Jay Gatsby, chasing his dream and living in an affluent suburban area outside of New York, known in the story as West Egg, captures an era of American history referred to as “the roaring 20’s.” The 1920’s was a crazy time in American history: rapidly growing economy, extreme cultural changes, and rights movements. On the surface, the 1920’s appeared to be a great era, but upon further exploration, it wasn’t all good. If America has learned anything from it’s history, it is that you can’t judge a book by its cover. F. Scott Fitzgerald uses The Great Gatsby in order to display the wretchedness of upper-class society in the United States. The time period, the 1920s, was an age of new opulence and wealth for many Americans. As there is an abundance of wealth today, there are many parallels between the behavior of the wealthy in the novel and the behavior of today’s rich. Fitzgerald displays the moral emptiness and lack of personal ethics and responsibility that is evident today throughout the book. He also examines the interactions between social classes and the supposed noblesse oblige of the upper class. The idea of the American dream and the prevalence of materialism are also scrutinized. All of these social issues spoken about in The Great Gatsby are relevant in modern society. F. Scott Fitzgerald uses this novel as an indictment of a corrupt American culture that is still present today. Considered as the defining work of the 1920s, The Great Gatsby by F. Scott Fitzgerald was published in 1925, when America was just coming out of one of the most violent wars in the nation’s history. World War 1 had taken the lives of many young people who fought and sacrificed for our country on another continent. The war left many families without fathers, sons, and husbands. The 1920s is an era filled with rich and dazzling history, where Americans experienced changes in lifestyle from music to rebellion against the United States government. Those that are born into that era grew up in a more carefree, extravagant environment that would affect their interactions with others as well as their attitudes about themselves and societal expectations. In this novel, symbols are used to represent the changing times and create a picture of this era for generations to come. The history, settings, characters, and symbols embedded in The Great Gatsby exemplify life in America during the 1920s. The Great Gatsby by Francis Scott Key Fitzgerald is a novel that eloquently summarizes what the entire American society represents through Fitzgerald’s view. This novel develops its story in New York, at a time when the jazz age was at its peak. The roaring twenties, the era of glamour, infringed prohibition, conflict, growth and prosperity. The main concern in that age was materialism, sex, booze, and entertainment. The American Dream was the idea that anything, especially success, was possible through hard work and determination no matter where the individual comes from. On the other hand, in Fitzgerald’s perspective, he was aware of the falsity of the values in the American society; and also he was aware of the importance of honesty and sincerity. The argument is poetically obvious, through his novel Fitzgerald shows us that reality will always end by demolishing any idealism; because the American dream is untouchable, intangible, a hoax, a fraud, and a lie that only leads to the destruction of those who believe in a single dream for too long. The Great Gatsby, written by Scott F. Fitzgerald in the 1920’s is the epitome of the Jazz Age, a phrase coined by the author himself. In the novel, Fitzgerald uses many literary elements to accurately portray the time period in which he lived including setting, characters, diction, and many symbols, which form the majority of the analytical portion of the story. In fact, many of the characters in the book double as a symbol, in order to strengthen a particular motif or theme within the novel. The most apparent, recurring and powerful theme in the book is the corruption of the American Dream during the Jazz Age. Even though many scholars believe that Fitzgerald is promoting the Dream, he is actually condemning it and what it stands for. This theme is used in conjunction with the motif of appearance versus reality to criticize further the “single green light, minute and far away” (25) that many Americans have strived for: financial success, fame, power and glory. Fitzgerald masterfully uses the character Gatsby to show the illusion that is the American Dream that, in reality, is an extremely corrupt and greedy practice during the extravagant and flagrant era of the 1920’s. F. Scott Fitzgerald was one of the most compelling twentieth century writers, (Curnutt, 2004). The year 1925 marks the year of the publication of Fitzgerald’s most credited novel, The Great Gatsby (Bruccoli, 1985). With its critiques of materialism, love and the American Dream (Berman, 1996), this dramatic idyllic novel, (Harvey, 1957), although poorly received at first, is now highly regarded as Fitzgerald’s finest work (Rohrkemper, 1985) and is his publisher, Scribner 's most popular title, (Donahue, 2013). The novel achieved it’s status as one of the most influential novels in American history around the nineteen fifties and sixties, over ten years after Fitzgerald 's passing, (Ibid, 1985) Many of the characters in Fitzgerald’s novel are portrayed as shallow and materialistic, which accurately reflects the mindset of the 1920’s. However, because Fitzgerald chooses to reveal these characters so thoroughly and frequently suggests his intentions of critic... Many people, all throughout history, have aspired to create a perfect life for themselves. However, this dream is not often very easily available. The Great Gatsby, by F. Scott Fitzgerald, is a novel about the decay of society, the blindness of love, and the pointless pursuit of the now non-existent American dream. In The Great Gatsby, Fitzgerald shows the United States not in the glittering golden light that many claimed, but rather cast in a dark gloomy haze, polluted by crime, corruption, and moral decay. Fitzgerald also strikes down the notion that foolish love is harmless. Additionally, the author illustrates that the American dream is a now no-longer existent, and foolish pursuit. Many thought the roaring twenties were the height of American society, but they were actually just the beginning of a downward spiral.

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Sourced from The Occupation Thesaurus A firefighter is a rescuer who extinguishes and prevents fires that threaten life, property, and the environment. They also respond to car accidents, chemical spills, natural disasters, and engage in water rescues. Many firefighters are certified EMTs, administering first aid until paramedics arrive. They complete inspections, educate the public on preventing fires, and conduct investigations, particularly if arson is suspected. When they’re not responding to an emergency, they work on call at a fire station, maintaining vehicles and tools, staying physically fit, conducting drills, and keeping up to date with industry changes. Because shifts can last 24-48 hours, they often eat and sleep at the station. Firefighters need a high school diploma or equivalent. Some choose to complete a two-year degree in fire science, but it is not always a requirement. They receive training at a fire academy, where they must be interviewed and pass written, physical, and psychological tests. USEFUL SKILLS, TALENTS, OR ABILITIES Basic first aid, empathy, enhanced hearing, enhanced sense of smell, equanimity, high pain tolerance, knowledge of explosives, stamina, strength, strong breath control, swift-footedness HELPFUL CHARACTER TRAITS Adventurous, alert, analytical, bold, calm, cautious, compulsive, confident, confrontational, cooperative, courageous, decisive, disciplined, efficient, fanatical, focused, fussy, humorless, intelligent, objective, observant, persistent, protective, pushy, resourceful, responsible, sensible, unselfish SOURCES OF FRICTION Sustaining an injury due to someone’s incompetence (a firefighter, volunteer, reckless member of the public, etc.) A fellow firefighter dying in a fire Strained personal relationships due to the inherent danger of the work A challenging fire investigation An accusation of misconduct or poor decision-making by higher ups who were not on scene Long and unusual working hours, including 24-hour shifts, holidays, and weekends Living in the firehouse with people who have clashing personalities Private firefighting companies competing with traditional firefighters for jobs Showing fear in front of other firefighters Managing post-traumatic stress Repeated exposure to trauma The physical demands of carrying heavy gear or working in extreme temperatures The weight of responsibility as a rescuer Having to fight for government funding year after year Losing someone in a fire and feeling responsible PEOPLE THEY MIGHT INTERACT WITH The fire chief, other firefighters (paid and volunteer), members of the public, police officers, paramedics, fire inspectors, fire investigators, public servants, reporters, psychologists, search and rescue training specialists HOW THIS OCCUPATION MIGHT IMPACT THE CHARACTER’S NEEDS Self-Actualization: In high-intensity situations, firefighters might struggle to problem solve. They may be faced with difficult moral decisions, such as saving one person over another. The lack of control in some situations may be hard to square with, especially if a firefighter is highly empathetic, and leave them wondering if this is the career for them. Esteem and Recognition: Lives may be lost while a firefighter is on the job, resulting in guilt, shame, and possibly post-traumatic stress, all of which may lower self-worth. Safety and Security: Firefighters work near traffic accidents, buildings with compromised structures, swift-moving water, and active fires, making this is an extremely dangerous profession. Physiological Needs: Firefighters place their lives on the line in many of the situations they face, so this is a need that is definitely threatened on the job. TWISTING THE FICTIONAL STEREOTYPE Firefighters do more than serve the federal or local municipalities; they also work at ports, airports, for the armed services, and for chemical, nuclear, and gas and oil industries. Why not switch up your character’s workplace to bring a fresh twist to the page? Firefighting is an overwhelmingly male occupation. Consider crafting a female character who can meet the demanding physical, emotional, and mental requirements of the job. The public inherently trusts firefighters. You could keep this in mind and craft a character that defies stereotypes and surprises the reader. CHARACTERS MIGHT CHOOSE THIS PROFESSION BECAUSE THEY… Grew up with a family member in the same profession Want to make up for a perceived past mistake where they failed to rescue someone Desire to serve the public in a meaningful way View camaraderie with other firefighters as a substitute for family Are drawn to exciting activities and want a job that keeps them active Want to channel their adrenaline-junkie tendencies into a healthy outlet Are fascinated with fire The Occupation Thesaurus has 124 different job profiles like the one above, giving you a range of diverse, contemporary options for your characters along with a deep dive into this important (and yet often under-utilized) area of characterization. Get ready to unlock the storytelling power of occupations! Reviews from Goodreads “The Occupation Thesaurus is yet another priceless author resource released in this series…” “[Angela & Becca’s books] have helped me throughout my successful children’s writing career and when I made the jump to Indie and Romance. This one, The Occupation Thesaurus has to be one of my faves…” “I’m a retired therapist and I’ve never realized until I read this book that a person’s job, even an insignificant one, carried so much weight in a story and that readers subliminally pick up on it…” “Angela and Becca go into great detail on the many, many professions presented in this book. Each entry is incredibly well thought out and well researched…” Add this book to my Goodreads shelf Find out more about this volume Buy the book in print and ebook or PDF versions Angela is a writing coach, international speaker, and bestselling author who loves to travel, teach, empower writers, and pay-it-forward. She also is a founder of One Stop For Writers, a portal to powerful, innovative tools to help writers elevate their storytelling. Karen Mace says I am excited to get this book. I have most, if not all the others and also a membership to WHW – I just have to remember they are to help me with my writing not as an end in themselves! ANGELA ACKERMAN says Yes, definitely these books and One Stop for Writers are all just tools, and the hard work of writing in on the writer. BUT, tools make it a lot easier, and if it’s easy for a person to fall out of the writing flow when they get stumped, having brainstorming right there at your fingertips can mean the difference between staring at the screen until the writing session is up, or getting the words down. So whether it’s our guides and sites, or another’s, I’m a big fan of having a good toolkit! 🙂 Carol Despeaux Fawcett says Wow! This is fantastic. Just the area I’ve been struggling with for my main character. Just ordered and can’t wait to dive in! Congrats! Rosalinda Alcala says I’ve literally marked my calendar for your book release! Thanks for the great resources! Tessa Floreano says So looking forward to this next book to add to collection–I have them all–and wouldn’t miss the opportunity to acquire this one. I just read about your experience with a certain e-tailer 🙁 Oh my word. I hope they apologized and somehow made things right by you, but something tells me, perhaps not. Just know you have a loyal following among my writer’s circle!!! Jaclyn Roche says It would be awesome if at some point you were able to add entries for Dukes/Lords and other Royal positions as well as other fantasy or other historical positions. Sort of like how you added the speculative locations to the setting Thesauruses. Traci Kenworth says Can’t wait! Good luck. And congrats to both of you! ANGELA ACKERMAN says Thank you, Traci! <3 Mary Gentile says Cannot wait for this release. Currently have the rest of your books and excited to add this one to the collection. They are used often! ANGELA ACKERMAN says Thank you for the support, Mary! We hope you find it just as helpful as all the other volumes. <3

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The Art of Storytelling to Children Storytelling is not just for bedtime stories. It can be used throughout the day to help children learn about the world around them. It can be used to teach them new words, help them understand new concepts, and even help them develop a love for reading. There are many different ways to tell a story like Elora Name Meaning, a beautiful princess . You can use puppets, props, pictures, or even just your voice. The important thing is to make it engaging and fun for the children. Here are a few tips to help you get start: - Choose a story that is appropriate for the age group you will be telling it to. - Make sure the story has a moral or lesson that you want the children to learn. - Keep the story simple and easy to understand. - Use props or puppets to help tell the story if you feel it will help engage the children. - Make sure to use different voices for different characters to help bring the story to life. Encourage the children to ask questions and participate in the story. - Telling stories to children is a great way to bond with them and teach them important life lessons. It can also be a lot of fun. So get creative and tell a story today! Stories have the ability to transcend time and place. They can take us to different worlds and introduce us to new people and new cultures. Stories can teach us about love and loss, about courage and fear, about right and wrong. The Importance of Storytelling to Children Storytelling is one of the most important ways in which children learn. It is through stories that they make sense of the world around them and develop their own understanding of the world. Stories can be used to teach children about different cultures and different times. They can also be used to teach children about important life lessons. Stories can be used to teach children about love, about loss, about courage and about fear. Storytelling is a very important part of a child’s education .It should be encourage from a very early age. The Benefits of Storytelling to Children The benefits of storytelling to children are many and varied. The simple act of telling a story can help to develop a child’s imagination, improve their listening and communication skills, and increase their vocabulary. In addition, stories can also teach children about important life lessons such as sharing, teamwork, and empathy. Overall, the benefits of storytelling to children are numerous. Through stories, children can develop their imagination, listening skills, and vocabulary. In addition, stories can also teach children about important life lessons such as sharing, teamwork, and empathy. Traditional storytelling is the most common type of storytelling. It involves telling a story from beginning to end, usually in a linear fashion. Traditional stories often have a moral or message, and they are often pass down from generation to generation. Modern storytelling is a more contemporary approach to storytelling. It often involves telling a story in a non-linear fashion, or using elements of different media to tell a story (such as comics, animation, or video games). Interactive storytelling is a type of storytelling where the audience is actively involve in the story. This can be happen in a number of ways, such as through choose-your-own-adventure books, or through video games that allow the player to make choices that affect the outcome of the story. Educational storytelling is a type of storytelling that uses to teach children about a specific subject. This can be occur in a number of ways, such as through books, songs, or games. The Tips for Storytelling to Children Hi, everyone! In this blog, we’re going to be discussing the art of storytelling to children. We’ll be giving you five tips that we think will help you become a master storyteller. By the end of this blog, you’ll have all the tools you need to tell a story that will captivate your young audience. 1. Know your audience The first step to becoming a great storyteller is to know your audience. What are their interests? How are their attention spans like? What kind of stories do they like to hear? Asking yourself these questions will help you choose a story that is perfect for the children you’re telling it to. 2. Choose a story that you’re passionate about If you’re not passionate about the story you’re telling, the children you’re telling it to won’t be either. It’s important to choose a story that you’re excited to tell. This way, your enthusiasm will be contagious and the children you’re telling the story to will be just as excited as you are. 3. Use props Using props is a great way to bring your story to life elora name meaning Is a beautiful story .You can use Props that can help the children visualize the story you’re telling and make it more exciting for them. 4. Use facial expressions and body language Facial expressions and body language are important tools for storytellers. They can help convey the emotions of the characters in your story and make the story more engaging for the children. 5. Use of Animation Being animate while you’re telling a story is a great way to keep the children’s attention. If you’re telling a story that is boring, the children will bored too. But if you’re telling a story that is exciting, the children will be just as excited as you are.

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What is an example of interfaith dialogue? What is an example of interfaith dialogue? Interfaith dialogue is not just words or talk. It includes human interaction and relationships. It can take place between individuals and communities and on many levels. For example, between neighbours, in schools and in our places of work – it can take place in both formal and informal settings. Why do we need dialogue? Dialogue is a useful tool for developing your characters and moving your plot forward. Dialogue can help you establish the backstory, and it can reveal important plot details that the reader may not know about yet. Dialogue is great for ratcheting up the tension between characters. Dialogue can also establish the mood. Why is dialogue important in religion? Interfaith dialogue provides the glue that nourishes and keeps our society together. As we navigate our diversity, we must learn not to drown or suffocate each other, but instead to swim alongside each other. Interfaith work allows us to deepen our own faith by learning about other faiths. What are the aims of interfaith dialogue? Interfaith dialogue is an increasingly popular response to religious conflict and religious nationalism. While practitioners employ a variety of approaches, the underlying purpose of all interfaith dialogue projects is to enhance religious tolerance and promote peaceful coexistence. What is the dialogue format? Dialogue is written using quotation marks around the speaker’s exact words. These quotation marks are meant to set the dialogue apart from the narration, which is written as standard text. Together, let’s explore some dialogue examples. What is the dialogue of life? Dialogue of life is a form of inter-religious dialogue which commonly takes place at any place and any time. It is a dialogical relation to promote amicable relation with people from different religions. What are the characteristics of dialogue? - Reveals character and plot in every line. This is rule #1. - Doesn’t rely on itself as a crutch. - Distinguishes each character. - Isn’t redundant. - Is appropriate to tone, setting, and time period. - Doesn’t try to be real conversation. - Avoids hedges and fences. - Minimizes direct exposition. How important is dialogue in everyday life? Building societies Through effective dialogue, community members share ideas and information, build and rebuild them, contributing to the development of society and individuals. Dialogue is an effective way of communicating with family members. The exchange of information, cultures and experiences among people. How do you do interfaith dialogue? The 10 Best Tips for Interfaith Dialogue - Dialogue, not debate. - Use “I” statements. - Step up/step back. - Assume good intentions. - Controversy with civility. - Own your intentions and your impact. - Examine “challenge by choice” How does establishing dialogue with other benefits a person? Having a dialogue with others is the best way to resolve issues with people. Agreeing to one will make everyone calm even before it starts. This will provide a much better atmosphere for laying down each other’s side. The exchange will most likely end on a true agreement or at its worst, an agreement to disagree state. What are the important components of a dialogue? Fritz. Plato and the Elements of Dialogue examines Plato’s use of the three necessary elements of dialogue: character, time, and place. Why is dialogue important in your own life? It helps you make decisions about things you could possibly be having a hard time deciding on. It helps you weigh various opinions you have about things or decide if there’s something you need to change. Your internal dialogue can also be reflections of yourself, your relationships, your purpose in life, etc. What is the power of dialogue? The heart of dialogue is listening. This requires us to not just hear others’ words but to also hear our own thoughts, which can change when we are truly able to receive others’ input. But first, we must take pause in our responses to deeply consider what others are saying to us. What is the meaning of interfaith? involving persons of different religious faiths Why is dialogue important in a movie? Dialogue is the most important part of the film because it makes the film seem mature and solidly crafted. It can elivate a movie to a new level. Good dialogue creates better characters because it shows their depths. Bad dialogue can make characters seem bland and boring just like a regular person. Is dialogue a film technique? Dialogue. A conversation between two characters is called dialogue. Written by scriptwriters to convey the film’s plot, dialogue is also useful in conveying character. How do you write snappy dialogue? 10 Tips to Make Your Dialogue Snappy and Riveting - The mechanics are fairly straightforward. - Interrupt speech with people doing things, seeing things, thinking about things, things happening around them. - You don’t write as people speak. - Your conversation should move the plot along or contribute to the characters of your characters. - Dialogue must flow well. Which is the most important element of dialogue? The exposition matches the objective. When you know what the character in the scene wants, you need to make sure that everything they say matches that objective. That is the single most important element to cinematic dialogue. What is the value of dialogue? A key value of dialogue is the principle of participation, a desire to work with the collective intelligence of the group. To be open to the energy of the group, that allows for individual freedom, coupled with shared responsibility. When should you directly quote? Choose a direct quote when it is more likely to be accurate than would summarizing or paraphrasing, when what you’re quoting is the text you’re analyzing, when a direct quote is more concise that a summary or paraphrase would be and conciseness matters, when the author is a particular authority whose exact words would … What are the characteristics of a good dialogue? Why do we use quotation marks give an example? a. One of the most important ways we use quotations is to “quote” someone’s or something’s words. To quote something means to repeat exactly what was said. For example, we use it to show direct speech, meaning exactly what someone said: The policeman said “STOP RIGHT THERE!” How do you properly use quotation marks? - We use quotation marks with direct quotes, with titles of certain works, to imply alternate meanings, and to write words as words. - Block quotations are not set off with quotation marks. - The quoted text is capitalized if you’re quoting a complete sentence and not capitalized if you’re quoting a fragment. In what situation do you use quotations? Quotation marks are used to indicate the beginning and end of a quote. They tell the reader when you’ve used written material from other sources or direct speech. Why do writers use dialogue? Conversation between characters brings stories to life. Dialogue breaks up blocks of text and allows writers to change the pace of their narrative. Well-written dialogue informs readers about the character of the people speaking it, and knowing how to use dialogue in a story allows the writer to progress the narrative. What are the three main purposes of dialogue? Though dialogue can serve many functions in fiction, three of its primary purposes are to: establish the tone and atmosphere of a scene. reveal your characters. advance your storyline. What is dialogue and why is it important? Dialogue is the only way for us to come in contact with the ‘whole’ of which we all are a part. Bohm considers dialogue as a kind of creative catalyst for a group: “Dialogue is really aimed at going into the whole thought process and changing the way the thought process occurs collectively. Why is it important to write a good dialogue? When written well, dialogue can help us create convincing characters, revealing important information about their histories, motivations, strengths and shortcomings, and offering insight into how they feel. And character development is just one of the purposes of dialogue. What is the main purpose of dialogue? Dialogue is your character’s reaction to other characters, and the purpose of dialogue is communication between characters.

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Using Podcasts for Kids in the Classroom Podcasts can do much more than liven up your morning commute. There are more than three quarters of a million active podcasts in the country right now, and many of them are educational podcasts for kids. No matter what subject or grade level you teach, there’s probably a podcast you can use as an introduction to a new unit or as a springboard for an exciting lesson plan. Here are a few of our favorite podcasts for kids that you can use in your classroom. Science Podcasts for Kids Tree frogs, owls, bears, bats, and various horned creatures—the Earth Rangers podcast wows kids with lessons that help them understand the natural world. Each episode focuses on a different animal or group of animals in digestible 15- to 20-minute segments. - Listen to an episode and have students write a short story about what it would be like to have the featured animal as a pet, using facts from the podcast as part of their story. - Play a game in which students listen to several episodes and then are assigned to “act out” an animal’s characteristics while their classmates guess which animal they are. The science of feelings, the science of dogs, the science of telling lies—these psychological and neurological podcast lessons help students understand human behavior. These 30-minute episodes are narrated in part by kids and encourage students to ask probing questions about topics that interest them. - Have students listen to an episode or two, and then, like the kid cohosts, generate a list of questions they would ask about whatever topic you’re currently studying. Bonus points if you can find an expert on the subject to invite to your class and answer the questions! - If resources allow, bring some of the podcast’s topics into your classroom. For example, there are episodes about wool, popcorn, trees, soil, maps, and many other objects or concepts that you could have hands-on experiences with in the classroom. Tumble: A Science Podcast for Kids Combining storytelling with scientific facts, this podcast makes big, hairy topics more digestible for kids. Each episode is about 15 minutes long and features expert scientists who answer questions such as “How can koalas eat food that’s toxic to other animals?” and “What would happen if there was no moon?” - Have students brainstorm questions they would want to ask on the podcast and then swap their questions for other students to research and answer. - Challenge students to use narrative techniques to answer a scientific question. History Podcasts for Kids Stuff You Missed in History Class Some languages don’t have a word for the color blue. Did the White Sox once lose the world series on purpose? This podcast explores these fun topics and more. Episodes range from 30 to 45 minutes and cover a wide range of topics and eras in history. Note: This podcast is best for high school students. - Allow students to pick a topic that interests them; they can then write about the topic itself or use it as a springboard to research the greater historical context surrounding it. - Have students listen to a few episodes for inspiration and then record their own podcast about a topic you’re currently discussing in class. This article from TeachHub offers several free resources for recording your own podcast. Young Ben Franklin We all know about Benjamin Franklin’s inventions and his role as one of our founding fathers. But what was he like when he was 13 years old? These 15- to 20-minute episodes follow young Ben’s adventures in Colonial Boston and his run-ins with the cruel British governor of Massachusetts. - Exercise your students’ social–emotional learning by discussing how young Ben’s experiences might have impacted the man he later became. - Have students listen for clues about what life was like in Colonial America and use these details as a launching point to research historical topics that interest them. Language Arts Podcasts for Kids These storytellers create imaginative landscapes and creatures that are sure to spark young students’ creativity and out-of-the-box thinking. Many of these 15- to 20-minute stories are adaptations of classic fables, and some are original creations. - Listen to an episode as an introduction to a unit on fables, or as inspiration for students before they start writing their own stories. - Have a classroom discussion identifying the theme or moral message of each story. The Unexplainable Disappearance of Mars Patel This podcast for middle-grade kids, performed by middle-grade kids, is a serial mystery adventure following a group of eleven-year-olds trying to find their missing friends. Episodes are 15 to 25 minutes, and the series has proven so popular that the creators are developing a three-book series and TV show based on it. - Create a novel study based on the podcast to help students explore character development, plot, conflict, mood, point of view, and theme. - Use these podcast response brochures from Teach Create Motivate to help students practice their reflective thinking. In exciting six-minute episodes, this podcast follows the unfolding mysteries surrounding 11-year-old Holiday, who wakes up one day in the icy waters of Alaska not knowing who she is or where she’s from. Kids will love seeing Holiday discover the secrets of her past—all the while developing mysterious powers no one can explain. - Set up a learning station where students can listen to podcast episodes and work through discussion questions independently or as a group. - Have students practice their listening and note-taking skills by having them take notes on an episode and then share to make sure they hit on the most important points and used an appropriate organization system. This podcast follows the adventures of a plucky young reporter who uses her journalistic prowess to stop dastardly villains. These 10- to 15-minute episodes show Eleanor researching and reporting her stories—and getting caught up in them herself. - Eleanor’s adventures can sometimes involve a lot of characters and plot details. Have your students practice their listening skills and then ask some formative questions to see if they were able to follow this audio adventure. - Discuss the connections between fiction and real life as Eleanor grapples with real-world issues in a fictional setting. - For older students, you could use episodes as a jumping-off point to discuss journalistic ethics and how we do (or don’t) see them in current news stories. Welcome to Night Vale This bimonthly serial podcast focuses on eerie, atmospheric storytelling. In a series of 20-minute episodes, the narrator Cecil tells stories about a town in the Southwest where “all conspiracy theories are real.” Note: This podcast is best for high school students. - Instead of reading a book, students could listen to a season or two of the show and write about its themes, character arcs, and other literary devices. - Introduce the idea of authorial intent by listening to this NPR interview with the creators: Who says grammar has to be boring? In these charming 10- to 30-minute episodes, the Grammar Girl helps students (and their teachers) remember the difference between “affect” and “effect,” find out how idioms became idioms, and discover the origins of words you never thought you’d care about (“gerrymandering,” anyone?). - Listen to episodes as a class to introduce grammar topics. - Recommend students listen to certain episodes as feedback when they make consistent errors in their writing. More Ideas for Bringing Fun to Your Class Podcasts for kids are a great way to increase students’ engagement and foster their listening skills. When students are excited about what they’re learning about (and how they’re learning it), your job becomes more fun too! That’s why Advancement Courses has created several courses to help you make your classroom and lessons more fun and engaging for students. We offer K–12 educators more than 240 online, self-paced professional development courses covering both foundational topics and emerging trends. Here are a few that will help you bring technology and entertainment into your class: - Social Media Tools for Teaching and Learning: Embrace the chaos of social media by using it as a teaching tool. In this course, you’ll explore how to integrate social media applications into core curriculum, prepare students to participate safely, and teach the collaboration, communication, and critical-thinking skills students need for success in this technological age. - Teaching Science to Elementary Students: Conquer Next Generation Science Standards with these exciting resources and techniques for teaching science to elementary students. You’ll create high-quality, engaging, and challenging science lessons that will stick with students well after they leave your classroom. - Game-Based Strategies for Language Instruction: Gamify your language classroom! In this course, you’ll learn about the theories behind gamification and create games that will teach your students crucial language skills—and have fun doing it.

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Bound for Canaan - Additional information An important book of epic scope on America’s first racially integrated, religiously-inspired political movement for change—The Underground Railroad, a movement peopled by daring heroes and heroines, and everyday folk For most, the mention of the Underground Railroad evokes images of hidden tunnels, midnight rides, and hairsbreadth escapes. Yet the Underground Railroad’s epic story is much more morally complex and politically divisive than even the myths suggest. Against a backdrop of the country’s westward expansion,which brought together Easterners who had engaged in slavery primarily in the abstract alongside slaveholding Southerners and their slaves, arose a clash of values that evolved into a fierce fight for nothing less than the country’s soul. Beginning six decades before the Civil War, freedom-seeking blacks and pious whites worked together to save tens of thousands of lives, often at the risk of great physical danger to themselves. Not since the American Revolution had the country engaged in an act of such vast and profound civil disobedience that not only subverted federal law but also went against prevailing mores. Flawlessly researched and uncommonly engaging, Bound for Canaan, shows why it was the Underground Railroad and not the Civil Rights movement that gave birth to this country’s first racially-integrated, religiously-inspired movement for social change. An important book of epic scope on America’s first racially integrated, religiously inspired movement for changeThe civil war brought to a climax the country’s bitter division. But the beginnings of slavery’s denouement can be traced to a courageous band of ordinary Americans, black and white, slave and free, who joined forces to create what would come to be known as the Underground Railroad, a movement that occupies as romantic a place in the nation’s imagination as the Lewis and Clark expedition. The true story of the Underground Railroad is much more morally complex and politically divisive than even the myths suggest. Against a backdrop of the country’s westward expansion arose a fierce clash of values that was nothing less than a war for the country’s soul. Not since the American Revolution had the country engaged in an act of such vast and profound civil disobedience that not only challenged prevailing mores but also subverted federal law. Bound for Canaan tells the stories of men and women like David Ruggles, who invented the black underground in New York City; bold Quakers like Isaac Hopper and Levi Coffin, who risked their lives to build the Underground Railroad; and the inimitable Harriet Tubman. Interweaving thrilling personal stories with the politics of slavery and abolition, Bound for Canaan shows how the Underground Railroad gave birth to this country’s first racially integrated, religiously inspired movement for social change. “Well written, moving, and stimulating…Could provide the occasion for a constructive national conversation.” “Well written, moving, and stimulating…Could provide the occasion for a constructive national conversation.” “A vivid reconstruction of abolitionism’s most daring act of rebellion…” “Rich in detail and solid storytelling: sure to awaken interest in the peculiar anti-institution.” “A rich, spellbinding, and readable narrative.” “Rich in detail, [and] its ability to evoke the emotions, sights and sounds of these clandestine ventures.” “Utterly compelling.” “Dramatizes a shining moment in American history– a book filled with unsung heroes and revolutionary acts of trust.” “Bound for Canaan recaptures this grand history with the insightfulness, comprehensiveness, and narrative vigor the subject demands.” “Bound For Canaan reveals in stunning detail and beautiful prose the inner workings of this clandestine system.” “This fast-paced narrative is the best account we have of the network known as the Underground Railroad.” “A masterful story–a deeply American story.” “An excellent book . . .as close to a definitive history as we’re likely to see.” “A profoundly American tale.” “An important addition to our history, brilliantly told.” “Well written, moving, and stimulating…Could provide the occasion for a constructive national conversation.” “Engrossing account of the Underground Railroad.” “The . . stories. . . inspire, horrify and humble.” “Bordewich brings to his account [of the Underghround Railroad] the moral seriousness it deserves.” “Excellent…The first truly comprehensive treatment of the underground railroad.” |Dimensions||1 × 5 × 8 in|

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Effects of Bullying Being a victim of bullying is hardly an enjoyable experience. Bullying at school greatly affects the mental health of students. It can destroy students’ self-esteem and causes lifelong health problems. Victims of bullying may experience constant feelings of insecurity, depression, and anxiety. This can have many undesirable effects, including inhibiting their ability to concentrate on their learning. Children who are bullied live in constant fear as they do not know when the next attack against them will be launched, leaving them with feelings of helplessness. As a result, they may feel that school is not a safe place for them to learn and pursue their dreams. Hence, generating proper solutions for bullying is needed. Students Who are Bullied Bullying can happen to anyone and can take many different forms. It may be physical, such as kicking or pushing, or verbal, like name-calling or threatening. Those who tend to be targeted most are people with disabilities, people who identify as LGBT, and low-income people of color. According to the Center for Disease Control and Prevention (CDC), “Nearly 40% of high school students who identify as lesbian, gay, or bisexual and about 33% of those who were not sure of their sexual identity experienced bullying at school or electronically in the last year, compared to 22% of heterosexual high school students.” Researchers at stopbullying.gov claim that “Black and Hispanic youth who are bullied are more likely to suffer academically than their white peers.” Students who are bullied may experience negative emotions and psychological issues. If you are a teacher or parent, you can check out our article to learn more about how to monitor students’ mental health. Challenges Around the Topic of Bullying In this study, “Challenges in Emerging Adulthood Related to the Impact of Childhood Bullying Victimization,” students experienced the negligence of teachers at school who unintentionally tolerated bullying behaviors. The students reported that “the school did not understand, or did not want to offer any help or support in ending the bullying, or was not able to do so.” This means the school lacked proper solutions for bullying, putting the power in the hands of the bullies. Not being able to ask for help from the school disappoints students and causes feelings of distrust. This can make them feel anxious, fruitless, and depressed – severely affecting their capacity to grow, learn, and flourish. We, at E.R.E., care deeply for our students and their well-being; we prioritize our students’ safety and want them to enjoy learning. Here are 5 strategies we find helpful to protect our children from the negative effects of bullying. Solutions for Bullying Teach kids how to manage negative emotions and behaviors Negative emotions can lead to dangerous and violent behaviors (such as hitting someone for no reason) to release the resulting frustration and anger. Hence, it is necessary to teach all children how to manage these types of bleak feelings in a healthy way. You can start by building confidence in your children. For example, you can say, “You have such a great attitude” or “You should be proud of the hard work you are doing.” This helps children build confidence in areas not tied to grades or scores. Then you can suggest some proactive self-regulation techniques, such as a quiet break without technology, exercise and other forms of physical activity, and sensory tools (stress balls, fidget spinners, poppets, infinity cubes). Help children identify what strategies work best for them to use when needed. Additionally, you can incorporate some psychology into learning. For instance, utilize literature or history to discuss human behaviors and emotions, how these can impact others, and alternative approaches along with their potential outcomes. Role-play bullying scenarios Role-playing with your children can also teach them effective ways to react to bullies. You can show them how to respond by creating scenarios and acting them out together. For instance, you can pretend to be the bully who is demanding money from your child. Then, you can ask him/her to act out a response. If he/she struggles to devise a reaction, you can model it. Maybe show how to say something like, “If you try to take my money, I will report you to the teacher. I am not afraid of you.” Remind your kid to stay calm, maintain eye contact, speak with a confident voice, then walk away. Share that it takes courage to stand up for themselves, but it is a skill that will be useful throughout life. Pay attention to warning signs The typical warning signs of bullying may include unexplained injuries like bruises, changes in eating habits, fear of going to school, or withdrawal. For this reason, you should check in with your kids daily about how school is going. Encourage them to talk by asking open-ended questions such as “Who did you eat lunch with today?,” “What group activities did you do?,” or “What’s something cool you learned?” Showing an interest in their day demonstrates that you care about what they have to say, thereby encouraging them to open up. Encourage kids to speak up Help your children learn the power of their voice. Supporting them to speak up can set the foundation for them to advocate for themselves in other ways. You can start by having them practice minor tasks, such as ordering food or sharing ideas about a specific topic. This will help establish their confidence and self-advocacy skills, and show them that words can affect action. Kids may often be afraid to speak up about bullying because they fear it may lead to worse consequences. However, telling adults about what happened is essential if they are hurting. You can share your personal stories of times you spoke up for yourself even when you were feeling frustrated or upset. If a kid does tell you about being bullied, take it seriously. Remind them it is not their fault and that you will do your best to help them. Create a friendly learning environment If you are a teacher, there are additional approaches you can take to protect against bullying. Start by creating a culture of diversity, inclusion, and belonging in your classroom. For example, you can give each individual equal opportunities to talk in class and offer students chances to share their cultural experiences with the class. When students are allowed to speak freely, they will feel more understood by you and their peers and thus more comfortable at school. Also, you can create opportunities for students to interact more with each other through projects and field trips, which will increase cooperation and camaraderie among them. Moreover, it is essential to create a relationship of trust with your students. When you build positive relationships with your students, you create a classroom atmosphere that encourages learning and better meets the developmental, emotional, and academic needs of your students. For example, you can check in with them about how they are feeling at the beginning of each class. Or you could give meaningful compliments, like “You did a great job working on this project. You should be proud of yourself.” You can use creative writing exercises (such as poems, songs, and stories) to help students express their feelings privately. Or you can give them space to explore their feelings about the issue of bullying by guiding discussions around the topic. Your support is essential to make your classroom a welcoming place for students to learn and develop academically, emotionally, and morally. E.R.E. is committed to providing an environment free of violence, bullying, and harassment based on race, color, religion, sex, sexual orientation, national origin, age, physical or mental disability, and any other basis of discrimination. We utilize Social-Emotional Learning (SEL) methods, which create a healthy and positive learning environment for students who are facing a wide range of issues, including bullying and mental health struggles. Become a donor or partner today to support us in our mission!

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Editor’s note: This post is part one of a three-part series that answers questions posed by participants in Fostering a Culture of Respect, a joint webinar with the Tanenbaum Center for Interreligious Understanding that addresses how educators can help their students feel safe, supported and respected when discussing belief systems. This year, Teaching Tolerance teamed up with the Tanenbaum Center for Interreligious Understanding to bring educators a webinar series called Religious Diversity in the Classroom. The second webinar in the series, Fostering a Culture of Respect, offered ways for educators to help students feel safe, supported and respected when discussing religious and nonreligious belief systems. The webinar and after-session pack are available online if you have not had a chance to look at these resources yet. Participants asked some great questions during and after Fostering a Culture of Respect, and we’d like to respond to a few we think are relevant to many educators. In this blog, we’ll address this question: How can I coach students to respond to others with empathy and respect? Hearing these prompts from you can help students engage more empathetically and respectfully during conversations about religious and nonreligious beliefs. 1. “Find out more.” Cultivate an inquisitive attitude in students by encouraging them to seek out information from a variety of voices within a given belief system. Ask students to formulate and pose open-ended questions. Here are some examples of questions that can guide research and in-class discussions: - What is the origin of the religious or nonreligious belief system? - In what parts of the world is the belief system practiced? - What are some texts that describe or include the belief system? - What are the foundations of the belief system? - How is the belief system perceived around the world? - Do you know anyone who practices this belief system? What do they say about what they believe? 2. “Be aware of the pitfalls of easy comparisons.” When dealing with academic content related to religion, students will encounter ideas about deities, time, the purpose of life, who we are as individuals and who we are as members of our communities, among others. These ideas may be hard to grasp or may feel foreign to students because they have developed out of many traditions, which are sometimes very different from students’ individual traditions. Students may attempt to contextualize these new ideas by comparing them to concepts from their own traditions or cultural practices. Although this is a helpful practice in gaining a better understanding of ourselves through the exploration of the world around us, it is important they understand and discuss religious and nonreligious views without distorting or oversimplifying them. Comparisons not given thoughtful inquiry can lead to stereotypes and stereotyping. That means not making hasty comparisons between belief systems or using comparisons as the go-to way to discuss another belief system. 3. “Avoid generalized or simplified statements.” These types of statements imply easy answers such as “Islam is …” or “Hinduism means … ” or “Atheists think … ” Instead, when discussing religious and nonreligious beliefs with students, remind them that religions are internally diverse, dynamic and embedded in culture. Use sources that reflect and provide examples of these qualities. Students can practice being more nuanced in their thinking by articulating the subtleties they see. For example, they might say, “This text presents Islam as …” or “The author here indicates that … ” Many religious traditions use storytelling to illustrate central concepts, such as parables in Christianity or Native American oral histories. These can also be great sources for literacy instruction on imagery, symbolism and allusion—and help students to point to nuances in meaning, interpretation and practice. 4. “See religious and nonreligious traditions as diverse and dynamic.” If students are critical of all or part of a particular belief system because it contradicts their values, ask them to find out more about how different adherents of that belief system criticize or propose changing the religion or practices in question. Emphasize, too, that religious and nonreligious belief systems are internally diverse. In Hinduism, for example, some have a personal god and others deny the presence of a deity. Find diverse voices from within the belief system being explored. 5. “Be honest about the limits of our understanding.” Acknowledge and help students to accept that there are limits to our understanding about belief systems. While we can learn a lot about them, we cannot completely understand the lived experiences of people or how their belief system influences their identity and daily lives. It’s also important not to turn individual students into spokespersons of particular religious or nonreligious beliefs. Stay tuned for additional follow-up blogs that address participants’ questions. The next one will answer this question: How can I encourage students to respectfully ask questions about identities different from their own? Wicht is the senior manager for teaching and learning at Teaching Tolerance.

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Writing for children requires a lot of creative writing skills. Honestly, it’s not that simple. For one, the writer needs to use simpler words and sentence structures. Plots must be tradition and simple as well, but this is subjective to the demographic. Even then, thinking about what story to write about is not easy, but this is the most important part of self-publishing children’s books. Reading stories with kids introduces them to the complicated nature of communication and helps them in getting essential language skills. However, the type of books read to kids adds to the depth of their knowledge. Parents should seek to include a mixture of books in their read-aloud activity. Various types of genre books are connected with different numbers and types of language and all will encourage a distinct dialog or conversation with kids. Thinking about your next children’s story may make you feel stuck, but there are a lot of genres to pick from that can capture the attention of children. There are a plethora of genres out there to inspire writers in their next story. However, before writing, they need to decide on their purpose by asking these questions: - What do you want to write about? - Who is your target audience? - What message do you want to convey? “To delight and instruct” This is the traditional view of literature: to imitate real life and teach readers a lesson. Aristotle, Horace, and William Wordsworth embodied these in their writings, believing that literature is about “satisfying man’s needs, shaping and enlarging his moral vision.” Looking back to preschool classes, the moral lesson of the story is always highlighted, and this should be kept in mind when writing a children’s story. According to psychiatrists, children tend to place themselves in the shoes of protagonists. As a result, the actions in the story affect children emotionally and psychologically. This allows them to embody the moral lesson of the story. Determining the genre of your story dictates the literary elements that you include in the book. It also piques the interest of readers, depending on their preferences. Magical creatures. Monsters. Superhumans. What’s not to like about mythology? It’s fun and exciting but also complex. Presenting it to kids through children’s books might be the most effective way. Simplifying complicated conflicts can help pique their interests in mythology. Plus, they will thank you in the future when they’re in high school. Helping children discover learning genres that please them makes the research for extra books very easier. Mythology is also a prime example of character reversals. They’re big on facing the consequences for one’s actions. 2. Historical fiction This is usually a boring topic. Going a little postmodern and making historical events and figures interesting can work well for children. Creating a story out of real events that happened in the past by adding some fictional elements can capture readers. How do you write a story without making it like a history book? Literary elements. For example, the protagonist meets a former president, and they spend the day together. Along the way, they face challenges and resolve the conflict together. Now, you have characters and a plot. Realism is grounded in what can happen in real life in this very universe. No magic. No made-up places. Even No time-travel, too. You may think children lose interest in this genre, but studies prove that children pick up the moral of the story better when the characters are humans. This is because children identify better with these characters and learn more about the real-world. A genre of tales that are made up but could very great appear in actual life. These stories usually take place in contexts familiar to your kid — like schoolhouses — which presents them with extra relatable. Books that kids can easily compare to increase their capacity to implement the story’s lesson to their regular lives. Teachers and parents need to choose precisely when the goal is to develop real-world experience and social practices through storybooks. Parents can play a vital role in kids’ learning by asking them to describe parts of the story and encouraging them to see the connection between the story and their own experiences. Therefore, think about something you want to teach children and write a story about it. Reading is an essential skill that should be developed in children. It can teach them life lessons through imagination. They can also practice empathy by identifying themselves as the characters in the story. As a writer, your role is to give them stories that incite these within them. This makes you a crucial part of their personal development.

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Coding is a great skill to practice, however, it’s tricky for young learners to work on their technical abilities consistently. Kids may find coding boring, but there’s a way to help shift their mindset about computer programming. In this article, we’ll discuss getting your kids excited about coding so they don’t miss out on the chance to create something incredible! Kickstart your child's love to coding with a live online award-winning free beginner-friendly Scratch coding class led by an expert, and designed by professionals from Google, Stanford, and MIT. Find out how to get your kid excited about coding It’s simple to introduce coding to children, but keeping them engaged is challenging if we don’t use suitable approaches. Inspired by effective teaching strategies prevalent in the classroom, here are different ways to keep your student excited about coding. 1. Make Real-World Connections “Why should I learn to code?” is a common question students may ask. Or “How will coding help me if I don’t want to be a computer programmer?” Both of these questions are excellent because the student is thinking about how they can apply their knowledge and if there’s any significance to learning the subject. To answer the first question, you can make connections between our growing high-technology society and tech literacy. Learning how to code prepares students for occupations in the future that require coding skills. In response to the second question, your child may want to be an artist but finds coding irrelevant to their desired profession. You can talk about the benefits of learning to code, like gaining skills in critical thinking, problem-solving, and creativity. Creativity is fundamental for artists because it helps them find their art style. By making these meaningful connections, you can increase your child’s engagement. Furthermore, assess your child’s interest and make a connection to computer programming. If your kids enjoy video games, show them videos of game developers coding their favorite game. If they want to build a robot, then show them how an engineer codes a robot. By making real-world and meaningful connections, students will think learning about an activity or topic is worth their time. Thus, they are more likely to pay attention and stay engaged in their learning. 2. Find Appropriate Challenges Sometimes coding can be too easy, but it can also be too hard. Both will lead to burnout. When students find the content unchallenging and too easy, they’ll disengage. To prevent or deescalate exhaustion, evaluate what areas in coding your student excels in. Are they good at loops? Challenge them to use nested loops in their coding projects. However, be careful about the challenges you give them. If students have too much challenging work, they’ll disengage because they don’t feel like they can complete the difficult task. If your child has a challenge they don’t know how to solve, try using the scaffolding method. Scaffolding is a process teachers use in the classroom to help students learn a new skill. It builds a student’s confidence to complete a given task. You can use this technique to help your child learn to code by asking what they know already. The student’s response will help you assess what information you can give to help them complete their challenge. Then, you can work through a similar coding challenge together. Afterwards, they will take that new information and independently solve the problem. This technique is one way to help your child work through coding problems, but perhaps your student is having trouble with the coding language in general. If that’s the case, help them find the best programming language for them. 3. Encourage Breaks Students, especially younger ones, need time to refocus, so implementing brain breaks into their practice time can help refuel their brain power to push through their coding challenges. Plus, students are less likely to burn out and associate coding with challenges, thus leading to less excitement. In a study conducted on schoolchildren in Poland, researchers concluded that brain breaks promoting physical activity contributed to better self-efficacy in learning. In an article on the importance of brain breaks, Youki Terada brings to light how researchers found brain breaks to help recharge a student’s cognitive energy and increase performance. Here are some brain-break ideas you can encourage your child to try during their coding time. 4. Gamify the Learning Process If your student enjoys video games, they’ll love the idea of turning learning into a game. It’s also a new method that increases learning engagement. A group of scientists conducted research using game-based activities in an undergraduate information technology class to assess engagement levels in the classroom. After the implementation, they found that gamification positively affected motivation and engagement. Students who were unmotivated at the beginning of the semester grew to be more participatory through gamification. You can gamify coding to help your child become excited about each new concept they learn. One way you can do this is by playing a trivia game with your child. Do a scavenger hunt all about algorithms. If you would like more ideas, check out this article on how to gamify the classroom. 5. Change the Way Children Think About Coding Understanding the job growth of computer science-related jobs before learning to code could be helpful for students, but it could also lead them down a different path when it comes to learning. Kids should prioritize fun in the learning process instead of prospects. In a study on achievement goal theory, researchers found that students who want to learn and understand a subject are likelier to have high and thorough engagement levels. One way we can change the way kids think about their computer science education is by helping them understand the value of why they’re learning to code. How can they use their skills in the real world? Another way we can help children think is by creating goals. Make goals with your child so they can develop a growth mindset. Start with small goals, like understanding loops, to big ones, like creating a project that uses nested loops. Also, you can help your child reflect on their thinking process. Ask them what went well and didn’t and how they can fix their errors. Create self-affirmations they can say to themselves before they begin coding, like “when I come to a challenging coding problem, I can always remember coding concepts I learned before.” Here are some strategies teachers use to get students to think about their learning. Extra Tip: Invite a Friend! Coding is terrific because it teaches kids about teamwork. You can have your child invite their friends over to collaborate on a coding project, like making a video game. By working together, they can make coding fun. It also prepares them to work like real-world computer programmers, who rely on teams to build much of today’s technology. Learn how to get your student excited about computer science Technology is the future, and we want the best for young learners by exposing them to this skill. However, we also want them to have fun while learning to code. We want them to keep going and find enjoyment in coding challenges! The tips discussed earlier are great ways to help this aspect of your child’s learning, especially when learning about computer science. If your child is ready and excited to learn how to code, check out these courses that use Scratch: For younger learners in kindergarten to second grade, check out Scratch Jr; For kids in second to sixth grade, check out Scratch Ninja; For students in sixth to ninth grade, check out our advanced Scratch option Accelerated Scratch. Up next, explore even more ways to motivate your child to code. Written by Hunter Wilkinson, a fervent reader and learner. She got into education to share her passion for storytelling and STEAM instruction. In her free time, Hunter loves to write songs/poems, run, play video games, and hang out with her two fluffy cats.

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Storytelling to teach language in classroom – Importance and Benefits Wise English language teacher plans interactive and communicative lesson plan for maximize language learning in the classroom. Teacher uses story to teach the language skills as well as other language components. A story can be used for teaching different language skills and the teacher exploits the lesson with its full length. English language teacher keeps precise and lucid learning objectives. S/he always develops tasks very systematically. S/he designs task from easy to complex. Teacher considers learners’ age, their social background and cultural background, their previous language learning experience and relating their world knowledge to the text. It sustains learner’s interest throughout the class. Teacher uses authentic story to bring the real world in the classroom and the language level of this story is appropriate for this stage. Teacher uses teaching aids keeping in mind about different kind of the learner, like visual, auditory and kinesthetic. A classroom consists of different types of learner and a good teacher takes into account of all these important factors in mind while making lesson plan for teaching language in the classroom. Teacher uses wonderful techniques for teaching integrated skills, through listening skills vis a vis reading, writing and speaking skills and extends it for teaching language forms and functions , from controlled tasks to free production of language . Teacher uses peer-interaction techniques It provides chance to correct themselves and to get involved in teaching and learning process, making learners more cooperative and free from teacher’s surveillance. A teacher should guide his students instead of criticizing for their mistakes. Benefits of using story in a language classroom Ø It provides natural context for language exploration. Ø Through stories so many language items can be presented. Ø Stories have universal appeal. Ø It fascinates and sustains the interest of the learners in a language classroom. Ø Positive learning attitudes can be developed through story telling among learners for learning second/foreign language. Ø It develops creative thinking in the learners. Children love fantasy and stories provide so much fantasy which makes a bridge between their own imaginative world and their real worlds. Ø Stories stimulate students’ imagination in which they share their ideas in their own language. Ø Language skills can be developed through stories. Ø We can teach grammar indirectly by using stories in the classroom. Ø It develops listening skill as well as concentration skill because children love listen stories very carefully. Children are mischievous, can distract very easily but stories helps to develop their concentration level. Ø Children acquire unconsciously certain language items e.g. use of words in certain context, guessing the meaning of the words through context in the story, some sentence patterns, some grammatical items etc. Ø It provides opportunities for the learners to know about the different cultures, manners, customs etc. Ø Stories provide connection to learners to their own worldly knowledge with their learning of the English language. Apart from these advantages of teaching stories in a language classroom, a teacher can use stories for different purposes like group discussion by choosing key word and phrases from the stories, developing dialogue of two characters, giving 3-4 similar title and asking which title do `you find the best for a particular stories etc. Child learns language in a learners’ friendly environment. Story helps the teacher to fill the gap between teacher and students. It develops a kind of intimacy with learners. Learners feel connected with the teacher and the teaching topics. […] Storytelling to Teach Language in the Classroom- Importance and Benefits […]

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Known as “America’s Classical Music,” jazz is a uniquely American contribution to the music world. It’s impossible to fully explain jazz’s influence on music and culture in a few paragraphs, though we’ll do our best to give you a taste! First came the Blues The Blues was its own genre long before jazz developed. Originating on Southern plantations in the 19th Century, the Blues is deeply rooted in various forms of African American slave songs such as field hollers, work songs, spirituals, and country string ballads. From the Blues, we get many of the elements of jazz, such as the wide use of seventh chords and the Blues scale. The Blues is also a form of music – maybe you’ve heard of the 12-Bar Blues on our site before! It’s a simple yet versatile structure that lets the performer experiment and improvise – something that became one of jazz’s defining elements. The Rise of Jazz Jazz rose from New Orleans as “Dixieland,” blending together the uniquely African American sounds of Blues, Ragtime, and Afro-Caribbean music. The Jazz Age (1920s-30s) was an important period in America’s music history due to the significant cultural shift taking place in a post-World War I society. Jazz was about celebration, joy, rebellion, and dancing! It brought an element of freedom back into people’s lives after the hard times of the war. In an era where cultural differences divided people, jazz music was a great unifier. However, despite this connection, segregation continued for many years to come. New Orleans was the home to many of the early African American jazz musicians, but due to the racial violence and tension there, many artists fled to other cities such as Chicago, Kansas City, and New York. At the same time, jazz music was being played on national radio, spreading jazz to new audiences across the United States. Subscribe for updates, content & free resources! A Few Big Names There are too many influential jazz performers to name in a single post, let alone to write about! There’s Bessie Smith, one of the first African American jazz musicians to be recorded. Duke Ellington evolved the genre and featured many other famous names in his band. Count Basie, Dizzy Gillespie, Nat King Cole – the list goes on! Let’s look at four influential individuals in detail today. Louis Armstrong (1901-1971) “He was and will continue to be the embodiment of jazz.” – Duke Ellington New Orleans native Louis Armstrong did a lot for jazz. Trumpet solos? Thank Armstrong. Scat singing? That was (partly) Armstrong. Jazz as a serious solo art? Armstrong’s doing. A virtuoso trumpet player, he was equally known for his charisma on stage and his distinctive, gravelly voice. He’s probably best known for his covers of other people’s music, like La Vie en Rose. However, he also composed many jazz standards still played today. Armstrong was widely accepted by audiences of all races. This allowed him to be an influential voice for both music and civil rights. The FBI actually kept a file on him because of that! Once, Armstrong refused to tour the Soviet Union on behalf of the U.S., saying that he couldn’t represent his government when it was in conflict with its own people. Ella Fitzgerald (1917-1996) “I never knew how good our songs were until I heard Ella Fitzgerald sing them.” – Ira Gerswhin Ella Fitzgerald is one of the most popular jazz singers of the 20th century. During her career, she won 13 Grammys and recorded over 200 albums! With a powerful and versatile voice, she sang with many of her fellow jazz geniuses, including Louis Armstrong. Here’s the two of them singing Gershwin’s They Can’t Take That Away from Me! The “First Lady of Song” faced many struggles in her career due to racist Jim Crow laws. She had to enter many of her own performance venues through the back door, and she and her colleagues were sometimes harassed by police. Many big venues were off-limits to African Americans. However, in the 1950s, Ella changed that with help from actress Marylin Monroe. Monroe called the owner of a major club in Hollywood, saying that if he booked Ella, she would be at the front table every night. After that, Ella never had to play a small jazz club again. Billie Holiday (1915-1959) “It is Billie Holiday who was, and still remains, the greatest single musical influence on me.” – Frank Sinatra In late-1920s Baltimore, neighbors might have heard teenage Billie Holidaysinging along to records of Louis Armstrong. Today, her face graces postal stamps, complete with her iconic gardenia in her hair. Born Eleanora Fagan Gough, Holiday made her debut in obscure Harlem nightclubs. One of her most acclaimed songs, Strange Fruit, is also considered the first protest song of the Civil Rights Era. She also popularized many classics, such as April in Paris. Billie Holiday died tragically young, but her legacy lives on. Her vocal stylings influenced countless pop artists, including Frank Sinatra. She won four Grammy awards after her death. In 1972, Diana Ross starred in a biopic called Lady Sings the Blues. The play Lady Day at Emerson’s Bar and Grill features Holiday as a primary character, played on Broadway and in film by Audra McDonald. Chuck Berry (1926-2017) “The best rock and roll got its birth in the blues. You hear it…in Chuck Berry.” – Angus Young Anyone familiar with Chuck Berry’s music might wonder why we’ve included him here! Well, he may be the “Father of Rock ‘n’ Roll,” but his music is deeply rooted in the Blues. If Beethoven was the bridge between the two major Classical eras, then Chuck Berry was a bridge between the Blues and Rock. If that comparison isn’t enough, one of Chuck Berry’s famous songs is called Roll Over Beethoven! As jazz began to fall out of popularity in the 1950s, Rock ‘n’ Roll took its place. Chuck Berry helped shape it into what we know today, using many elements of his Blues roots. To the stage, he brought the swagger of a jazz great; to rock music, he brought guitar solos and an emphasis on storytelling through lyrics. Many of his songs use the 12-bar blues structure. His legacy has been cemented through countless covers by famous Rock stars, and will continue to live on in music history. Continuing the Legacy There are so many ways to honor these musical legacies at home! - Check out your local jazz concerts or radio stations, or find stations on Spotify! - Learn more about the history of jazz and its greatest contributors at PBS. They even have a Classroom page for grades 6-12! - For younger audiences, here’s a great book about the experience of jazz performers in the segregated South: When Grandmama Sings by Margaree K. Mitchell - Learn more about the Blues with our Music Notes episode, What Is a 12-Bar Blues? - And of course, listen to our special Spotify playlist for African American Music Appreciation Month! Join us next time for Funk & Motown Masters!

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Although children develop through a generally predictable sequence of steps and milestones, they may not proceed through these steps in the same way or at the same time. The information in this guide explains what child development experts consider to be "widely-held expectations" for what an average child might achieve within a given year. WordWorld There is no one like your child Every child's development is unique and complex. Although children develop through a generally predictable sequence of steps and milestones, they may not proceed through these steps in the same way or at the same time. A child's development is also greatly influenced by factors in his or her environment and the experiences he or she has. The information in this guide explains what child development experts consider to be "widely-held expectations" for what an average child might achieve within a given year. Please consider what you read in the context of your child's unique development. Below is a snapshot of this year. For more in-depth information click on the specific areas of development in the menu at the left. How your child may develop this year When it comes to learning, four-year-olds are developing greater self-control and ingenuity. Their pretend play is more complex and imaginative and can be sustained for longer periods. They can also make plans and complete tasks. Four-year-olds want to try writing apps for 5 year olds experiences. They also want to be more self-reliant and seek to expand the areas of their lives where they can be independent decision-makers. The language skills of four-year-olds expand rapidly. They begin communicating in complex and compound sentences, have very few pronunciation errors and expand their vocabularies daily. They can follow multi-step directions and understand explanations given for things they can see. Four-year-olds frequently initiate conversations and are less likely to change the subject of conversation to areas of personal interest. They are also getting better at sharing personal experiences without prompts from adults. Four-year-olds are building their knowledge of written language. They want to know what words in their environment say and can recognize many letters. By the end of this year, many children understand that letters represent the sounds in spoken words and may associate some letters with their sounds. Most children also are capable of writing some legible letters and know that writing goes from left-to-right and top to bottom. Four-year-olds have an increased capacity for learning math concepts. They use logical reasoning to solve everyday problems and can effectively use language to compare and describe objects and shapes. They can count to "ten," recognize written numerals "0" to "9" and add and subtract using numbers up to "four. They know days of the week, months and the seasons, but still cannot tell time. Children this age can engage in long periods of active play and exercise. They are skillful at walking, climbing, jumping, hopping, skipping, marching and galloping. They also are better able to throw, catch, kick and bounce balls. Improved finger dexterity allows them to hold writing tools with a more mature, tripod grip. Advances in hand-eye coordination help four-year-olds do puzzles, play with toys that have small parts and dress and undress without assistance. Four-year-olds approach the world with great curiosity and use their imaginations to help understand it. Hands-on explorations help them to separate reality from fantasy. They can participate in the planning and implementation of simple scientific investigations and over the course of the year, will increase their abilities to make observations, gather information, compare data, identify patterns, describe and discuss observations and form explanations and generalizations. Emotionally, four-year-olds continue to learn what causes certain feelings and realize that others may react to the same situation differently. They have learned to better manage intense emotions with coping strategies like talking it out or drawing a picture. Four-year-olds also show further progress in their social interactions with peers, such as by smoothly joining in a group play situation, being sympathetic to others, or suggesting ways to resolve conflicts. In exploring the creative arts, children this age can identify changes in pitch, tempo, loudness and musical duration. They can sing songs of their own creation as well as memorized ones. Their art begins to be more realistic and may incorporate letters. Four-year-olds love to dance and are able to move rhythmically and smoothly. Their dramatic play is highly imaginative and now has the structure of specific scenarios, like going to the grocery store or rescuing a cat stuck in a tree. Support for PBS Parents provided by:Our state standards spell it out pretty clearly. My third graders need to be able to write opinion pieces on topics or texts that state an opinion within a framework of an organizational structure that provides reasons that support the opinion and provides a concluding statement. Best Apps for Two-Year-Olds. I have three sons: Philip, Noah, and Hugo. When I meet other parents at Philip’s school, they would ask me to recommend them the best iPad apps for their children. Best Apps for Three Year Olds. As father to two sons, Philip (4) and Noah (2), I get many questions from other parents about the best iPad apps for their kids. Free business-day shipping within the U.S. when you order $25 of eligible items sold or fulfilled by Amazon. Best Creative Apps Your device's screen is a magnet for little fingers, so why not channel their curiosity with your phone or tablet into a creative experience? These apps allow kids to color pictures, play around with photos, make music, express themselves in writing, and tinker and build with digital tools. You can explore the basic steps of research, character development, the 5-paragraph essay, picture book projects, the 3-step creative writing process, and much more. You will also find awesome games that teach writing through fun activities.

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The play ‘Othello’ is a tragedy by William Shakespeare, written in 1603 and first published in 1622. The work revolves around four main characters, Othello, a general in the Venetian army, Desdemona, his wife, Cassio, who is Othello’s loyal lieutenant, and, finally, Iago, who is the ultimate dishonest, but trusted ensign. Initially, Othello and Desdemona were deeply in love and happily married, even though her father did not approve their marriage. Nevertheless, Othello promoted Cassio to Lieutenant instead of Iago; thus, Iago started to plan his revenge. He convinced Othello that Desdemona was cheating on him with Cassio, and this destroyed their marriage. The play features two female characters, namely, Emilia and Desdemona, who have maintained the unbalanced relationships in the result of which they were condemned by their partners. Arguably, even though women in the play were loved, they were depicted as unfairly treated and considered to be inferior. In the play, Desdemona was portrayed as a mature person who always defended her love for Othello (her husband) and thought the same of him. Nevertheless, the situation drastically changed when Iago told Othello that she was having an intimate affair with Cassio (Barnes, Aidan & William 60). Desdemona was regularly thoughtful to other people's circumstances that could bring about turmoil, but still she was both physically and emotionally faithful to her spouse. Besides, she was a peacemaker, since when Othello wanted to dismiss Cassio; she made peace between them. As a result, this prompted her to talk to Cassio in privacy, which, in its stead, led to her husband accusing her of cheating. In today’s society, Desdemona is considered a housewife who sees to her husband’s every step and is a caring wife. Her treatment seems even more unbearable when one sees through their arguing that she was a woman emotionally abused by her husband, which resulted in death at the end. Another female character, Emilia, was Iago’s wife and as such, her character entailed submissiveness. Further, she was also Desdemona’s handmaiden. Unknowingly, Emilia played a great role in Iago’s dishonest plan, and, surprisingly, she was never suspicious. In most instances, Emilia is depicted as the opposite of Desdemona (Barnes, Aidan & William 63). Despite the fact that according to common stereotypes women should be loyal and faithful to their husbands, she argued that women should also have a voice, not rely on their spouses but be independent. Moreover, Emilia was seen upset by the hearing that Othello called his wife unfaithful. Emilia also questioned how men could be living without women, meanwhile claiming that women should not be slaves to their husbands. According to her radical and unprecedented idea women deserved to be respected and independent, even though in this play women did not achieve much more than the usual abuse (Bloom 19). Emilia and Desdemona lived in societies where women did not dare to do what was supposed to be done by men. These characters were seen to use their skills to preserve their livelihood and peace, whereas male characters, like Othello, usually disrespected and devalued them in return. The reason Othello did not defend his woman from accusations regarding Cassio was because he was sure that Desdemona was an adulterer, even though he had no concrete evidence. In addition, Emilia loved and was respectable to her husband, but when Othello undermined her fidelity, she responded as she got upset and claimed him as disrespectful. Entirely, this play showed that women can show both submissive and dominant qualities, even though it did not benefit their status of being seen as possessions (Smith 23). In order to analyze how the author views the roles of female characters, it is important to take a look at the various literary elements that have been utilized as part of this play. One of them is the irony. The author represented women as selfless, as, for example, one can see the irony of fate in Desdemona’s situation as she died as being guilty of her innocence. Moreover, hereby author showed how much Desdemona loved her husband and belonged to him, as she gave her life for a mistake that was not hers. Furthermore, Iago was also considered on a revenge mission, as Emilia became rather authoritative since she got upset after realizing that Desdemona was accused of infidelity. All in all, women were viewed as a possession in the marriage, to convey that message Shakespeare depicted them as ironic victims who succumb to the unbalanced relationships. Another literary element exploited in the play was symbolism (Smith 26). For instance, Desdemona was given a handkerchief by her husband as her first gift since they married. This symbolized Othello’s love for her wife. Thus, being new and clean it represented not only the purity of their marriage, but how she was valued and needed by her husband. Nevertheless, Iago was seen manipulating the handkerchief purposely to make Othello see it as a symbol of Desdemona chastity and faith just so when Iago takes possession of it, he could easily convert it into evidence of Desdemona’s infidelity. Accordingly, since it was so pure in the beginning any shadow or stain could ruin it, and when that shadow appeared nothing Desdemona could say or do to defend herself would make it brand new again. Evidently, symbolism and male influence played a greater role than women, as the latter were neither heard nor listened to in the play. What is more, through Iago also Shakespeare used animal imagery. In Act 1, Scene 1, Iago claimed that Othello had some animalistic and bestial behavior (Shakespeare & Sylvan 90). Meanwhile, he also refers to Desdemona as “white ewe” (Shakespeare & Sylvan 90), implying her innocence and purity. Evidently, this type of imagery permeates the play and portrays the behavior of characters throughout the play, as in the end one can observe the beast killing an innocent ewe. Iago also calls Desdemona “sport for Jove.”, in a sexually suggestive manner as Jove took different forms of animals to have sex with beautiful ladies. By such suggestions Desdemona as a female was again considered dishonest and impure. What is more, this portrayed disrespect for women even in instances when men seemed to praise their beauty. - Cover page - Table of contents - Revision (during 48 hours) - Outline (on demand) - Plagiarism report (on demand) - On-time delivery - Supreme quality products - No hidden charges - 24/7 customer support - No-plagiarism guarantee Several dramatic themes were illustrated in the play, one of which was tragic flaws. Most of Othello’s suffering resulted from the poor judgments he made. Evidently, he mistrusted the people who are loyal to him and believed the wrong ones, whereas the main difference between those were their social statuses, as that of women was inferior to men. The other tragic flaw that Emilia experienced was trusting her husband who was unfaithful (Shakespeare & Sylvan 94). Othello is also considered a tragic hero, as he was regarded as a nobleman in Cyprus. He lived in a mansion, had numerous people under his command and always spoke about his real wealth and high rank. Hence, Othello was gullible and selfish. Evidently, he allowed himself to be manipulated by Iago rather than trusting his heart and this crowned him a tragic hero (Shakespeare & Sylvan 94). Hubris was used in the play to illustrate Othello’s pride, as due to his pride, he failed to listen to the truth that finally leads to his demise. No female character had such elements, even though Emilia was also a tragic hero in her own way. She defended Desdemona when Othello accused her of cheating. In her speech, Emilia made it clear that men could not be where they are without women. In conclusion, Emilia and Desdemona portray the two different sides of women that are those who allow others to possess them and those who believe in having a voice. Nevertheless, both types can be left with no respect or dignity if a representative of a powerful sex wishes so. The stereotypes mentioned above are evident that even in today’s society women are still being treated unjustly. Notably, these women were inferior to their husbands. Despite the fact that women in the play were not respected and abused, they defended themselves and pushed for their rights. Several literary elements and dramatic themes were used to capture the attention of the readers, thus making them understand the challenges arisen with ease.

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Legendary Hopewell Culture Destroyed By Exploding Comet, Study Says After enjoying centuries of stability, the prosperous Native American Hopewell culture suddenly went into rapid and irreversible decline around the year 500 AD. The reasons why this happened have long been a topic for speculation, and a team of researchers from the Departments of Anthropology and Geology at the University of Cincinnati (Ohio) have now joined the debate to offer a brand-new theory. Analyzing rock samples collected from 11 archaeological sites in the Ohio River Valley, these researchers have found physical evidence that suggests an exploding comet may have played a significant role in the Hopewell peoples’ demise. The samples included the stony remnants of this disintegrating space object, which was destroyed in an airburst that distributed its debris far and wide in all directions. These stony remnants, which are known as micrometeorites, possessed qualities that revealed their true origin. University of Cincinnati researchers take sediment samples at a Hopewell culture site at the confluence of the Ohio and Great Miami rivers. (Larry Sandman / University of Cincinnati ) Meteorite Impact on the Hopewell Culture Region “Cosmic events like asteroids and comet airbursts leave behind high quantities of a rare element known as platinum," explained anthropologist and lead study author Kenneth Tankersley in a University of Cincinnati press release . "The problem is platinum also occurs in volcanic eruptions. So, we also look for another rare element found in non-terrestrial events such as meteorite impact craters—iridium. And we found a spike in both, iridium and platinum." Based on the results of radiocarbon and typological dating procedures, the researchers concluded that this catastrophic event would have occurred sometime between the years 252 and 383 AD. “This time period coincides with historically documented near-Earth comets and occurs immediately prior to the cultural downturn of the Hopewell ,” the University of Cincinnati researchers wrote in an article discussing their findings in Scientific Reports . “The airburst event may have created mass confusion resulting in an upheaval of the social interaction sphere.” A magnet holds tiny micrometeorites collected from sediment samples taken from an ancient Hopewell culture site. Researchers say this evidence points to a comet airburst that devastated parts of the Ohio River Valley more than 1,500 years ago. (Michael Miller / University of Cincinnati ) Previous research has revealed that the area of what is now the eastern United States experienced an epidemic of massive and ravaging wildfires during this period, which incinerated more than 9,200 square miles of forest and agricultural land. The researchers found a layer of charcoal deposits at the Hopewell culture sites along with the micrometeorites, proving that these fires had occurred during the same time period as the comet’s near-Earth explosion. If they crash into the earth, astronomical bodies like comets and meteors can do great damage to ecosystems within the zone of impact. But if they explode in the sky, the intense heat and wind generated by the blast, plus the raining down of heavy, rocky debris from the exploding object, can cause damage and destruction over a much broader geographical area. This is what happened in the famous Tunguska event of 1908, when a comet or meteor passed through Earth’s atmosphere and exploded in the sky over Siberia. The explosion leveled more than 800 square miles of forest, leaving behind a scarred landscape that is still visibly damaged to this very day. Much like the Siberians who lived near Tunguska, the Hopewell survivors of the third or fourth century blast would have been surrounded by scenes of unimaginable devastation. Survivors who resided near the epicenter of the explosion, which occurred over what is now the city of Milford in southwestern Ohio, would have been especially shocked and traumatized by what they experienced. "It looks like this event was very injurious to agriculture,” said biology professor and study co-author David Lentz, noting the impact of the explosion on the food chain. “People didn't have good ways to store corn for a long period of time. Losing a crop or two would have caused widespread suffering.” “And if the airburst leveled forests like the one in Russia,” he continued, “native people would have lost nut trees such as walnut and hickory that provided a good winter source of food. When your corn crop fails, you can usually rely on a tree crop. But if they were all destroyed, it would have been incredibly disruptive.” Hopewell culture mounds from the Mound City Group in Ohio. (Heironymous Rowe / CC BY-SA 3.0 ) Remembering the Magnificent Hopewell Culture The pre-Columbian Hopewell culture was comprised of disperse settlements of Native American peoples who occupied hundreds of villages alongside rivers in what is now the northeastern and midwestern sections of the United States. The Hopewell culture was ethnically diverse, but united through extensive trade networks that developed over the course of several centuries. The Hopewell peoples reached the peak of their prosperity during a period that ranged from approximately 200 BC to 500 AD, after which their culture experienced a swift and sudden decline. Although they essentially disappeared as a distinct people more than 1,500 years ago, the Hopewell did not vanish without a trace. They left behind many vast and impressive complexes of large earthwork mounds, which can be found in multiple states in the vast expanses of America’s Eastern Woodlands. These ceremonial mounds were an expression of the Hopewell culture’s cosmological and spiritual belief systems , which is revealed by their shapes, content, and alignments. The mounds sometimes featured animals that would have been sacred to the Hopewell, and sometimes were formed into geometric shapes that likely had ritual significance or deeper spiritual meanings. Just as significantly, the locations of the mounds were not chosen at random—Hopewell mounds were carefully aligned to coincide in various ways with lunar and solar cycles, or with the movement of stars across the night sky. In addition to their mound-building proclivities, the Hopewell were also accomplished artists and craftspeople. Hopewell archaeological sites have yielded a remarkable bounty of expertly crafted items, including pottery, sculptures, carvings, jewelry, textiles, tools, and exotic ritual artifacts. Artisans worked with metal, bone, stone, and shells, producing a broad variety of practical and decorative items that were traded freely between villages and settlements. Before the end came, the Hopewell culture seemed to be thriving. They had lived in harmony with nature, with their gods, and with each other for hundreds of years. It is clear that only a significantly disruptive and destructive event or series of events could have brought about their culture’s sudden downfall. The Miami Native Americans tell of a horned serpent (pictured here) that flew across the sky and dropped rocks onto the land before plummeting into the river … the Shawnee refer to a 'sky panther' that had the power to tear down forests … the Ottawa talk of a day when the Sun fell from the sky.” (Chickasaw TV ) Where the Storytelling Meets the Science Further evidence for a world-altering event in ancient times can be found in the oral traditions of Native American groups descended from the Hopewell people. "What's fascinating is that many different tribes have similar stories of the event," Professor Tankersley, who is Native American himself, said: "The Miami tell of a horned serpent that flew across the sky and dropped rocks onto the land before plummeting into the river … the Shawnee refer to a 'sky panther' that had the power to tear down forest … the Ottawa talk of a day when the sun fell from the sky.” Tankersley also mentions legends passed down by the Wyandot, Algonquin, and Iroquois people that describe sky-born catastrophes of apocalyptic proportions. And there is still more. Near the epicenter of the third- or fourth-century blast lies a set of Hopewell mounds known as the Milford Earthworks. Tellingly, one of these mounds is shaped exactly like a comet. While the evidence proving the existence of the exploding comet is strong, there is still much to be learned about its impact on the Hopewell culture. "It's hard to know exactly what happened. We only have a few points of light in the darkness," Professor Lentz said. "But we have this area of high heat that would have been catastrophic for people in that area and beyond." "Science is just a progress report," commented geologist Steven Meyers, another study participant. "It's not the end. We're always somewhere in the middle. As time goes on, more things will be found." Top image: Hopewell culture serpent effigy, Turner Group, Mound 4, Little Miami Valley, Ohio. Source: Daderot / Public domain By Nathan Falde Amazing. Good sluthing. A Tunguska event. Very believable. It does make one wonder if there were other similar events elsewhere in ancient times on earth. A fascinating article. Finally, we have an idea about what happened to this amazing culture. Thank you for this article.

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Solving the hot topic of accurate and reproducible temperature measurement Anyone who reads the climate literature, even on an occasional basis, will have come across the idea of the ‘proxy’, a measurement that can be used to infer something else: oxygen isotope ratios in carbonate rocks, for example, can be used to reconstruct temperature profiles many hundreds of thousands of years in the past. If the complicated causal chain leads some self-styled ‘sceptics’ to question their validity, all instruments – from barometers to glucose sensors – are indirect and are backed up by a set of causal links to the quantity they measure. Among the devices with the shortest chains of connection is the platinum resistance thermometer, whose exquisite accuracy has underpinned science and technology for over 100 years and, until recently, defined the international temperature scale. The idea that resistance varies with temperature was first aired by Humphry Davy in 1821, late in his career, when he noted that platinum wires conduct electricity less well at higher temperatures. The discovery is remarkable because the relation between current, potential and resistance that we now call Ohm’s law was unknown at the time. Although several scientists followed up this observation, nothing came of it until Charles William Siemens, a young German engineer, arrived in the UK in 1843 to act as agent for his brother’s telegraph company. After taking various jobs, he set up a company to manufacture undersea cables to link the far-flung reaches of the British Empire, building on his studies of the electrical resistance of different metals. In 1860, when his company was awarded the contract to link Burma to Singapore, Siemens travelled with the consignment of cables. Worried that they would overheat on the journey, Siemens needed to measure the temperature. Mercury thermometers were too rigid and fragile to do the job, so he tried something different. He wound a slender length of silk-sheathed copper wire around a central rod. He then sealed it in caoutchouc (a natural rubber) and slipped it inside a copper tube. Wires connecting the copper spiral to a battery and Wheatstone bridge allowed Siemens to measure the temperature deep inside the rolls of cable. Changes of less than a degree were easily measurable and Siemens watched with alarm as the temperature rose day after day. When it reached 30°C, Siemens ordered that cold water be poured over the coils to save them from destruction. Siemens had established the principle of resistance thermometry. In a letter to John Tyndall reporting his invention in 1861, he suggested that using platinum would extend its range and allow the measurement of temperature inside industrial furnaces. Unfortunately, a committee of scientists who tested Siemens’ instrument rejected the method as too unreliable for serious use. This would change in 1885, when Hugh Callendar joined J J Thompson’s research group in Cambridge intending to develop the resistance thermometer as a new thermometric standard. Although his degree was in classics and mathematics, he had unquestionable mechanical and scientific skills developed as a child by building induction coils and playing with electricity. At the time, the most accurate way of measuring temperature was a fiddly constant-pressure air thermometer designed by Victor Regnault in the 1840s. As Callendar pointed out in his 1887 paper, a new thermometric standard must be a highly reproducible portable device, stable enough not to require regular calibration and easily copied so that standards could be spread from one lab to the next. The Regnault method failed all these criteria. After laboriously building an air thermometer, he bought very slender, high-purity platinum wire from Johnson Matthey. He was aware that purity was crucial, as was the degree of stress in the wire. After annealing the wire by passing it through a fat Bunsen flame he wound the very soft thread around a hard glass frame and inserted it into the bulb of his air thermometer to make measurements in parallel. The work was maddeningly fiddly – over and over he reports breakages and there are hints of frustration both at his own lack of technical ability, but also the quite limited technical support he received. He turned to a London glassblower for help. When a revised device was delivered, the platinum wire broke. The first few months of 1886 were a catalogue of disasters with apparatus leaking, breaking and having to be redesigned. Then Callendar had an unspecified accident that left his right hand unusable for a month. Eventually he had a working device, a small bulb of air in which sat his platinum spiral, now wound on mica. The bulb could be immersed in iced water, a steam bath or a hot furnace, and with this system he could gradually narrow down the errors, correcting for the expansion of glass. A Wheatstone bridge allowed accurate measurement of the resistance and he established a quadratic equation to fit the data. By 1897 felt confident enough to propose the platinum thermometer, now free of the gas bulb, as a new temperature standard. By 1903 it was in use at the National Physical Lab, and the standard platinum resistance thermometer still defines the international temperature scale today, even after the redefinition of the kelvin. Callendar would become professor of physics at Imperial College London. He died in 1930. Platinum thermometers are used everywhere, from making ice cream to smelting steel and monitoring power stations. In our labs too platinum thermometers give us measurements accurate up to a thousandth of a degree. But Callendar’s thermometric legacy would get an even stronger twist: just eight years after his death, his son, Guy Stewart Callendar, published a seminal paper linking carbon dioxide emissions to global temperature. It is a reminder that one thing leads to another, not just in storytelling, but in science and measurement too. Michael de Podesta shared his wisdom on matters thermometric. C W Siemens, Phil. Mag., 1861, 21, 73 H L Callendar, Phil. Trans. Roy. Soc., 1887, 178, 161 (DOI: 10.1098/rsta.1887.0006) No comments yet

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Similes in beowulf. Beowulf English poetry, including Beowulf, didn't rhyme 2022-10-05 Similes in beowulf Rating: Similes are a literary device that are used to compare two things using the words "like" or "as." They can be found throughout the epic poem Beowulf and serve to add imagery and depth to the descriptions in the poem. One of the most well-known similes in Beowulf is the comparison of Beowulf to "a bear on the ice" when he is fighting Grendel's mother. This simile not only conveys the strength and determination of Beowulf, but also adds a vivid image of a powerful animal struggling and clawing its way across a slippery surface. Another example of a simile in Beowulf is the comparison of the dragon's fire-breathing to "a blast of steam" when it attacks the Geats. This simile not only describes the ferocity of the dragon's attack, but also conveys the intense heat and destructive power of its flames. Similes are also used to describe the physical appearance of characters in the poem. For example, Beowulf is described as "shining like the morning star" when he first arrives in Denmark to fight Grendel. This simile not only conveys Beowulf's bravery and nobility, but also adds a sense of otherworldly brightness to his appearance. In addition to describing characters and events, similes are also used to convey the emotions and feelings of the characters in the poem. For example, when Beowulf is about to face the dragon in his final battle, he is described as being "calm as a stone" despite the danger he is about to face. This simile conveys the courage and determination of Beowulf as he prepares for battle. Overall, the use of similes in Beowulf adds depth and imagery to the descriptions in the poem, helping to bring the characters and events to life for the reader. Whether they are used to describe physical appearances, actions, or emotions, the similes in Beowulf play a crucial role in the poem's storytelling and help to paint a vivid and engaging picture for the reader. Free Essays on Similes In Beowulf . Beowulf is a story about how the legendary protagonist saves the inhabitants of its place from the brutal monster Grendal. During the battles with Beowulf and monsters, the mood is filled with suspense and energy. To the modern reader, one must. In Beowulf's world, they do. . One of the purposes of a simile is to help the reader visualize the story. It has all of the characteristics to be one. In lieu of rhyme, poets relied heavily on alliteration. If a leader were killed, the offending party could pay a certain amount to have the matter settled. Metaphors in Beowulf Grendel is a monster referred to as a shadow-stalker and a hell-brute There are many metaphors in Beowulf that help draw readers in and contribute to the themes of the story. . . . Beowulf is faced with mythologic creatures with powers, seemingly indefensible by a human. For example, the sea isn't actually a road, but for a whale, it's as great a way of getting around as the highway is for us. Alliteration Alliteration is a poetic device that simply means the repetition of the same sound at the beginning of words that are next to each other, or at least close together. But some allusions are identifiable for us as well. For instance, Grendel refused to pay wergild to Hrothgar. In all likelihood, it probably would not have the same effects because he incorporated so many Christian beliefs. . The symbolism of the opening lines and some Biblical allusions will open the deep meaning of the poem. Hrunting The word befits Hrunting, the most famous sword in the heroic world of Beowulf. For his part, the leader rewarded his thanes with treasure, protection, and land. The epic celebrates virtues of national, military, religious, cultural, political, or historical significance. He begins to keen and weep for his boy, watching the raven gloat where he hangs; he can be of no help. Which Words Describe the Relationship between Hrothgar and Beowulf? Beowulf Characters Is Beowulf a hero? You can think of it kind of like a stereotypical scene in a horror movie when the camera keeps cutting back and forth between a murderous villain and an unwitting victim. What does whale road mean in Beowulf? It is a form of understatement that is none too subtle. In Beowulf itself, we witness the captivating talents of performing storytellers; an example is the scop who sings of The Finnsburh Episode 1063-1159. The mix of Christian and pagan elements in Beowulf reveals three themes:. Beowulf as History One point to remember is that the poem is not history. But it soon becomes somber when discussing the loss. While no translation can completely convey all of the figurative language that Beowulf showcases in its original Old English version, there are still plenty of memorable phrases to share with modern audiences. The repetition isn't really necessary for the plot - the poem could have just stated once that Grendel appeared - but it does help emphasize the drama of the moment. The story of Beowulf was able to stir the hearts of its reader for generations. Heorot has been under attack by a creature called Grendel for many years; Beowulf defeats Grendel and then defeats Grendel's mother in single combat. The main harmful aspects and dangers of retribution the author focused on. Simply put, alliteration is the repetition of initial sounds of words. . The simile is an extended comparison between the way the sea pulls Odysseus out of the rocks and the way a fisherman pulls an octopus out of its lair. The main characters are Romeo and Juliet, a pair of teenagers, that fall in love, but they are from Rival. The poem relates to dreams are reality as dreams. Usually, spacing indicates that pause. These stories have a profound meaning to the people of England, just as the "Iliad" and "Odyssey" have a deep meaning to the ancient people of Greece. Beowulf English poetry, including Beowulf, didn't rhyme These are used in various ways to heighten the poetic effect of the poem, and they are part of what really sets Beowulf apart as a distinctive and memorable work of literature. Thanes swore devotion to their leader and vowed to fight boldly, to the death if necessary, for him. The social structure of the comitatus did exist; and the most dominating rituals in the poem, the funerals near the beginning and at the end of the epic, have been confirmed by archaeological discovery. The opening lines introduce the heroic code as the central theme of the poem. . What literary device is used in Grendel? To his audience, however, the list of heroes, villains, and battles were familiar. Beowulf is an epic poem because the protagonist is a hero who travels to prove his strength in battles against demons and beasts. Beowulf was written by a single Christian poet. In the other epic poem Iliad is the work of a Greek poet named Homer. These similes add depth to the descriptions in this poem. Some of the most unsettling kennings in the poem are those that describe human bodies, usually at the point of death. Beowulf is presented as an epic story that has both Christian and Pagan elements portraying the conquering hero Beowulf. A Homeric or epic simile is an elaborate comparison, developed over several lines between something strange or unfamiliar to the audience and something more familiar to them. The writer doesn't just say that Grendel's claws where sharp and strong, he says they are like steel.

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For Jews all over the world, Passover is the festival of freedom. Specific rituals and traditional foods, as well as broader interpretations of liberation from enslavement are all parts of the eight-day observance. Children’s books about the holiday reflect these different elements of the celebration, from the history of the Exodus from Egypt, to tales of family relationships reflected in Passover preparations and the elaborate seder meal. Two children’s picture books remind readers of the holiday’s essential core, stripping away many of the external details to focus on enduring values such as faith and courage in the face of unimaginable obstacles. In The Magician’s Visit: A Passover Tale (Viking Penguin, 1993), award-winning author Barbara Diamond Goldin retells I. L. Peretz’s 1904 Yiddish short story “The Magician,“ about a poor Jewish couple unable to afford even the basic necessities for their seder. When the prophet Elijah provides all they need, they are fearful and confused. With haunting watercolor sketches by Robert Andrew Parker, the book’s mythical archetypes of precarious shtetl life become real for young children, as the husband and wife from Peretz’s story accept their plight with humility and are rewarded for their faith. (Uri Shulevitz also adapted and illustrated the same story in 1973, with small, intense black-and-white drawings.) The Secret Seder (Hyperion Books for Children), written by acclaimed author Doreen Rappaport and illustrated by Caldecott Award winner Emily Arnold McCully, also recalls a Passover meal diminished by loss. In World War II France, a Jewish family is forced to choose between risking their lives or fulfilling their religious obligations. Although Elijah does not literally come to their rescue, their community invokes the prophet’s presence and defies the Nazis’ attack on their lives and traditions. Both books offer a view of redemption, providing a sense of hope without minimizing the harsh circumstances testing Jewish belief. Both books offer a view of redemption, providing a sense of hope without minimizing the harsh circumstances testing Jewish belief. The Magician’s Visit has minimal character development and little dramatic tension. As Goldin explains in her afterword, the prophet Elijah plays a major role, his powerful symbolism inhabiting many other Jewish customs. Participants in the sederopen the door and invite him in, and he also presides over a baby’s bris and is called upon to welcome a new week at the conclusion of the Sabbath. The prophet Malachi, in the eponymous Biblical book , announces that the coming of the Messiah will be preceded by the return of Elijah himself; in times of fear, this promise has assumed even greater importance. In Goldin’s narrative, the inhabitants of an unnamed small town in eastern Europe are getting ready for Passover, the holiday requiring more preparation than any other in the Jewish calendar. The book’s first sentence casually mentions that “a magician came to town,” suggesting an occurrence no more notable than any other. Indeed, this magician at first seems to be just one more poor Jew. His magic involves ordinary objects: he transforms rags into golden ribbons, and pulls turkeys out of his boots. Hayim-Jonah and Rivkah-Bailah are struggling to survive; their predicament is unremarkable. Peretz, in Goldin’s retelling, gives almost no information about his characters’ plight, aside from the fact that Hayim-Jonah, a lumberman, has had “misfortunes.” The winter had been severe enough that they would not, proverbially, “wish (it) on even their worst enemy.” The couple’s childlessness goes unmentioned, yet it adds a poignant tone to their isolation. Hayim-Jonah is convinced that God will provide what they need for Passover. As Jewish law demands, they continue to give charity even while they have barely enough to survive. When they open the door to a stranger on the eve of the holiday, they apologize to him for their inadequacies as hosts. In the lowest emotional point for this deeply religious man, Hayim-Jonah responds to the visitor, “I’m sorry…but we have no Seder.” Ironically, although he had previously reprimanded his more practical wife for her sadness, he now shares her despair. At this point in the story, young children may experience the couple’s disappointment, although adult readers will recognize the magician’s true identity. In 1923, Marc Chagall illustrated an edition of Peretz’s story in the original Yiddish. Although Parker’s artwork for the book is far more somber in tone, with dark, muted colors dominating, his picture of the magician as Elijah recalls Chagall’s mystical joy. His face emerges from the shadows bathed in white, with two white circles in the background suggesting wings or haloes. He holds out two gold candlesticks with bright orange flames. Yet even when he causes a tablecloth to drop from the ceiling and matzah, wine, and a shankbone to materialize from nowhere, the man and his wife are not convinced and decide to consult their rabbi. Any child who has examined Elijah’s cup at his or her family seder to see if some wine has been consumed will be waiting for the rabbi’s decision on the difference between magic and miracles. His answer is helpfully specific: magic is a “deception,” but if the matzah crumbles, the visitor’s gifts are real. Any child who has examined Elijah’s cup at his or her family seder to see if some wine has been consumed will be waiting for the rabbi’s decision on the difference between magic and miracles. In The Secret Seder, no such feeling of assurance is available to the young Jewish boy and his parents attempting to pass as Christians in Nazi-occupied France. The boy lives in terror of the “black boot men” who take Jews away; his own grandparents have disappeared. Yet he secretly practices reciting the Four Questions with his mother, and when the first night of Passover arrives, his father leads him to the forest to share a secret sederwith a group of terrified but resistant Jewish men. His father reasons over his mother’s fears that “Just being a Jew is dangerous.” Here the danger is not only poverty, but death. The men are reciting the evening prayers together before the seder begins, each with a ragged coat over his head in place of a tallis. Some of the men are crying. The boy vividly remembers his grandparents’ bountiful table of the previous year; here there is only one candle, wine, and one piece of matzah. The sorrow on the men’s pale faces and the drab colors of brown wood and clothing are relieved by the bright light of the candle. No magical figure enters to reward their refusal to accept defeat. Unlike Hayim-Jonah’s and Rivkah-Bailah’s peaceful seder, this one is marked by contention. An old man, lacking a full Haggadah, reads from a ragged sheet of paper, which looks like a newspaper bringing the tragic events of the day to its readers. A heated argument, not unlike Talmudic disputes, ensues when the men disagree about the different periods of adversity in Jewish history. Their anger and fear merge in one moment when a woodcutter who had been standing guard outside suddenly opens the door. Only his shoe and a narrow part of his leg are visible, making his identity unclear. McCully shows all faces turned toward the stranger, some men rising from their seats in expectation of being seized by the enemy. At the same time, the scene evokes the entrance of Elijah as a promise of deliverance. Later, when the time arrives for opening the door for the prophet, only “a cold blast of wind” enters. Again, the group’s expectation is implicit: “No one speaks as we listen to the wind.” Elijah does not enter, but one of the men declares the traditional, “Next year, in Yerushalayim,” followed by “we shall come together for a great feast.” The reader knows what the man at the seder does not. Many Jews will die, but those who survive will return to observe Passover, some with renewed hope. Not long after the War, the State of Israel will be founded, viewed as the fulfillment of God’s promise by some, and by others as a secular fulfillment of messianic hopes. The wandering magician who visits Hayim-Jonah and Rivka-Bailah is rooted in shtetl life, familiar with their humble prayers and hopes for material betterment. When the rabbi assures them that their faith has not allowed them to be deluded by magic, their seder has been redeemed. They will wait patiently and without a sense of urgency for Elijah’s later arrival before the ultimate redemption. The Jews of The Secret Seder cannot rely on unquestioning faith, although their faith has not disappeared. Their own obstinate bravery has redeemed their Passover celebration, filling the silence when Elijah fails to arrive. Each book offers children a different perspective on Jewish resilience as they open the door. Emily Schneider writes about literature, feminism, and culture for Tablet, The Forward, The Horn Book, and other publications, and writes about children’s books on her blog. She has a Ph.D. in Romance Languages and Literatures.

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What ia an essay. What is an Essay? Definition, Types and Writing Tips by HandMadeWriting 2022-10-24 What ia an essay Rating: A focus sentence is a sentence that highlights the main idea or point of a paragraph. It is typically placed at the beginning or end of a paragraph and serves as a roadmap for the rest of the paragraph, guiding the reader through the main points and supporting details. Here are a few examples of focus sentences: "One of the main reasons I decided to pursue a career in medicine is because I have always been drawn to helping others." This focus sentence highlights the main reason the speaker decided to pursue a career in medicine. "Despite the numerous challenges faced by small businesses, one of the most significant is access to financing." This focus sentence identifies access to financing as the most significant challenge faced by small businesses. "While there are many factors that contribute to the success of a company, effective leadership is perhaps the most important." This focus sentence identifies effective leadership as the most important factor in a company's success. "In conclusion, it is clear that climate change is a complex and pressing issue that requires urgent action from governments, businesses, and individuals alike." This focus sentence summarizes the main points of the paragraph and highlights the need for urgent action on climate change. As you can see, focus sentences are an important tool for structuring and organizing a paragraph. They help to clarify the main points and make the writing more coherent and cohesive. By including focus sentences in your writing, you can help your readers understand the main points more easily and stay focused on the main ideas. Ethical behavior in business refers to the actions and decisions made by individuals and organizations that adhere to moral principles and values. It involves being honest, fair, and respectful towards others, and taking responsibility for the impact of one's actions on stakeholders such as employees, customers, suppliers, and the community. There are numerous benefits to practicing ethical behavior in business. First and foremost, it helps to build trust and credibility with stakeholders. When individuals and organizations act in an ethical manner, they demonstrate their commitment to doing the right thing and being transparent. This can lead to increased customer loyalty and a positive reputation, which can translate into long-term financial success. In addition, ethical behavior can improve relationships within the workplace. When employees feel that their employer is acting in an ethical manner, they are more likely to have a positive view of the organization and be more motivated to do their best work. This can lead to increased productivity and a more positive work environment overall. Ethical behavior is also important for compliance with laws and regulations. By following ethical principles, individuals and organizations can avoid legal consequences and fines, and ensure that they are operating in a manner that is consistent with the laws and regulations of the industry in which they operate. Furthermore, ethical behavior can contribute to the overall well-being of society. When businesses act ethically, they can have a positive impact on the community and the environment. For example, they may choose to use environmentally-friendly practices, engage in philanthropic activities, or support diversity and inclusion initiatives. This can help to create a more sustainable and equitable world. In conclusion, ethical behavior in business has numerous benefits. It helps to build trust and credibility with stakeholders, improve relationships within the workplace, ensure compliance with laws and regulations, and contribute to the overall well-being of society. As such, it is essential for individuals and organizations to prioritize ethical behavior in their business practices. Essay Definition & Meaning Illustration essay helps the author to connect with his audience by breaking the barriers with real-life examples — clear and indisputable. To answer the question you must examine your evidence, thus demonstrating the truth of your claim. If it does, the essay will lack balance and may read as mere summary or description. High school is where students usually encounter with informative essay first time. But, they all have a uniform structure that you must maintain in the paper. The Essay in Academics Not only are students required to read a variety of essays during their academic education, but they will likely be required to write several different kinds of essays throughout their scholastic career. The Definition of an Essay Including Writing Resources As a professional provider of custom writing, our service has helped thousands of customers to turn in essays in various forms and disciplines. Essays are brief, non-fiction compositions that describe, clarify, argue, or analyze a subject. So, make sure you studied all the instructions for the task thoroughly. On one hand, it can easily be answered in a couple of words. Signs of Trouble A common structural flaw in college essays is the "walk-through" also labeled "summary" or "description". A good thesis statement combines several ideas into just one or two sentences. What is an Essay? Definition, Types and Writing Tips by HandMadeWriting The definition essay outline will reflect those angles and scopes. A subject is a broad concept: gun control, US history, WWII, Napoleonic Wars, business ethics, academic dishonesty, school dress code, etc. Check if your conclusion and introduction are about the same — the same applies to the body paragraphs. The essay is a written piece that is designed to present an idea, propose an argument, express the emotion or initiate debate. Introductions and conclusions have fixed places, but other parts don't. The conclusion is an opportunity to wrap up the essay by reviewing the main points discussed that drives home the point or argument stated in the thesis statement. Descriptive essays rely heavily on detail and the paragraphs can be organized by sense. This will start you off on answering the "what" question. Origins of the Essay Over the course of more than six centuries essays were used to question assumptions, argue trivial opinions and to initiate global discussions. Your college might have some special requirements regarding the content or style. What Is an Essay? The Definition and Main Features of Essays Noun Your assignment is to write a 500-word essay on one of Shakespeare's sonnets. In answering "why", your essay explains its own significance. If you leave it out, your readers will experience your essay as unfinished—or, worse, as pointless or insular. The purpose of this essay is to describe an idea, occasion or a concept with the help of clear and vocal examples. Typically found at the beginning of a paper, the thesis statement is often placed in the introduction, toward the end of the first paragraph or so. Then consider working with a ghost This is the most common type of a formal essay. Or is it too many of them? Answering Questions: The Parts of an Essay A typical essay contains many different kinds of information, often located in specialized parts or sections. The corresponding question is "how": How does the thesis stand up to the challenge of a counterargument? Such essays generally have a descriptive thesis rather than an argumentative one. French, The New York Review of Books, 29 Nov. Now back to the fun stuff. Since you're essentially reporting what you've observed, this is the part you might have most to say about when you first start writing. Finally, the length of an introduction varies and can be anywhere from one to Creating a Thesis Statement A thesis statement is a sentence that states the main idea of the essay. After the first draft is done, make sure to double-check it for all possible mistakes: grammar, punctuation, word usage, logic flow, etc. Once you are working on it, brainstorm all the ideas related to the subject. The process depends on each individual and takes practice to figure out what works best for them. These essays are commonly assigned to explore a controversial issue. The purpose of this paper is to describe an idea, concept or any other abstract subject with the help of proper research and a generous amount of storytelling. Continue until you've mapped out your essay. The purpose of the persuasive essay is to provide the audience with a 360-view on the concept idea or certain topic — to persuade the reader to adopt a certain viewpoint. The viewpoints can range widely from why visiting the dentist is important to why dogs make the best pets to why blue is the best color. Indicate, in other words, what a reader might learn by exploring the claim with you. An essay can be as short as 500 words, it can also be 5000 words or more. Choose a more specific topic to cover. Conclusion with a transition If you had to write only one paragraph, this is where you would end the narrative. Those are not topics because you can write books on them. Before writing, authors may choose to outline the two to three main arguments that will support their thesis statement. The function of a thesis statement is to help manage the ideas within the essay. Readers should have questions. Although you might gesture at this question in your introduction, the fullest answer to it properly belongs at your essay's end. Being one the basic essay types, the informative essay is as easy as it sounds from a technical standpoint. You must analyze the proof and show how you can compare data and establish causal links.

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The classroom is a dynamic environment, bringing together students from different backgrounds with various abilities and personalities. Being an effective teacher requires the implementation of creative and innovative teaching strategies in order to meet students’ individual needs. Teachers need to develop teaching strategies to inspire students with science stories and inquiry adventures. Whether it’s learning the basics of rocket science (for babies), exploring the diversity of life on earth, or soaring into the solar system, children’s books are a perfect launch pad for exploration. One of the teaching strategies of science class is conducting fun experiments. Children love to work with their hands, and experiments are always a great way to get students involved in the lesson. Teachers need to combat the ‘science is boring’ stereotype with storytelling and fun activities. This can be done with great children’s books on science. We have interesting titles that help show students just how fun and exciting science and exploring the world around them truly can be. Work these books into your plans to create strong cross-curricular lessons. These are books that can spark a love of science! Tumblehome provides the tools for teachers to inspire students to learn more about the natural and man-made worlds around them. In the spirit of Robert Noyce, the inventor of the integrated circuit, original founder of Intel and one of the fathers of Silicon Valley, we want every child to know that they too can change the world through their exploration of science. They too can “go off and do something wonderful.” Tools for Teachers - A short curriculum unit for grades 6-12 on Resisting Scientific Misinformation - Books to answer hundreds of questions for curious kids and adults - Conservation adventure stories for kids - A time-travel adventure series visiting scientists of the past A workshop for teachers of grades 6-12 on how to use a free, 4-day, teaching unit meant to give kids the tools to sort out what’s likely to be true or false in “science” they encounter online. Read more An award-winning science teacher’s entertaining answers to 101 questions help encourage children’s curiosity. Two other books in this series – I Wondered About That Too, I Just Keep Wondering. Kids will love our nature oriented adventurous books. In Escape Galapagos teachers can get in on the game with a section in the book. Similar books In this time-travel adventure series members of a secret organization visit scientists of the past. Other books in this series – The Baffling Case of The Battered Brain, The Cryptic Case of the Coded Fair

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Good Course Work On Odyssey August 12, 2021 - The Odyssey tells an overarching story about the adventures of Homer, but it also tells the story of the Greek’s ancient world. The narration of the story is that of story-telling. It is essentially the written account of what an ancient Greek might have heard around the campfire. Within the story, is the story of storytellers? At the beginning of the story storytelling is listed as a high virtue: “You are a fine, mart looking fellow; show your mettle, then, and make yourself a name in story” (Homer, 10). - When Polyphemus asked Odysseus his name, he responded disrespectfully that his name was nobody. The giant is blind, so was unable to see Odysseus. Odysseus telling Polyphemus his name is rubbing salt in his wounds since his prisoner have been released and now he cannot do anything to recapture them, so he says a prayer to Poseidon, asking for his vengeance. - He learns in book V that he will be able to go home. So these are tears of joy. Calypso believes that there is a double standard between the genders of gods since she will not be able to keep Odysseus. - He is afraid that if he is helped he will be beholden. This tells the readers that Odysseus values supremely his independence and does not want to be anyone’s slave. - Achilles famous line is “I’d rather be a slave on earth for another man some dirt-poor tenant farmer who scrapes to keep alive than rule down here over all the breathless dead (Homer, XI). This establishes an important theme to the book. It is better to be alive an human, with all its perils than to be dead. - Odysseus has had bad things happen to him when he has revealed his name. It allowed the Cyclops to put a curse on him. So he opts to keep his name to his self. - Argos recognizes Odysseus. He dies happy after seeing his master after twenty years. He left Argos when he was still a puppy, “This was Argos,his master sailed for Troy” (Homer, XVII). - Hospitality was very important in the Homeric world, this much is clear by how much stock is placed upon in The Odyssey, “The heart within him scandalized that a guest should still be standing at the doors” (Homer, 130) . One function of hospitality in the book is to distinguish the good, kind characters from the hostile. Homer. Ed. Puchner, Martin. The Odyssey. The Norton anthology of world literature. 3rd ed. New York: W.W. Norton & Co., 2012. Print.

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Intermediate Japanese Language Learning with Dazai Osamu Complimentary Japanese Reading Lessons From Maplopo Schoolhouse Season ONE—水仙 (Page Six) EP.6 Spotlight: こと, Dazai Osamu (太宰治), Daffodil (水仙) Video file / Audio File / Online Intermediate Japanese Course こと, EP.6 transcript | Intermediate and Advanced Japanese Okay, let’s take a little ‘ol look at こと here… and, first Dazai’s sentence. “It was when I was thirteen or fourteen that I read a novel called ‘On the Conduct of Lord Tadanao.” This word has two basic aspects to it that we’re going to cover in this lesson. The first is when こと has some substantial meaning of its own. So, it can mean a circumstance or “happenings” … it can even be used to kind of indicate trouble that’s caused by someone… or, maybe, even yourself. Here are three illustrations of this sort of aspect: “here’s how the imbroglio came about” “ending without incident” In the second aspect of こと, the word itself doesn’t really have meaning—it works together with the preceding modifier as an aid. And, when it does that it allows this preceding modifier to really provide the point of focus of the sentence. So, こと kind of disappears into that aspect of the sentence. Here are two examples of this at work: What happened yesterday is a secret to be kept between the two of us. “When I grow up I want to do what’s good for the world.” Dazai is employing this second usage of ことin his sentence here… and you can really see how without the preceding modifier the sentence is kind of formless… it doesn’t really have any real meaning, right? So, if you look at our first example: “What happened yesterday is a secret to be kept between the two of us.” … If you remove the preceding modifier and just have こと in there, then the sentence reads: “A THING is a secret to be kept between the two of us.” Which doesn’t really tell you a whole lot, does it? And the same, of course, is true in the second example. So, if you were to remove this important part of the sentence, you would just end up with: “When I grow up I want to do a THING.” Well, by golly, isn’t that great? It doesn’t really tell us anything, right? So, the two need to work together (in this aspect of the word). Another thing worth noting about this is when you attach a time reference prior to using こと (as Dazai does here in his sentence), then it really frames the sentence in a storytelling way. So, he’s kind of leading us in a direction, right? This aspect of こと allows a sort of sort of zooming in… “a point of focus.” He wants us to to be thinking about what he’s about to tell us, and he wants us to kind of lean in and listen. A nice way to think about this is as if someone is on a stage and they’re telling a story… and, they’re looking out at the audience and they want to see like that kind of rapt attention that the audience is giving them… waiting for the next part of the sentence (or of the story) …that’s what this accomplishes when you throw it in there together. So, including time, right? Here are a few, maybe, “time phrases” that you might see in sentences. Pretty clear, right? Okay. Let’s look at another really famous example that uses this too. You might recognize it: I won’t translate this one, but I’ll rely on Jay Rubin’s translation of the story and his first line is this: “And now children, let me tell you a story about Lord Buddha Shakyamuni. Now, he’s taken a few liberties with the translation of this, (and) but he’s really, uh, foreshadowing here, right? And, maybe I’m doing a little bit of that too because I haven’t told you who wrote this story… So, this one is from Akutagawa Ryūnosuke. And the story, of course (maybe of course), is “The Spider Thread.” Two final examples for you to kind of chew on. “It was six years ago that I went to see my first Paul McCartney concert.” “It was the morning of the third Sunday of last month that I heard my father was to remarry.” Okay, so, in these last two examples it should really feel how these are meant to be written down, right? It’s a literary device. [Using a Japanese expression] (It was なになに … it was なになに)… They’re leading you on, and that’s the whole idea of this little cool word. Get The 70-page 水仙 Section ONE Practice Tests Packet Free! (just click the image, and be whisked away to the signup page) Page 6 (click the circle for the next lesson) Or, return to the Tour page!

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Help Topic: Statistics Attributes or stats are the core elements of a character's personality and ability. There are four classes of attributes: physical, mental, social, and ineffable. Physical attributes include strength, endurance, constitution, grace, finesse, and voice. Strength -- Sheer muscle power, helpful for effectiveness in combat and for any kind of difficult physical labor. Strength governs the damage of physical attacks and how much weight someone can lift. Endurance -- The ability to sustain intense or prolonged physical activity. Endurance governs the capacity to withstand physical attacks and how long someone can exert themselves physically without growing fatigued. Constitution Physical hardiness. Endurance governs the capacity to withstand trials such as poison, illness, extreme climates, lack of sleep, and the effects of drugs and alcohol. Grace -- Smoothness and speed of motion and sense of balance. Grace governs success in actions requiring overall physical coordination, including climbing, dancing, stealth, and making and dodging attacks. Finesse -- Physical accuracy and manual dexterity. Finesse governs success in tasks demanding precision and fine motor skills, including lockpicking, aiming ranged weapons, playing instruments, and a variety of craft skills. Voice -- Power and compelling quality of the voice. Voice primarily affects skill in singing, acting, and various kinds of magic that rely heavily on song or chant. Mental attributes include logic, intuition, and acuity. Logic -- A person's inclination and capacity for methodical, analytical thought. Logic reflects the ability to process information thoroughly and accurately, often in a step-by-step manner. It and intuition both affect success in intellectual activities such as research, medicine, and certain practices of magic. Intuition -- A person's inclination to obtain knowledge and process information in a way that bridges conscious and subconscious thought, often emerging in flashes or insight or leaps of understanding. Like logic, it affects success in various intellectual endeavors. Acuity -- Keenness of perception or environmental awareness. Acuity reflects not just sharpness of a character's senses but an innate tendency to notice small details and be aware of their surroundings, and affects success in such activities as tracking, detecting hidden people or objects, discerning subtle properties of objects, or seeing things at a distance. Social attributes include command, composure, and magnetism. Command -- A certain presence and air of authority that inclines others to listen to a person and obey them. Composure -- The ability to control outward displays of emotion. Composure reflects a character's capacity to suppress their temper and keep emotions off their face and out of their actions, and also affects success in dissembling and acting. Magnetism -- Attractiveness to others and an alluring force of personality. Ineffable attributes include will, luck, and resonance. Will -- Determination, stubbornness, and overall strength of mind. Will affects the capacity to withstand both physical and mental hardships, such as the effects of serious injury or torture, and also governs success in mental magic. Luck -- A natural tendency for things to fall out in your favour. Luck can mean the difference between a shipwrecking storm or clear skies while at sea, or walking unmolested through a seedy part of the city rather than being accosted by criminals. Resonance -- The degree to which one is attuned to the realm of magic and the fabric of unseen reality. Resonance reflects a character's capacity to perform or detect magic, as well as to commune with spirits or divine the future. Attributes in Song of Avaria are capped at a maximum of ten points and follow the scale of: 1 -- abnormally weak 2 -- somewhat weak 3 -- dead average 4 -- somewhat above average 5 -- noticeably good 6 -- very good 7 -- excellent 8 -- outstanding 9 -- extraordinary 10 -- almost incredible Every year on their character's birthday the player will get a chance to shift a stat point to different attribute. Stat points will not rise with experience; those defined in character generation are all the stat points your character will get. The shifting of a point marks character development according to ongoing narrative, but it is up to the player whether to adjust stats and how. Back to Index

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Pedagogy at The Crayons The Crayons Pedagogy follows the concept of Intentional teaching through Crayons Rainbow Curriculum that ensures the holistic development of every child. The curriculum aims to develop- Intellectual abilities, Verbal & Linguistic, Bodily-Kinesthetic, Personal Awareness, Socio-Emotional Development, Individual Potential, and Intentional Teaching. The driving principle of The Crayons Preschool pedagogy is Howard Gardner’s Theory of Multiple Intelligences, which clearly identifies several bits of intelligence and preferences that human beings depend upon, to take in information and solve problems. Verbal & Linguistic This ensures our learners display a great capacity for words and language and have a good ability to remember in terms of communication, expression and presentation skills in early literacy through storytelling, picture reading, circle time, letters and words which expands their vocabulary. Focuses on the use of large muscle, small muscle groups, and whole-body movement to perform tasks like jumping, walking, balancing, crawling, running, and throwing. Our teaching aids are sticking, sorting, clay molding, coloring, and writing activities are used to enhance these skills. The ability to find solutions, include learning, counting, understanding, problem-solving, logical reasoning, thinking, experimenting and remembering, sequencing. We focus on a way of relating to children that embrace and build on their strengths, interests, ideas and needs. We cater to the methodology which allows children to be creative and express themselves by providing an array of experiences to build the child's foundation of knowledge. Nurturing Individual Potential Beyond teaching academics, we are fostering a child's Individual potential by focusing on their emotional skills, creativity, identity and overall well-being in every child. Our curriculum give freedom to explore , express and open up their wings We support children by building appropriate behaviors, giving effective praise, experience, regulate and express a range of emotions. Children are taught emotional and social skills that build values of friendship, sharing, caring and discussions, role-plays, and stage exposure. They naturally become intuitive while exploring their environment and learn. Our curriculum is designed to help children develop independence, safety, hygiene and self help skills. We focus on making the child aware of their body -how to navigate in space, personal care and routine.

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Carol Brennan King Today in class, we went back to the beginning, considering the physical elements of a story – like plot, scenes, and chapters. Part 1: One of my students had asked for a definition of plot. And as I did a little research, I can see how she might be confused. Here are three different definitions of plot, but as you look at them, think about how they overlap. - According to Dictionary.com, a plot is “the plan, scheme, or main story of a literary work.” It is both what the story is about and the series of events that make up the story. - A plot is also defined as a simple sequence of events, with a strong plot centered on a single moment or interruption of a flow or pattern. Think of a turning point or an action that raises the question: What is going to happen now that this unexpected event has occurred? - Another definition calls a plot the secret plan or scheme to accomplish some purpose, especially by the bad guy to harm the good guy, or a bad group to harm the good or innocent people – like in a war. - A plot is also called the storyline, the plan or scheme as we said above, or simply the main story of a literary or dramatic work. Remember there are a lot of mini-conflicts in any larger work, but when it is all distilled the plot revolves around one major issue. For example: Brian really likes Lilly. So he tries to find occasions to get to know her better and to impress her. Maybe he asks her if she’s going to a game where he is going to be playing. If she tells him, she’s going and shows up, everything looks positive. But what if Danny overhears this, and when she shows up at the game, he finagles a seat by her and does his best to undermine Brian. Brian doesn’t give up, after all, she was there. So he asks her out, just to get to know each other. But Danny cuts that off by giving Brian a flat tire. And the story goes on – Brian tries, Danny ambushes, though Brian does not know it is Danny undermining him. Then someone enlightens Brian about Danny’s subterfuge, and to win the girl, he has to find a way through or around the next conflicts. At last, his efforts either win the girl, or he is too late. Then you write the conclusion: is it a happy ending, and unhappy ending or a tragedy as we talked about it class? William Foster Harris says in The Basic Patterns of Plot that there are three plot types as I just mentioned: happy ending, unhappy ending, or tragedy – perhaps defined as an unrecoverable ending – or at least unrecoverable as defined as a goal in the beginning of the story. We talked about the memoir of a doctor who had cancer. He died. Unrecoverable? Perhaps for him, but he knew it was coming and did much to prepare his wife and family to go on successfully without him. Where do you think this ending falls? Part 2: Scenes and Chapters Sometimes a scene can make up an entire chapter – remember – a scene is a place where things happen. Other times, a chapter can have several scenes. In the first scene, we might meet the protagonist and see him or her at work, and we could meet the character who would become his enemy. That could be the end of the first chapter. Or there could be two more scenes, one in which we see the antagonist in his workplace across town talking to his boss about the protagonist. The third scene in that chapter might go back to the protagonist getting a phone call requiring him to leave work to go home suddenly. Three scenes, yet all one chapter. The point is both scenes and chapters have a place in your story’s pacing. Short chapters tend to move the action along quicker. Longer chapters might lull you into relaxing with the longer flow of information and less tension. Remember, both scenes and chapters have a part in how quickly your story unfolds, and how your reader experiences the story. Some people feel a natural sense of closure at the end of a chapter, like it is a signal to relax. This does not necessarily occur at the end of a scene. Part 3: Planning your story We know by now that scenes, chapters, and books all have an arc made up of a beginning, middle, and end. But what percentage of the whole do each of these parts serve? Again I refer to Savannah Gilbo who says “In general, the beginning represents 25% of the story, the middle represents 50% and the end represents the final 25%. She illustrates this with an 80,000 word novel. Beginning 20,000 words or 25% Middle 40,000 words or 50% End 20,000 or 25% On her page at https://www.savannahgilbo.com/blog/scenes-vs-chapters#:~:text=Scenes%20are%20mini%2Dstories%20that,to%20control%20the%20reader%27s%20experience she recommends keeping your scenes between 1000 and 2000 words. From those figures, she sees the beginning and final parts of the book each having 13 scenes, the center 26 scenes. Now, remember, there is no law requiring you to follow strictly these numbers, but it does help to keep you focused. To make this more practical for a short story writer, I did a little experiment: Think of a 5000 word short story. Now 25% of that would be about 1250 for the first scene and opening. Then we have 2500 words and two scenes for the middle and 1250 or one scene possibly for the conclusion or end of the story. Again, there is not a law stating these figures, but it does help you to plot and organize your work. Well, that was a lot of new information. Just think it through and do a little outline of your own with a short story that you have been thinking about, adjusting your scene count (for the reader and the flow of the story) according to the word count you are working with. For newbies here, I have an M.A. in English/Creative Writing from Binghamton University in New York State and taught in the Communications field for 30 years. I have dozens of publications from newspaper to magazines to journals. I have two poetry chapbooks published and am in the process of getting a novel called Leaving Ireland published.

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What’s the best way to fix an urban high school? Change the school or change the teachers? Possibly a combination of both, says G. Alfred Hess Jr., a Northwestern University professor who studies Chicago high school reform. But he sresses research that shows long-term academic improvements can stem only from changes in classroom instruction. “If teachers aren’t doing something different, why should we expect anything different in learning?” he asks. The school models highlighted below have been found, by independent research, to improve high school student achievement. Many share similar elements: extended teacher training, revamped curriculum, and using national standardized tests, and attendance and dropout rates to evaluate progress. Here are overviews of each model: Large urban high schools are divided into smaller “career academies” where students get individual attention from teachers. Ninth-graders are placed in a separate academy, where they can get extra support making the transition to high school, and can spend more time studying math and reading. Schools must adopt block scheduling—dividing the day into four, 80- to 90-minute class periods. Talent Development supplies teachers with detailed lesson plans. The model requires at least 80 percent of a school’s teachers to vote to accept the program. Community for Learning The model revolves around four basic goals: Increase parent and community involvement in the school. Train teachers to use new teaching methods and work collaboratively. Allow students to learn at their own pace in a nurturing environment. Increase the amount of time devoted to classroom instruction. Based on these principles, teachers develop their own lesson plans. Special education students are included in mainstream classes. Expeditionary Learning Outward Bound The basic philosophy: Students learn more through extended hands-on projects, than they do in traditional lecture courses. For instance, students who attend school near the Mississippi could study the river’s plant and animal life instead of reading about it in a biology textbook. Projects could include testing water quality or advocating for a river protection policy. Character development, high academic standards and community involvement are key elements of this model. Professional development sessions also are built around expeditions, such as science teachers enrolling in an eight-day sea kayaking excursion to develop a marine biology curriculum. High Schools That Work All students are expected to pass a rigorous, college-prep curriculum that focuses on core subjects: Four years of math and English, three or four years of science and three years of social studies. Low-level courses are often eliminated. Teachers align their lessons to high standards. The model requires an 80 percent approval vote from teachers before it can be launched. School Development Program Teachers and parents have significant input and decision-making powers in school restructuring. Three teams are set up to govern the school: school planning and management, student and staff support, and parents. Teachers can sit on the first two; parents can sit on all three. Students have the opportunity to forge strong relationships with adults in school and in the community. Each school in this model is unique—the product of priorities set by its own faculty, parents and administrators.

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Writing is the vehicle for communication. In addition to promoting the need for good communication skills, the teaching of the writing process provides opportunities for students to develop clear thinking skills. Writing is also a developmental process that each student can successfully experience at different levels when approached systematically. Based upon this premise, this Action Tool presents the five stages of writing: prewrite, write, revise, edit, and publish in a manner that allows writing to be taught as a process. Strategies for Teaching Writing: An ASCD Action Tool makes writing in the classroom manageable. The tools provide a step-by-step approach to teaching the writing process. The tools include complete how-to-use instructions, suggestions, classroom examples and cross-curricular activities. Using the tools, teachers can grant students time to write, to process their thoughts and develop a way to analyze their thinking using cognitive reasoning instead of impromptu thought. The Action Tool also provide teachers with assessment strategies to assess students participation and progress at each stage of the writing process. As the online world of creative writing teaching, learning, and collaborating grows in popularity and necessity, this book explores the challenges and unique benefits of teaching creative writing online. This collection highlights expert voices who have taught creative writing effectively in the online environment, to broaden the conversation regarding online education in the discipline, and to provide clarity for English and writing departments interested in expanding their offerings to include online creative writing courses but doing so in a way that serves students and the discipline appropriately. Interesting as it is useful, Theories and Strategies for Teaching Creative Writing Online offers a contribution to creative writing scholarship and begins a vibrant discussion specifically regarding effectiveness of online education in the discipline. Students in a typical special education methods course are often presented with and overwhelmed by myriad techniques, leaving them with insufficient opportunities to practice and reflect on covered practices. In addition, students are often uncertain how to apply the techniques in teaching situations. METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES: A CASE-BASED APPROACH uses a more focused and integrated approach than other available texts. Each chapter presents a limited number of techniques (five to seven) in detail. The authors demonstrate effective teaching methods and techniques through application activities, anchor content around case studies, and offer an overview of techniques not covered in detail. Information addressing culturally, economically, linguistically, and ethnically diverse learners, among others, is integrated throughout. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. Developed for grades K-5, this rich resource provides teachers with practical strategies to enhance science instruction. Strategies and model lessons are provided in each of the following overarching topics: inquiry and exploration, critical thinking and questioning, real-world applications, integrating the content areas and technology, and assessment. Research-based information and management techniques are also provided to support teachers as they implement the strategies within this resource. This resource supports core concepts of STEM instruction. Developed for grades 6-12, this rich resource provides teachers with practical strategies to enhance science instruction. Strategies and model lessons are provided in each of the following overarching topics: inquiry and exploration, critical thinking and questioning, real-world applications, integrating the content areas and technology, and assessment. Research-based information and management techniques are also provided to support teachers as they implement the strategies within this resource. This resource supports core concepts of STEM instruction. Editing—the next step in writing once the key ideas are put on paper—can be difficult to teach. For teachers, it is often difficult to find lessons to engage students in the process. For students, editing is frequently an afterthought. In Key Strategies for Teaching Editing, the authors present interesting meaningful ways to teach students good editing skills. Leochko and Rossi also show how students who use these editing skills can become good writers. Key Strategies is divided into three sections: punctuation, grammar, and spelling. Each section has several lessons. Each lesson includes: Reference Sheet — mini-lesson about rules and usage Editing Sheet — authentic piece of writing that gives students opportunities to apply writing conventions in meaningful ways Answer Key — answers for the editing sheet

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Technology and digital media are an integral part of our world today! Not long ago, the conversation about digital media and early-childhood learning focused on whether these new technologies should be part of early-childhood education, but in recent years, the conversation has shifted to an acknowledgment that technologies are a part of learning. More than ever before, educators are open to embracing technology! The most influential new research shedding light on the change in acceptance of media use comes from the American Academy of Pediatrics. A report released in October 2016 provides updated recommendations that more accurately reflect the daily lives of young children both at home and in school. In addition, current research is beginning to make clear that while digital media can provide significant learning benefits for young learners, the adult–child relationship is essential to obtaining these learning benefits. One extremely effective method for establishing adult–child relationships as children interact with technology is "joint engagement." Hatch Early Learning has long been grounded in developmental research, and new research makes it clear that experiences of young learners are somewhat different from those of slightly older preschoolers, pre-kindergartners, and kindergartners. The integration of joint engagement (between teachers/adults and young learners) helps to ensure young learners are supported through communication, guidance, and relationship building. What Is Joint Engagement? Joint engagement = Child-controlled/teacher-facilitated, somewhat spontaneous interactions that take place between children and teachers (or other adults). It’s through relationships that we grow and learn best! When adult–child relationships are established, children are more ready to learn, all of which contributes positively to children’s cognitive, social, and emotional development. Why Is Joint Engagement Important? - Joint engagement plays a critical role in early-childhood development. Studies indicate that joint engagement abilities (i.e., a child’s ability to participate in joint engagement) can predict later cognitive, language, and social competencies. - Teachers employing joint engagement gain insight about what their young learners do and do not understand, what they like and dislike, and so much more! These insights enable teachers to maximize each child’s learning experiences. How Do I Implement Joint Engagement? - First, joint engagement is all about teachers following the lead of the learner, but it is important that you model appropriate technology use because the children will follow your lead! - As important as it is for you to model appropriate use, it is vital that you encourage children to lead you as they make decisions about their play. - At times, it can be a struggle to let our young learners problem solve their way through technology interactions, but resist the urge to take over! Rather than reaching over to show a child how to answer a question, manipulate an object, and so on, encourage children to try a few techniques on their own! - Prior to the child reaching frustration, provide suggestions to help them solve the problem. If you sense a child has reached a level of frustration that will interfere with the overall experience, provide guidance. - Encourage young learners to scout out a location from which you can both comfortably enjoy technology time together! - If you are working with a computer rather than a tablet, work with the child to find an appropriate seat for you (and/or them). - Direct attention and eye contact between what is on the screen and the young learner with whom you are working. What to Say/Do and Other Important Techniques for Joint Engagement Choose one or two of the following techniques during each joint engagement interaction, and over time, mix them up! - Listen closely. Make comments and ask questions that show your interest and understanding. - Supply words that the young learner may be trying to say but does not yet know. Add details if invited, but do not take over the young learner’s storytelling or information sharing. - Ask the learner what they think and why. - Be patient and provide the learner time to respond. - Use "tag questions" such as, “That is a green house, right?” or “I see a cat. Do you?” - Providing a description is a something you likely do many times every day! As it pertains to joint engagement with technology, simply share a brief description of what is shown on the screen or what the child is doing (i.e., “You moved the caterpillar to the flower.”). - Provide "evaluations" about what is shown on the screen (i.e., “I like the way the robot dances!”). - Ask the learner to point to pictures and find details. Talk about the pictures and ask the child to name or describe what they see. - Focus on what a child means to say, not how they pronounce the words or what language or communication system they use. - Give the child time to repeat new words. - Say and repeat sound effects and repeated lines or choruses together. Support the young learners by - Asking “why” and “what-if” questions. - Suggesting new possibilities with statements or questions (i.e., “What if you moved the triangle there instead?”). - Supplying or asking about missing connections with statements or questions (i.e., “Why didn’t the dog make a barking sound that time?”). - Encouraging children to model their reasoning and problem-solving with statements and questions (i.e., "Tell me how you made the cow say, "moo.'").

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It is common knowledge that many people are not big fans of math. This anxiety begins at an early age, creating lasting feelings of frustration with the subject. In most cases, this is caused by a lack of understanding of the main concepts. For those who enjoy the subject, math problems are exciting, and the thrill of finding solutions outweighs the challenges they face in the process. These students perform well in math and other related subjects compared to those who find it difficult. What is math anxiety? Research shows that maths anxiety is a problem affecting students worldwide. It is caused by the constant frustrations associated with the inability to understand math concepts. Coupled with other stress factors which end up creating low self-confidence, math becomes a dreaded topic. Luckily, math anxiety can be controlled at a young age to ensure children grow up associating math with positive feelings. Understanding mathematical concepts is important, as they are applied in other academic fields such as physics and chemistry. When we apply positive reinforcement in the classroom, we are helping to boost students’ confidence in their ability to handle problems. This helps, of course, in reducing their math anxiety. Even while away from school during the holidays, it is important to encourage students to practise mathematical concepts to ensure they are not forgotten. It is estimated, for example, that up to 11 weeks’ worth of math skills can be lost over the summer! This could be prevented by advising parents to hire a qualified tutor who will ensure constant maths work. This will be very helpful to kids, since an average of 2-3 hours of active learning each week is enough to prevent the loss of math skills. In addition to positive reinforcement, making the process of learning fun will help in preventing math anxiety. Below are some ways to make math fun for kids, which will increase their performance. 1. Application of Mathematics in Real Life The perception that math is ambiguous and complex makes it difficult for students to understand it. While simple mathematics such as addition and subtraction are easily relatable to real-world situations, complex processes such as algebra and trigonometry are not. In the classroom, making math relatable could be done by applying things such as storytelling to help them associate concepts with things they understand. 2. Teaching Math Through Art Lesson Plans To make math fun, you could use other forms of art which kids enjoy. Such art forms include sculpting, painting, and drawing. When kids learn to apply mathematical concepts in other disciplines they love such as painting and music, they appreciate it more and the positive attitude helps in boosting their understanding. 3. Use Guided Math to Make it Easier While too much direct instruction is boring for students and tiresome for teachers, finding the right balance could prove very beneficial. As a teacher, you should gain an understanding of your students to determine who requires extra attention to grasp the concepts. This could be done by dividing students into groups and teaching mathematical concepts to each group individually according to their needs. 4. Use Whole Class Math Games There are numerous fun games that kids can play in the classroom. Games are enjoyed by all children, and if you make it a tool through which you can teach them math, you are sure to get results. By using prizes such as rubbers, pencils and notepads, you could create a competitive environment through which the children will be motivated to learn the concepts needed to win. 5. Consider Integrating Technology in the Math Classroom One thing that students have in common is their love for all things technological. A lot of educational technology tools allow people to practise their math skills, and just the simple fact it’s online could make math fun. By using online-based resources, your students are likely to be more engaged and may end up paying more attention to your lessons. This will surely increase their rate of comprehension! As a teacher, dealing with kids who have different capabilities can be challenging. Our website provides you with expert tips on the best practices to ensure you become a positive tool in their learning.

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How do stories help to improve communication and presentation skills? Stories have been used for thousands of years as a way to convey information and ideas. They have the power to entertain, inform, and inspire. But stories can also be used as a tool to improve communication and presentation skills. In this blog post, we'll explore how stories can be used to enhance communication and make presentations more engaging and effective. First, let's look at how stories can help improve communication. According to Dr. Annette Simmons, author of "The Story Factor: Inspiration, Influence, and Persuasion through the Art of Storytelling," "Stories help us make sense of our experiences, they help us understand and remember information, they help us connect with others, and they help us persuade others to see things our way." One way stories can help improve communication is by providing a framework for understanding complex ideas. For example, a story can be used to explain a concept or process in a way that is easy for the listener to understand. This is because stories are often relatable and have a clear beginning, middle, and end. They also have characters and plot points that help to create a sense of familiarity and understanding. Additionally, stories can also help to establish trust and build relationships. By sharing personal stories and anecdotes, we can create a sense of connection with the listener. They become more open to our ideas and are more likely to trust us. This is particularly important in business or professional settings where building trust with colleagues or clients is crucial for success. Now let's look at how stories can be used to enhance presentations. According to Dr. Paul J. Zak, author of "The Neuroscience of Trust," "Stories are 22 times more memorable than facts alone." This is because stories are more engaging and create a deeper emotional connection with the audience. They also help to create a sense of empathy and understanding. According to Dr. Paul J. Zak, author of "The Neuroscience of Trust," "Stories are 22 times more memorable than facts alone." One way to use stories in presentations is to use them as an introduction to a topic. A story can be used to grab the audience's attention and set the stage for the information that will be presented. This can make the presentation more engaging and memorable. Another way to use stories in presentations is to use them as examples or case studies. By providing real-world examples of a concept or process, we can help the audience understand and relate to the information in a more concrete way. This can also make the presentation more engaging and memorable. Finally, it's worth noting that storytelling is a skill that can be learned and developed. If you want to improve your communication and presentation skills, consider taking a course or workshop on storytelling. Or read books like "The Story Factor" and "The Neuroscience of Trust" to learn more about the science behind how stories can be used to communicate and persuade. In conclusion, stories are a powerful tool that can be used to improve communication and presentation skills. They help to make complex ideas more relatable and memorable, and they can be used to establish trust and build relationships. Additionally, storytelling is a skill that can be learned and developed with practice. So, next time you are communicating or presenting, consider incorporating a story or two to make your message more engaging and effective.

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Black History Month In Belgium, February represents the month of love (with Valentine’s Day) or of celebration (with our countless carnivals). In America, however, another event also marks this period: The Black History Month. You don’t know what it is? Well follow us in this little article to find out a bit more about our friends across the Atlantic! The origins of Black History Month go back to 1926 when the African-American historian George Carter Woodson decided to “create” a week that would be entirely devoted to the history of the black people in the United States, the Negro History Week. Woodson felt it was necessary to offer the American people a different vision from that commonly conveyed in history books, which first presented slaves as soulless, gentless beings, eternally dependent on the goodwill of their masters, and secondly the descendants of black American slaves as devalued individuals. In 1976. On the occasion of the bicentenary of the Declaration of Independence, the American government decided to extend the Week to a whole Month. February is now Black History Month. The choice of February was justified, for Carter Woodson, by the fact that this month allowed to pay homage to two essential figures of the writing of the chapter of slavery in American history: President Abraham Lincoln, born on February 12th, who was the signatory of the 1863 Emancipation Proclamation that made slavery in the southern states unconstitutional, and Frederik Douglass, born a slave on February 14th, and who fled in 1838 before becoming the greatest advocate of the anti-slavery cause. Black History Month is a means of returning a story that was stolen from African-Americans during their extractions from their countries of origin. This month allows them to have a memory of where they came from, and to legitimise their rights on the American continent. The countries that practice it Subsequently, other countries have followed the lead of the United States, such as the United Kingdom since 1987 and Canada since 1995. It was Ghanaian analyst, journalist and activist Akyaaba Addai-Sebo who initiated the recognition in 1987 of October as Black History Month in the United Kingdom. He said in an interview: “Our initial aim was to first create a favourable cultural space in the British celebration calendar and, after public acceptance and recognition, to extend the October celebration to a Black History Month season. To make the Black History Season a celebration of the magnificence of cultural diversity and the enriching value of peaceful coexistence. For the African spirit, to achieve harmony – the black and white keys of the organ in tune. » In Canada, Black History Month has been recognized since December 1995, when Black MP Jean Augustine passed a motion on the recognition of Blacks in the Canadian House of Commons. The first celebration took place in February 1996. In February 2008, Senator Donald Oliver, the first African American elected to the Senate, introduced a motion to recognize the contributions of African Americans to Canadian history and culture during Black History Month. The motion passed unanimously on March 4, 2008. The adoption of this motion complemented Canada’s parliamentary position on Black History Month. What about Belgium? Although Belgium has not formalized Black History Month, events such as performances, storytelling evenings, film screenings, dance jams and guided tours of exhibitions based on the history and culture of the African Diaspora taking place during the same period are already taking place. As we all know, Belgium also has a history linked to colonisation, which is so far embellished by society, but why not make official the month of black culture, well it’s simple, Congo did not belong to the Belgian people or the country, the wealth acquired went directly into the pockets of King Leopold II and did not come from the Belgian coffers, it was the king who granted the Belgians new infrastructures with the money obtained from Congolese resources. And you? what do you think? do you think it would be normal to make this event official or not? We would be delighted to hear your opinions, tell us in the comments! I would like to end with a quote: “We should not highlight black history, but black people in history. We do not need the history of certain races or countries, but rather the history of a world free of national prejudice, racial hatred and racial intolerance.” — Carter G. Woodson

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What Does It Mean to Be a Good Citizen? At Bright Horizons, our Toward a Better World curriculum focuses on: - Civic and community responsibility - Character development - Diversity, equity, and inclusion - Environmental stewardship Together, teachers and children create a classroom community where children are involved in a range of experiences that promote children’s development of identity, valuing diversity, and appreciating and caring for the world around them. They learn about their impact on others, their immediate classroom community and the larger world in which they live. How to Raise a Good Citizen You have a key role in supporting the development of citizenship within your child. Start first within your home, and as your child grows, gradually expand to your larger community. Give Your Child Responsibility Work on projects as a family and give your child small jobs. Keep the jobs consistent with their capabilities so they learn about the joy of helping, rather than becoming frustrated. Be sure you help your child learn the task — perhaps first doing it alongside them — until they become confident. Read Books about Good Citizenship As with so many topics, books are a perfect starting point to spark discussion and learning. Seek high quality literature that promotes conversations about honesty, making change, or doing one’s part. Look for books that positively and authentically depict people from many ethnic, racial, religious, or cultural backgrounds. Connect within Your Community Visit local shops, farm stands, libraries, firehouses, and other places that will help your child understand the fabric of a community and how it works. When visiting these places, speak to the people who work there to learn more about their role within the community. Spend some time learning about and riding the public transportation options in your area. Seek volunteer opportunities in your neighborhood. Nursing homes, animal rescue centers, or public space clean-up campaigns are all options. Teach Simple Lessons in Civic Engagement Bring your child with you to vote. If age-appropriate, explain the importance of voting and why you participate. A preschooler is too young to understand the complete political landscape, but they can start to learn the significance voting and begin to understand your value system. More on Being a Good Citizen - Try one of these seven family-friendly ideas to teach your child about the importance of giving back. - Learn more about how to talk to your children about upcoming elections. - Discover four strategies for helping your child develop compassion. - Social-emotional development is a foundational part of learning to be a good citizen. November 4, 2021 Categories in this article: - Social and Emotional Growth Topics in this article: - teaching diversity

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If you want your kids to enjoy your garden, you need to let them be kids there. That doesn’t mean let them destroy it by trampling through it without supervision, since they might not yet have developed a sense of how special a place it is. Rather, engage in activities with them that stimulate their interest on their level. You will build relationship with them while you do it, and probably learn things about your own garden as they ask questions and explore. Below is a list of suggested ways to help children begin to look at gardening in new ways. Any of the activities could be done with a child as soon as they are old enough to communicate sufficiently with, but the degree of supervision will vary. 1. Let a child have his own small garden space to plan and tend. You don’t have to make it “all” their responsibility, and try not to make it a chore. Attempt to make it part of regular outside, fresh air play time with you. - let him choose his favorite vegetable, possibly from a list of things you are ready to deal with and you are pretty sure the family will eat - let him grow things for gifts - let him grow things to sell, guiding him in the process, possibly taking advantage of grandparents… - encourage him to keep a low key diary about his garden, including photos 2. Put the child in charge of monitoring and charting certain details of garden life. - track patterns of sunlight over a given day and/or over the season - track when insects or diseases appear - track when plants bloom and produce fruit 3. Have a leaf gathering and comparing project. - have a list of characteristics for him to think about, i.e. color, shape, texture - provide a drawing notebook to trace or draw samples and record facts - dry or press some for an art project (click on any photo to enlarge) 4. Monitor the life of a spider in it’s web. - draw pictures or take photos of changes - note how weather affects it - observe how bugs get caught and eaten 5. Collect flower petals to make a picture. - see the details I wrote about pressed flower petal art for children on the D&B Supply blog. 6. Encourage dissecting of plant parts (that have been approved for harvesting). - try to identify structures - compare structures between different plants and flowers - do it at different stages of growth 7. Provide a notebook with blank pages for drawing scenes from the garden. - each of my children worked through this simple book to learn basic sketching skills: Drawing Textbook. This makes drawing much more enjoyable and useful. 8. Teach the child how to cut bouquets for the house. - it’s not that you need the bouquets to be precise, - but there are things about types of flowers, - like stem length, - stems that need conditioning, - flowers that close in the house - flowers that drip or sprinkle to stain good table clothes - checking for bugs before bringing them in, to name a few helpful things - this book on cut flowers has been useful at our house: Cutting Gardens: The Complete Guide to Growing Flowers and Creating Spectacular Arrangements for Every Season and Every Region 9. Send the children on a bug hunt. - provide magnifiers - white paper to make them easier to see - insect identification guides - help them research the life cycles - and the impact of each insect in the garden 10. Make taste testing a game. - give your children permission to eat garden produce as snacks while they are playing outside - talk about which parts of plants are edible, and if they are equally edible for the plant’s whole life - research if they are edible to people and animals - have them pick a few things to compare and try to describe to someone who has never eaten it before - let a child look for a new recipe to try some garden produce - (see activity #13) 11. Go on a scent hunt/exploration. - help the children go around the garden and smell different plants - talk about whether the scents appeal to everyone - try to figure out why the plants have various scents, i.e. chemicals present for certain processes, to attract insects, to discourage animals from eating them 12. Let the child choose ways to help in the garden and teach them how to use special tools. - knowing they are being trusted with real and valued tasks gives them confidence - start the process with plants that are going to be more resilient to slight mistakes - point out how something like pruning fits into the life cycle of the plant - use this time as an opportunity to examine plants in ways that won’t kill them, like dissecting does 13. Make a project of cataloging any poisonous plants in the yard. - note that not all parts of a plant are necessarily poisonous - note there are degrees of poisonous that depend on type of chemical, amount ingested, and size of creature - note that some plant toxins are dangerous only from touching - distinguish between poisonous weeds and landscape plants - make a list and/or chart of where the poisonous plants are in the yard 14. Identify birds in the garden and what they are eating. - binoculars could be helpful - also a bird identification book - and recordings of bird sounds 15. Let the child use a camera to collect a series of photos that they can create a photo book with. - this could be included in most of the garden activities - it could be a stimulus for a creative writing or informational writing project

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Unforgettable: The Science Behind Why Some Memories Stick Have you ever wondered why certain memories seem to stick with us forever, while others fade away quickly? From a first kiss to a traumatic event, some experiences stay vivid in our minds for years, even decades. But what makes these memories so unforgettable? The Power of Emotion One key factor in creating lasting memories is emotion. When we experience something that elicits a strong emotional response, our brains are more likely to encode that memory and store it for the long term. This is why we tend to remember major life events, such as weddings or graduations, with greater clarity than everyday moments. The Role of Repetition Repetition is another important factor in memory formation. When we repeat an action or experience multiple times, our brains are more likely to create strong neural connections that solidify the memory. This is why practicing a skill, such as playing an instrument or speaking a new language, can lead to long-term retention. The Impact of Novelty On the other hand, novel experiences can also create lasting memories. When we encounter something new and unexpected, our brains are more likely to pay attention and encode the experience as a unique memory. This is why travel and exploration can be so memorable – we are constantly encountering new sights, sounds, and experiences that stand out from our everyday routines. The Importance of Context Context also plays a role in memory formation. When we experience something in a particular setting or environment, our brains create associations between the memory and that context. This is why certain scents or sounds can trigger vivid memories – they are linked to the original experience through context. The Role of Sleep Sleep is also crucial for memory consolidation. During sleep, our brains process and organize the memories we have formed during the day, strengthening the neural connections that underlie those memories. This is why getting enough sleep is essential for learning and retaining new information. The Impact of Stress While emotion can enhance memory formation, extreme stress can actually impair it. When we experience intense stress or trauma, our brains release hormones that can interfere with memory encoding and retrieval. This is why people who have experienced traumatic events may have fragmented or incomplete memories of the event. The Power of Storytelling Storytelling is another powerful tool for memory retention. When we hear a story, our brains create mental images and associations that help us remember the details of the narrative. This is why storytelling has been used for centuries as a way to pass down cultural traditions and historical events. The Role of Attention Attention is also critical for memory formation. When we are fully engaged in an experience and paying close attention to the details, our brains are more likely to encode those details as memories. This is why multitasking can be detrimental to memory – when our attention is divided between multiple tasks, we are less likely to form strong memories of any one experience. The Impact of Aging As we age, our ability to form and retain memories may decline. This is due in part to changes in the brain that affect memory processing and retrieval. However, research has shown that engaging in mentally stimulating activities, such as reading or playing games, can help maintain cognitive function and preserve memory abilities. In conclusion, there are many factors that contribute to the formation and retention of memories. Emotion, repetition, novelty, context, sleep, stress, storytelling, attention, and aging all play a role in shaping our memories and determining which ones stick with us over time. By understanding these factors, we can take steps to enhance our own memory abilities and create unforgettable experiences that will stay with us for years to come.

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This picture book companion is a complete supplemental resource for Patricia Valdez’s book, Joan Procter, Dragon Doctor: The Woman Who Loved Reptiles. With 60 print-and-go reading activities to choose from, this resource is ideal for customizing learning to your student’s specific needs and academic ability. Students will investigate characters, identify story elements, determine the theme, conduct research, practice plotting story events, analyze characters, make predictions and connections, respond to writing prompts, and much more! Click HERE to save over 20% by buying the BUNDLE, which includes picture book biographies for Joan Procter, Hedy Lamarr, Raye Montague, Grace Hopper, and Jane Goodall. Choose only the picture book companions YOU need! Click HERE to Build Your Own Custom Bundle of Resources From My Store It’s the ideal interactive read-aloud for educating students about the scientist Joan Procter, pursuing a passion, dedication, overcoming obstacles, reptiles, and so much more! It’s a great addition to units on Women’s History Month, women in science, zoology, reptiles, influential people in history, or biographies. Students will love the engaging and fun activities, and you will appreciate the time saved hunting for high-level resources to teach reading concepts that students frequently struggle with. The activities provided are designed to enable students to apply higher-level thinking skills, to encourage students to provide text evidence to support their thinking, and to challenge students to express their own thoughts and/or perspectives. - Making Predictions – Before reading the book, students will examine the front cover and describe what they see, make predictions about what the book is about, and the questions they think the book might answer. - Story Elements – Students fill in the boxes with words and pictures to represent the story elements. - Summarizing – Students complete the Somebody, Wanted, Because, But, So graphic organizer and write a summary of the story. - Cause & Effect – 4 differentiated versions are included. (ANSWER KEY INCLUDED). - Setting Influences the Plot – Students will answer the questions about the setting of the story to gain a better understanding of how a story’s setting helps to build the narrative’s mood, plot, and character development. - Story Plot – Students organize the events of the story on the graphic organizer. - Timeline of Events – Students will use the story, the biography at the end of the book, and/or research to create a timeline of Joan Procter’s life. - Character Inside & Out – Students include details from the story to describe what the character says, thinks, does, and feels. - Character Traits – 3 differentiated versions are included for this activity. Students will choose important character traits that describe the main character and provide evidence from the text to support their choices. - Overcoming Obstacles – Students will fill in the T-Chart with physical, emotional, or mental obstacles the character faced and describe their response to those challenges. - Character Change – Students choose character traits to describe how the character changed throughout the story and support their thinking with evidence from the text. - Character Development – Students describe how the character changed and developed throughout the story, state their opinion regarding which event impacted the character the most, and support their thinking with evidence from the text. - Character Perspective – Students will compare character perspectives in the story. - Making Connections – Students make connections to an event from the story. - Making Inferences – Students use clues and schema to come up with two inferences they made from the text. - Theme #1 – Students answer the questions to determine which theme best fits the story and provide text evidence to support their choice. - Theme #2 – Students answer the questions to determine the theme of the story and provide text evidence. - Thematic Statements – Students choose the thematic statement that they believe best fits the story and include evidence from the text to support their choice. - Sensory Details – Students choose an event from the story and describe it with the five senses. - Compare & Contrast – Students will compare and contrast Komodo dragons with fictional dragons. - The Perfect Playlist – Students will design a soundtrack for the story, which includes creating a playlist of FOUR songs that represent four BIG IDEAS consistently seen throughout the book and designing an album cover that symbolizes the theme of the story. - Vocabulary Crossword Puzzle – Students will complete a crossword puzzle by matching words from the story to their definitions (ANSWER KEY included). - Vocabulary Word Search Puzzle – Students will find the hidden words in the puzzle (ANSWER KEY included). - 5-Writing Prompts – Students will respond to the writing prompts and provide evidence from the text to support their thinking when needed. - #Croc on a Walk – Students will create an Instagram post of somewhere they would take a baby crocodile. - Reptile Habitat – Students design a zoo habitat for their favorite reptile after researching what the reptile needs in order to survive. They will label the items and explain why they belong in the reptile’s environment. - Reptile ABCs – Students choose words or phrases that begin with each letter of the alphabet to show what they know about reptiles. - Biography – Students will research further into the life of Joan Procter. - Who Was Joan Procter? – Students research to learn more about Joan Procter and complete a biography one-pager. - Book Review – Students rate how much they enjoyed the book, draw a new cover, and explain why kids should or should not read it. - Design a Book Cover – Students design a new cover for the book. - Komodo Dragon Research Project – Option 1 – Students will conduct research on Komodo dragons using books, articles, and/or informational websites. Assign students all the included activities, or pick and choose based on the students’ academic abilities and time allotted to complete the project. The following activities are included: KWL graphic organizer; Can-Have-Are; Information Sheet; Fun Facts; Parts of a Komodo Dragon; Life Cycle of a Komodo Dragon; New Vocabulary; Research Report. - Komodo Dragon Research Report – Option 2 – Students research Komodo dragons and complete a one-page report with information regarding the reptile’s habitat, features, diet, movement, and interesting facts. - Reptile Research Project – Option 1 – Students will choose a reptile to research using books, articles, and/or informational websites. Assign students all the included activities, or pick and choose based on the student’s academic abilities and time allotted to complete the project. The following activities are included: KWL graphic organizer; Can-Have-Are; Information Sheet; Fun Facts; Parts of the Chosen Reptile; Life Cycle of the Chosen Reptile; New Vocabulary; Research Report. - Reptile Research Report – Option 2 – Students research a reptile of their choice and complete a one-page report with information regarding the reptile’s habitat, features, diet, movement, and interesting facts. This resource is for extension read-aloud activities only. The book is not included. Click HERE to Build Your Own Custom Bundle of Resources From My Store Sign up HERE️ to receive emails about new and Free Products, themed book lists, and tips and tricks for teaching reading. I’m so glad you stopped by my store and checked out this resource! Follow my store, Creatively Gifted, on Made by Teachers and TPT to be updated on new products and sales.

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double bar graph in excel: How to Make a 3D Graph in Excel? 7 Types So, you need to strategically filter your data to only include the parts most relevant to your goal. The double bar graph is a pictorial representation of data that uses vertical or horizontal rectangles to reflect different items in your data set. The history of the double bar graph is really the background story of bar charts in general. Bar charts are popular and powerful data visualization tools. A bar graph or bar chart consists of multiple bars displaying different categories. - A grouped bar chart or a clustered bar chart groups two or more data sets under categories. - Set your spreadsheet up so that Row 1 is your X axis and Rows 2 and 3 are your two Y axes. - So that if you add any column or row, it will automatically add the data into the graph. - Every bar represents a particular item in your data set. - To do this, firstly, select the whole dataset depending on which parts need to be included in the bar. Many different chart types support comparative analysis. Many people consider bar charts at the top of the food chain of comparison tools. Using the double bar graph visualization, you can chart data from before and after the change. Step 2: Select The Data You Want To See in A Graph Since leaving the classroom, he’s been a tech writer, writing how-to articles and tutorials for MakeUseOf, MakeTechEasier, and Cloudwards.net. He has a degree in History and a postgraduate qualification in Computing. And get a daily digest of news, geek trivia, and our feature articles. The format we need is “[Right click each axis and choose Format Axis. Select the Number tab of the dialog, click on Custom, and enter the appropriate format into the box . Don’t forget to click the Add button, or Excel will discard your carefully typed format. On the x-axis of the chart, the different months and zones are displayed. RevenueRevenue is the amount of money that a business can earn in its normal course of business by selling its goods and services. In the case of the federal government, it refers to the total amount of income generated from taxes, which remains unfiltered from any deductions. Adding the Secondary Axis Manually (Excel You can easily add new dimensions and layers of detail to the visualization, without sacrificing quality or readability . Thanks to the double bar graph design, you can draw a few crucial types of comparisons, particularly regarding time. In other words, charts like the double bar graph are necessary for effective data storytelling. They provide the most efficient way to fully understand your data. You can use the search bar to find the chart you want directly. How to add a single vertical bar to a Microsoft Excel line chart – TechRepublic How to add a single vertical bar to a Microsoft Excel line chart. Posted: Fri, 27 May 2022 07:00:00 GMT [source] A pop-up will come out that gives you the option to select a secondary axis. If you’re using a version of Excel that doesn’t provide you with this formatting button, move on to the fourth step below. Right off the bat, plot a basic stacked bar chart. Bar charts and column charts have a lot of similarities except for the visual representation of the bars in horizontal and vertical format. Microsoft https://1investing.in/’s chart functions help readers quickly visualise information and see insights buried within sheets of endless data. They can include bar charts, line and scatter graphs and many more. When you have only two sets of data or information, and you want to make a bar graph in excel with two variables, it is very easy. We use it all the time to make the information more interesting. Since ChartExpo is so easy to use, anyone in your organization can create advanced charts to answer valuable analysis and double bar graph questions. It compares parts of a whole with the ability to break down. In addition, we can also use a 3D bar chart to provide the chart’s title and define labels and values to make the chart more understandable. A double bar graph is the most common means of representing grouped data in the form of graphs. It is used to represent and compare data among items based on two categories. The data analysis and interpretation section of competitive examinations usually has a question on bar graphs. The bar graph used in these types of questions is either a double bar graph or a multiple bar graph. Other individuals, like your clients and stakeholders, aren’t so comfortable with raw data. Charts bridge this gap with accessible visuals that anyone can understand. You can spend an entire day staring at a spreadsheet and trying to make sense of it. Or, you can spend a minute or two with a chart depicting that data. It requires a solid internal culture that recognizes the value of data and insights and uses both thoroughly across the organization. You’ll notice from the above section that there is no mention of coding or confusing settings in the ChartExpo process. That’s because ChartExpo eliminates the need to script charts manually. When you report data, you want to deliver it in the best way possible. Changing the Chart Type of the Secondary Axis A Multiple Bar Graph in Excel is one of the best-suited visualization designs in comparing within-groups and between-groups comparison insights. Lastly, change the chart title according to the requirement. Eventually, there is Temperature Difference between London and Newyork. Notice how your “double bar graph in excel Shoes Sold” data is now overlapping with your “Number of Shoes Sold” columns? Let’s fix that so your secondary data series is presented separately from your primary data series. Having highlighted this additional data series on your chart, a menu bar labeled “Format Data Series” should appear on the right of your screen. Now it’s time to turn the “Percent of Nike Shoes Sold” data — currently row 3 in the spreadsheet — into your chart’s secondary Y axis. How to Make a Bar Graph Easier to Read After having the chart, we will modify it to remove the bar for the data of the year column and use this range as a horizontal axis label. In this article, we covered how to make a 3d graph in excel. From now on, you can easily make any type of 3d graph. We will talk about more graphs in another article. Now, in this section, we will learn about all the options to format a 3d graph in excel. Now, we are going to learn how to change the chart type in excel. To combine them here we will use the 100% Stacked Bar option. To combine them here we will use the Clustered Bar option. And using them we have created two different bar graphs. The order of variables can be experimented with to decide the best possible way of conveying data. One of the key uses of a Double Bar Chart to compare two varying variables in data. The visualization design uses two axes to illustrate the relationships between two metrics with varying measurement scales. And this is because each dot takes up very little space. You can easily pack lots of points with the X and Y-axes. A Double Bar Graph is among a few visualization designs that display a lot of insights in a straightforward format. Leave a Reply

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7 Short Stories About Revenge for Secondary Students Insults. Betrayal. Infidelity. What do we do when someone wrongs us? Wait for karma? Seek revenge? Here are seven short stories about revenge from our digital literacy program which engage students with plot twists and characters they are likely to never forget. These texts also provide ample opportunities to practice key reading comprehension skills and analyze the author's craft, from foreshadowing to plot and character development. Whether you’re new to CommonLit’s free digital literacy program or a longtime user of CommonLit’s online library, you’re sure to find a great short story to add to your ELA instruction. These rigorous texts will not only engage your students in deep analysis but also open thoughtful classroom discussions around revenge. “Master Jacob” by Howard Pyle (6th Grade) When members of his community try to fool Master Jacob so they can take his pig, Master Jacob turns the table on them with a series of tricks. As the tricks escalate, so do the consequences. Students will love the build of this story, as Master Jacob’s plan of revenge increases in its consequence. After reading the short story, have students debate Discussion Question 5, “In this case, is his revenge justified? Why or why not? In which cases, if any, is revenge ever justified?” “One of These Days” by Gabriel Garcia Márquez (8th Grade) When a power-abusing mayor enters a dentist’s office to have his tooth pulled, the dentist views it as an opportunity to punish the mayor for how he has treated the town. Your students will wince (and maybe groan!) at the stark description of the encounter, as the dentist inflicts revenge by removing the mayor’s tooth without anesthesia. Assessment Question 5 asks students to answer, “How do Aurlio Esovar’s actions contribute to the development of the story’s theme?” Guide student annotations throughout the text, keeping track of Escovar’s actions, to prepare students to answer this question with multiple pieces of evidence. “Ruthless” by William DeMille (8th Grade) To protect his precious bourbon from whoever stole it last year, Judson places two rat poison pellets in the bottle. His wife, Marcia, is not happy about this, but Judson is adamant that the unknown thief should be punished. When Marcia steps out of the house a few moments later, Judson’s fate takes a turn. He slips on an acorn, bumps his head, and awakes to find Alec, their neighbor, offering him a sip of the poisoned bourbon to revive himself. Encourage students to check out the related media video The Psychology of Revenge. It’s a great resource to build background knowledge or extend their thinking further and support comprehension. After reading the text and watching the video, ask students to consider the following questions, “How are people negatively impacted by seeking revenge? How is this idea reflected in ‘Ruthless’? How do you think Judson could have shifted his focus from revenge to success?” “Lamb to the Slaughter” by Roald Dahl (8th Grade) When Patrick tells his wife, Mary, that he is leaving her, she seems to respond with her usual evening routine: going down to the basement to retrieve a leg of lamb to cook for dinner. Suddenly, she knocks Patrick on the head with the leg of lamb, killing him almost instantly in an act of cold revenge. Now she must try to cover up what she’s done. Will she get away with it? Mary’s scheme to hide her crime is sure to keep students on the edge of their seats! Before reading the text, use the pre-reading activity available under the Related Media tab to build schema and hook students about whether or not individuals are always responsible for their actions. “The Cone” by H.G. Wells (10th Grade) The text is sure to engage your high schoolers! The story begins with a man and woman, quietly in love, having a discussion about another man. When an intruder enters the home, readers quickly learn that the “intruder” is the woman’s husband and the man inside the home is her lover. From this dramatic moment, tension continues to build as the husband kindly takes his wife’s lover on a tour of the iron works, getting closer and closer to the dangerous molten material. Students will be left breathless in the final moments of action and the ambiguous ending. After reading this passage, ask students Discussion Question 3, “In the context of this story, was revenge justified? Is revenge ever justified? When? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.” “The Cask of Amontillado” by Edgar Allen Poe (11th Grade) This classic Poe text begins with the main character, Montresor, explaining why he must seek revenge: his friend, Fortunato, insulted him. When Montresor encounters Fortunato at a party, he seizes his opportunity, taking Fortunato down into a cellar under the guise of tasting exquisite wine. When they reach the bottom, however, Montresor shackles Fortunato to the walls and builds an additional wall around him, trapping him there forever. Afterwards, have students read the paired text “The Poison Tree” by William Blake, a poem about revenge. Ask students to consider, “Why do both speakers seek revenge? How have they handled their hatred for their enemies?” “Sweat” by Zora Neale Hurston (12th Grade) This story, set in early 1900’s Florida, chronicles the final interactions between husband and wife, Delia and Sykes. The final straw for Delia is when Sykes brings home a rattlesnake - Delia’s greatest fear - hiding it in a laundry bin for her to find. When faced with the rattlesnake, Delia escapes; however, when Sykes returns home, the snake is still loose. In a moment that could be considered karma, the snake bites Skyes. The story ends with Skyes calling for Delia’s help but receiving no response. After reading, ask students Discussion Question 1, “Would you describe Delia’s actions at the end of the story as revenge? Why or why not? Do you think Delia should have forgiven Skyes in the end?” Want more tense short stories to engage your students? Check out our text sets on Revenge & Betrayal or come to one of our webinars! If you are an administrator looking to leverage CommonLit in your school or district, our partnerships team can help. We offer benchmark assessments, professional learning, and more!

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08 Jun 2021 We are living in the midst of a revolution. Supervised learning, a branch of Machine learning allows engineers to develop models that can train themselves. In turn, these models are helping solve crisis management problems before disaster strikes. Technologists have long modeled data to harness machine learning for disaster relief. After the Chernobyl crisis, scientists analyzed satellite imagery and weather data to track the flow of radiation from the reactor. Today’s algorithms far outpace their predecessors in analytic and predictive powers. Machine learning models are able to deliver more granular predictions. NASA has developed the Landslide Hazard Assessment for Situational Awareness (LHASA) Model. Data from the Global Precipitation Measurement (GPM) is fed into LHASA in three-hour intervals. If a landslide-prone area is experiencing heavy rain, LHASA then issues a warning. Analysts then channel that information to the appropriate agencies, providing near-real-time risk assessments. Roofing material is a major risk factor in resilience to natural disasters. So, a model that can predict it is also one that can predict which buildings are most at risk during an emergency. In Guatemala, models are identifying “soft-story” buildings–those most likely to collapse during an earthquake. “Forecast funding” can mitigate damage by providing the most vulnerable with cash assistance to prepare for disaster. Bangladesh and Nepal are nations that are already implementing this strategy. Natural disasters, such as earthquakes, hurricanes and floods affect large areas and millions of people, but responding to such disasters is a massive logistical challenge. Crisis responders, including governments, NGOs, and UN organizations, need fast access to comprehensive and accurate assessments in the aftermath of disasters to plan how best to allocate limited resources. To help mitigate the impact of such disasters, Google in partnership with the United Nations World Food Program (WFP) Innovation Accelerator has created "Building Damage Detection in Satellite Imagery Using Convolutional Neural Networks", which details a machine learning (ML) approach to automatically process satellite data to generate building damage assessments. As per Google this work has the potential to drastically reduce the time and effort required for crisis workers to produce damage assessment reports. In turn, this would reduce the turnaround times needed to deliver timely disaster aid to the most severely affected areas, while increasing the overall coverage of such critical services. The World Food Programme was awarded the 2020 Nobel Peace Prize and they thanked Google and its team of engineers in pioneering the development of artificial intelligence to revolutionise humanitarian operations. The application of machine learning techniques to satellite imagery is revolutionizing disaster relief. Crisis maps and image comparisons are helping relief organizations to deliver aid with precision. Credits : Akhil Handa Prithwijit Ghosh 6 Best Ways To Earn Returns Through Your Savings Account Difference Between Secured and Unsecured Loans Complete Guide On Pre-Approved Personal Loans What is a Debit Card? Definition, Meaning and Key Information How to Open a Recurring Deposit Account? The humongous potential of Martech How Tokenization Will Change Your Online Purchase Wrap 25th - 29th July 2022 Everything you needed to know about tds on fd rates Wrap 11th - 15th July 2022 Insights from the Infinite Mind: Exploring the World of Chat GPT Catalyzing Finance for a nature-positive growth Voice Payments: The future of Payment technology BFSI at 5G Speed The future of Buildings - Self Repairing Houses Rendezvous with Metaverse (in India) The humongous potential of Martech Web 3.0 - The New Catch Word Invisible Banking - Banking that you don't have to think about Buy Now, Pay Later – The New Finance Buzzword Data for all – Data is king or so they say. Inclusivity for data platforms can be achieved when data reaches all stakeholders without lag or restrictions. Market information disseminated quickly could make the difference between making and losing money in the financial markets. Spending on financial market data/analysis and news exceeded the USD 30 billion mark for the first time ever in 2018, according to a new report published by Burton-Taylor International Consulting. Xignite’s market data cloud is a single platform that unifies financial data consumption. It provides cloud-based financial market data APIs to help emerging companies and established enterprises deliver real-time and reference market data to their digital assets, such as websites and apps. Xignite cloud API’s cover millions of financial instrument across all asset classes. With all the real time data at hand, investors would like to trade across all asset classes. Robinhood makes it possible to trade in stocks, ETF’s, options and crypto, brokerage free. It also gives access to professional research reports, margin trading and instant deposits. Various other tools and features such as price movement notifications and customized investment news provide additional appeal. Market Prophit is a financial Big Data analytics company delivering real-time, meaningful intelligence to investors through sophisticated natural language processing, predictive analytics, and powerful visualizations of sentiment and buzz derived from financial related conversations in social media chatter. Market Prophit is the first service ever to provide quantitative rankings of financial bloggers data in social media and generate unique, real-time sentiment signals (bullish/bearish). Another fintech startup Mindbridge Analytics is using AI and ML to detect anomalous patterns of activities, unintentional errors and intentional financial misstatements in financial datasets. The auditing software will automate ingestion and analysis of data and help accountants identify risk. A risk score is generated for the processed data and will flag transactions that need investigation. Financial institutions harnessing the power of big data coupled with fintech innovation are leveraging meaningful insights from many disparate data sets. Fintech players have set the ball rolling for financial inclusion. A collaborative approach is the natural next step to accelerate the pace of this process. Credits : Akhil Handa,Prithwijit Ghosh Edutainment comes from the words "education" and "entertainment." It refers to any form of entertainment that is educational. Edutainment startup aims to make the learning process smooth by engaging students and young learners mostly aged 15 and below with fun and memorable experiences through smartphones and other internet-connected devices, virtual reality-powered tools and other gamified digital learning content. Mumbai-based Ontamo Entertainment has developed Ria Rabbit, an animated cartoon from Pashu Nagari, India, for kids in the age group of 0-6. It is India’s first age-appropriate, culturally relevant home-grown intellectual property (IP) content for children. Their storytelling animated videos, audios and picture books engage the attention of kids while building the sense of Indian values which parents would want to inculcate in them through these characters. Another startup, SP RoboticsWorks has developed a platform wherein concepts are taught using animation videos and real-world examples. It has established more than 83 dedicated centers across India called SP Robotics Maker Labs which offers courses in Robotics, Internet of Things (IOT), Image Processing, Virtual Reality (VR) and more, both in the online and offline Smart-Class mode. Similarly, Paper Boat Apps Pvt Ltd has launched Kiddopia, a subscription-based pre-school edutainment app, which teaches a variety of skills to kids. It covers everything from Math, Language Skills, GK and Social Skills to Creativity and Self-expression by engaging kids with its visuals as well as fun and exciting gameplay. Similarly, Panda & Wolf Holding created a mobile-gaming app Eco-warrior for children between the age of 6 - 11. It uses game-based learning to teach children about waste sorting and recycling. Through an engaging storyline and immersive stages, the app informs young users about issues plaguing the environment like deforestation, waste pollution and overconsumption. Mumbai-based startup Shirsa Media Labs offers an app NewsPIK which is a digital newspaper for children. The Shirsa team creates news articles, events, quizzes and other information, so children are aware of the world around them. It stimulates young minds and keeps them informed. In this pandemic situation where education has gone online, startups are combining the concepts of education and entertainment to offer children interactive learning experience. Leave a Comment Thanks for submitting your details.

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Kids today are exposed to many different forms of entertainment from a young age. Mobile phones, video games, films and television all give an instant form of gratification and engagement. It seems very easy to get accustomed to these quickly accessible forms of entertainment. We know that in schools everywhere today, kids are being taught to read, but what else can be done to encourage them to engage in different forms of literature? Well let's begin to answer that question. Work in the Classroom It seems quite simple really, but it's the first place to start. By getting kids to read as a class you can take reading from being a quiet, individualistic experience and make it a group activity. Afterwards, teachers can then organise their pupil's into groups and get them to list themes or characteristics from the stories they have just read. The importance of this being that group study not only helps the students to engage in the material, it also simultaneously makes reading a more relevant group activity-like that of watching a film or television program. For films there are cinemas, for music there are concert halls and nightclubs, and for readers of literature there is the library as a social space. Regularly, many libraries organise open-day talks and discussions for young children. This is to teach them what kinds of books are available and how they are organised. Often at these events there are special story readings prepared as well. This allows the children to see in a visual sense what kind of stories they can find for themselves later, in a relaxed setting. With a book club you can begin to organise students by setting them assignments to help them express their feelings on the books they have just read. Examples of this would be to get them to write a short review or have a series of group discussions. By getting them to focus on what they liked and didn't like, this will help them appreciate what they most enjoy about literature.. But the positives don't just include the development of analytic ability, , you could also have the pupils break down character and emotions and set writing tasks based on the most recent book they've read. Say for instance, get the children to write a fictional diary entry from one character's perspective, or even that of a bystander, who witnessed the action unfold The introduction of book swaps to students is a great way to expose them to different kinds of literature, and, as they grow older, this will begin to help them develop their individual tastes. Likewise, book swaps put students in a position where they have to explain to one another what the book they have been reading was all about, to the other exchangers. This will also help improve the pupil's analytical skills. Comparative Mood Boards In a group situation, after reading a book, organise the pupils to produce a kind of ‘mood board' to examine how the mood and emotions of the story changed throughout the text. This could also be done as a way to examine characters, or in some circumstances, to compare a novel to a film adaption and the varying ways they differ from one another. This activity allows the children to think and compare the differences between the two mediums, with narratives based on the same subject. There are of course many other methods of cultivating a love of literature. . A personal diary for instance, allows the student to write down their daily activities and thoughts. Over time they may begin to realise how this is an expression of how they feel and who they are. Once this has become apparent to them, it may pique their interest in reading a novel, to see how other people's perspectives have been reflected upon with language. It is important that we must encourage reading in the younger generations. To do this we must begin by showing children that reading is fun, with the help of some seasoned storytelling adults (perhaps found in your local library). Secondly, they need encouragement to read, perhaps by making it a group activity by reading in the classroom or as part of a book club. And finally, reading should be supplemented with creative tasks that get them to reflect on the work they've just read. Hopefully, by following these tips, the child will engage with reading and begin to develop their tastes in literature. By rewarding students in the classroom with fun tasks, you won't need to pressure them into reading. Do you have any other ideas for cultivating a love of reading in children? Please leave a comment below. Budding writer Steven McHugh attempts to provide context to the argument of encouraging a literary passion to a younger generation. Whilst, at the same time, questioning why it's important and why reading as a pastime might be fading? You must log in to post a comment.

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Showing 313–330 of 330 results. View 200 per page. Symbolic Language and Religious Truth: Genesis 1-3 This activity is part of the Living in Christ Series. It asks students to explore the Book of Genesis to find symbolic language and discuss its meaning with other students. The Format of the Pauline Letters This handout is part of the Living in Christ Series. It outlines the format of Paul's letters in the New Testament. Preparation Worksheet for Prophet Research Assignment This resource is part of the Living in Christ Series. Students can use these questions prepare for and consider several facets of a prophet that they plan to research mor extensively. The Cycle of Redemption This handout is part of the Living in Christ Series. Students may use it as a quick reference to key ideas behind the Cycle of Redemption in the Old Testament. Leadership Scavenger Hunt This activity is part of the Living in Christ Series. Students are asked to fill out the characteristics and stories of various leaders in the Bible. Sprint Through Salvation History Scriptural Passages This activity is part of the Living in Christ Series. Students are asked to explore the Bible for key events in the Old and New Testaments in Salvation History. Practicing Biblical Exegesis With this worksheet, students can practice Biblical exegesis with certain well-known Bible verses. Biblical Scavenger Hunt In this activity, students are asked to find various famous Old Testament stories and events by searching through Scripture. New Testament References to Eternal Life This handout is part of the Living in Christ Series. It lists several passages in which Eternal Life is referenced in the New Testament. Students can reflect on these passages and answer questions about them. Reflection on the Greatest Commandments This worksheet is part of the Living in Christ Series. Students can study and reflect on the Greatest Commandments: to love God with your whole mind, body and soul, and to love your neighbor as yourself. Core Elements of a Parable This activity is part of the Living in Christ Series. Students are assigned a parable and use this chart to discover the core elements of any of the parables that Jesus tells. Matthew's Sermon on the Mount This activity is part of the Living in Christ Series. Students can use this chart to write down questions, thoughts, or reactions to each section of Jesus' Sermon on the Mount. This activity is part of the Living in Christ Series. Students can use this handout to do a Venn Diagram of Gospel comparisons. Getting to Know Mary This activity is part of the Living in Christ Series. Students must find various scripture passages regarding Mary and reflect on questions about her life and personality. Leader's Guide for The Master's Companion: A Christian Midrash Table of Contents Beyond Scripture Helpful Hints for Using and Creating Midrash with Young People Classroom Activities Chapter 1: The Small Black Dog with the White Foot (John 4:1-30)--compassion for animals Chapter 2: A Night in the Garden (John 4:39-45)--significance … Leader's Guide for Coyote Meets Jesus Stories are not just for young children. Everyone loves a good story and good storytelling is a useful tool for teaching. Using folktales as a teaching tool in a catechetical setting or a religion class can help teens understand the … January 22: Saying Yes to Life Preparation Bring in pictures of fetal development. 1. Present a scenario in which a girl like those in your group experiences a crisis pregnancy. Then list on the board a number of options, such as these: She can keep the … Praying the Psalms Remember the television show from the late 80's called "Doogie Howser, M.D.?" At the end of every show, Doogie would sit down at his computer and write a 2 or 3 sentence "blurb" that perfectly summed up his day and … - Show All - Catechesis (161) - Christology (128) - Church History (75) - Ecclesiology (30) - Liturgy (36) - Morality (90) - Prayer (37) - Sacraments (85) - Saints (8) - Scripture (250) - Social Justice (50) - Vocations (43) - World Religions (17) - Youth Ministry (91)

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The introduction is an important part of every essay paper, which contains the basic information and motivation for readers to carry on reading an essay. This part of an essay paper remains the first information reader gets once reaching the article. Therefore, it requires impressive grammar, persuasive character of storytelling, and various literature hooks. Since, this is a complex matter to provide a proper introduction, numerous experienced writers write the introduction part after completing the entire essay paper. In order to write a good introduction, follow the next tips and guides: - Start the introduction with a hook (provocative questions, famous quotes, interesting facts, etc.). - Include a brief and concise thesis statement; - Use a simple language and avoid complex concepts; - Put the main information into one or two paragraphs; - Make the introduction attention-grabbing. Since, the introduction remains an essential part of every essay paper, it must be informative and attention-grabbing to intrigue the reader and let him continue reading an essay paper. What do you put in an Essay Introduction? The introduction is the exact part of an essay paper, which must attract the readers’ attention with some hooks (anecdotes, provocative questions, famous quotes, interesting facts, etc.) Therefore, a good introduction consists of the following elements: - An attention-grabbing beginning (anecdotes, dialogues, starling information, summary information, etc.); - The thesis statement included; - A few additional sentences that reveal the topic. The beginning of an introduction always includes some attention-grabbing elements; thus it is great to use interesting information or fact that can impress your readers. Moreover, it is preferable to use only verified facts to illustrate your point of view and reveal your arguments. Anecdotes can be also used, especially when they are relevant to the revealed topic. It is better for anecdote to be short. Dialogues can be used if they bring a great illustration of the topic. Mostly, students prefer including a summary information into an introduction, thus writing down a few sentences of general terms and the thesis statement in the end is requested. The introduction has its conclusions, where the main points are summed up and the reader gets a chance to see the final perspective of the revealed topic. The conclusion is usually three- or four-sentence part, which is written due to no special formula. It remains a description of a few main points of the topic. How do you Structure an Introduction? When you tend to write a great essay paper, make sure to provide a logical flow of thoughts, opinions and supportive evidence in your essay paper. It is important to provide an attention-grabbing introduction. It must contain the main thesis statement, which should be clear and concise, and the basic information revealed in one or two paragraphs. The main features of a good essay paper introduction: - It explains the essay’s context. The introduction is started with an opening statement, where the main subject and background are established. This part of the text contains the identification of the topic and the problem revealed. The writer should answer the questions of “Who?”, “Why?”, and “Where” when performing an introduction. - Reveal the main focus of an essay (the thesis statement). The thesis statement is a key element of the entire essay paper. It must be included into an introduction, thus it helps readers to get what the entire article will be about, and what arguments and evidence it will reveal. The thesis statement is often included into the last sentence of the introduction. Moreover, it reveals the main focus of the entire paper. - Shows the essay’s structure. The introduction outlines the further structure of the essay paper and its organization. The introduction is an attention-grabbing primer part of an essay, which contains literature hooks (provocative questions, famous quotes, interesting facts, etc.) and a thesis statements with additional information about the topic. It reveals the further paragraph’s structure and their organization. Essay Introduction Examples Many students in Australia when performing an Essay Introduction use a ready-made samples and examples to improve own writings. We have some useful examples of an Essay Introduction presented below. Topic: How to Make the world a Better Place Can the well-educated people make this world better? Or has it ever been about education when you tend to change the world? Many people tell that intelligent people can figure out the better ways to change the world. But how to deal with those people who are clever enough, but have no sympathy in their hearts? Often, people need to decide for themselves what life they want to have and what life they want for their children and grandchildren. It depends on us how to improve the society and make our life is really worth of living. Changing a world, making it better is not simple slogans, but an agenda of many organizations and people, who want to make this world a better place for living. Topic: Virtual Reality Outcomes Many people have already become an Internet-addicted changing their real life in favor of a virtual world. Even if it sounds too depressing, virtual reality has become an alternative for people who have not found own purpose in life. Definitely, many people blame the modern technologies and devices thinking that the development of the high technologies and software has brought such a rapid change of people’s preferences. In the same time, virtual world is just a place you agree or disagree to stay for a long. You are the only one who chooses whether to develop yourself and build your real life or become a virtual world citizen. There are a lot of addictions around us, but we are the only one to choose whether to give in to them or not. essay introduction examples introduction essay examples essay introduction sample intro essay examples

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Addiction and mental health issues are significant challenges faced by BIPOC parents and their children in America today. These challenges stem from a combination of systemic racism and discrimination, as well as a lack of access to culturally appropriate and effective addiction and mental health services. One of the major challenges faced by BIPOC parents is the lack of access to addiction and mental health services that are culturally sensitive and appropriate. Studies have shown that BIPOC individuals are less likely to seek help for addiction and mental health issues, in part because they may not trust or feel comfortable with mainstream services that are not culturally sensitive or tailored to their specific needs. Additionally, BIPOC individuals are disproportionately represented in low-income households and are more likely to live in poverty, which can make it difficult to afford addiction and mental health services. Another challenge faced by BIPOC parents is the ongoing effects of historical trauma and discrimination. Many BIPOC families have been affected by forced displacement, slavery, and genocide, which can lead to intergenerational trauma and mental health issues. This trauma can also affect the relationships between BIPOC parents and their children and make it more difficult to provide a stable and nurturing home environment. Additionally, BIPOC parents and their children often have to contend with racial bias and discrimination in their daily lives. This can take many forms, including microaggressions, discrimination in the workplace, and racial profiling by law enforcement. These experiences can lead to feelings of anger, frustration, and hopelessness, which can make it difficult for BIPOC parents to provide a positive and supportive environment for their children. Furthermore, BIPOC individuals are disproportionately represented in the criminal justice system, which can lead to negative consequences for their mental health and well-being. For example, BIPOC individuals are more likely to be incarcerated and to receive harsher sentences, which can lead to separation from their families and a lack of access to addiction and mental health services. All of these challenges can lead to a higher likelihood of addiction and mental health issues in BIPOC communities. Despite these challenges, BIPOC parents continue to work tirelessly to provide a better life for their children. They often rely on community support networks and resources, such as cultural centers and community organizations, to help navigate these challenges. Many BIPOC parents also prioritize instilling a strong sense of cultural identity and pride in their children, which can provide a sense of resilience and empowerment. To address these challenges, it’s important for society as a whole to recognize and address these challenges, in order to create a more equitable and just society for all. This includes providing culturally appropriate and effective addiction and mental health services, as well as addressing the root causes of addiction and mental health issues such as racism and discrimination. Addiction Recovery Resources for BIPOC Parents - FindTreatment.gov: This website is provided by SAMHSA and can help someone find affordable addiction treatment options near them. - Alcoholics Anonymous: This is a 12-Step recovery fellowship that provides help and solution to anyone struggling with alcoholism. - Cocaine Anonymous: This is AA’s sibling recovery fellowship that is dedicated to helping anyone with a cocaine or drug problem find recovery. - Heroin Anonymous: Another of AA’s sibling fellowships, this one is open to anyone with a heroin or opioid problem. This includes prescription opioids. - Recovery Dharma BIPOC: This is a 12-step recovery fellowship that is inspired by Buddhist teaching. They have a BIPOC-only meeting guide. - Celebrate Recovery: This is a Christian-based recovery fellowship that holds meetings all across America. - SMART Recovery: This is another recovery fellowship that is unaffiliated with AA, CA, or HA. Their name is an acronym for Self Management A Recovery Training. They hold meetings all across the country. - The Steve Fund: The Steve Fund is a nationwide organization that works to support young BIPOC people in all of the struggles they may face in today’s America. Their resource section has dozens of helpful addiction recovery and mental health support resources for young BIPOC. - They also provide a crisis text line that can be reached by texting STEVE to 741-741. - Wellbriety Movement: This is a Native American/First Nations sobriety movement that has meetings all across the US and Canada. - Native American Rehabilitation Association (NARA): This is a group of Native American treatment centers and addiction recovery professionals who provide support, information, and services to Native Americans struggling with addiction. - Concerned Black Men of America: This is an advocacy and community service organization that acts as a focal point for Black Men to improve their communities by acting as role models and serving those that may be struggling. Mental Health Resources for BIPOC Parents - 988 Suicide & Crisis Lifeline: This is a 24/7/365 crisis hotline that can be reached by dialing 988. - National Runaway Safeline: Call 1-800-786-2929 anytime 24/7 to be connected with a compassionate advocate that can listen and point you in the direction of help. - StrongHearts Native Helpline: Call 1-844-762-8483 anytime, 24/7 to be connected with mental health support services tailored to American Indians and First Nations People. - Your Life, Your Voice: Call 1-800-448-3000 anytime 24/7 to be connected with a counselor now. They also provide a text option by texting VOICE to 20121. - The Trevor Project: This is a national advocacy and support organization that aims to help young BIPOC that may be facing adversity with regard to their sexuality. They provide dozens of resources as well as access to counselors. - Aakoma Project: This is a national non-profit organization that works to provide support to young BIPOC and can help connect them with culturally-competent therapists or counselors. - Black Emotional and Mental Health Collective: Known as BEAM, this is an advocacy organization that provides dozens of resources and can help connect someone with culturally competent mental health services. - Therapy for Black Men: Their tagline of “strength still needs support” is indicative of their purpose. Helping Black Men who may be struggling with mental health issues is the sole focus of this organization. - Therapy for Black Girls: This website provides a therapist locator tool that can help Black women find a culturally-competent therapist anywhere in America. - Melanin and Mental Health: This is a BIPOC-specific therapy assistance website that can connect BIPOC with culturally-sensitive therapists anywhere in America. - Black Mental Health Alliance: This is a mental health support organization that provides a wealth of resources for BIPOC to find competent therapists near them. - Black Men Heal: This is a BIPOC mental health advocacy organization that provides resources and programs for BIPOC men of all ages. - Sista Afya: This is a community mental wellness organization that is for Black Women anywhere in the world. Social Media, Videos, Podcasts, and Articles for BIPOC Parents - National Black Child Development Institute: This organization is committed to the success and support of Black children all across America. - Brown Girl Therapy: This is a community organization that is intended for children of immigrants. They work to promote mental health advocacy and healing through their Instagram account. - Dear Black Women: This organization is by Black Women, for Black Women. They provide support and community for many of the issues faced by today’s Black Women in America. - Ourselves Black: This is a Black mental wellness and storytelling organization that shares stories of Black Americans who have struggled, and overcome mental health issues as well as injustice. - Sad Girls Club: This is a non-profit organization that works to provide a community for BIPOC women and girls who may be struggling with mental health issues. They also host the Sad Girls Club Podcast. - The Okra Project: This is a mutual aid collective that provides support and resources to BIPOC LGBTQ people who may be struggling with mental health issues. - Pretty Good – Your Kids Aren’t Too Young to Talk About Race: This article provides a wealth of resources to help BIPOC parents begin talking to their children about race in a healthy way. - NPR – Talking Race With Young Children: This is a 20-minute podcast that details the benefits, risks, and methods for discussing race with children in a constructive and safe manner.

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This article does not cite any sources. Give your students better writing feedback. A practical guide for instructors. Few practices promote student learning as effectively as well-formed writing assignments paired with personal, constructive feedback. Of course, giving useful feedback can be time consuming and has limited value if students don't read or act on it. By following some simple feedback best practices instructors can mitigate these communication challenges. The goal of this guide is to present feedback tips in a clear, practical format that you can quickly absorb and apply to your classroom. Writing activities promote high-level recall, organized thinking and clear expression. Writing is one of the most effective learning activities. To be effective, writing needs to be paired with effective feedback and the opportunity for revision. Too often, the feedback we provide our students isn't helping. Beyond English class Everyone writes essays in English class but writing activities pay dividends in any domain. We've known this for a while. It's one of the reasons writing across the curriculum WAC programs have gained popularity since the s. At the most basic level, writing requires students to recall knowledge rather than just recognize it e. With more complex writing activities, students must retrieve information, link it with related concepts, then organize and express those ideas in their own words. There's evidence that this retrieval process produces more learning than even the most thorough study session. The point is not just to produce better writers though of course this doesn't hurt. When students write about content, they learn it better. So most educators agree students should be writing in almost every class — including math, science, finance, economics, and humanities. Effective writing requires good feedback Like any pedagogical tool, the positive effects of writing can be greatly reduced by flawed implementation. The biggest factor that influences the effect of writing activities is the nature of the feedback students receive. At the extreme end of the spectrum, students may receive no feedback at all. Or perhaps only receive a grade with no comments about their specific performance. As a result, students get some writing practice but generally don't improve and don't learn the material better. Your feedback probably stinks nothing personal ; More commonly, students receive feedback but it doesn't do a whole lot of good. Kluger and DeNisi conducted a meta-analysis of studies of feedback and found that the average effect of writing feedback intervention on performance was quite positive. However, 38 percent of the time the control group actually outperformed the feedback groups leading the researchers to conclude that the effects of feedback depend on the nature of the feedback.Writing a critique on a work helps us to develop: A knowledge of the work’s subject area or related works. An understanding of the work’s purpose, intended audience, development of argument, structure of evidence or creative style. MyRSU helps students, faculty and staff manage their life at RSU all in one convenient place. See classes and complete assignments in eLearning (MyCourses). At the Big Smoke Writing Factory, we provide creative writing classes and workshops for new and developing writers.. Run By Writers For Writers, we provide a platform for writers to not only improve their work, but to share it with others – whether for the first time, around the table at a beginners’ course, or with a larger audience at one of our readings or Literary Café events. College essays are important because they let you reveal your personality. Learn how brainstorming and planning can help you write your best college essays. Takach Press Catalog 20 year warranty Your new Takach press will be built to order and you will receive a 20 year warranty. About Takach Press Takach Press Corporation, manufacturer of fine art printmaking presses, is family owned and operated. You are browsing papers in 16 disciplines at 4 levels of 7 paper types with 8 textual features.

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2 edition of Diction found in the catalog. by National Resource Centre for Dance in Guildford |Statement||by Sarah Harris and Janet Adshead-Lansdale.| Diction is: a style of speaking or writing as dependent upon choice of words. the accent, inflection, intonation, and speech-sound quality manifested by an individual speaker, usually judged in terms of prevailing standards of acceptability; Dictionary definition is - a reference source in print or electronic form containing words usually alphabetically arranged along with information about their forms, pronunciations, functions, etymologies, meanings, and syntactic and idiomatic uses. How to use dictionary in a sentence. Diction and Tone Through out the novel Alice Sebold uses many diction words along the lines of a mournful, sad, and somber tone. Chapters Diction word such as "contempt" (Sebold 5), "murderer" (Sebold 6), "frozen" (Sebold 9), and "dark" (sebold 9) were all words with strong diction found in this first section to gave a tone to the novel. Diction & Tone. Section 1. Throughout the first section the author uses a dull tone. He uses this tone to demonstrate and talk about when Pi was a child. Throughout the second section of the book the author transitions to a more sharp and action packed tone in the second section when the ship is starting to sink and before Pi learns to tame. Diction is word choice, or the style of speaking that a writer, speaker, or character uses. The diction that you use when you speak or write should be matched to purpose or audience.. In formal writing-essays, speeches-diction should be used should be used correctly, so that the writer or speaker sounds intelligent. However, if you are speaking with your friends, diction can be. The diction that Capote employs sets the tone for the story as it mirrors the actual story of the two murderers who massacred a whole family. At the trial for Perry and Dick, the judge entered and “a hurriedly donned black robe billowed about him.” The word “donned” was used to further illustrate the feelings in the courtroom. 108-1 Hearings: Department of The Interior and Related Agencies Appropriations for 2004, Part 8, March 26, 2003, * The measures of Christian obedience, or, A discourse shewing what obedience is indispensably necessary to a regenerate state A letter to Sir Robert Bernard, bart. chairman of the Huntindonshire committee Cambridge concise encyclopedia Treating the mentally ill Provincial economic surveys: Mindanao Area series. On the sea Psychology for nurses Weissenbergers Federal Evidence, Fifth Edition Diction: [noun] vocal expression: enunciation. pronunciation and enunciation of words in singing. This book is now rather outdated, and has been surpassed by Kathryn LaBouff's "Singing and Communicating in English." It contains many elements of diction which have fallen out of style, or have been refined further through Diction book specific use of the International Phonetic Alphabet/5(30). A voice and diction handbook, revised and updated throughout for greated voice and diction development and for more effective learning reinforcement. Ways to deal with nervousness and special speech problems are addressed in the appendix and the text includes special sections on regional dialects. This fourth edition features new and expanded /5(15). THat is about everything in the book. Diction simply means his choice of words and the book is full of metaphors and figurative language. Take a look at the Diction book chapter again and I'm sure you will find quite a bit. Remember this book is written in first person limited omniscient. Death can be a colourful guy so you don't have to look far. Poetic Diction, first published inbegins by asking why we call a given grouping of words "poetry" and why these arouse "aesthetic imagination" and produce pleasure in a receptive ing always to this personal experience of poetry, Owen Barfield at the same time seeks objective standards of criticism and a theory of poetic diction in broader philosophical/5. The book's melancholy, sorrowful tone ties it to the genre, as does its nature as a journal/narrative. This is another example of diction as character development, but the choice to use this. When you’re reading a 70,word novel, you probably don’t give much attention to every single word that’s on a page. Most likely, you focus on the bigger picture, trying to absorb the plot or the overall message. But an author’s word choice, or diction, can actually have a profound impact on the overall feel of a story or piece of. Diction Use adjectives to describe diction. Do not just say they use diction because every writer uses words. Words to describe diction: 1. Words can be monosyllabic (one syllable in length) or polysyllabic (more than one syllable in length). The higher the ratio of File Size: 15KB. Aristotle was the first writer in the Western tradition to discuss diction. He did so in his book, Poetics. Over time the term "diction" has also come to refer to pronunciation: the manner of enunciating words and sounds. This guide focuses on the literary definition of diction, which has more to do with word choice. How to Pronounce Diction. In Stockett's novel, she uses tone and diction to create the distinct voices of the characters who narrate the novel. Aibileen is the first character to speak. She uses what used to be called. Diction definition, style of speaking or writing as dependent upon choice of words: good diction. See more. To determine tone in poetry (or in other writing), you have to consider diction and syntax, the grammatical structure of the sentence. You also have to consider which details are included and which are left out. For instance, if the author is listing reasons and answering likely objections in advance, the tone is argumentative or persuasive. Books shelved as diction: Gone Girl by Gillian Flynn, Dolores Claiborne by Stephen King, Lincoln at Gettysburg: The Words That Remade America by Garry Wi. ANALYZING DICTION AND WRITING COMMENTARY The words diction, language, and figurative language are terms that you will use interchangeably when you analyze an author's style. These words all refer to the concept of an author's WORD CHOICE. WORD CHOICE: Word choice is probably the most powerful element of style for you to Size: KB. Diction/Tone is the author's choice of words based on their correctness, clarity, or effectiveness to create a certain feeling. Chapters of Part 1 "boiled cabbage and old rag mats" (Orwell, 1) is an example of diction used when describing the smell of Winston's apartment. Diction Examples in Literature. The Great Gatsby by This novel adopts a formal diction. The book also has grammatically correct sentences. Additionally, it talks about money and class hence targets a particular class of people. “She said that. DICTION 7 is a computer-aided text analysis program for determining the tone of a verbal message. DICTION searches a passage for five general features as well as thirty-five sub-features. It can process a variety of English language texts using a 10, word corpus and user-created custom dictionaries. Diction Because this book is set in the future it has a lot of diction that is specific to the book. They aren't new words but they are words that possess their own/ different meanings compared to what we are usually used to them meaning. These words constantly appear throughout the entire book. Some of the most commonly used are. Diction: When the mother stabbed him in the stomach, the description in the book of how the blood oozed out and how the burn of the peroxide cleaning the wound make you imagine you can feel the pain. It makes you feel helpless because you can't reach in and help him. Books and CD's containing the rules, pronounciations and correct diction for a wide range of languages designed to aid singers. This is just a small selection of books and audio books available in our Books For Singers which includes exercises, music theory, vocalises, sheet music, audition repertoire, and tuition books for singers of all standards and styles. The tone and diction of this book are extraordinarily unique. For one, it is written in traditional stereotypical African-American lingo. I am not exactly sure how to put that into words without offending anybody. For example, “Next time us see Harpo his face a mess of bruises,” (37).Define book. book synonyms, book pronunciation, book translation, English dictionary definition of book. n. 1. a. A set of written, printed, or blank pages fastened along .Poetic diction, grandiose, elevated, and unfamiliar language, supposedly the prerogative of poetry but not of prose. The earliest critical reference to poetic diction is Aristotle’s remark in the Poetics that it should be clear without being “mean.” But subsequent generations of poets were more.

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Read Alouds for first graders give them a wonderful opportunity to use their imagination and make connections to the world around them. They learn to develop language and listening skills, which prepares them to understand the written word. Here you will find 16 wonderful read alouds that teachers and parents can share with children. 1. Charlotte's Web by E.B. White Charlotte's Web is classic Children's literature chapter book that brings friendship to life. This charming story of a pig who just wants a friend, but finds so much more. This is a wonderful, heartwarming story that should be shared for generations to come and makes for a great read aloud book. Charlotte's Web makes a great Audible Book that children will love listening to. 2. Cloudy With a Chance of Meatballs by Judi Barrett Cloudy with a Chance of Meatballs is a funny book that has even inspired a hit movie by the same name. This imaginative story is a favorite of grown-ups and children. The town of Chewandswallow becomes a great mess when the food raining down becomes larger and larger. The townspeople come together to help save the town. 3. Dinosaurs Before Dark by Mary Pope Osbourne The Magic Treehouse series has brought hours and hours of reading enjoyment to young and old alike who enjoy reading adventure stories. In this first of the Magic Treehouse series, Dinosaurs Before Dark takes you on an adventure with Jack and Annie through a time when dinosaurs roamed the Earth. If you are looking for an interesting chapter book to read aloud, Dinosaurs Before Dark is it. 4. Stand Tall, Molly Lou Melon by Patty Lovell Stand Tall, Molly Lou is a heart-warming story of a girl who learns that staying true to herself is her best decision. When Molly Lou starts a new school and the school bully picks on her, Molly remembers her grandmother told her to always believe in herself. Molly Lou eventually wins over her bully and all her classmates. The fun illustrations will sure catch the attention of any child. 5. Interrupting Chicken by David Ezra Stein David Ezra Stein's Interrupting Chicken based on a favorite children's joke has quickly become a must-read aloud book for first graders who enjoy humor stories. At Chicken's bedtime, no matter what book her Papa is reading to her, she jumps into the story to save a character from doing something silly or dangerous. Children of all ages will enjoy this humorous story. 6. Rosie Revere, Engineer by Andrea Beaty Rosie Revere, Engineer is a bestselling picture book that is perfect to inspire first graders to pursue their dreams and passions. This realistic fiction is a wonderful text that helps the reader connect to real people. Rosie Revere dreams of being an engineer. She creates alone in her room at night but never lets anyone see her inventions. A visit from her great-great-aunt Rosie shows her that she can only fail if she quits. This is a wonderful read aloud for advanced readers. 7. Green Eggs and Ham by Dr. Seuss Green Eggs and Ham is a beloved favorite by the incomparable Dr. Seuss. This favorite book is perfect for first grade book. The familiar characters and fun rhyme make a this children's classic book with a series of tongue-twisters that list numerous places to try green eggs and ham. 8. Bunnicula: A Rabbit-Tale of Mystery by Deborah and James Howe Bunnicula is a classic, humorous, nostalgic book that is perfect for young learners from Atheneum Books for Young Readers. This is a favorite read aloud with a funny and clever story about a cute bunny as a vampire. Young children and adults will enjoy this nostalgic read from the family dog's perspective. 9. Wolf's Coming! by Joe Kulka The Junie B. Jones series is a classic series loved by school children. Junie B., First Grade (at Last!) is a great first grade read aloud. This is a wonderful read story to read at the beginning of the school year. Children to see themselves in what Junie B. is going through helps them feel more comfortable about starting a new year. The strong character traits really help to make this a perfect first grade book stand out. 11. Say Something by Peter H. Reynolds Dr. Suess book always offers a fun read aloud especially for first graders who are emerging readers. The Foot Book is a delightful read of rhyming opposites that explore all kinds of feet. This read aloud will surely be a fast favorite. 13. Knuffle Bunny: A Cautionary Tale by Mo Willems If you have never read a Mo Willems book, Knuffle Bunny is a charming story to start with. Mo Willems is very adept at subtle character development that is relatable to real people. This well-written funny, expressive story is a classic read aloud. The story follows a little girl and her dad's trip to the laundromat where Knuffle Bunny is left behind causing the family to begin the search. 14. Hi! Fly Guy by Tedd Arnold 15. Groundhog's Day Off by Robb Pearlman Groundhog's Day off will quickly become a favorite read aloud. When the groundhog decides to go on vacation, the town tries several replacements, but no one else fits. The people soon realize that the groundhog was the perfect animal for the job. Children learn that the groundhog just wanted to be appreciated for more than his meteorological expertise. This humor story will fast become a favorite read aloud. 16. Grumpycorn by Sarah McIntyre If humor stories are a must, then Grumpycorn is a must-have for any teacher or parent. Children in 1st grade through 4th grade will find enjoyment in listening to the wonderful read aloud. They will want to hear this story over and over again. This story of friendship begins with the Unicorn writing a story but not having any good ideas. When his friends try to help, he turns into a Grumpycorn and leaves a list of victims in his path. When Unicorn realizes what a terrible friend he has been, he apologizes and they all sit to write a story.

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Social development is a critical aspect of early childhood education, which encompasses the social, emotional, and cognitive growth of children. The early years are a crucial period for children’s development as they lay the foundation for their future relationships and social interactions. A high-quality day care center, preschool education, and daycare services play a vital role in promoting social development among young children. In this article, we will discuss seven strategies that can help promote social development in preschoolers and young children. These strategies are based on research and best practices in early childhood education and child development. By implementing these strategies, childcare providers and educators can create a supportive and nurturing environment that fosters positive social interactions, communication, and cooperation among young children. Strategy 1: Encouraging Positive Social Interactions in Childcare Centers and Daycare Services Positive social interactions are critical for young children’s social development. A childcare center and daycare services can encourage positive social interactions by creating a supportive and engaging environment. Here are some strategies that childcare providers can use: - Creating a welcoming atmosphere: Childcare providers can create a warm and welcoming environment that makes children feel comfortable and safe. This can include providing age-appropriate toys, books, and activities that promote social interaction. - Promoting peer interactions: Childcare providers can facilitate social interactions among children by encouraging group activities, such as storytime, circle time, and music and movement activities. - Modeling positive social behavior: Childcare providers can model positive social behavior by being kind, respectful, and patient with children. They can also encourage children to use polite language, share toys, and take turns. - Providing guidance and support: Childcare providers can guide and support children’s social interactions by intervening when necessary and providing gentle reminders about appropriate behavior. - Encouraging positive reinforcement: This can include acknowledging when children are kind to one another, share toys, or work well together. Strategy 2: Creating a Safe and Supportive Environment for Social Development in Preschool Education Creating a safe and supportive day care center environment is crucial for promoting social development in preschool education. Preschool educators can help children feel safe and supported by establishing a predictable routine, providing clear expectations, and creating a positive learning environment. Here are some strategies that preschool educators can use: - Establishing a predictable routine: Preschool educators can establish a consistent daily routine that helps children feel secure and comfortable. This can include daily schedules that provide structure and predictability to children’s day. - Providing clear expectations: Preschool educators can set clear expectations for behavior and provide positive reinforcement for positive behavior. This can include using visual cues, such as pictures or charts, to help children understand expectations. - Creating a positive learning environment: Preschool educators can create an atmosphere that is conducive to learning by using language, tone of voice, and body language that are respectful and supportive. Educators should also be mindful of how they interact with each other in order to foster respect among children. Strategy 3: Incorporating Social Development into Early Childhood Education Curriculum Incorporating social development into early childhood education curriculum can help foster social development among young children. Here are some strategies preschool educators can use: - Integrating activities that promote cooperation and collaboration: Preschool educators can include activities in their curriculum that encourage cooperation and collaboration among children, such as art projects or group games. - Encouraging communication and language development: Preschool educators can incorporate activities that promote communication and language development, such as storytelling or singing. - Promoting problem-solving skills: Preschool educators can create opportunities for children to practice problem-solving skills by engaging in role play or cooperative games. - Creating a learning community: Preschool educators can foster a sense of community among children through activities such as circle time and group discussions. This helps children feel connected to their peers and develop empathy for others. Strategy 4: Fostering Relationships Between Teachers and Children to Promote Social Development Fostering positive relationships between teachers and children is an important part of social development. Here are some strategies preschool educators can use to foster positive relationships with children: - Building trust: Preschool educators can build trust with children by being consistent and supportive. This includes providing praise, encouragement, and recognizing individual strengths and abilities. - Creating a shared understanding: Preschool educators should strive to create a shared understanding of expectations with children in order to promote positive interactions. This includes clearly communicating rules and expectations as well as explaining the consequences for not following them. - Encouraging meaningful conversations: Preschool educators can engage in meaningful conversations with children about topics that are relevant to their lives, such as school or family life. This helps develop communication skills and encourages children to think critically about their own experiences. - Providing emotional support: Preschool educators should be available to provide emotional support when needed. This includes listening to children, validating their feelings, and helping them find solutions to problems. Strategy 5: Supporting Parents in Promoting Social Development at Home Parents play an important role in promoting social development among young children. Here are some strategies day care center educators can use to support parents in this process: - Providing resources: Preschool educators can provide resources for parents on topics related to child development, such as behavior management or age-appropriate activities. This helps parents understand how they can best support their child’s social development. - Encouraging parent participation in school activities: Preschool educators should encourage parent involvement in school activities. This could include inviting parents to class discussions or field trips. This helps create a sense of community and encourages parent-teacher collaboration. - Organizing playdates: Preschool educators can organize playdates for children in the classroom, which helps foster positive social interactions among peers. This could include inviting a few classmates over to have fun activities or just to hang out. Social development is an important part of early childhood education. Preschool educators can promote positive social development by encouraging positive interactions in childcare centers and daycare services, creating a safe and supportive learning environment, incorporating activities that encourage communication and language development, fostering relationships between teachers and children, and supporting parents in promoting social development at home. Quality child care and early childhood education can help children develop the necessary skills to navigate their environment, form meaningful relationships, and be successful in school. Promoting social development in preschool is an important part of ensuring positive outcomes for young children. With the right strategies in place, preschool educators can ensure that young children have the tools they need to develop strong interpersonal skills for life.

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Teaching writing is important for students at all levels. They should be able to present a story from their life or a story that they’ve imagined. They should develop their skills in order to write a thesis in the near future. The ability to fully express themselves with words is also an essential real-world skill. There’s a possibility that some of your students will work as journalists, copywriters, bloggers, or even become successful writers. There are many aspects that can enhance your students’ learning progress. But the technological world has a great number of tools to lead learners to succeed in the area of creative writing. Some of these tools help students to develop their writing skills and creativity in writing a paper but they can visit a website like Usessaywriters.com to get additional help from the experts who are responsible for writing different types of essays. Discover 7 ways you can help your class get inventive using different apps. 1. Use story prompts. To inspire the creativity of young wordsmiths, you should assign really interesting topics. Some apps are designed specifically for those who can’t come up with a story theme. Use it yourself to find something appropriate or ask your students to choose the one from the ready-to-use story prompts. Writing Challenge, iDeas for Writing, and Writing Prompts will help struggling students to come up with the foundation of their creative project. Show learners how many interesting topics there exist to cover. 2. Teach them to write down their ideas. Students can be quite ingenious when it comes to story ideas. The problem is that they cannot always think out of the box when they need it. That’s why they experience writer’s block. Recommend students a couple of note-taking apps, like Note Everything, RedNotebook, or Inspiration Maps. The latter app will be especially useful for those who have more than enough ideas for essay writing, but cannot organize them into something clear and logical. Inspiration Maps offers a template for collecting your ideas and adding images. It can be later converted into a Word document. Brainstorming is used to put a new writing task in motion. In class, it encourages young writers to share their thoughts and ideas to create cute characters and fascinating plot. Brainstorming apps offer a new approach to writing. With 99 Words, users can collaborate on writing assignment. They write a story which consists of chapters of no more than 99 words. The Brainstormer is a tactile tool which features three different wheels: subject/setting, plot/conflict and theme/setting. Users scroll through these wheels and choose the details for each category. It extends the borders of imagination. 4. Let students create multimedia. Teaching students how to write can be problematic if they hate it. You should find a way to make this practice attractive to them. Apps for creating multimedia are teacher’s bets assistants in this task. They perfectly match creative writing assignments and involve students in writing. Easel.ly is a tool that provides cute themes and templates for multimedia presentations. Picturebook app allows younger students to present their stories as picture books. There’s a great alternative called PicCollage. This vision-based app helps to create interactive collages for stories. Using multimedia is beneficial because visual images stimulate the cognition. 5. Let them make graphics. Apps like Strip Designer and MakeBeliefsComix allows users to create comic style books using various templates and tools. They help students categorize information, outline the sequence of events, and develop opinions – all vital to good writing. These tools encourage learners to approach writing assignments systematically and creatively. Writing an essay is no longer a boring task but if you need some pieces of advice with your writing you can contact this website. 6. Teach them to develop a narrative. So, the above-listed apps have helped students to develop characters, setting, sequence of events, and dialogues. Now they need to organize it into a logical narration. There’s a wide variety of storytelling tools that can guide young writers in putting their thoughts and ideas together into the story. Story Skeleton and Bubble.us are widely used by students for creative writing assignments. Story Skeleton is recommended for learners of all ages. It allows them write their works in bits and pieces and see how it starts to take shape. The app has index cards for jotting down the details of the story and then organizing them into a single unit. The work can be transformed into a text file and added to another word processing file. Bubbl.us app offers a mind map that shows the outline points in colorful pictures. Young learners enjoy writing with its help. 7. Help them write with no mistakes. Grammar seems to be the largest stumbling block for students, no matter what type of writing they perform. Emphasize the importance of grammatical accuracy. Students must make it a habit to check their written pieces before handing them in. Here’re the best tools for this purpose. Grammarly is grammar-checker often used by students to polish their academic papers. Hemingway is designed to simplify the written works. It highlights long sentences, superfluous phrases, passive voice, and adverbs. Users fix these flaws and make their papers easy-to-read. Sensitive teaching and plenty of practice develop learners’ confidence and enhance their writing skills. The apps can give them some hints on how to make their writing assignments more interesting, creative, and engaging. As a teacher, you must use an abundance of techniques, both traditional and modern, to reach the best possible result in students’ progress.

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Understanding the Needs of Early Education When it comes to designing a curriculum for early education, it’s important to understand the needs of the students and their families. For starters, early education should be a comprehensive program that covers all areas of learning, from language and literacy to mathematics and science. The goal is to provide a well-rounded education that prepares children to succeed in their future studies and life. It’s also important to consider the developmental needs of young children. Young children learn best through play and exploration and need to be given plenty of opportunities to do so. This means that the curriculum should include plenty of hands-on activities and provide children with the tools and resources they need to explore and learn. This can include art supplies, manipulatives, and books. Focusing on Social and Emotional Development Another important aspect of designing a curriculum for early education is to focus on social and emotional development. Young children need to learn how to interact with others, work in groups, and express their feelings in constructive ways. This can be done through activities that involve storytelling, music, and movement. It’s also important to provide children with opportunities to build relationships with their peers and adults. In today’s world, technology is an important part of education. When designing a curriculum for early education, it’s important to incorporate technology in a way that is appropriate for young learners. This can include the use of computers, tablets, and interactive whiteboards. These tools can be used to introduce children to coding, robotics, and other STEM topics. When it comes to technology, it’s important to remember that young children learn best when they are given opportunities to explore and make mistakes. Technology should be used as a tool to help deepen understanding and provide children with a sense of agency and control. Involving Parents and Caregivers Designing a curriculum for early education also means involving parents and caregivers. This can be done by providing parents with resources and information about the curriculum, encouraging them to volunteer in the classroom, and involving them in the decision-making process. This can help to ensure that all stakeholders are on the same page and that the curriculum is meeting the needs of the students and their families. Assessing and Evaluating Student Learning When designing a curriculum for early education, it’s important to assess and evaluate student learning. This can be done through the use of formative and summative assessments. Formative assessments provide teachers with ongoing feedback on student progress and can help to inform their instruction. Summative assessments provide a snapshot of student learning at the end of a unit or school year and can help to identify areas of strength and areas of need. Incorporating Play and Exploration Play and exploration are important elements of early education and should be incorporated into the curriculum. Play helps young children to develop their language, motor, and cognitive skills and encourages them to engage in problem-solving and critical thinking. Exploration gives children the opportunity to explore their environment and learn through experimentation. Integrating Family Involvement Finally, when it comes to designing a curriculum for early education, it’s important to integrate family involvement. This can be done by providing families with resources and information about the curriculum, inviting them to field trips and special events, and encouraging them to be involved in their child’s learning. This can help to ensure that all stakeholders are on the same page and that the curriculum is meeting the needs of the students and their families. Designing a curriculum for early education can be a daunting task, but it’s an important part of ensuring that all students have access to a quality education. When it comes to designing a curriculum, it’s important to understand the needs of the students and their families, focus on social and emotional development, incorporate technology, involve parents and caregivers, assess and evaluate student learning, incorporate play and exploration, and integrate family involvement. By taking these steps, schools can ensure that they are providing a well-rounded curriculum that meets the needs of all students.

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Reading Comprehension: Teaching the Literary Elements of Narrative Stories Through Students' Personal Lives-Part 2 Timothy G. Weih, Ph.D. University of Northern Iowa, USA Note: This is the second part of a two part article. Assessing and Evaluating Students' Work It is very important that teachers assess and evaluate students WHILE they're actually doing the work for the strategy for the sake of helping them and reteaching on the spot as necessary and to keep students from getting off-track, getting confused, and becoming frustrated with each other or the work that they are doing. As the teacher circulates among the students while they are working, he scans their papers to see if they are following the directions, correctly identifying the main elements of the Story Face, and guiding students as necessary. If it appears that many of the students are confused, the teacher should stop their work and reteach any problem areas. When students have completed their Story Faces and accompanying compositions, the papers are collected and evaluated for the students' strengths and weaknesses. Students who need additional reteaching are identified and retaught. Modifications for Students with Special Needs It is crucial that students be placed into diverse, collaborative teams so that they can draw from each other's strengths. Additional accommodations can be made for students with special needs such as the following: • Give students a pre-made Story Face map or worksheet with all the main parts labeled, rather than have them make their own, in which they simply fill in the answers. • Instead of students thinking totally from scratch to come up with their own personal story problem, the teacher leads them with a brain-storming, whole class activity and records a large list of common problems students have faced on the classroom screen. Students then pick and choose which ones apply to them. • Students may get lost in the directions for completing the Story Face, so pre-printed directions could be passed out to them. Model and Guided Practice with Book Text The use of the students' own personal stories is an adaptation of the Language Experience Approach (Allen, 1976) in which the students' own words, stories, and experiences are used for learning literacy. This approach, in itself, is a modification that makes it easier for students to learn literacy. Once students have successfully mapped out and written their own personal narratives, then it's time to make the transition of applying the strategy using a text or book story. The best type of book to begin with is a picture book because they use very few words to get across meaning, and the pictures will lend further understanding of the story along with highlighting the literary elements to the students. For modeling, the teacher reads aloud a picture book with students either following along with copies of the same book in front of them, or the book displayed on the classroom screen. After the read aloud, the teacher displays a Story Face on the classroom screen and calls on student volunteers to supply the main parts of the story. During guided practice, teachers have the collaborative literacy teams work together to Story Map a picture book with each team doing a different book. This procedure should be done with at least three different books during three assignments. Assessment and Evaluation of Independent Work Assessment and evaluation is a recursive practice that occurs throughout the teaching process (see Weih, 2015a). When students have demonstrated from their work they understand the Story Face strategy and can comprehend the main parts of narrative stories, then it's time to separate students from their collaborative literacy teams and assign them individual work in story mapping a picture book using the strategy. Students should have at least three assignments with individual mapping work with three different picture books. The maps are collected and examined for student strengths and weakness. Students who need additional work in the strategy are identified and retaught. Extending the Strategy When students have become successful at mapping out picture book stories, then it is time to extend the Story Face strategy using short, easy to read chapter books. Following the procedure outlined with picture books, students map out individual chapters in a book rather than an entire book. Point out to students that most narrative chapter books have clearly defined literary elements within each chapter, even if some are repeated. Characters face multiple problems played out in each chapter as they deal with an overarching major problem. Each chapter represents a piece of the puzzle that completes a larger, more complex story than typically found in a picture book. After a few assignments of this nature, most students will have internalized the concepts of how narrative stories are structured and mapping will no longer be a necessary tool. Additional Benefits for Students The strategy of Story Face holds many literacy benefits for students. As students work to solve the Story Face, they become engaged in writing, reading, discussing, and thinking about the content of narrative stories, thereby increasing their overall reading comprehension, which can lead to enhanced reading enjoyment and a reciprocal rise in writing fluency. Moreover, students realize that they have their own personal stories that they can connect with when reading or writing narrative text. Beginning with the stories that all students have in their lives for teaching literacy promotes the idea to students that their lives are important, have meaning, and can be background knowledge for learning language in the elementary classroom. Rather than drawing from the reading of a book, which some students may or may not be able to read, understand, or relate to, the application of students' own language experiences levels the playing field, giving ALL students the opportunity to fully participate. Weih, T. G. (2015a). Assessment and evaluation of content literacy for grades K-6 (parts one and two). Saching.com. Weih, T. G. (2015b). Literature-based content writing instruction for grades K-3. Saching.com. Copyright © 2016 Timothy G. Weih, Ph.D. University of Northern Iowa, USA About Author / Additional Info: Timothy G. Weih is an associate professor of education at the University of Northern Iowa, USA, and teaches elementary teaching methods courses.

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For many of us, school was a particularly routine affair; you would arrive at school, go to class, perform dictation or take down notes from the board. You would also conduct your research in the library, handwriting notes with a pen and paper. It’s safe to say those days are behind us. Technology is now so intertwined with students and their learning outcomes that today’s students would view a classroom from the past and simply gawk at the learning structure, activities and outcomes. While the educational realm has typically taken longer to adopt new technologies than the business world or corporate sector, thanks to the organic and ever-fluid landscape of technological advancements, full-scale adoption has become somewhat inevitable. This is reflected no better than in the new Digital Technologies component of the New Zealand Curriculum which must be implemented in every school by the beginning of the 2020 school year. Teaching “methodologies are changing, curricula are changing, and new technologies are being tested.” 1 Virtual reality (VR) is still very much an emerging technology, but we thought this would be a great opportunity to explore five ways VR can potentially reinvent the classroom. 1. “Real” Experiences Traditionally, in many circumstances, education fails to provide students with hands-on experiences. For example, they can read about the eruption of Mount Vesuvius that decimated the ancient city of Pompeii, but they can’t legitimately experience the terror or grief of the event. Students can watch footage of marine life on the Great Barrier Reef, or documentaries detailing the origins of the universe. But what if you could showcase to your students the movement and smaller idiosyncrasies of both the marine life and expansive, contextualisation of space? As VR grows, teachers will be able to bring past worlds, and previously before unexplored realms to the classroom, providing students with a deeper level of understanding when it comes to history and the wider world around them. The world can be a volatile place and with the 24/7 news cycle brought on by social media, students have access to world affairs at their fingertips. Imagine being able to virtually show them via a nanoscale immersion, the after-effects of the Haiti earthquake, or the stressful reality of Syrian refugees seeking asylum in Mediterranean Europe. The ability to put students in these kinds of situations would foster growth in their ability to empathise. Being able to empathise with people from other situations unbeknown to their own will foster deeper and more informed perspectives about the world they live in, putting them in good stead to grow into wise, digital citizens in a connected world. 3. Insight & Creativity In the past, the most creative a student could be was via the visual arts, woodwork or creative writing. VR will give students the opportunity to bring their imagination to life. Activities both individually and in groups will give students the ability to draft, design and create 3-dimensional objects, scenarios and worlds of their choosing. Allowing students to share their world with their classmates, as well as developing fundamental coding/robotics and design skills will do wonders for their confidence and employability post-school. Not to mention, engaging even the most disruptive or absent-minded students could be an issue of the past. 4. Relevance for Traditional Activities VR can add more relevance to what would be considered more traditional learning activities. In anatomy, for example, not every student learns the same way. For students more inclined to engage visually than by text, imagine being able to delve inside the human body and have them interact with muscular systems, bones and organs. It can add further weight to any learning experience, perhaps a class is set an essay on Vincent Van Gogh and his life, through books they know of his blind passion for the lover that drove him to cut off his ear, but being able to virtually experience that passion would facilitate a more informed and in-depth finished product. 5. Professional Life From a young age, we dream and have fantasies about what we want to be when we grow up. VR can play a role in broadening students’ exposure to potential careers. Through VR students can, for example, experience a day in the life of an engineer, the skills required to perform the role and what they would potentially enjoy about the job, and vice versa for what they might not. The ability to give students regular exposure to a multitude of careers will hold them in good stead for when they inevitably graduate and decide which path they wish to take in their professional lives. With the benefit of trial and error in school, more students will be entering the workforce fully aware of what they’re getting into, which will in turn foster garner higher rates of employment, and potentially a happier and more cohesive society. At New Era, we pride ourselves on providing innovative technology solutions that empower a new generation of teaching and learning. If you’d like to learn more about the endless possibilities that VR offers, don’t hesitate to give us a call on 0800 438 428.

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~6 to 9 Years Old The 6-to 9-year-old class is well-equipped with Montessori materials as the hands-on use of manipulatives continues. Each new concept is presented with materials so that students progress from the concrete experience to an abstract level of understanding in a series of lessons that will enable them to make their own discoveries. Below are the concepts that each student will acquire during their three years in Lower Elementary and a sampling of the topics. - Specific Numeration Concepts – decimal system, place value up to the millions - Addition and Subtraction – four- and five-digit static and dynamic operations , word problems - Multiplication – equations with one, two, or more digit multiplier, word problems - Division – division problems with one, two, or more digit divisors, word problems - Memorization – a goal of memorizing their tables in all four operations - Common Fractions – naming and defining parts of a common fraction - Decimal Fractions – introduction to the decimal hierarchies - Measurement – length, weight, capacity, temperature, money, and time - Problem Solving – drawing diagrams, making organized lists, collecting, sorting, organizing - Plane Figures – lines, angles, triangles, quadrilaterals, and polygons - Solid Figures – spheres, prisms, etc. - Reading Comprehension – We use a variety of resources to practice reading and comprehension. - Language Analysis Concepts – parts of speech, sentence analysis, and word study - Writing Concepts – research, creative writing, editing, vocabulary - Spoken Language Concepts – public speaking (oral reports of research projects or sharing creative writing), recitations, and poetry sharing (group discussions) - Spelling – Based on the Orton-Gillingham approach – a phonics-based approach to whole language learning Students are introduced to cultural studies through a series of Montessori “Great Lessons” that expose them to the stories that explain the world they live. When children enter the elementary grades, they move immediately into a further exploration of the cultural areas they learned while in Children’s House. As the “logical, reasoning mind” emerges, the children use the information in new ways, find the interrelationships between and among the various cultural areas, and generally expand their knowledge. Maria Montessori called this integrated curriculum “Cosmic Education.” Cosmic Education “starts with the whole, (i.e. the universe), and works toward the parts, (i.e. individual cultures, history, geography, life forms, etc.). This gives the child a foundational sense of perspective. Within the big picture of the universe, everything the child learns is connected. Children can use this big picture perspective to mentally organize new information. When understood as connected parts of a whole, the information gains relevance, which is an essential part of capturing a child’s interest.” (ageofmontessori.org) - Geography – study and structure of the Earth, study of rocks and minerals, solar system, etc. - Biology and Zoology – introduction to eras and periods, external parts and vital functions of animal groups, parts and vital functions of plants. - History – prehistory, fundamental needs of humanity, measurement of time. FINE ARTS CURRICULUM The Montessori educational approach strives to give each child an awareness of the interconnected nature of their studies to the world around them. The core philosophy of the Fine Arts curriculum is process-based (rather than product-based.) Thus, the exploration and development of creative problem-solving skills is more important than the finished product. Students are exposed to a wide variety of artistic tools, techniques, and media. The ultimate goal of artistic expression — to encourage individualism and creativity, while also strengthening emotional development and perceptual ability. The goal and objective of the music program is to instill a joy of music by incorporating an exposure to all forms of music, singing, listening, ear-training, movement, instrument playing, and creativity. Our Montessori music curriculum addresses the needs of the whole child: physically, emotionally, socially, and intellectually. PHYSICAL EDUCATION CURRICULUM The major goal of the Lower Elementary physical education program is to continue to build the students’ enjoyment of movement and physical activity. The program at this level continues to provide the children with activities that focus on gross and fine motor skills, coordination and spatial relations, and overall fitness and strength building. Sportsmanship and competition are introduced with core Montessori principles such as grace, courtesy, and respect in mind. The “PE Shelf” is also introduced, which allows students to choose independent PE work. School Hours for Lower Elementary (1st through 3rd grade equivalent; approximately 6-9 years old): 8:10-8:30 a.m. drop-off; 3:30 p.m. pickup. After School is available until 5:30 p.m.

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WHAT IS NATURALISTIC DEVELOPMENTAL BEHAVIORAL INTERVENTION (NDBI)? Updated: May 12, 2021 Naturalistic Developmental Behavioral Intervention (NDBI) is a research-based system for increasing skills of children who have delays in speech-language-communication. NDBIs target all aspects of communication, so children are learning to use their skills for all the social reasons we communicate, while at the same time they are learning more words and longer sentences. NDBI programs have been proven to work, through research at major universities. Each program is different in how their methods are organized and presented, but they all share the features that give the approach its name. WHAT IS NATURALISTIC INTERVENTION? Naturalistic means teaching happens in typical daily interactions. Children with delayed communication have trouble noticing and using the natural cues that happen during interactions. They need help to focus on what’s important, extra practice with the skills, and more feedback from adults to get the most out of these learning opportunities. A huge advantage of naturalistic methods is their efficient use of time. Children with delays don’t automatically transfer their new skills to situations they haven’t practiced. By teaching skills in their natural settings, we don’t need to teach skills separately and then have extra lessons to teach them in real life settings. We don’t need to set aside separate time for practicing communication skills, because we can do it while it is a natural part of daily activities. Naturalistic methods are taught to parents so they can provide focused learning opportunities all through the day. New skills can transfer to useful places without needing to wait for lessons that come later (or might be left out). These parent-friendly methods are easily learned, and strengthen the bond between parents and their children. WHAT IS DEVELOPMENTAL INTERVENTION? Developmental means following the typical patterns of how children learn and develop. We know that children with speech delay, autism, Down syndrome, and other developmental disorders follow the typical sequence of development but at a different rate. We use that same typical sequence of skills to choose our teaching targets. Some skills have been shown to be the foundation for all speech, language, conversation, and social skills. We start our therapy with these skills to make sure the foundation is strong. For older children who are using words, we may need emphasize teaching these skills to make sure they can use their words effectively. These core skills include: Joint attention: looking at the same thing another person is looking at Imitation: doing what someone else is doing Social engagement: taking part in a back-and-forth exchange with another person Active learning: independently trying out experiences to see what happens, and using thinking skills to figure out how things work Social relationships: understanding our own feelings and those of others, and communicating for a wide variety of reasons Teaching these foundation skills builds the positive relationship between parents and children. These foundation skills expand the variety of activities parents and children can do together to build enjoyment of their shared times. This positive relationship is where children learn to use communication for the full range of human interaction. With developmental intervention, we emphasize these foundation skills because they are essential for learning at all later stages of communication. As children develop their communication skills, we continue to incorporate these key skills as we teach more advanced skills in the developmental sequence of gestures, single words, word combinations, sentences, conversation and storytelling. WHAT IS BEHAVIORAL INTERVENTION? Behavioral means using the well-established principles of learning that describe how skills (behaviors) can be increased or decreased depending upon what happens right before the behavior and how we respond to the behavior right afterward. These rules of learning are also called behavior modification or operant conditioning. Behavioral principles are important tools for teaching any skill. When we use naturalistic teaching in daily interactions, it’s important to keep these principles of learning in mind. Using them helps learning go faster and avoids accidentally teaching unwanted skills (like tantrums or refusing). Things we do to get a child to use a skill are called antecedents, meaning they come right before the target skill. These might be things like a cue (showing or giving an object) or prompt (giving a direction, pointing). Things we do to increase or decrease a skill are called consequents, meaning they come right after a child uses the skill. We need to be careful observers of our own and children’s behaviors. When we are consistent with our antecedents and consequents, children learn the new skill faster. When we monitor how we respond to behaviors, we can avoid teaching the wrong behavior. WHAT IS INTERVENTION? Intervention means a collection of methods and procedures that are used in a systematic way to improve the performance of a person. You might say intervention is a fancy way to say therapy. When we say Naturalistic Developmental Behavioral Intervention, we mean that we use the theory and research-based methods from developmental and behavioral sciences and apply them with families in natural settings to speed up communication development in children. Social Interaction Is the Foundation for Language Learning Four Advantages of Naturalistic Communication Intervention What Is Behavioral Intervention? Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder

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Summer Activities to Build Language and Reading Skills Anyone else feel like they are limping into summer break this year, or is it just me? The past 18 months have been rough, and there is a growing concern that students are behind in various academic areas - most specifically reading. The good news is, reading and language are so closely connected, that you can "kill two birds with one stone" and build them both together. We have come up with some fun ways to pair learning with the typical summer activities you plan to do with your family on a daily basis! Children of different ages will have different skills that you want to target. To make things easier on you, we broke-up our ideas into age groups and specific reading and/or language skills. Feel free to put your own spin on them! Pre-Literacy (ages 1-4): Pre-literacy is characterized by exposure. We want to expose children to as many sounds, types of print, visual imagery, and just plain spoken language during this stage. Rhyming is also especially important here - this is why so many children's book rhyme. Go to the library Have your child choose a theme for each week of summer, and check out books together that go along with your theme. Narrate your day Making coffee, getting dressed, packing a bag to go to a playdate - these are all chances to build your child's vocabulary and phonemic exposure. Narrate what you are doing, and they will store all those new words into their lexicon. Use your senses Eating ice cream, slicing a watermelon, taking a dip in the pool, or playing in the sand - we all do these things with our children in the summer. Encourage them to talk about their 5 senses and use adjectives (describing words) to tell you what they taste, see, smell, feel, and hear. (Although, we don't recommend eating sand, we all know they will anyway... this is a good place to introduce the vocabulary word gritty...) Early Literacy (ages 5-8): The early literacy stage is when children develop an understanding of letter-sound relationships, and spoken word-printed word relationships. Children begin to sound-out words and memorize high frequency words such as: the, and, is, some, done, through, etc... Go for a drive Have your child look around while driving to find familiar words on signs and businesses. Have a lemonade (or sweet tea!) stand Help your child set-up a lemonade stand. Help them sound out words to write on signs and decorate them. Find a pen pal Does your child have a cousin or friend they do not often see? Start a pen pal relationship so they are practicing reading and spelling in a fun, non-stressful way. If younger children want (demand?) to be involved, you can have them draw pictures. When they're done, have them narrate the scene to you to write under their artwork. This keeps them involved while also helping them develop their expressive language skills! Rhyming, alliteration (she sells seashells), onomatopoeias (POW!), and similes (they blew through like tornados) are great to use with any activity. For example, if you are eating ice cream with your child, you can incorporate these literacy elements into your conversations. Developing Readers (ages 8-12): Developing readers are becoming more fluent. They can read familiar stories and use context clues to decode unfamiliar words and vocabulary. These readers are beginning to move from "learning to read" to "reading to learn". Write your own book Encourage your child to write their own book with their own illustrations. You can even take turns building on the plot and picking up where the other left off. Read a book together Never stop reading aloud to your child! Choose a book, even one that is well above their reading level, and read a bit to them each evening or at another special time of day. Use higher level vocabulary words as your words and discuss their meaning, provide opposites, and try to come up with other words that mean the same thing. Write with sidewalk chalk Create a maze, obstacle course, or workout with sidewalk chalk and write the instructions as you go. (The kids in my neighborhood seem to think everyone can do ten burpees mid-walk while simultaneously hopscotching. Challenge accepted.) Fluent Readers (ages 12+): Fluent readers are able to read a variety of texts, comprehend various viewpoints, and identify literary elements. Let them choose their reading material This means they can choose a short story, graphic novel, poetry book, comic book, newspaper, magazine or a good old-fashioned regular book. Daily silent sustained reading in a genre of their choosing helps to foster a love of reading while continuing to expose them to the richness that comes from written language. Whatever strikes them as interesting, encourage it. Encourage them to shake up genres and styles Written language in science books is different than history books. Comics are different from poetry. Fiction is different from non-fiction. Exposure and practice with a variety of texts matters when it comes to building comprehension skills. Listen to audiobooks There are so many beautifully composed audiobooks these days! While the student may not be reading the words themselves, they are still being exposed the language. If characters have accents, unusual names, or live in foreign places, they are exposed to the proper pronunciation of these words, too. Your local library will most likely have an app that they use for sharing audiobooks or digital books. You will use your library card ID to access their virtual library! If you find that your child is struggling with their age-related suggestions, drop back a level or two. Language develops in stages and a solid foundation matters. Meet them where they're at and keep it fun! If you have concerns over your child's language and/or reading development, you can always reach out to us with your questions and concerns! You got this, parents - and we are always here to help! -The LD Expert

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By the time they’re age 21, the average child has played 10,000 hours of video games—the same amount of time they’ve spent in school. But why are kids so fascinated with games, anyway? Below are seven psychological mechanics built into games that we can leverage to make the school experience more engaging for kids. One reason a game is addicting is because it gives kids autonomy: the freedom to act, explore, and be creative in different ways. By giving students more control over how they learn and solve problems, we can increase their investment in their education and make it more personal to them as individuals. This may involve providing more choice in how they can approach lessons and assignments. When kids are in the driver’s seat, they’re more motivated to learn. Each game has a particular set of rules and mechanics that kids need to master. Good games achieve a balance in terms of difficulty; if a challenge is too easy, we lose interest. But challenges that are hard but not too hard motivate us by promoting the idea that we can succeed through perseverance. The same idea applies to learning. Teachers have to provide challenges that are just hard enough for students to be engaged, but that they feel they can master. This helps kids from feeling overwhelmed by the activity and encourages them to apply themselves in order to complete it. Games often give kids the chance to interact with other people—either through competition or collaboration. Neural activity shows that to the brain, both in-person and online social relationships feel equally as real. This is a big part of class culture in general. While kids are in a sense already “competing” for grades, more focus needs to be placed on teaching them how to work together. Being social is crucial to building knowledge and expanding our worldviews. Discussions around concepts allow students to challenge their ideas against their peers’, which shapes (and re-shapes) their conceptual models. Teachers need to foster and structure these social interactions around learning activities. Through social interactions, kids find meaning in their coursework, which is a huge part of motivation. Another essential part of games is discovery. By exploring a virtual world, kids get a chance to indulge their curiosity and see where it leads them. Sometimes that’s into the dragon’s lair, other times to a treasure vault. That wonder is also important to learning, but it doesn’t always come naturally to kids. Going hands-on with project-based learning, or forming connections between what students are studying and what they already know and love from their daily lives, can help spark that light bulb for them. Surprise is another element of games that keeps kids glued to their screens. Anything can happen, which is exciting and teaches players to prepare for the unexpected. It’s important to introduce kids to new challenges, not in problems on a worksheet but in new and different approaches to learning and activities. Adding some surprise to otherwise routine lessons can increase energy in the classroom and pique curiosity, which will make them more invested in their learning. It also helps build confidence by showing students that they can tackle any challenge you throw their way. Games are constantly giving kids feedback on how they’re doing. If they succeed, they level up, unlock new powers, and reach new areas. If they misstep, it’s “game over.” They party members faint, they lose gold, and they’re sent back to the last checkpoint. They always get another chance to try to succeed. Kids need instant, regular feedback in education as well, both in regards to their behavior and their learning. Talking through problems with students can help to evaluate their thought processes and course-correct them when needed. Additionally, kids can give each other constructive feedback as well, which can help with ownership of learning. Finding ways to automate feedback is important. Last but not least is storytelling. Kids crave a good story, but mostly importantly, games allow them to be part of that narrative. They get to experience it firsthand, as a character would, and sometimes even to help shape its outcome. Stories are a safe way for kids to experience a full range of emotions. In this way, providing a bigger context to what kids learn—by relating it to the real world they live in—can make them feel like they have a voice in their education. This appeals to their creativity and critical thinking skills by asking them to consider how something from a textbook can take shape in their own lives. By leveraging different qualities inherent to many games, we can empower students in their learning, increase their motivation and ownership, and make the classroom more fun. Better yet, we can deepen their learning and prepare them for the challenges they’ll face outside of school, too. Share your ideas: Which of these mechanics are you most interested in and why? Photo credit: T-Kot / Shutterstock.com

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Are you looking for ideas to help you plan successful toddler lessons? If so, you’re in luck! Here are five tips for stress-free toddler lesson planning that will help you get started. Keep reading to learn more. How to Introduce New Concepts to Toddlers As a home daycare provider, you know toddlers are full of energy and curiosity. They’re also quick learners, so it’s important to introduce new concepts regularly. Of course, this isn’t always easy. After all, toddlers have short attention spans and can be easily distracted. So, how can you ensure that your toddler lesson plans are engaging and effective? Here are a few tips. Whenever possible, make the introduction to the new concept visual. Use objects, pictures, or demonstrations to help illustrate the idea. This will help capture the toddler’s attention and make the information more concrete. - Introducing a new animal: Show a picture of the animal and its habitat. - Introducing a new country: Show a map of the country, highlighting its major cities and attractions. - Introducing a new planet: Show pictures of the planet and its moons. - Introducing a new scientific concept: Draw a diagram of the concept and label the necessary parts. Other ways to visually introduce a new topic - Colouring Pages - Create a bulletin board with pictures and explanations of new topics - Make simple models out of clay - Demonstrations from professional - Through storytelling - With interactive activities - Field Trips - Youtube Videos Short & Simple Explanation Keep your explanation of the concept short and straightforward. Try to use everyday language that the toddler will understand. And avoid using too much jargon—remember, you want to get to the point quickly! Introducing new topics can be simplified by breaking the information into smaller parts. You can also provide examples to help illustrate the concept. How to introduce new topics in a way that is easy for children to understand - Use examples and visuals to help explain new topics - Break down information into smaller chunks - Keep explanations short and simple - Make sure explanations are age-appropriate Reinforcement Games & Activities After introducing the concept, provide opportunities for reinforcement through games or activities. This will help ensure that the information is remembered and understood. Plus, it can be a lot of fun for you and the kids! Introducing new concepts to small children doesn’t have to be complicated. Just keep the introduction visual, short and straightforward, and reinforce the concept with games or activities. By following these tips, you can be confident that your toddler lesson plans are engaging and effective. Include time for both structured activities and free play Providing them with plenty of opportunities to learn through structured activities and free play is important. Read on for some tips. Planning Structured Activities When planning structured activities for toddlers, it’s essential to keep a few things in mind. First, the activity should be geared towards teaching a specific concept or skill. Second, it should be interactive and engaging. And third, it should be appropriate for the age group. With these guidelines in mind, let’s look at some examples of structured activities that are perfect for toddlers. - Reciting information aloud is a great way to help toddlers learn new concepts. This can be done through nursery rhymes, songs, or short stories. - Drawing pictures or creating diagrams is another good way to reinforce what has been learned. - Acting out scenarios is a fun way for toddlers to see how the information can be used in real-life situations. - Playing games is an excellent way to test what has been learned. Planning Free Playtime Even though free playtime may seem unstructured, there is actually a lot of learning taking place during this time. When children are allowed to explore and experiment on their own, they gain valuable problem-solving skills and develop their creativity. As a home daycare provider, you can encourage learning during free playtime by providing materials that promote exploration and experimentation. Playdough, magnifying glasses, and measuring cups are just a few examples of items that can be used to spark curiosity and foster a love of learning in toddlers. Structured activities and free play are both important parts of lesson planning for toddlers. By incorporating both into your daily routine, you can provide them with ample opportunities to learn new concepts and practice what they have already learned. With some planning and preparation, you can ensure that each day is filled with fun and educational activities that your toddler will love! Check Out Some Fun Toddler Activities How to Make Toddler Lesson Planning Easy and Fun You know that planning lessons for toddlers can be both challenging and rewarding. On the one hand, toddlers have shorter attention spans and are still mastering basic concepts. On the other hand, they are also energetic and eager to learn about the world around them. The key to successful toddler lesson planning is finding a balance between learning and fun. One of the best ways to help toddlers learn is to encourage them to collaborate and explore independently. You can do this by providing them with materials they can use to experiment with, such as play dough, paints, or magnets. It also helps to create an environment where questions are welcome, and mistakes are seen as learning opportunities. In addition to independent exploration, there are several other effective ways to teach toddlers. These include: - Practicing the concept with songs and stories - Playing games that reinforce the concept - Putting the concept into practice through everyday activities When it comes to toddler lesson planning, less is definitely more. Keep your lessons short and sweet, and be sure to include plenty of opportunities for active play. With a bit of creativity and patience, you’ll be well on teaching your daycare kids everything they need to know for kindergarten! Toddler lesson planning doesn’t have to be complicated. By finding a balance between learning and fun, you can help your daycare kids absorb new information while staying engaged and interested. Be sure to mix things up by incorporating various activities into your lesson plans, such as independent exploration time, songs, games, and arts & crafts. The Importance of Consistency in Toddler Lesson Planning You know that consistency is important. This is especially true when it comes to lesson planning for toddlers. Routines and schedules help to establish a sense of order for young children. When everything is consistent, they know what to expect and feel more comfortable in their environment. There are a few things that you can do to make sure your toddler lesson planning is consistent. First, you should make a weekly schedule. A schedule will help you stay organized and make sure that everything important is getting done. You can also establish routines for things like story time, arts and crafts, and outdoor playtime. It’s also important to be flexible with your schedule. There will be days when things don’t go as planned, or you need to adjust your schedule to accommodate the needs of your toddlers. That’s okay! Just remember to be consistent with the changes that you make so that your toddlers still feel comfortable in their routines. Consistency is key when it comes to toddler lesson planning. Routines and schedules help to establish a sense of order for young children. The Importance of Patience and Encouragement in Toddler Lesson Planning Patience and encouragement are two of the most important qualities for a home daycare provider to have when teaching toddlers. No two toddlers learn at exactly the same pace, so it’s important to remain patient and flexible when teaching them new concepts. If one teaching method isn’t working, try another approach until you find something that does. And if a child becomes frustrated or bored with a lesson, take a break or move on to something else until they’re ready to continue. It’s important to celebrate each milestone reached during toddler lessons, no matter how small it may seem. This helps build confidence and reinforces the idea that learning is something to be enjoyed and celebrated. By showing patience and encouragement, home daycare providers can create a positive learning environment that sets toddlers up for success. Encouragement is key when teaching toddlers. They need to know that it’s okay to make mistakes and that they’re doing a good job even when they don’t get everything right the first time. A little encouragement can go a long way in helping toddlers feel motivated and confident in their abilities. If you’re feeling overwhelmed by planning your toddler’s lessons, don’t worry! These five tips will help make the process a little smoother. Plus, with a little bit of preparation and organization, you can feel confident that your daycare kids are getting the most out of their learning experiences. So what are you waiting for? Get started on those lesson plans today!

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Source: The Conversation (Au and NZ) – By Tristan Kennedy, Senior Lecturer In Indigenous Studies, Macquarie University Social media offers many benefits to Indigenous peoples, such as ways to establish and navigate identity, build and maintain strong connections to family and community, and seek and offer mutual support. While there are these positive experiences, many people also report having negative encounters online. Recent research in the Department of Indigenous Studies at Macquarie University, with the support of Facebook Australia, has investigated the benefits of social media, as well as the impacts of negative and harmful content for Indigenous peoples. The findings shed light on the types of harmful content Indigenous people are facing. These include references to white supremacy, Indigenous identity being challenged, and conflicts within Indigenous communities (also known as lateral violence) in which people attack or undermine each other, often based on colonial ideas about legitimate Indigenous identities. Our research, which included Indigenous peoples from across Australia, was primarily concerned with identifying how negative content is conceptualised, identified and dealt with from Indigenous Australian perspectives. Indigenous communities are facing a crisis in mental health, with harmful content on social media a major contributor to increased Indigenous suicide rates Our research responds to this crisis and can potentially help policy makers and social media companies make their platforms safer for Indigenous peoples. Indigenous peoples’ experiences of social media: the good and the bad Participants in our study were quick to identify the positive contributions that social media makes in their lives. 83% of respondents confirmed they had positive experiences on social media on a daily basis. In fact, every respondent in the study noted they had positive experiences at least weekly. Among the most positive aspects, respondents cited accessing creative arts, Indigenous storytelling, and making contact with community members and services. Another positive was the ability to engage in political conversations — that is, to raise issues that are important to Indigenous people which may not receive adequate attention in mainstream media. Despite these positive opportunities, there is a less comfortable side to social media which must be addressed. Bullying and harassment are having devastating effects on our young people and communities. In 2019, academics Bronwyn Carlson and Ryan Frazer pointed to research that suggested victims of cyberbullying are more likely to experience psychological ill-health, most seriously in the forms of depression, anxiety and thoughts of suicide. Participants in our study agreed negative content was commonplace on social media. 63% of respondents said they experienced negative content on social media on a daily basis, while 97% reported witnessing negative content at least weekly. Much of this content is grounded in ways of talking about Indigenous people and racist ideas that have pervaded Australian settler-colonial history. This includes assimilationist policies that were based on the idea that Indigenous culture could be “bred out”. This line of thinking underpins assertions on social media that Indigenous people who live in cities or have fair skin are not genuinely Indigenous. Why is it so offensive to say ‘all lives matter’? How can moderators and social media platforms help? It comes as no surprise harmful speech exists on (and off) social media. What remains troubling, however, is that the cultural subtleties of offensive content are not readily identified by non-Indigenous platform moderators. Our research included Indigenous voices in the discussion about what needs to be done to address these concerns. They identified a need to employ more Indigenous peoples in society generally – particularly in government, policy making institutions and education. Indigenous perspectives and voices, which for too long have been silenced or ignored, need to be heard in these settings. Participants also suggested social media platforms could employ more Indigenous people to assist with learning from Indigenous communities how to identify the cultural subtleties of harmful content online. Indigenous people who contributed to this study had some advice for non-Indigenous individuals, too. They suggested people connect with Indigenous-led social media pages that showcase diverse cultures and knowledges. In the wake of National Reconciliation Week, there is no better time to make an effort to reach out via social media and connect with Indigenous community pages and websites. By listening to and engaging with Indigenous peoples’ opinions and perspectives on social media, non-Indigenous people can learn about the history of their local area and find out what is happening around them. Most of all, they can learn about what is important to Indigenous communities and how we can work together toward a safer online, and offline, society. Tristan Kennedy received funding from Facebook Australia in support of this research project. – ref. 97% of Indigenous people report seeing negative social media content weekly. Here’s how platforms can help – https://theconversation.com/97-of-indigenous-people-report-seeing-negative-social-media-content-weekly-heres-how-platforms-can-help-162353

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The Chicago documentation style is widely used in academic writing. For instance, the note-bibliography style is one of the distinct forms of the Chicago citation style. Also, people must know this format in order to avoid plagiarism. Basically, if people cite Chicago, it comprises of two main features: footnotes (F) and bibliography entries (B). In particular, the note-bibliography style focuses on specific guidelines for footnotes, shortened notes, and the bibliography list. Footnotes to Cite Chicago Firstly, footnotes are a unique aspect of the note-bibliography style of someone wants to cite Chicago. For example, sentences containing source material are cited through the placement of a superscript after the punctuation mark. In this case, people do not use parenthetical in-text citations in the note-bibliography style. Also, the Chicago style or Turabian citation distinguishes this technique from other conventional documentation formats. Then, the superscript corresponds to a footnote at the bottom of the same page and lists the authors’ names, source’s title, publication information, and page numbers. Particularly, footnotes in the Chicago style format provide complete bibliographical information and the specific location of the cited material. As a result, an illustration of the note-bibliography style is: Superscript in the Essay: The Great Depression caused the failure of over 12,000 banks.1 This statement suggests . . .. 1. Peter Stock, Revisiting the Great Depression (New York: Paterson & Sons, 2019), 334. Cite Chicago Shortened Notes On the other hand, the repeated use of a source does not require people to provide a complete footnote when they cite Chicago. In this case, people use shortened notes for subsequent notes of particular sources and may manifest in three forms: author-title, author-only, or title-only. Basically, the contracted footnotes in the Chicago style citation are useful because they eliminate the repeated lengthy notes. Moreover, it facilitates the tracking of sources throughout the essay. Basically, the short note format depends on the instructor’s preference. Illustrations of Short Footnote Styles: Author-title note: 20. Jones, Clinical Principles, 105-06. Author-only note: 6. Quinn, 87. Title-only notes: 19. Cite Chicago, 9. Furthermore, a “Bibliography” is a documentation of all sources used in the essay. For example, entries in the “Bibliography” contain the same elements as a full footnote when people cite Chicago. However, there are slight variations concerning the organization of the elements and punctuation. Also, the entries are listed according to the alphabetical order to follow the rules of the Chicago manual of style citation. In turn, the “Bibliography” must always be included at the end of an essay unless the instructor requests for its exclusion. Notes-Bibliography Style Formats for Common Sources N: 1. Evans Knowles, Creative Writing: Cite Chicago, 4th ed. (Boston: Johnson & Clay, 1987), 16. B: Knowles, Evans. Creative Writing: Cite Chicago. 4th ed. Boston: Johnson & Clay, 1987. N: Mercy Rodgers, “Terrorism in Central Africa,” Conflict and Security 56, no. 12 (2019): 6, accessed July 9, 2019, http://dx.doi.org/rt68-ll908. B: Rodgers, Mercy. “Terrorism in Central Africa.” Conflict and Security 56, no. 12 (2019): 3-12. Accessed July 9, 2019. http://dx.doi.org/rt68-ll908. N: James Jacobson, “Cite Chicago,” Charming University, last modified August 11, 2009, accessed May 23, 2019, http://www.announcements.charminguni.edu/8888801. B: Cross, Samuel. “Cite Chicago.” Charming University. Last modified August 11, 2009. Accessed May 23, 2019. http://www.announcements.charminguni.edu/8888801. Conclusion on Cite Chicago In conclusion, the note-bibliography style provides a technique for accurate citation of the source material to cite Chicago. In this case, researchers and students should strive to internalize the mentioned fundamental guidelines of the Chicago style citation manual. Also, random bibliographical information by considering the Chicago manual of style was used as the examples. However, all sources and in-text citations correspond to the format rules.

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The SAMR model was developed by Dr. Ruben Puentedura, an educational technology consultant, in the early 2000s. It is based on the idea that technology integration can be categorised into four levels: Substitution, Augmentation, Modification, and Redefinition. Each level represents a different way of integrating technology into teaching and learning, with varying degrees of impact on learning outcomes. This framework has been adopted by universities in the UK and around the world. It focuses on the idea that technology should not simply be used to replace traditional methods of teaching but should be used to transform the way learning takes place. The model identifies four levels of technology integration: - Substitution: At this level, technology is used as a direct substitute for traditional methods. For example, using a word processor instead of writing on paper or using a digital projector instead of a whiteboard. - Augmentation: At this level, technology is used to enhance traditional methods. For example, using a spelling and grammar checker in a word processing software or using an online calculator instead of a physical one. - Modification: At this level, technology is used to redesign tasks and create new learning experiences. For example, using a collaborative writing tool to create a shared document or using a virtual reality headset to explore a hard to reach space. - Redefinition: At this level, technology is used to create new tasks and redefine the learning experience. For example, using social media to connect with students in other parts of the world or using an interactive simulation to explore and understand complex concepts and processes. In following this framework, educators are helped to ensure that technology is being used in a way that truly enhances learning and leads to transformative changes in the classroom. There are several benefits of the SAMR model for teaching and learning: - It helps educators to think critically about how to use technology for teaching. By considering the level of technology integration they are using, educators can ensure that technology is being used in a way that enhances learning rather than simply replacing traditional methods. - SAMR model provides a clear structure for educators to follow when integrating technology into teaching and learning. This helps to ensure that technology is being used in a way that truly enhances learning outcomes and leads to transformative changes in teaching and learning. - The SAMR model helps to promote creativity and innovation in the classroom and beyond. By encouraging educators to use technology in new and creative ways, the model can help to inspire students and create engaging learning experiences. - The SAMR model can help to improve collaboration and communication. By using technology to facilitate collaboration and communication, students can work together more effectively and develop important communication skills that will be valuable in their future careers. - The SAMR model can help to improve student engagement and motivation. By creating engaging learning experiences that make use of technology, students are more likely to be motivated and interested in the subject matter. Examples of transformed learning experiences might include: - Communications and professional identity courses could include live tweeting during teaching sessions, collaborative blogging in CampusPress, and social media campaigns. - Using gamification, for example with Seppo, in a way that enhances student engagement and learning outcomes. - Promoting active learning and collaboration using ChatGPT in groups to see who can produce the best essay in under 30 minutes. - Avoiding didactic ‘chalk and talk’ approaches in lectures and seminars to instead include use of interactive learning activities in Xerte, asynchronous online discussions with Teams, collaborative projects using Miro, and digital storytelling assignments in Sway. In conclusion, the SAMR model is a framework that provides a structure for educators to follow when integrating technology into teaching and learning. The benefits of the SAMR model for teaching and learning include improved critical thinking, creativity, collaboration, communication, student engagement, and motivation. By following this model, educators can ensure that technology is being used in a way that genionely enhances learning and leads to transformative changes in the classroom.

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This board is a Homeschoolers Dream Board!! Below you will find tips, tricks, technology, news, lessons (paid and free), and ideas to use with your… Collection by , and 10 others This resource includes an accurate and easy way to teach students to write a character analysis paper. Included are instructions for the teacher; instructions for the students; a rubric to grade the papers; and a sample character analysis. Learning to analyze characters in literature is a life skill that will improve the reading and viewing experience of both students and adults throughout their lives. This creative writing assignment gives students practice in creating profiles of characters they will feature in their stories. Students can visualize what their characters will look like and create personalities for them. This activity can be accessed in GOOGLE Drive and is perfect for distance learning. Use these figurative language worksheets to help students enrich their writing. Use this resource in GOOGLE Drive for distance learning. Recognizing literary devices in literature is a life skill for language arts students. #smiles #metaphors #alliteration #personification #hyperbole. This best selling 8-page unit is a lesson on how to compare and contrast two short stories and write a comparison/contrast composition about them. A grading rubric is included. #compareandcontrast #writeanessay #grammar #compareshortstories This interactive digital resource for Google Drive will help students learn to identify archetypes in literature. An archetype, also known as universal symbol, may be imagery, a character, a theme, a plot, a symbol or even a setting. Many kinds of connections link ancient literature with modern stories, plays, and poems. Part of the pleasure of reading literature is in discovering these similarities. After reading an untitled, original short story written by Charlene Tess, students will answer a series of questions about its characters, setting, conflict, and theme. The answers are provided. To help students determine the story's theme, they will assign the story a title. This resource teaches a writing revision technique that will improve students' writing. Being redundant is a writing error that is common and hard to recognize. You can print this resource or use it in GOOGLE Drive for distance learning. #repetition #redundancy #revisiontechnique This best selling unit includes: *a note to the teacher with instructions on how to present the lesson; * 2 sample rubrics; * a graphic organizer on which students take notes on the plot, characters, theme, point of view, and tone of two short stories; * an instruction sheet for students; and * 2 rubrics for the teacher to use to grade the compositions. #compareandcontrast #essaywriting This resource offers useful tips on how to write a thesis statement and give examples of some that are well-written. Use this resource in GOOGLE Drive to teach your students how to write a thesis statement. Getting started on a composition is the hardest part, and formulating a thesis statement is key. Once they know how it's easy. #thesisstatement #writing #distancelearning

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Grades 1, 2, 3 Learning to Read Sound / symbol relationships (phonetic reading), sight words and contextual clues (reading fluency), reading comprehension, vocabulary / spelling, introduction to research and reference materials Word study, parts of speech, parts of the sentence Listening, storytelling, shared literature, oral presentations Handwriting (print and cursive), fiction and non-fiction writing, the writing process (drafting, revising, editing, publishing) Numerical quantities, numerical symbols, place value, even/odd, concept of zero, rounding Addition, subtraction, multiplication, division concepts and operations, memorization of math facts, exploration of numerical patterns Concept of fractions, naming/vocabulary, equivalence study, operations with like denominators, intro to mixed numbers Linear (standard and metric), time (analog, calendar), money (value, adding, subtracting), temperature, weight Hands-on exploration of shapes (lines, angles, plane figures), congruency, similarity, equivalence Time (calendars, clocks, timelines), creation myths, evolution, pre-history The Big Bang theory, origins of the universe, three states of matter, energy, laws of attraction and gravity, sun and solar system concepts, the Five Kingdoms of Life, external and internal parts/body functions of plants and animals, classification and nomenclature Continents, land and water forms, countries, capitals, flags, maps skills Montessori's 5 Great Lessons The Story of the Creation of the Universe describes how minerals and chemicals formed the elements; how matter transforms to three states of solid, liquid, and gas; how particles joined together and formed the earth; how heavier particles sank to the earth's core and volcanoes erupted; how mountains were formed and the atmosphere condensed into rain, creating oceans, lakes, and rivers. From this story, students are introduced to lessons in physics, astronomy, geology, and chemistry. The Timeline of Life explains how single-cell and multi-cell forms of life became embedded in the bottom of the sea and formed fossils. It traces the Paleozoic, Mesozoic, and the Cenozoic periods, beginning with the kingdom of trilobites and ending with human beings. The teacher indicates on a time line where vertebrates began, followed by fish and plants, then amphibians, reptiles, and birds and mammals. This lesson is the basis for lessons in chemistry, classification of animals and plants, care and requirements of different animals, and their interrelationship with an ecological system. Students are introduced to formal scientific language of zoology, botany, and anthropology. The Story of Language describes the origin, structure, and types of writing and speaking. It begins with a discussion of the Egyptians, who had two kinds of symbols, one for ideas and one for sounds. The story goes on to describe the Phoenicians, who used the Egyptian's sound pictures but not their idea pictures. Next, it describes the contributions of the Hebrews, Greeks, and Romans. From this lesson, students use grammar materials, which help them examine how language is put together, and refine capitalization and punctuation. Students are introduced to the origin of English words from other languages, the meanings of prefixes and suffixes and different forms of writing such as poetry, narrative, and plays. Older children may study Egyptian hieroglyphics or American Indian picture writing. The Story of Numbers emphasizes how man beings needed a language for their inventions to convey measurement and how things were made. The story describes how the Sumerians and Babylonians had a number system based on sixty, which is the reason for our sixty-second minute and sixty-minute hour. Greek, Roman and Chinese numbers are introduced. The story describes how our Arabi numerals are similar to numbers found in a cave in India from two thousand years ago. These Indian numerals had something that no other number system had, the zero. This story is the basis for the children's learning of mathematics, which is integrated into all studies. For example, large numbers are needed in measuring time and space in astronomy, negative numbers are needed when measuring temperature changes; triangulation is needed to re-establish property boundaries after the Nile flooded ancient Egypt. The Story of Humans/Timeline of Civilization introduces human beings and their unique endowments of intellect and will. The aim is for the children to imagine what life was like before early humans. This lesson is the basis for lesson in prehistory and the emergence of ancient civilizations. Students are introduced to an analytical tool to compare cultures. They learn how climate and topography influence culture and political geography. In the Upper Elementary class, students study the fundamental needs of all humans. This is the basis for their continued study of world history and world cultures, including the history of the United States. The elementary-aged child is full of awe and wonders about the world in which he lives. The Montessori lower elementary program inspires a love of learning by going beyond the usual goal of skill development and addressing the development of the whole person. Children who complete our program have a clear understanding of the natural world, of human knowledge, and of themselves. The Lower Elementary curriculum Montessori's Five Great Lessons as its major themes. The Five Great Lessons move logically in sequence from the beginning of time through the modern-day. These overarching themes include The Story of the Universe, THe Timeline of Life, The Story of Language, The Story of Numbers, and The Timeline of Civilization. Because of its logical sequence, Montessori elementary education demonstrates how each particle, each substance, each species, and each event in the universe did not just "happen" everything has a purpose and a contribution to make in the development of our universe. With this philosophy in mind, we want the child to feel a sense of interconnectedness and gratitude about the world in which he lives. It is this understanding which leads to an intrinsic love of learning and contribution. Rather than following the traditional approach of presenting facts as belonging to individual subjects, we use the Great Lessons to present a holistic vision of knowledge, building the subject skills into each topic or theme. Reading, writing, geography, science, and history are all studied in terms of these larger, cultural contexts. We take the children from the whole to the parts and back to the whole again. Learning to read is a major focus of the Lower Elementary program; reading and writing skills are developed in every area of the curriculum. While immersed in The Story of the Universe, for example, children read creation myths from around the world. They write and illustrate their own creating stories. They study the concepts of time and large numbers. In art, they depict the Big Bang using pastels. In science, they learn about the three states of matter and other topics from astronomy and earth science. The Great Lessons, therefore, provide a meaningful context in which to develop basic skills. Mastery of Basic Skills The Montessori materials and manipulatives are widely acclaimed and used worldwide in both public and independent schools. In the Lower Elementary program, these materials are used to provide the child with concrete visualizations of the four basic operations, algebraic concepts, and an introduction to fractions and geometry. The use of these materials in small group lessons allows each child to progress at his or her own pace. Hands-on materials are used in every other aspect of the curriculum as well. There are materials for the study of language and grammar, scientific classification, geography, and much more. In Lower Elementary class, the children work with concrete, hands-on materials. As the ability to think abstractly matures in the Upper Elementary years, the sequence of lessons leads more and more into work on aper and into research projects. The Montessori materials then become tools that the children can use to reinforce earlier work or to creatively explore an advanced extension of an earlier study. (For example, the material that younger children use to learn the basics of arithmetic is reinterpreted to learn algebra.) Individually Chosen Research Elementary students are encouraged to explore topics that capture their imagination. As the mind, will, and self-discipline develops, it becomes possible for the children to undertake ambitious projects requiring the integration of knowledge from across the curriculum. Students often work together, using well-developed collaboration skills. The Upper Elementary teacher then becomes more and more a consultant to the children, helping them to organize and find resources for multi-faceted projects.

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A persuasive speech is a type of public speaking that aims to convince the audience of a particular point of view or course of action. One of the key elements of a successful persuasive speech is the use of appeals, or strategies that aim to persuade the audience through logic, emotion, and credibility. There are three main types of appeals that are commonly used in persuasive speeches: ethos, pathos, and logos. Ethos refers to the credibility or trustworthiness of the speaker. When a speaker establishes ethos, they are showing the audience that they are knowledgeable and competent on the subject they are discussing. This can be done through credentials, experience, or by demonstrating expertise through the use of well-researched and factual information. Pathos refers to the emotional appeal of the speech. This type of appeal aims to connect with the audience on an emotional level, often through the use of storytelling or evocative language. By tapping into the audience's emotions, the speaker can create a stronger connection and make their argument more compelling. Logos refers to the logical appeal of the speech. This type of appeal relies on evidence and reasoning to support the argument being presented. A speaker using logos will use facts, data, and logical arguments to persuade the audience to see their perspective. When using appeals in a persuasive speech, it is important to strike a balance between the three types. Too much emphasis on one type of appeal can make the speech feel unbalanced and ineffective. For example, a speech that relies solely on emotional appeals may come across as manipulative, while a speech that focuses only on logical appeals may be seen as cold and unemotional. Ultimately, the goal of using appeals in a persuasive speech is to create a well-rounded and compelling argument that resonates with the audience and persuades them to take action. By using a combination of ethos, pathos, and logos, a speaker can create a powerful and convincing case for their point of view. 3 Types of Persuasive Speeches Hopefully, this guide has made the idea of persuasive speech clear to you, and you can easily write an effective speech now. Rhetorical Questions Asking rhetorical questions is a great way to persuade your audience when delivering a speech. Take 20 minutes and enjoy a walk around your neighborhood. The speaker uses words and visuals to guide the audience's thoughts and actions. Rewards can be used for positive motivation, and the threat of punishment or negative consequences can be used for negative motivation. You might , or you might tell a story that produces an emotional response. 6 Best Persuasion Techniques That You Can Use in Your Speeches Which of the following is the most important appeal in a persuasive speech? A proposition of value is a statement that calls for the listener to judge the worth or importance of something. Also, it is imperative to position your anecdote in your speech tactically, as that is a big part of what will determine its purpose and effectiveness. Use visual aids to illustrate your message. Bluelight tricks our brains into a false sense of daytime and, in turn, makes it more difficult for us to sleep. For instance, an influential and informative book like " Another book I would recommend is " Videos Videos are another valuable resource to help you hone and improve your persuasion skills. Related: How To Write a Good Call to Action With Examples 10. Persuasive Speech Preparation & Outline, with Examples This is the key to As a speaker, persuading your audience helps them relate to you, so they understand and agree with your viewpoint. In his book Rhetoric, Aristotle devised a whole lexicon of persuasive principles. The policy claim talks about the below persuasive goals: immediate action and passive agreement. You can also use real-life examples such as personal testimonies or stories to appeal to pathos. For instance, YouTube has a wide choice of videos addressing presentation skills. Studies in the Education of Adults, 35 2 , 157—172. This is even more important when it comes to a persuasive speech because not only are you wanting to get the audience to listen to you, but you are also hoping for them to take a particular action in response to your speech. Logical and Emotional Appeals in Persuasive opportunities.alumdev.columbia.edu Due to this, they do not make good speech topics. What are the six elements of persuasion? However, it is important to ensure that you don't confuse an emotional appeal with manipulation. It depends on the language choice of affect to the audience's emotional response. By addressing relevant counterarguments, you may persuade listeners who have a different opinion than you. So if you want to invigorate your persuasive techniques through video, you have various platforms available to you. Practice until you can deliver your speech confidently. You can follow motivational videos at your own pace, and learn new concepts that can help you convince your audience. Words with positive and negative connotation also play a role in influencing people. Factual Persuasive Speech The first type of persuasive speech is a factual persuasive speech. Let your passion for the subject shine through. To support the proposition of policy, proposition of facts may be used. These persuasion skills and influencing tactics can make you a more effective and competent speaker, irrespective of your topic or industry. What is a persuasive speech? The speaker usually uses it to show that he or she is advocating a change. Related: 8 Persuasive Writing Tips With Examples 9. A second example is if the world continues to pollute the environment through developing and using technology as well as wrongful places for garbage disposal, humans, plants, animals, and their environments will be affected by …show more content… A proposition can be used to state the central idea to the audience. And the logos will allow the audience to see the logic to your claims. For instance, the speaker argues that the LGBT community should have equal human rights as other human beings. Your job as a speaker is to persuade your audience, which acts as both opposition attorneys and judges. What Is Persuasive Speech? (Plus 10 Tips for Creating One) Learn about your audience Understand your audience and their opinions so that you can take the right steps to influence them. Avoid disparate tidbits, unrelated rants, and long-winded tangents. Specific Purpose: To persuade the audience to stop using their screens two hours before bed. Context, creativity and critical reflection: Education in correctional institutions. What is Persuasive Speech? This example is well documented and has concrete evidence that supports the fact that Neil Armstrong did land on the moon. Typically, these stories last no more than a few minutes, preferably much less, and give your audience a deeper understanding of what you're trying to tell them, while also entertaining them. Research the topic thoroughly, focussing on key facts, arguments for and against your angle, and background. Why is appeal important to a persuasive speaker? A provision of fact focuses on whether something is true or false or whenever it did or did not happen. So whether you require material advice or motivational energy, books are a great way to achieve your goal. Speakers who rely primarily on appeals to pathos may be seen as overly passionate, biased, or unable to see other viewpoints. Supporting Materials Using the information gathered in your search for information, determine what is most worthwhile, interesting, and important to include in your speech. Do you want them to decide to purchase something or donate money to a cause? Practice your speech After you've written your persuasive speech, can help you become familiar with the content and identify whether it needs more changes.

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Plays are made up of many of the same components as novels, novellas, and even narrative poems. However, they are told through the actions and dialogues of characters more than they are passages of description. Writers convey their intentions primarily through the way characters interact and what they say to one another. Sometimes, the audience is asked to participate in certain parts of a play. Other times, the actors move through the crowd or use what is known as dramatic irony in order to let the audience know something the other characters do not. Definition and Explanation of Play Plays use dramatic elements to create stories that enhance an audience’s understanding of a topic or situation. They are a powerful way of storytelling that requires the audience to react to the plot, setting, characters, conflict, and resolution in a genuine, immediate way. Writers make plays lifeline and thought-provoking. Their dialogue must be convincing and relatable while also interesting and engaging. Playwrights often work to build dramatic tension throughout their storyline so that when the climax comes, it’s quite exciting, and everyone is involved. Why Do Writers Write Plays? Plays are a way for writers to confront subject matter in front of a live audience. They enable writers to create situations that the audience reacts to as they’re happening. This often leads to increased emotional response and even audience participation. Rather than reading the description of someone feeling sorrow, the audience can see them experiencing it in front of them. Live performance allows characters to feel alive in a way that novels and poetry does not. Examples of Plays The Tempest by William Shakespeare The Tempest is one of Shakespeare’s best-known poems, written sometime between 1610 and 1611. The majority of the story takes place on an island with only a few key characters. There’s Miranda, her father Prospero, Caliban, a monster-like/savage figure, and Ariel, a spirit. The play uses music and song and taps into themes of betrayal, magic, and revenge. It contains tragic and comedic features but was listed in the First Folio as a comedy. Some interpret the play as a fable in which Shakespeare plays a part, as Prospero. Parallels have been drawn between Prospero’s renunciation of magic and Shakespeare’s withdrawal from the stage. Oedipus Rex by Sophocles Oedipus Rex is a tragedy that recounts the story of Oedipus, the king of Thebes. He falls into fulfilling a prophecy that he tries to avoid by murdering his father and marrying his mother. In the end, he blinds himself. The play is meant to highlight the importance of fate and how one cannot avoid what the world has in store for them. A Raisin in the Sun by Lorraine Hansberry A Raisin in the Sun debuted on Broadway in 1959 and followed a black family in South Chicago as they try to improve their lives. The father dies, leaving the family with an insurance payout. Some of the money goes to a new house in a white neighborhood while the rest of the money is invested in Beneatha’s education. Unfortunately, things don’t turn out as well as they could’ve. The New York Drama Critics’ Circle named the play as the best of 1959. Elements of Plays - Plot: the order of events in the story. - Setting: where and when the play takes place. - Characters: the people on stage, acting out the storyline. - Dialogue: the way of communication between the characters in the play. - Conflict: a challenge the characters have to solve in order to achieve their goals or make their lives better. - Resolution: how the story ends. Types of Plays - Tragedy: dark, sorrowful, and dramatic. Tragedies are usually based around human suffering, disaster, and death. They usually end traumatically for most characters involved. Sometimes there is a traditional tragic hero. Ex. Romeo and Juliet - Comedy: light in tone, intended to make the audience laugh. They usually have a happy ending with offbeat characters doing absurd things. Comedy might be sarcastic, fantastical, or sentimental. Farce is a sub-genre of comedy. Ex. A Midsummer Night’s Dream. - History: focuses on actual historical events. Can have elements of both tragedies and comedies. They were popularized by William Shakespeare. Ex. King John. - Tragicomedy: contains elements of both comedies and tragedies. The play might be series, with some comedic moments and a happy ending. - Melodrama: emotions are more important than details in melodramas. Origins of Theatre The root of western theatre is in Athens, Greece, where the word “theatre” comes from. Theatre as part of a broader practice that included festivals, politics, and religious rituals. It was an important part of a Greek citizen’s life to attend theatrical productions. It often involved the evaluation of orators and included tragedies, comedies, and the “satyr play,” a type of tragicomedy. The tradition of theatre expanded under the Roman Empire, where Etruscan actors first performed in the 4th century B.C. When Rome encountered Greek drama, it became popular within the Empire. Important works were created throughout this period, although many are lost. In the Early Middle Ages, church sin Euprpe staged dramatized versions of biblical events, developing into morality plays in the 1400s. (For example, Everyman.) Drama, dramatic performance, theatre performance, live performance, theatrical, stage show Related Literary Terms - Conflict: a plot device used by writers when two opposing sides come up against each other. - Flashback: a plot device in a book, film, story, or poem in which the readers learn about the past. - Dialogue: a literary technique that is concerned with conversations held between two or more characters. - Narrative Poem: contain all the elements of a story and are normally longer than average. - Prologue: the opening to a story that comes before the first page or chapter. - Tragedy: a type of drama that explores serious, sometimes dark, and depressing subject matter. - Satire/Satirical Comedy: used to analyze behaviours to make fun of, criticize, or chastise them in a humorous way. - Watch: The Tempest Film by William Shakespeare - Read: Oedipus Rex by Sophocles - Watch: A Raisin in the Sun

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21st Century Librarians & Computer Teachers In this age of literacy 2.0, the roles of the school librarian and technology teachers are in need of a change Take steps to address each of the 4 C's and shift instructional processes to create your 21st Century classroom Combine creativity, audio, storytelling and technology for success. Five steps to enhance learning in the classroom Build future-ready skills across content areas with these five design purposes Use visual note taking to build understanding Deploying graphic organizers to match desired cognitive complexity. Get students started applying elements of art and principles of design for maximum impact. Combining formative assessment, technology, and differentiated instruction Effective leaders and administrators must consider instructional requirements, the expertise of teachers, and the ultimate needs of students. Expand the notion of learning environments as more than physical space to provide students with more opportunities for meaningful learning. Elementary classroom activities you can use to introduce a tolerance of diversity to young learners. Use technology to tap into their passions, connect to their world, make them experts, and give their voice a platform. Use creative technology tools to create experiences that help students develop higher levels of thinking. Give students an assignment that encourages higher-level thinking and the opportunity for "data dumping" is almost nonexistent. Learn how to integrate design thinking in the classroom to help students apply both creative and analytical thinking. Help students develop a sense of "I can change the world" through design thinking. Transformations that move toward 21st century skills must be unique to each district, school, or organizational situation. Help students ask good questions to drive engagement and effective learning. Our classrooms must engage all our students and provide them with high-level skills. It can be a challenge to connect with Millennials, these five ideas will help you to relate to them and them to relate to you. Make the most out of your limited time in the computer lab. Students become the teacher to build understanding and comprehension Provide more time for personalized and small group learning Everyone can take advantage of new technologies to create their own instructional videos. If students can use a computer whenever they need to, for as long as they need to, they'll learn more, and school becomes more learner-centered. New technologies can help transform the traditional author study into a student-centered process. Tips and resources to help you craft a powerful proposal educational grant proposal. Lead by example on the web and social media Write, record, and illustrate a sentence. Interactive digital worksheets for grades K-8 to use in Brightspace or Canvas. Create custom rubrics for your classroom.

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Chapter 1 Theater Turkish Theatre Through the Ages: An Act in History by Noah Bayindirli Similar to the historical timelines in many countries, Turkish theatre arts plays a crucial role in the development of the nation itself. In the case of Turkey, the traditional aspects of this art form and its evolution over time are aesthetically dissimilar from that of European. As a consequence, Western readers need background information in order to fully understand Turkish theatre. At the same time, there are many commonalities, and the influence of European norms became stronger in the 19th century. This chapter approaches Turkish theatre chronologically, focusing on the early traditional forms, and ending with a discussion of the fusion of Turkish and European approaches. As we continue, we will discuss these varying techniques, as well as their origins and progression. Turkish theatre provides a vast, colorful array of stages, characters, structures, and scripts. To begin, Ortaoyunu, otherwise known as “a play performed in the open,” sets the pace for some of the unique qualities of traditional Turkish theatre. Dating back to the thirteenth century, Ortaoyunu does not rely on written text and is typically staged within a circular arena, allowing for fluid interaction between the audience members and the actors themselves. Although preceded and ended with customary dances, it is this interaction that brings Ortaoyunu its improvisational structure, with a plot subject to dynamic interpretation. Further distinguishing Ortaoyunu is a set of distinct characters, mainly Kavuklu and Pisekâr, known for their representation of the “common man” and a level-headed, charismatic conflict-mediator respectively, as well as a collection of character types used to represent varying facets of the population, including non-Muslims, entertainers, and supernatural beings. Yet another form of traditional Turkish theatre is shadow puppetry. Shadow theater, or Karagöz, takes place on a stage composed of a muslin curtain surrounded by floral material, where the projections of puppets are manipulated to perform the story. The puppets are transparent, made from camel-hide- and vegetable pigment-composed figures. Traditionally, they would usually retell the tales of two misfit characters: Karagöz and Hacivad. Legend has it, while working on a mosque during the reign of the Ottoman empire in the capital of Bursa, the hijinks of these laborers proved so hilarious and distracting that the sultan had them executed in hopes to speed up the construction. Thus, these characters are memorials, who were supposed to have been created out of grief. The purpose of this characteristic form of traditional Turkish theatre was to preserve the spirit of Karagöz, known for his violent tendencies and uneducated yet witty outlook, and Hacivad, who, while intelligent, was no match for his friend’s antics. Lastly, Meddah, or “Storyteller,” is a form of Turkish theatre presented by a single individual responsible for depicting the entirety of the play: stage, characters and all. Resembling that of a standup comedian, the Meddah describes settings relating to aspects of daily life, tales, or legends and digresses into laughable, literary, or even moral stories. Plays of this type were typically performed in the Ottoman Palace, on Ramadan nights or at circumcision celebrations. While the traditional forms were responsible for a large segment of the history of theatre in Turkey, the Ottoman Empire’s adoption of Western ideals in the 19th century made room for event organizers to begin working with European companies. This movement caused tensions to rise between those who believed the traditional practices were dated or primitive and those appalled by this divergence. However, despite the controversy, Western influence began to take over, bringing with it multi-staged, subsidized theatres like the Darülbedayi-i Osmani Conservatoire of Istanbul and widely disparate themes, such as Shakespeare, social issues, and musicals. Following these changes, the Turkish scene expanded even further, incorporating private theatres to serve as the ground for younger, innovative playwrights to foster their new ideas and research—both political and economic—unregulated and censorship-free. After decades of dramatic change within the Turkish theatre arts, Turkey now maintains an all-encapsulating display of modern, westernized theatre and traditional acting forms. Whether on the big stage for a musical in front of a dimly-lit audience or in a makeshift episode of Karagöz on a night of Ramadan, Turkish theatre continues to flourish for both old and new generations alike, bringing with it contemporary actors, researchers, and playwrights. And, Metin. The Turkish Folk Theatre, Asian Folklore Studies. PDF, vol. 38, no. 2 (1979), pp.155-176, Nanzan University. JSTOR, www.jstor.org/stable/1177688. Accessed 31 Aug. 2017. “Traditional Theatre, Ortaoyunu.” Turkish Cultural Foundation, www.turkishculture.org/performing-arts/theatre/traditional-theatre/traditional-theatre-ortaoyunu-288.htm?type=1. Accessed 30 Aug. 2017. “Turkish Shadow Theatre – Karagoz and Hacivad.” Turkish Cultural Foundation, www.turkishculture.org/performing-arts/theatre/shadow-theatre/karagoz-and-hacivad-90.htm?type=1. Accessed 31 Aug. 2017. “Meddah (Public Story Teller and Mimic).” Turkish Cultural Foundation, www.turkishculture.org/performing-arts/theatre/folk-plays/meddah-717.htm?type=1. Accessed 31 Aug. 2017. Ekinci, Ekrem Bugra. “The art of the Meddah: Traditional Turkish storytelling.” DailySabah, 8 Apr. 2016, www.dailysabah.com/feature/2016/04/08/the-art-of-the-meddah-traditional-turkish-storytelling. Accessed 31 Aug. 2017. “An Excursion in the Turkish Theatre.” Turkish Cultural Foundation, www.turkishculture.org/performing-arts/theatre/traditional-theatre/the-turkish-theater-590.htm?type=1. Accessed 1 Sept. 2017.

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There are some interesting facts about space and the solar system which the kids are supposed to get educated with and while we are trying to bring such information for your kids, we believe that educational videos and the storytelling technique is always considered the best for the kids to get them excited. It is important to teach the kids and let them know more about the world which they are part of and science is the most important since it gives them the chance to understand everything around them. There are some space facts for kids brought in this video to help them in adding up to their knowledge. The first fact states that one million earths could fit inside the sun and one should keep in mind that the sun is considered an average-size star, which could explain how big things are up there without us even realizing such a thing. Planets of solar system Why do the planets have different colours? Plants have the colors that have of what they are made of how their surfaces or atmospheres reflect and sunlight. A dwarf planet is a celestial body orbiting the Sun that is massive enough to be rounded by its own gravity but which has not cleared its neighboring region of planetesimals and is not a satellite. The definition of dwarf planets only applies to our Solar System. There are currently 5 dwarf planets in our solar system: - Pluto (largest object in the Kuiper belt). - Ceres (largest object in the asteroid). - Eris (largest object in the scattered disk). - Haumea (Kuiper belt). - Make make (Kuiper belt). The planets fall into two main groups: 1- Terrestrial (Earth-like) planets: Mercury, Venus, Earth &Mars. 2- Jovian (Jupiter-like) planets or gas giants: Jupiter, Saturn, Uranus & Neptune. Evidence that Stars are Still Forming Today: 1- The relative youth of our Sun (solar system) is one line of evidence that all stars did not form in the beginning and are continuing to form. 2- Modeling of stellar evolution: – our Sun may last for ~ 10 Gy. Stars of ten solar masses last only ~ 0.01Gy. Those that are several tens of solar masses may only survive for a few million years before exploding in a supernova. Even though these stars are short-lived, many of these massive stars exist and supernovae have been recorded throughout history. 3- New technologies such as the Hubble Space Telescope have enabled us to observe stars and planetary systems forming from nebulae. Looking at our solar system, we see that the vast majority of the mass is concentrated in the center to form our The solar nebula theory for the formation of our planetary, The system is generally accepted. There are several observations about the solar system that are evidence in favor of this theory. - All the planets revolve around the Sun in the same plane (Planetary plane). - The Sun’s rotational equator lies roughly in the planetary plane. - All the planets revolve around the Sun in the same direction. - Planet orbits are nearly circular. - Most of the planets rotate in the same direction relative to the planetary plane. - The planets change in character from inner rocky planets to outer Jovian, planets in a manner consistent with the theory. Because of gravity, all planets are round. Why not subscribe to our LearningMole Library for as little as £1.99 per month to access over 1000 fun educational videos.

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Teachers build towards the independence of their students. And they do this by systematically adding to what students already know to gain confidence as they go along and competence with what they are learning. The main way they do this is by tackling the subject in small manageable chunks first, and under guidance from a skilled instructor, they are supported to make connections for themselves as they work through the issue. Thus, it is more of a facilitator model than with traditional working model. Vygotsky first coined the concept of scaffolding in learning and teaching in 1978 in his investigations of child learning and pedagogy. Why is scaffolding learning important? Scaffolding learning is important because it creates an environment where students are encouraged to be more independent and not constantly look to the teacher for answers and instruction. Effective and appropriate scaffolding of learning ensures that students have some safety net to work with but can still work through the different stages themselves. How do you do effective scaffolding for learning? For scaffolding of learning to be truly impactful, teachers must know their students’ zone of proximal development. This term describes the distance between what the students already know and what they have yet to learn. To make learning accessible to students, you must make sure that you pitch the work at the right level. It must be difficult enough that it provides a challenge to all the students in the room, but it must still be accessible to the students to find a starting point with the work in which they feel confident. How do you implement scaffolding of learning in the classroom? One way of scaffolding learning is by starting with some modeling. Show your students what they are aiming for first. Share with them the intended outcome of the project or work. For example, this could be achieved by showing students a complete model of a bridge that you want students to replicate, or it could involve sharing a full story with the students. Another way to implement scaffolding of learning is to use a thinking-aloud process. For example, while you share the model with the students in your class, a teacher can share their thought processes as they complete each stage. This would work particularly well with solving a maths problem or if you are designing a project. Essential to successful scaffolding is involving the students by tapping into their prior knowledge. Encourage them to discuss their experiences and ideas about what you are studying. Sometimes they will be able to make connections themselves between the different stages. How do you use scaffolding in literature analysis? Using scaffolding in literature analysis is a highly effective way of getting children to engage with the texts they’re reading. Literary analysis lends itself to a scaffolding approach because the aim of scaffolding in teaching is for students to learn more independently. Furthermore, as literary analysis is so personal to the reader, it helps if children have a framework to make them feel more secure, especially when they’re just starting to analyze literature. In addition, scaffolding enables them to conclude the text, giving them the confidence to present their original ideas. So, how can teachers use scaffolding when teaching literature analysis? Explain what literary analysis is As its name suggests, scaffolding needs to be a framework for children to build their learning. This is why it’s worth starting at the beginning. First, explain to your class what literary analysis is, its objectives, and how it works. This enables children to know what they’re doing and why. It also helps keep everyone on the same page in their method, although they’ll hopefully feel assured enough to conclude. Make the text relatable When analyzing literature, one of the most important pieces of the puzzle is identifying the text’s themes and how they relate to people’s lives. This can be difficult for younger learners, particularly if you’re studying a text set in the past. However, a scaffolding approach encourages children to share their prior knowledge, discussing how the characters’ situations might be similar to their own life experiences in some way. This helps your students build a picture of the text’s key themes and makes it relatable. Use visual resources Children learn in many different ways, and many are visual learners. Visual teaching resources will help keep your students more engaged with the text. You could let your class watch a film adaptation of the text, for example, to bring it to life for them. Alternatively, you could display posters of the characters and settings in the classroom or show your learners a PowerPoint presentation about the text. These resources will help children build a visual picture of the literature they’re studying, enabling them to understand the themes and subtext. Encourage detective work Good literary analysis always includes citations and quotes from the text to support the student’s argument. However, many children forget to include this core evidence; if they have it, they don’t explain how it strengthens their point of view. You can ensure they remember to do these things by encouraging detective work at the beginning of the lesson, reminding them to pick up on clues as they read, and writing them down, so they don’t forget to include them in their literary analysis. Use different types of text Children need to feel confident analyzing different types of literature. Therefore, if you’re using scaffolding in your literature analysis teaching, giving them varied source material to work with is important. As well as novels, include poetry, factual texts, play and film scripts, and even advertising texts in your lessons to ensure children can understand their meaning. This approach will help your students to analyze every type of literature they come across. How do you scaffold children’s creative work? Visual aids are another useful tool for scaffolding children’s creative work. Pictures and charts can help children to understand what they are doing. This can be useful as it helps prompt students to make connections for themselves. Visual materials will be especially effective when helping students with creative work such as art or technology. You can also help students plan a longer creative writing work through scaffolding. One technique for this would be the Pause, Ask Questions, Pause, Review method. This starts with the teacher sharing the discussion topic. Then everyone is allowed a pause for thinking time. Next, the teacher asks a strategic question. And finally, there is another pause. It is important during the quiet stages to hold out even when the silence becomes uncomfortable so that everyone is given time and space to do some real thinking. Why is scaffolding learning important in early childhood? Scaffolding learning represents a more student-centered learning practice than other traditional teacher-focused methods. The main goal is that, eventually, these scaffolds can be completely removed so that the children can complete the tasks or projects entirely independently. This is particularly important in early childhood because it teaches children to solve problems for themselves early and to build personal resilience. The three elements There are three essential elements of scaffolding learning. The first is that the communication and interaction between the student and teacher should be collaborative. What does this mean? Essentially, it means there should be input from both sides. In practice, this means that students should be asked to share their ideas and their own experience as they engage in the task. The second feature of effective scaffolding is that the work is built around the student’s zone of proximal development, as discussed above. And the third feature is that the guidance set in place by the teacher is removed gradually over time in recognition of the students’ growing competence in the subject.

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During National Storytelling Week, we’re encouraging schools and teachers to get involved and celebrate storytelling through a range of mediums and outlets. With reading for pleasure on the decline, it’s all the more important we make time for enjoying stories with our friends and families. Stories are a wonderful way to get to know one another, make connections, share information and create meaningful relationships, and have been used as a form of entertainment for centuries. Whether it’s reading more, sharing more or creating more, why not get involved and celebrate the art of storytelling with these fun classroom activities? 1. Invite students to share their favourite story Possibly the easiest way to introduce Storytelling Week to children or students is to simply ask them about their favourite stories! Ask the children to bring their favourite book to school, or (if you’re a parent) choose their favourite one from the family bookshelf or from the library. Ask each of them questions about it – who is the main character? What happens to them? Why is this story their favourite? Are there any similarities between themselves and the hero? Alternatively, a favourite story can also be one that’s not from a book, but a real-life story. Ask the students to share funny, scary or even sad stories from their own experience. They can enjoy putting in lots of expression and maybe even adding hand gestures to help move it along. The students can share their favourite stories as part of a group, or with the whole class. 2. Let them dress up as their favourite story character Invite students to dress up as their favourite story character for one day. You could even hold a competition for the best costume, or do a role play exercise where the students have to communicate as their character. As with the first exercise, you could ask the students to share why they specifically chose that character and what they would do if they could be their character for a day. 3. Have a regular Story Time every day Most teachers already have a dedicated storytelling hour each week. But during National Storytelling Week, why not have one every day? You could choose a book for all the class to read together, or split the students into groups where they can take it in turns to read a page of their favourite story. You may wish to take pauses throughout to ask the students questions about what they have read and what they think is going to happen. Individual silent reading is also great to encourage – but make sure you get in some group collaboration too. 4. Play ‘Name That Story’ Test students’ knowledge of well-known stories by playing ‘Name That Story’! Simply read aloud a disguised description of a traditional story – whether that’s a fairytale, fable or a mythical legend – leaving out certain details or putting in clues. The students can either work in groups or pairs to match the famous story to its description. For example, the clue for the Gingerbread Man might be: “A biscuit runs away and is chased by people and animals. He tries to cross over a river with the help of a sneaky fox.” Of course you can choose the stories based on their age group. Very young children will enjoy guessing stories like The Three Little Pigs and Little Red Riding Hood. Older children, meanwhile, can play the game with stories like Harry Potter or the legend of Perseus and Medusa. You could link the game back to something they have been studying in their lessons, or a book you’ve been reading as a class. If you’d like to make the game more visual, why not add the descriptions/clues onto cards and ask the children to match each one of them to a picture card? 5. Explore different ways to tell stories Stories can be told in all different ways – from telling to writing to showing. Talk to your students about the different ways in which we consume stories every day – including newspapers, films, books, magazines, blogs, social media and through talking to our friends. Then, ask them to share their favourite story in a different way to how it was originally told. Get crafty and make a collage; be bold and act it out, or maybe even turn it into a news report! The opportunities are endless. Encourage students to get creative and then present their story to the class. Then ask the audience – did they do a good job of conveying their favourite story? 6. Book a professional storyteller Fewer things will thrill the children like listening to a professional storyteller tell their favourite stories. There are many professional storytellers you can ask to come to your school this week and give an assembly or host a workshop. Many of them will even dress up as a character and have lots of fun games for your students to get involved in. Check your local area for workshops or take a look at this list of storytelling workshops from As Creatives. 7. Let students perform their favourite stories in groups Acting out their favourite stories is a great way for students to build confidence or get used to speaking aloud. Encourage their inner actors by splitting the class into groups and giving each of them a simple story to perform. Let the students decide themselves who will play what role and how they can act out the story in a clear and entertaining way. Afterwards, let them perform their story to the rest of the class and ask them questions about why they made the decisions they did and what they had to do to ensure the story was clear and easy to understand. 8. Read one of our lesson-teaching children’s books When choosing a story to read with your students, why not choose one that teaches a valuable lesson? We recently put together this list of our favourite children’s books that each teach a valuable lesson. Whatever the age of your students, you can use these books to open up discussion about an important moral, belief or outcome, or ask them to explain what they think the moral of the story is. 9. Hold a story-writing contest Celebrate story-telling with a story-writing contest! The prize could be a new book of the winner’s choice. You can leave the competition open-ended or suggest a starting point to help students who may get stuck. A good example is to start off with a place, an object, a person or creature and a year. After they’ve created their stories, the students can choose to read them aloud, if they’d like. 10. Write a day in the life of your favourite story character What would they do if they were their favourite character for a day? What would it be like to experience a day in their ordinary life? This is a great exercise to stimulate students’ imagination and get them thinking about the details of their character, such as where they’d live, what they’d eat, what they’d do all day and who their friends would be. Encourage them to think beyond the standard story their character is from, and what they might do in unusual situations. Afterwards, the students can have fun sharing their ‘Day In The Life’s with their classmates. 11. Take students to a local Storytelling event During National Storytelling Week, lots of libraries, museums and bookshops are hosting storytelling events that your children will love. Whether you’re a teacher, parent or carer, have a look in your local area to see what’s on and if you can make it to a nearby event.

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The Northwest Coast Indians are believed to have begun living on the west coast area of what we now know as Alaska, Washington State, Oregon, California, and British Columbia, Canada over 10,000 years ago. The Bella Coola, Haida, Nootka, and Tlingit are just a few of the tribes that make up the Northwest Coast Indians who were known as the richest Native American’s due to the large quantity of natural resources that were available to them in this region. American Indian culture has been rewritten by the European Colonists that came over to take what wasn’t theirs. These few pictures have depicted to me what their culture is all about. The meaningful relationships, the stories that would be told for lifetimes to come. These people have gone through a lifetime of struggle and hatred from Europeans, and even after all their suffering and torture the Europeans still rewrote the history books. The books very rarely touch upon subjects like native American philosophy or beliefs. People lack a great amount of knowledge about these people, and they are a massive part of this country’s history. Now, we can go through and depict this artifacts by their meanings and signs. While some of the cultural norms and expectations varied slightly amongst the members of the Sioux, Navajo, and Cherokee tribes, it seems as though the cultural communicative behaviors and/or many of the norms and expectations were overall exceedingly similar across these three tribes. Throughout history, there have been many literary studies that focused on the culture and traditions of Native Americans. Native writers have worked painstakingly on tribal histories, and their works have made us realize that we have not learned the full story of the Native American tribes. Deborah Miranda has written a collective tribal memoir, “Bad Indians”, drawing on ancestral memory that revealed aspects of an indigenous worldview and contributed to update our understanding of the mission system, settler colonialism and histories of American Indians about how they underwent cruel violence and exploitation. Her memoir successfully addressed past grievances of colonialism and also recognized and honored indigenous knowledge and identity. What defines a person? Is one of the most basic anthropological questions within the discipline, with the definitions that people have for other people and categories that we have succumb to. This question is loaded and difficult to answer. Unfortunately, indigenous people experience this categorizing plight more than any other racial group in North America and around the world. Furthermore, it has impacted their wellbeing and stripped them of their outward identity. There has always been a romanticized idea of Native Americans, Americans identify Indians as feather wearing, horse riding, buffalo chasing, and spiritual dancing individuals. The truth about who they really are is lost in fiction and westerns, therefore it comes as no surprise The settlers and the native people of America have contributed a good collection of books which constitute the body of American Literature. Any book written will register the life style of people, their food habits, culture, beliefs, system of education followed, the nature of children and their history. The books written by the writers from the United States of America have registered the expectations, hopes, future predictions along with warnings their fear for degeneration of moralities and the impacts of Industrial revolutions. American Literature was acutely carved by the history of the United Nations of America. In the beginning after a great revolution for more than a century and half America became the United States. Though at first Native Americans have a really diverse culture and one report is not enough to talk about all of their cultures. They have fourteen tribes so it is obvious that they will have a lot of different cultures and traditions between all fourteen tribes. It is impossible to have fourteen tribes with different people and expect them to all believe in the same things so some of them have different beliefs and different traditions. They worshipped a lot of gods and even some of the gods had dolls made for them. Some tribes worshipped the sun or fire or some serpents. Buckle your seatbelts boys and girls because today the topic is going to be about those three things. Storytelling is an fundamental tradition in Native American culture, acting as a communal activity and a method of bonding. The importance of storytelling is communicated in an interview with Ceremony author, Leslie Marmon Silko. “It's very important to understand the function that this kind of telling and retelling of incidents has. It's what holds the community together in a way that goes beyond clan relations and blood relations” (Source B). Silko expresses that stories connect a group of people in a way that relationships and The United States of America is a land of freedom, a land of equality, and opportunity. We value independence and should look to exercise this in every form, as a nation. We must stay united and show respect to one another. This means we should not disregard ones ' ethnicity and culture, and use names in which are offensive towards their culture, in order to promote any sort of activity. This is aimed mainly at sports teams that carry racially inappropriate names. Couple teams that carry names that are very offensive to the natives are the Atlanta Braves, Chicago Blackhawks, Cleveland Indians, Kansas City Chiefs, and arguably the most popular of them all, the Washington Redskins. These teams carrying such names bring offense to all the native The word hero may bring to mind images of spiderman or batman, but it doesn’t take a talented illustrator to create a hero. A heroic action is a sacrifice made in order to reach a higher level of society. In this sense, the age of exploration that began in the fifteen hundreds is classified as a heroic event. The explorers who paved the way to modern civilization opened opportunities for technology, increased diversity, and a stronger economy. The effect their voyages have had on the world today outweigh the mistakes they made along the way. Native Americans are the indigenous people of the United States, they have an extensive rich history, and stories of sorrow and bravery. Within the lower 48 states are the Great Plains American tribes, these tribes live in a region where there are few trees with valleys and rolling hills. This is where the Ponca Tribe of Oklahoma as well as many other tribes resides in. With quite a dearth tribe, their highest population being 3,522 present day, but although they weren’t large they are known for their abounding cultural tradition and past. The Ponca tribe of Oklahoma had a mixed culture of the Middle Mississippi and Plains people. They were Siouan speakers, or the Dhegiha, which also included the Ohama, Osage, Quapaw, and Kansa tribes. The Ceremony and rituals have played a vital and essential role in Native American culture for a long time. Often referred to as “religion,” most Native Americans did not think their spirituality, ceremonies, and rituals as “religion,” the same way that Christians do. Instead, their beliefs and practices form an integral and seamless part of their being. Like other aboriginal people around the world, their beliefs were heavily influenced by their ways of getting food, – from hunting to agriculture. They also did ceremonies and rituals that gave power to conquer the difficulties of life, as wells as events and milestones, such as puberty, marriage, and death. Over the years, practices and ceremonies changed with tribes ' These embroidered creations feature Native Americans through the obscure and biased glens of Europeans. This is most legible in Jan van der Straet 1575 painting of Amerigo Vespucci’s arrival in America (Document 3). In the painting, a bare Indian is illustrated in a near animal- like state whilst Vespucci is illustrated as a domineering and transcendent figure. Native Americans are also expressed in this oppressive light in Louis Choris’ 1820 drawing of Indians on a boat. (Document 7) The natives here are depicted sans clothing in an also animal-like state. Lastly, the European perspective on the sheer simplicity and deficiency in intricacy of Indian society is displayed in John White’s rendering of a Secoton village (Document 5). All of these illustrations serve as optimal testaments to the Europeans’ perspective on the multifarious and burly web that was Native One of the most controversial parts of American history is the treatment of Native Americans during the colonization of America. Native Americans were enslaved, abused and killed without justification and these horrendous events destroyed part of Native American culture. Breaking the Native American cultural circle, even as early attempts to repair were unsuccessful furthermore breaking the circle, Native American culture is still alive today and slowly but surely the circle is being repaired. Although it realistically will never be fully repaired working to improve it helps not only Native Americans but others learn from the past. The European drawings of the Native Americans gave the visual that life along the Eastern Woodland was very tough. Although it seemed that way, it also seems as if they were adapted to a tough lifestyle making it seem easy and peaceful. Anything that was desired they worked hard for it. Along with working hard they also took the time out to have fun, according to their ceremonial dances. The Natives Americans seems as if they were built to live this kind of lifestyle.

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Smiley, an author of many books and magazine essays, writes her own criticism of Huckleberry Finn, “Say It Ain’t So, Huck”. Smiley has very strong arguments as she compares her own opinions and backs them up with Twain’s words from the book. Smiley argues that Twains real meaning behind the book is based off of racism. Twain never allows Jim to become a real human, as Jim will always be a slave whether he knows it or not. Although Huck and Jim end up creating a very strong relationship like brothers, Smiley believes that “Twain thinks that Hucks affection is a good enough reward for Jim” (Smiley 460). He would not ever get the treatment Huck did, and Jim’s character was never allowed to grow. Hailed by (most) critics and language arts teachers alike, Mark Twain’s “The Adventures of Huckleberry Finn” is a complex novel with several developed themes. What this book does bring to the table is a controversial literary device. “Backpedaling” which is the idea of deconstructing pre-existing ideas or character developments to highlight another. Full of intentional contradictions, Mark Twain uses his own hypocrisy and puts it into our protagonist, Huck to make him a realistic and, relatable character. This is done in several ways through the novel; It is done in the character’s moral development, within the setting itself with a variety of hypocritical ideologies, and in the oversimplification of characters Despite the connotations that Adventures of Huckleberry Finn may have lost focus in its message of anti-racism, the novel still displays a thoughtful and engaging take on the status of racism through setting and character development. Though authors like Jane Smiley believe the book is overpraised because the characters are shallow and ignored, Twain’s subtle commentary on racism through the use of his characters helps to create a realistic understanding of the social conditions at the time. Perhaps Huck’s most important statement in this passage is “Alright then, I’ll go to hell”; here he decides he’s willing to go to hell for eternity rather than causing Jim to return to his life as a slave. At first Huck just thought of Jim the property of another person, a good to be bought and sold regardless of any evidence that he was a human being. As they travel together, this viewpoint is gradually weakened by examples of Jim’s humanity, culminating in a model shift that goes against everything Huck has been taught about the societal status of a In the novel Huckleberry Finn by Mark Twain it is a story of a troubled young boy and his good friend Jim. In the story Twain is not trying to portray racism toward the character Jim but rather is discouraging it. We see examples in the novel where Twain shows how Jim differs from other White men who cheat others, how he describes the white and black symbolism, and shows empathy for Jim. These three pieces of evidence thus prove how Twain is discouraging racism. Thomas Jefferson once said “all men are created equal” Jefferson explains that all men are created equal, have the same equal rights and should not be control by anyone. The adventures of Huckleberry finn follows this as Twain shows us how the society treat people with different color and are controlled by them. This is challenging the society on how they treat people and should treat people the same even if they look different from them. This whole thing is telling us how people are careless and do not care about the environment they live in. This is to show how our society treat people with difference than themselves and how they do nothing to help the growth of the society. In the adventures of Huckleberry Finn Twain is challenging the social norms of slavery and racism in our society. Authors of classic American literature often utilize a character’s development to establish a worldview or opinion. In The Adventures of Huckleberry Finn and The Great Gatsby, Mark Twain and F. Scott Fitzgerald use their narrators, Huck Finn and Nick Carraway, to suggest an argument about American society. Seeking adventure, both characters embark on a journey, but their encounters with society leave them appalled. While they each have personal motives for abandoning their past, both end up interacting with different cultures that lead them to a similar decision about society and their futures. Ultimately, they stray from the dominant culture in order to escape the influence of society. Therefore, Twain and Fitzgerald claim that American society Jane Smiley argues that Mark Twain’s The Adventures of Huckleberry Finn suggests only “a recognition of the obvious -- that blacks, slave and free, are human” and therefore does not deserve to be shelved on the western canon nor taught in schools (Smiley). Contrary to Smiley’s statement, the story educates on many more morals and philosophies in addition to racism and depicts the protagonist Huck fighting against deeply rooted societal conventions at the time (and even in places today) that a black person amounts to less value than a white person. This novel deserves to be on the western canon as it is far more nuanced than Smiley suggests; Huck’s fighting societal prejudices, teaches people to defeat stereotypes and value people not An issue of central importance in Adventures of Huckleberry Finn by Mark Twain is the controversial topic of racism. In chapter six, Twain manipulates his reader’s response to racism by controlling the speaker and surrounding circumstances of the bigoted statements in a way that pushes the reader to reject the racism because they have already rejected the speaker. In order to influence his readers, Twain utilizes the rhetorical devices of characterization and satire to show the immorality of the racist message. Should one word define the future of an American classic? Adventures of Huckleberry Finn by Mark Twain is one of the most controversial novels in America. This narrative regards a boy named Huckleberry Finn in the 1840’s United States, who runs away from home and travels down the Mississippi. Huck meets runaway slave, Jim who journeys with him on their many adventures. Many believe this meaningful piece of literature should be banned from the high school curriculum. Adventures of Huckleberry Finn should stay in the high school curriculum because it is unprejudiced, historical, and important to literature. Every person encompasses their own unique opinion. In The Adventures of Huckleberry Finn by Mark Twain, Huck Finn possesses a conscience that makes him one of the most important and recognizable figures in American literature. However, Claudia Durst Johnson, a critic, believes that because of Huck’s actions the novel “is one of the most radical and darkly bitter books in the American canon. It represents the breaking of federal law as moral. It recommends disobedience and defiance on the part of young people.” This statement is disagreeable because although Huck does break the federal law as a moral, he does it for the right reasons. Therefore, making the great American classic not such a radical and darkly bitter book after all. Living in the 1800s was a very confusing time for a thirteen-year-old American white boy named Huckleberry Finn. African people were faced with inhuman acts of slavery, prejudice, and discrimination. Choosing between what was right and wrong was a challenge, especially for Huckleberry Finn. Huck’s peers tried to corrupt him into believing that slavery was the norm and black people were to be shunned. Mrs. Watson, for example, was Huck’s adoptive mother whom consistently told Huck to not associate with people of the African culture. The Widow Douglas, Mrs. Watson’s sister, also worked on impairing Huck’s perception of slavery. Their idea of being “sivilized” was to support the enslavement of Africans. Mrs. Watson and Widow Douglas, as well as In the novel, The Adventures of Huckleberry Finn, the reader gauges morality through the misadventures of Huck and Jim. Notably, Huck morally matures as his perspective on society evolves into a spectrum of right and wrong. Though he is still a child, his growth yields the previous notions of immaturity and innocence. Likewise, Mark Twain emphasizes compelling matters and issues in society, such as religion, racism, and greed. During the span of Huck’s journey, he evolves morally and ethically through his critique of societal normalities. books written in the 19th century. The story tells of a friendship between a lowly white In the Adventures of Huckleberry Finn, Twain gives us an implied theme to ponder about. Three themes stand out farther than the rest – racism, money, and freedom. In the South, racism was extremely prominent as well as enslaving blacks. With the view of the setting and how it is portrayed, Twain makes this clear. The fact that Jim was enslaved and Huck and Tom had to rescue him proves this. In the beginning of the story, readers are told that Huck has obtained $6,000 for himself (which was a great amount during the 1800s), yet Jim has very little, if any. The divide between rich and poor hear are coherent and is a theme all throughout the story. Finally, obtaining liberation is the ultimate goal in the novel. It took Huck and Tom a very long time to try to break Jim free, but it was all worth it. We also see freedom when we look at the Mississippi River – it promotes freedom in the story. Twain put all of these elements together to illustrate how life actually is. Racism will occur (although it is terrible), nearly everyone wants money and the divide of the rich and the poor is common, and some people are still trying to achieve freedom from an individual or material in their

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Creative Problem Solving What if there was a simple way to teach the core 21st century competencies of creative and critical thinking, collaboration and communication skills in one free supra curriculum education programme? The Hexis21 Creative Problem Solving course offers a solution for schools interested in providing opportunities to address this essential requirement. Teaching creative problem solving through design thinking The objective of this video is to introduce the concept of design thinking & explore the limitations of making assumptions on creative problem solving. The video begins by discussing the mindset of a creative thinker, the role of storytelling in problem solving, and how making assumptions can limit our thinking skills. A case study is explored that relates to a car manufacturer trying to improve its sales of electric cars. The video explains the process of getting to the heart or root cause of the problem that needs to be solved and the way that guiding questions can be formed to provide a clear pathway through the problem. The workbooks below are also available as physical resources for students to work on in school or at home. They are relevant to the entire course. General reflection worksheets can be downloaded here. Click on the images below to purchase from Amazon. The objective of this video is to use creative problem solving and critical thinking skills to tackle a real-world issue. The video presents students with an opportunity to engage in creative problem solving by addressing the issue of injuries experienced by elderly people while walking their dogs. The video should be paused so that students have the opportunity to consult the information sources and worksheets. The first pause is at 0.38 in the video where students are encouraged to access a range of data to gain an empathetic understanding of the problem. The video can then be re-started after the countdown to move students on to the next phase of the design thinking process. The video should be paused for the second time at 2.34 so that students can use the Empathy Map. The video should again be paused at 4.03 so that students can use the 5Whys technique to think critically about the issue and form guiding questions to provide their direction. There is another countdown (20 seconds) to indicate that the video is about to move on to the How Might We task. Worksheets and information sheets for download or online editing. The objective of this video is to generate ideas to solve a real world issue using the 'Idea Box'. The video invites students to begin the ideation or idea generation process. The concept of the Idea Box is introduced and demonstrated using a case study. Students are then encouraged to create their own Idea Box to generate ideas for their solution to the issue relating to elderly people becoming injured while walking their dogs. They need to achieve a fine balance between feasibility, viability and desirability. The video should be paused at 3.16 so that student can work in groups to work on their idea box. A countdown brings the class back together and readies them for the next phase of the design thinking process which involves prototyping their MVP. Students then sketch their solutions labelling the key features in terms of how they tackle the problem. Models can be made using paper clay and/or construction paper. It may be possible for students to access your school's art and design or technology facilities in order to build a prototype. The Reflection Journal can be completed at the end of the lesson or set as homework. The second video relates to the extension task and includes a wide range of fun and creative thinking exercises. Worksheets and information sheets for download (Prompt sheet, Blank Idea Box 1, Blank Idea Box 2) or online editing. The objective of this video is to gain feedback on students' solutions so that iteration can take place. The video outlines the testing phase of the design thinking process. This will involve students constructing meaningful questions to gain feedback on their solution. The work of McTighe & Wiggins is referenced in this video. Their book, Essential Questions can be found here. They will evaluate the feedback in order to iterate their solutions. The video should be paused at 2.57 for this work to take place. The next phase requires students to create a storyboard to show and understand the journey of their target market using their solution. The Reflection Journal can be completed at the end of the lesson or set as homework. Worksheets for online editing or download (Testing the solution, Feedback Capture Grid and blank storyboard) Sessions 5 & 6 The objective of this video is to create a presentation of the process and solution that each group has determined to be their minimum viable product. The video encourages students to look back through their Reflection Journal to help them communicate their thought processes and what they have learned during the process about themselves and how to solve problems. Students will then spend time constructing their presentation to identify how they used the design thinking process to come up with their solution. They can use the worksheets, sketches, models and any other aspect of their experiences in this process. Each group will present in front of each other and pose questions to the presenters to gain clarity.

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By the end of this section, you will be able to: - Articulate how language conventions shape and are shaped by readers’ and writers’ practices and purposes. - Define oppression and explain its effects. - Define inclusion and summarize ways to write inclusively. Writing about identity and culture gives authors the opportunity to share personal experiences and provides a vehicle for storytelling. This storytelling can turn into a purposeful message with meaningful rhetorical impact. What Is Oppression? Oppression isn’t just a historical problem—it extends to society today. In the two decades since the September 11, 2001, attacks on the United States and the subsequent War on Terror, Muslims and Sikhs have experienced hate crimes and oppression. People who identify as LGBTQ have been shunned or persecuted, subjected to hate crimes, and banned from serving in the military and have struggled to gain the right to marry. This TED Talk highlights the struggle for transgender rights. In addition, migrant and refugee families, largely from countries in Central and South America, have been separated and jailed in recent efforts to curtail immigration along the southern U.S. border. Asian Americans have been subjected to racially motivated harassment and attacks, heightened by the COVID-19 pandemic, including the violent March 2021 mass shooting at an Asian American massage parlor. This TED Talk discusses the harm of Asian stereotypes. Discrimination has persisted for generations and continues to make it difficult for those who oppress to view the oppressed as their equals. Two of the most frequent ways people isolate others are through markers of identity, especially race and gender, and through language varieties, such as standard and nonstandard English. If your view of people is primarily influenced by their physical features and the words they speak, you do not allow yourself to engage fully with them in their humanity. Viewing others as people first and understanding the importance of questioning the lens through which you view them is the beginning. However, you also have to think critically about language bias. When you hear people of African descent speak in African American Vernacular English (AAVE) or speak English with Caribbean or African accents, you may make assumptions about who they are and what they know. When you encounter people who speak English with Spanish accents, you also may make assumptions about who they are and their place in the world. However, when you hear British English or English spoken with a French, German, or Slavic accent, you may notice the difference, but you also may make a different set of assumptions about those people. Anti-racism as Inclusion Here are several principles to help you develop inclusive and anti-racist writing: - Consider the assumptions you make about readers, and then work to address those assumptions. - Choose language carefully. - Revise with a critical eye. Look for racist phrases and words that label cultures negatively. - Seek feedback and receive it with an open mind primed for learning. Because writing is personal, you may easily feel offended or dismissive. However, feedback, especially from people whose perspective differs from yours, can help you grow in anti-racist knowledge. - Consider rhetoric and presentation. Aim to make your writing understandable, straightforward, and accessible. Use a glossary or footnotes to explain complex terms or ideas. - Avoid casual phrases that suggest people with disabilities or from other cultures are victims and avoid euphemisms that refer to cultures to which you do not belong. Similarly, avoid using mental health issues in metaphors. - Think about your adjectives. Some groups or people prefer not to be described by an adjective. It is important to follow individual groups’ preferences for being referred to in either person-first or identity-first language. - Avoid stereotyping; write about an individual as an individual, not as if they represent an entire group or culture. You may also choose to use gender-neutral pronouns. - Be precise with meaning. Rather than describing something as “crazy,” try a more precise term such as intense, uncontrolled, or foolish to give a more accurate description. - Impact overrules intent. The impact of your language on your reader is more important than your good intentions. When you learn better, do better. Exploring the Issues - Ally: a person who identifies as a supporter of marginalized groups and who advocates for them - Anti-racist: adhering to a set of beliefs and actions that oppose racism and promote inclusion and equality of marginalized groups - Critical race theory: the idea that racism is ingrained in the institutions and systems of American society - Cultural appropriation: taking the creative or artistic forms of a different culture and using them as one’s own, particularly in a way that is disrespectful of the original context - Culture: the shared beliefs, values, and assumptions of a group of people - Emotional tax: the invisible mental stress taken on by people of marginalized backgrounds in an attempt to feel included, respected, and safe - Ethnocentrism: the idea that one’s own culture is inherently better than other cultures - Intersectionality: the intertwining of different aspects of social identities, including gender, race, culture, ethnicity, social class, religion, and sexual orientation, that results in unique experiences and opportunities - Microaggression: behavior or speech that subtly or indirectly expresses prejudice based on race, gender, ability, age, or other aspects of identity, often but not always without an individual’s conscious intention (For example, the drill team director instructs all members to wear their hair straight for competition.) - Neurodiversity: the idea that humans have a range of differences in neurological functioning that should be respected - Unconscious bias: any implicit, unfair preferences that people hold without being aware of them

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Enter your email below to receive weekly updates from the Ashton College blog straight to your inbox. People think using images. Vision was central to our evolution. For example, we have a tremendous fondness for pictures of wide, open landscapes; they evoke a sense of well-being and contentment. Psychologists suggest this almost universal response stems from the years our ancestors spent on the savannas in Africa. When we see an image – we observe and understand it in its entirety. Text is far more recent to our development, and frankly, we are not very good at processing it. When we see words we process them individually and serially. In fact we can only process seven bits of information at once – hence our seven digit phone numbers. Visuals are processed simultaneously, nearly half of our brain function is given visual processing and 70 percent of our sensory receptors are in our eyes. We get the sense of a visual scene is less than 1/10th of second, or put another way we can process images 60,000 times faster than text. Compare these frequently seen icons with the description. Which do you think you would comprehend more quickly? The family in this car is made up of four people and one dog. Dad is in charge of shoulder length long hair, but we’re not sure what she likes. The son is a baseball player and the daughter is a ballet dancer. The dog looks cute. Another interesting fact about visuals is where they are processed in our brains, and what this means for retention. When we read text it is processed in short term memory, images on the other hand go directly to long term memory, where they remain. We also tend to have a more emotional reaction to images, and this in turn increases the strength of the memory. In fact we “see” things that have an emotional charge with greater clarity. Look at the image and related word below. Which do you have a stronger emotional response toward; the words or the image? Though one may not think emotion is important in the business setting, it is central to our decision making process. Neurologist Antonio Damasio studied research on patients with damage to the emotional centres of their brains. Damasio discovered that the patients were unable to make rational decisions even though their ability to reason was fully functional. He concluded that reasoning “depends, to a considerable extent, on a continual ability to experience feelings.” Academics and educators now realise the significance of visuals in instruction. Here are some strategies you can use to support your learning. 1. Take notes .Try purposeful doodling while listening to a lecture. It will help you to synthesize and summarize. Here are some sketch notes from Eva Lotta Lamm. 2. Use graphs, charts, maps and visual templates. This is a visual template I use with clients to map our important steps in their work lives. 3. Make outlines. 4. Highlight words, and colour code key concepts. 5. Create flash cards. Nicky works with entrepreneurs and internal teams to develop business ideas. One of the key strategies she uses, is a process called graphic facilitation, which involves large scale imagery to lead groups and individuals towards a common goal. It is quite literally “drawing out conversations” so participants can see and understand their discussion as it progresses, and so reach consensus more quickly. In addition to graphic facilitation Nicky has 25 years’ experience as a communicator, trainer and change expert. She is a recognized expert in storytelling; enabling her clients to achieve better results through linking people to a common set of values and goals. Her approach ensures employees are able to make the between their own personal journey and that of the organization. Through story Nicky helps employees to understand complexity and desired behaviours. Current and recent clients include: Metro Vancouver, Canadian Police College, Telus, City of Richmond, UBC, the City of Vancouver, Ontario Lottery and Gaming, UBC, SaskPower, Saskatoon Health Region, Central 1 and Salmon Arm Savings and Credit Union. The process of graphic facilitation uses large scale imagery and displays so people can “see what they mean”, quite literally drawing out collective thinking so we can map out our conversations and decisions as they progress. The process is highly collaborative and engaging and validates everyone’s participation because we see our words turned into visuals. It allows us to quickly make comparisons, see connections and patterns, and it acts as a reservoir for all the information accumulated during the course of a discussion; a kind of visual memory if you like. View All Comments

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In the 18th century the Indigenous peoples of the James Bay region shared land near the coast, a few resources, and furs from a vast hinterland with European newcomers. The Royal Proclamation of 1763 excluded Rupert’s Land – an appropriate decision for it was quite distinct from lands in the south where settlers were acquiring Indigenous land on the fee simple real estate model. What were the James Bay indigenous people’s conditions for sharing their land? It was arguably their principles, and not King George’s edict, that characterized the year 1763 at Moose Fort (Moose Factory). This paper draws on Hudson’s Bay Co. records to examine what was being shared with the newcomers in this northern region. Unlike in the southern regions, the newcomers had no intention of displacing Indigenous peoples. A modest sharing of land and a generous sharing of food and fur resources, on terms congenial to its first inhabitants, characterizes 1763 in this northern region. Au XVIIIe siècle, les peuples autochtones de la région de la baie James ont partagé leur territoire côtier, leurs ressources et leurs fourrures avec les nouveaux arrivants européens. La proclamation royale de 1763 avait exclu la Terre de Rupert – une bonne décision car celle-ci était bien distincte des terres au Sud où les colons acquéraient des terrains autochtones selon le modèle immobilier en fief simple. Quelles étaient les conditions selon lesquelles les peuples autochtones de la baie James partageaient leurs terres? C’était possiblement leurs principes, et non les décrets du roi George, qui ont défini l’an 1763 à Fort Moose (Moose Factory). Nous utiliserons les archives de la Compagnie de la Baie d’Hudson pour examiner ce qui était partagé avec les nouveaux arrivants dans cette région du Nord, qui, contrairement à leurs homologues du Sud, n’avaient pas l’intention de déplacer les peuples autochtones. Un partage raisonnable de terres et un partage généreux de nourriture et de ressources – dans des conditions affables aux premiers habitants – a marqué cette région du Nord en 1763. Veuillez télécharger l’article en PDF pour le lire. Acknowledgements (written by John Long): “I wrote an earlier version of this paper for a community teach-in on the Royal Proclamation at Canadore College on 12 December 2013, which was inspired by Dick Preston who observed following a 1990 Mushkegowuk treaty research meeting that ‘the James Bay Cree understood the specific events of the treaty making situations of 1905 and 1930 in terms of the cultural history that they brought to that situation.’ I am also grateful to the late anthropologist Krystyna Sieciechowicz; when I told her, in 2004, that I found the widespread notion that ‘We agreed to share the land’ jarringly at odds with how the Treaty No. 9 commissioners explained its purpose, she seemed amused and immediately replied that 1905 was not much different from 1805 or 1705.” Professor emeritus at Nipissing University, the late Dr. John Long’s years as a teacher took him north to Moose Factory where he taught from 1972 to 2000. It was there that got to know and document the history of the Mushkegowuk Cree of western James Bay. His publications include the award-winning book, Treaty No. 9 - Making the Agreement to Share the Land in Far Northern Ontario in 1905 (2010) and Together We Survive: Ethnographic Intuitions, Friendships, and Conversations (2016), which he co-edited with Jennifer S.H. Brown. John died on 2 March 2016.” Dr. Richard J. “Dick” Preston is Professor emeritus (1996-) of Anthropology, McMaster University. His fifty-four-year career focus has been on cultural-psychological transformations of the Crees of the James Bay region. His book, Cree Narrative: Expressing the Personal Meaning of Events, is in second edition, and he has authored over 100 papers. Dr. Katrina Srigley is an Associate Professor in the Department of History at Nipissing University. She is the author of the award-winning monograph Breadwinning Daughters: Young Working-Women in a Depression Era City (University of Toronto, 2010). Her Social Sciences and Humanities Research Council of Canada-funded projects, developed in partnership with Nipissing First Nation, examine the history of Nbisiing Anishinaabeg (Nipissing First Nation) through Anishinaabeg ways of knowing, recording, and sharing the past. Dr. Srigley is currently co-authoring a book with Glenna Beaucage (Cultural Planning Coordinator, Nipissing First Nation) titled Gaa-Bi Kidwaad Maa Nbisiing/The Story of Nipissing. Lorraine Sutherland is from Attawapiskat First Nation. She holds an M.A. in History from Nipissing University and works as the Regional Assessment Lead for Mushkegowuk Council. She has worked in education for twenty years as a teaching assistant, classroom and special education teacher, counselor, and part-time lecturer in the Aboriginal Summer Programs at Nipissing University. Lorraine’s learning and teaching experiences have taught her to re-examine, re-think and re-work curriculum to include and support Ininiw (Cree) ways of knowing and doing. Lorraine plans to pursue a Ph.D. in Education using Tipaachimowin (Storytelling) as a method for sharing and understanding student knowledge.

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Iowa Test 8th Grade Sample Questions If you and your child have wondered what kinds of questions will appear on the 8th grade ITBS, below are some examples! These sample questions should provide you with a better idea of the quantitative and qualitative skills that your child should focus on and demonstrate during the exam. Each practice question will reflect a specific subtest that your child will come across. During the 8th grade ITBS, sections such as “language and spelling” will increase in difficulty; the student is expected to identify an incorrectly spelled word. When dealing with more complex vocabulary, the student will have to focus on familiarizing themselves with the spelling of words during their study sessions. Flash cards and active reading will help build the necessary vocabulary skills for ITBS success. Practicing grammatical skills with your child will also greatly benefit their performance. Many of the questions look for a subtle understanding of grammar as well as punctuation. As you are going through the practice questions, you will observe that each test level within the ITBS consists of a series of subtests that fall under specific content sections. Sections in the ITBS for third to eighth grade (levels 9-14) include: - Vocabulary test - Word Analysis (3rd grade, level 9 only) - Listening (3rd grade, level 9 only) - Reading/Reading Comprehension - Spelling, Capitalization, Punctuation, Usage and Expression - Mathematics Concepts and Estimation, Problem Solving, Date Interpretation, Computation and Social Studies - Sources of Information (Maps, Diagrams, Reference Materials) 1.) Language (Spelling) For this section, each question will have a list of words. If one of the words is spelled wrong, fill in the circle next to that word. If none of the words are spelled wrong, fill in the last circle that says “no error”. This test will measure how well you understand math. Use scratch paper if you need to. Muhummad is writing survey questions about people’s vegetable-eating habits during the day. Which question below is a statistical question he should include in his survey? a) Do you eat vegetables? b) Do you like spinach? c) How many servings of vegetables do you eat during the day? d) How many vegetables do you buy at the store or market each week? 3.) Reading Comprehension A FRENCH LESSON From A Little Princess by Frances Hodgson Burnett When Sara entered the schoolroom the next morning everybody looked at her with wide, interested eyes. By that time every pupil – from Lavina Herbert, who was nearly thirteen and felt quite group up, to Lottie Legh, who was only just found and the baby of the school – had heard a great deal about her. They knew very certainly that she was Miss Minchin’s show pupil and was considered a credit to the establishment. One or two of them had even caught a glimpse of her French main, Mariette, who had arrived the evening before. Lavinia had managed to pass Sara’s room when the door was open and had seen Mariette opening a box that had arrived late from some shop. “It was full of petticoats with lace frills on them – frills and frills,” she whispered to her friend Jessie as she bent over her geography. “I saw her shaking them out. I heard Miss Minchin say to Miss Amelia that her clothes were so grand that they were ridiculous for a child. My mamma says that children should be dressed simply. She has got one of those petticoats on now. I saw it when she sat down.” “She has silk stockings on!” whispered Jessie, bending over her geography also. “And what little feet! I never saw such little feet!” “Oh,” sniffed Lavinia, spitefully, “that is the way her slippers are made. My mamma says that even big feet can be made to look small if you have a clever shoemaker. I don’t think she is pretty at all. Her eyes are such an unusual color.” “She isn’t pretty as other pretty people are,” said Jessie, stealing a glance across the room; “but she makes you want to look at her again. She has tremendously long eyelashes, but her eyes are almost green.” Sara was sitting quietly in her seat, waiting to be told what to do. She had been placed near Miss Minchin’s desk. She was not abashed at all by the many pairs of eyes watching her. She was interested and looked back quietly at the children who looked at her. She wondered what they were thinking of, and if they liked Miss Minchin, and if they care for their lessons, and if any of them had a papa at all like her own. She had had a long talk with Emily about her papa that morning. “He is on the sea now, Emily,” she had said. “We must be very great friends to each other and tell each other things. Emily, look at me. You have the nices eyes I ever saw-but I wish you could speak.” She was a child full of imaginings and whimsical thoughts, and one of her fancies was that there would be a great deal of comfort in even pretending that Emily was alive and really heard and understood. After Sara had sat in her seat in the schoolroom for a few minutes, being looked at by the pupils, Miss Minchin rapper in a dignified manner upon her desk. “Young ladies,” she said, “I wish to introduce you to your new companion.” All the little girls rose in their places, and Sara rose also. “I shall expect you all to be very agreeable to Miss Crewe; she has just come to us from a great distance – in fact, from India. As soon as lessons are over you must make each other’s acquaintance.” The pupils bowed ceremoniously, and Sara made a little curtsy, and then they sat down and looked at each other again. “Sara,” said Miss Minchin in her schoolroom manner, “come here to me.” She had taken a book from the desk and was turning over its leaves. Sara went to her politely. “As your papa has engaged a French maid for you,” she began, “I conclude that he wishes you to make a special study of the French language.” How does Sara’s character development contribute to the plot? a) Her Indian culture makes Sara’s everyday speech and actions seem rude to those in her new home. b) Her high social status leads oth classmates and her teacher to treat her with favoritism. c) Her wealthy, worldly upbringing creates conflict with other children and leads to a misunderstanding with her teacher. d) Her inability to understand French causes Sara’s teacher to hold a grudge against her and other students to whisper rudely about her. This test will measure how well you understand math. Use scratch paper if you need to. Choose the answer you think is best. Jamal is creating a scale drawing of his home. The first floor has an area of 1,200 square feet. He plans to scale down the length of the sides from 10 ft. to 1 in. What is the area of the scale drawing? a) 120 square feet b) 12 square feet c) 120 square inches d) 12 square inches 5.) Language (Punctuation) For the next group of questions, read the first 3 lines to yourself. You will notice that some of the sentences need punctuation corrections. Look for mistakes with commas, semicolons, quotation marks, apostrophes and so on. Mark the circle in the row of words that contains a mistake with the punctuation. If there is not a mistake, fill in the circle that reads no errors. I remember that our old house the one in Jacksonville, has green shutters and a red door. I miss that place. 1.) e, no errors 2.) c, This response is correct. The student may have realized that there is a range of possible answers that will shed life on the habits of the population surveyed. 5.) 1, I remember that our old house, the one See if TestingMom.com supports your child’s test by your school district. If you don't see your child's school district listed, check with us! We have practice for other tests as well. Tell us about your experiences

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Looking for some fun and engaging short moral stories for kids? Look no further! Join me on a magical storytelling journey filled with adventure, lessons, and valuable insights. From talking animals to courageous heroes, these stories are sure to capture your child’s imagination and leave them with important life lessons. So, let’s dive into the world of moral stories and explore the power of storytelling together! Importance of reading Short Moral Stories for Kids Reading moral stories is a valuable activity that can have many positive effects on our personal and social development. Moral stories are stories that convey a moral lesson or message, often through the use of characters and plot events that illustrate important values and principles. One of the main benefits of reading short moral stories for kids is that they can help us develop a sense of empathy and understanding towards others. By reading about characters who face challenges and overcome them through moral choices and actions, we can learn to appreciate the perspectives and experiences of others, and to develop our own moral compass based on principles such as kindness, honesty, and fairness. Short moral stories for kids can also help us to develop critical thinking skills and to become more discerning readers. By analyzing the themes, characters, and events in moral stories, we can learn to identify and evaluate different perspectives, to question assumptions and biases, and to make informed judgments based on evidence and reason. Moreover, moral stories can help us to cultivate important social skills such as communication, cooperation, and conflict resolution. By reading about characters who work together to solve problems and achieve common goals, we can learn to navigate social situations more effectively, to communicate our ideas and needs clearly, and to negotiate and compromise when necessary. Finally, reading short moral stories for kids can be an enjoyable and fulfilling activity that can promote a lifelong love of learning and personal growth. By exploring different genres and styles of moral stories, we can broaden our horizons and deepen our understanding of the world around us, while also gaining insights and inspiration that can help us to become better people and citizens. In summary, reading short moral stories for kids is an important activity that can have many positive effects on our personal and social development. By engaging with characters and themes that illustrate important values and principles, we can develop empathy, critical thinking skills, social skills, and a love of learning that can benefit us throughout our lives. Billy the Bunny- Short Moral stories for kids. We are going to tell you a playful and imaginative moral story about honesty being the best policy. So, get ready to hear the tale of Billy the Bunny! Once upon a time, in a forest filled with tall trees, chirping birds, and hopping bunnies, there lived a young bunny named Billy. He was known for his mischievous ways and his love for carrots. Billy was always up to something, and his friends knew that they had to be careful around him. One day, while playing in the forest, Billy and his friends stumbled upon a carrot patch. The carrots were the biggest and the juiciest that they had ever seen. Without thinking twice, Billy and his friends started munching on the carrots. Suddenly, they heard a loud voice, “Who’s eating my carrots?” It was the farmer who owned the patch. Billy’s friends started running, but Billy couldn’t move. He was too busy munching on the delicious carrot. Also Read: Children’s Stories Box | Stories In Hindi The farmer caught Billy and scolded him for stealing his carrots. Billy was scared and didn’t know what to do. He thought of making up an excuse or blaming someone else, but something inside him told him to be honest. So, he looked the farmer in the eyes and said, “I’m sorry, sir. I was hungry, and the carrots looked so delicious that I couldn’t resist. I shouldn’t have taken them without your permission.” The farmer was surprised by Billy’s honesty, and he was touched by the young bunny’s courage. He forgave Billy and even gave him some carrots to take home. Billy was grateful and promised never to steal again. From that day on, Billy became known as the most honest bunny in the forest. He gained the respect of his friends and the farmer. Everyone knew that they could trust him, and he became a role model for the other bunnies. Years went by, and Billy grew up to be a wise and respected elder bunny. His friends came to him for advice, and the younger bunnies looked up to him. Billy knew that his honesty had earned him the trust and respect of everyone around him. Also read: Hindi Moral Stories For Class 7 || Short Stories || Kids Stories in Hindi Moral of the short story The moral of the story is that honesty is always the best policy. It’s not always easy, to be honest, but it’s the right thing to do. When we are honest, we gain the trust and respect of those around us, and we become better people. So, next time you’re faced with a difficult situation, remember Billy the Bunny and choose honesty. Who knows, it might just lead you to a life filled with juicy carrots and respect from those around you! The Rabbit and the Tortoise story | short moral stories for kids Once upon a time, there was a rabbit who was very proud of his speed. He would boast to all the other animals in the forest about how fast he could run. One day, a tortoise overheard the rabbit’s boasting and decided to challenge him to a race. The rabbit, feeling confident in his speed, eagerly accepted the challenge. The tortoise suggested that the race take place the next day, and the rabbit agreed. The next day, the two animals lined up at the starting line, and the race began. The rabbit quickly raced ahead, leaving the tortoise far behind. The rabbit was so far ahead that he decided to take a nap under a nearby tree. Meanwhile, the tortoise kept plodding along, slowly but steadily, making his way towards the finish line. When the rabbit woke up from his nap, he was shocked to see that the tortoise was already crossing the finish line. The rabbit had underestimated the value of consistency and persistence. He had been so confident in his speed that he did not take the race seriously. The tortoise, on the other hand, had a strong determination to finish the race, no matter how long it took him. Moral of the short story The moral of the story is that slow and steady wins the race. It is better to be consistent and persistent in our efforts, rather than to rely solely on our talents or abilities. This is an important lesson for children, who often face challenges and setbacks in their lives. By teaching them the value of persistence and hard work, we can help them develop a strong work ethic and a positive attitude toward challenges and obstacles. In addition, this short moral stories for kids also teaches the importance of humility. The rabbit’s arrogance led to his downfall, while the tortoise’s determination and humility led to his victory. By teaching children to be humble and to appreciate the strengths and abilities of others, we can help them develop empathy and respect for others, which are important values in building healthy relationships and a positive community. Hope you enjoyed a story about billy the Bunny: for more Short moral stories for kids subscribe to our blog Kidsstoriestoday.com

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In Kyle Shannon’s Towards Data Science’s article, “A Guide to Reading Academic Research”, Shannon emphasizes that reading scientific papers is not just for gathering the right information for a good grade or bragging rights. “Reading papers certainly builds character”, he suggests. From researcher, to child, to performance athlete, we all have experience in building character through the process of trial and error. This process of personal development is strikingly similar to what high school science experiments were teaching us all along: the scientific method. Much like trial and error, the scientific method attempts to find the best solution through constant revision. We employ this same method when attempting to achieve any goal, and whether that goal is learning to ride a bike or read a research paper, wobbly beginnings should not deter us from the objective. To build character is to try, and fail, and try again because we see value in the outcome. If we viewed science as a kind of global character development, would we be inclined to learn more about it? Scientific literacy has been defined as, “the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity” (The National Academies Press, 1996). The misconception that scientific literacy is reserved for scientists puts broader society at a great disadvantage. To be scientifically literate is akin to being able to think critically about yourself and the world around you. Critical thinking precedes thoughtful dialogue, meaningful action, and transformative change. What is the scientific process? Reading a scientific paper provides insight into the scientific process. The scientific process involves first posing a question – for example, can psilocybin-assisted therapy help manage symptoms of major depressive disorder? Researchers suggest a hypothesis or a potential answer to the question, one that is based on previously collected knowledge and observations. They design and execute a study to test the hypothesis (for example, by way of a controlled experiment), to either provide evidence for or against the proposed hypothesis. More refined hypotheses may then be created for additional research questions and further experimentation. The scientific process is often non-linear and may never truly reach completion, but a scientific article provides pieces of the process in a cohesive storyline. Becoming familiar with the scientific process is important, as it strengthens one’s ability to discern factual evidence from false claims. Papers published in many respected journals, such as Science, are subject to a peer-review process. Essentially, before any paper is published, specialists in the field must review and accept the validity of the claims, the methods for testing the claims, and the findings; this acts as a quality assurance check. So, before sharing that news piece or article ask yourself, “Would this pass a peer-review?” Sections of a scientific paper Ideally, reading through a scientific paper should not require stages of fear, regret, or rage, so it may be helpful to build a strategy to find information painlessly from each paper section. Browsing the abstract of a paper should give a snapshot of the entire scientific process, the full story from the question of interest to the conclusion. From the abstract, you should find an outline of the study, main significant findings, and start to build an understanding of why the study is important in the greater context of the field. If the field is one you are less familiar with or want to know more about, the introduction will give background information and outline what is known to-date. The introduction should narrow down the niche field area for the current study question, outlining why this particular study matters and what knowledge gap it aims to fill. Now, though the abstract can give an important overview of the study and its outcomes, finer details of the method contextualize what the outcomes actually mean. The outcomes of an experiment, for example, are contingent on the controls and treatments used. The method will outline the exact strategies that were used to produce an answer, including a detailed explanation of the participants, the measures, and the analytic plan for testing hypotheses or research questions. The method section may suggest the limits of research findings. For example, a study may have very exclusive screening criteria, meaning that only participants meeting specific requirements were included in the study, and thus study results may be generalizable only to a population with similar characteristics. Current research in psychedelic science is hopeful but limited by relatively small clinical trials with homogeneous populations. Results are the critical contribution of the paper. This section is where researchers describe the results of their hypothesis tests. This is where we find the tables and graphs that depict the exact findings of the research. In the discussion, researchers will interpret the results and identify whether their hypotheses were supported or not, and what the findings contribute to the field under study. Luckily, authors also discuss the potential limitations of the study in this section and further expand upon the relevance of the study in the field. Finally, you can look at references to look for sources to similar studies, but also to check the author’s interpretation of a citation. Readers should also be aware of the acknowledgements section, which may outline conflicts of interest associated with research. Empowering the psychedelic research community We are living in extraordinary times, with the re-emergence of psychedelic research unveiling the potential in psychedelic medicine. However, we must move forward cautiously and with the proper intentions. As citizens, we can contribute to this movement simply by re-aligning our own values in favour of science and innovation. If passion is the spark, evidence is the fuel to push you beyond the atmosphere. While our goal is to disseminate scientific information to our readers, we would also like to emphasize that curiosity and critical thought begins at the individual level. For more tips on understanding the scientific process and related information, check out the links included in this article! As well, stay tuned for more blog posts from our team.

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Let's talk tokamaks Let’s shine the spotlight on one of the ventures endeavouring to solve the practicalities of actually making it happen. James heard from Hannah Willett at Tokamak Energy in Oxfordshire. They’re using the same technology as the STEP 2040 prototype plant will… Hannah - Our approach is called magnetic confinement fusion, and essentially imagine trying to hold a jelly in a net except our jelly is our plasma fusion fuel - the hydrogen - and the net is made of magnetic field lines. So we have a machine called a tokamak which is a vacuum chamber in a kind of a cored apple shape. Inside this vacuum chamber, we suck as much air as possible out of it, put our fusion fuels inside it, heat it up, strike up a plasma as it's called and we use our magnetic net. So we have lots of field coils around the outsides of the chamber to hold the plasma inside, keep it away from the walls, make it stay nice and hot for the fusion reactions to happen. James - A really nice minute long introduction to how it works. I wonder if we can unpack that slightly. Let's start with the inputs of the process. You need those hydrogen isotopes to smash into each other. Now where do these come from? Hannah - The hydrogen isotope that is most common is hydrogen (1H), which is one proton and one electron. What we'll need to use for fusion on earth is deuterium and tritium, which are slightly heavier isotopes. So for deuterium, you add one neutron and for tritium, you add a second neutron. Now, deuterium is still naturally occurring. It's about one in every 6,700 hydrogen atoms, which doesn't sound like much, but when you consider how much hydrogen there is on earth, mostly in the form of water, H2O, in every cubic metre of seawater there's 33 grams of deuterium atoms. Tritium is a little bit more awkward, so it's slightly radioactive. It doesn't hang around forever. That will need to be produced, which is one of the, the big technological challenges of fusion. But it can be produced from lithium. So designing your power plant to be able to manufacture tritium as well to feed back in, that is part of the development of technology that needs to happen. James - But one of the other major challenges is that enormous, extreme amount of heat you need to generate to get the deuterium and the tritium into a plasma and to keep it in that state. It needs to be millions of degrees, even hotter than the sun. How are you doing that? Where are you doing that? That's where the tokamak comes in, I assume. Hannah - Exactly, yes. So the reaction rate does depend on the temperature. So the reason we have to reach these temperatures several times hotter than the centre of the sun, these millions of degrees, is because the reaction is most efficient at those temperatures. Fusing two nuclei together, they're both positively charged. So there's an electrostatic repulsion between them. They have to have enough energy to be able to be pushed close enough. Together we have neutral beam heating, which means that we create high energy beams of neutral hydrogen or deuterium, give them loads of energy, fire them into the plasma, and then once they're inside the plasma they have to be neutral to be able to get inside that magnetic net. But once they're in, they interact with the plasma particles that are already there and transfer that energy and actually allow that fusion reaction to happen. Hannah - So the temperature is a big part of it. The other thing is density. Basically the denser your plasma is the more particles you have flying around in there and the more likely they are to interact. So there's kind of a careful balance between temperature, your density, and then the third element of N for density, T for temperature and Tau for confinement time. So how long we can hold the energy inside the plasma in the tokamak, because if you put the energy in and it all falls out again straight away, it's not super helpful. So you have to increase the confinement time to get that going, make ignition happen and keep your plasma burning. James - You following us so far? Still with us? Well, don't worry if the answer is no because after her explanation, Hannah suggested I consolidate my knowledge by roleplaying as a tokamak engineer on earth in the far future. Keen to take up the challenge and prove what I'd learned, I tried my hand at the mobile game which thrusts the player into the hot seat of a futuristic power plant... James - <Sci-fi music fades in> 'The energy shortage of the 21st century has been overcome. The solution: fusion energy. Fuel is heated to its plasma state at 200 million degrees at which it fuses and releases vast amounts of energy. Powerful magnets hold the plasma inside the power plant. You are the operator of a typical fusion power plant in 2103. As operator, you must drive the machine to the ideal fusion conditions. You control strong magnets to cage the plasma in the steel vessel, a powerful microwave heating system enabling the plasma particles to fuse, and a microwave cannon to blast magnetic islands. You've got to look after the temperature gauge, which goes up to 200 million degrees, and the confinement gauge where you adjust the magnetic power to keep the confinement at the right level.' James - Right. Okay, I think I'm ready to give this a go. So I want to raise the magnet power. Oh, the confinement is way too high. Sorry. Okay, we'll increase the temperature, but that in turn brings the confinement quite low. Up comes the magnet. Okay, well done, core temperature is rising again. Phew. So the trick is to raise the magnet power and the heating power sort of evenly. We're up to 70 million degrees in my fusion reactor now things are going pretty well. Got to zap those magnetic islands with my microwave cannon. We're going to whack the heating power onto full now and raise the magnet power in turn. Ticking over 190 million degrees, 197, 200. 'Well done. You succeeded in driving the machine to the ideal fusion conditions.' Well, James - Pretty pleased with myself there. Now before I let Hannah go, I wanted to ask her about Ian's query regarding how these obscene temperatures can be maintained while at the same time being able to extract energy from the fusion reaction. Hannah - We come to another of the technological challenges, which is capturing the energy that comes out. So you want to make sure that, in the walls of your tokamak, you have the right kind of elements that can capture these neutrons, slow them down, extract the energy, and then that also feeds back into tritium breeding because you can use those neutrons then to react with the lithium to produce tritium. So it kind of makes a nice, neat puzzle. But I mean these are still big technological challenges. The engineering of how that needs to be done is a work in progress. James - To be able to withstand these extreme conditions, what materials are tokamaks made of? Hannah - So another technical challenge: material science. A big point of research and not just at tokamak energy but organisations globally looking at different options for how to create these plasma facing components, like the first wall inside the tokamak. So there are different options. Heavy metals with very high melting points, things like molybdenum, tungsten, they can withstand the highest heat loads if a plasma touches the wall. But the problem with them is that if they do get into the core of the plasma, because they're so big, they can end up radiating away a lot of the energy which, if we want to keep the confinement time up, is not great again. Other options are lighter elements right at the other end of the periodic table; boron, lithium we've already mentioned. But because they're light, if they get inside the plasma, they don't do as much damage as it were to the heating, to the maintaining of that temperature. Add a comment

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We’re celebrating Mother's Day with a vital piece of the exploration puzzle. Women adventurers helped pave the way to today’s discoveries dating back to the 4th century. Their stories show the true resilience of women as they bore discrimination, deadly climates, and fought for opportunities to shape the world. Remember these trailblazers as you visit wonders of the world, stand at a historic monument, or simply hop on your next flight. Jeanne Baret (1740-1807) Jeanne Baret is known as the “herb woman”, not to mention the first woman in history to circumnavigate the world. What’s even more fascinating about Baret is she did so disguised as a man. After plotting with her lover, she bandaged her chest and landed a spot on the French expedition from 1766 to 1769. She was eventually exposed and some say she paid for it brutally. Despite this, she’s believed to be responsible for the discovery of hundreds of plants on the voyage and their environment. Harriet Chalmers Adams (1875-1937) Retracing the route of Christopher Columbus and traversing all of Latin America on horseback, Harriet Chalmers Adams also had a knack for storytelling, leading her to a notable career in journalism. Her passion for history and exploration eventually lead her to be the only female journalist allowed on the French frontlines of WWI. When denied entry to the Explorers Club because of her gender, Adams clapped back by helping create the Society of Woman Geographers and served as the group’s president for six years. She’s known as one of the most important adventurers of her time. Bessie Coleman (1892-1926) The achievement of being the first African American woman to earn a pilot’s license didn’t come easy for Bessie Coleman. After flying schools in the U.S. denied her entry, taking no for an answer wasn’t an option for Coleman. She taught herself French, moved to France, and earned her license from the Caudron Brother’s School of Aviation in just seven months. She remains known as a pioneer of women in aviation. Coleman rose above the challenges of her era in impressive fashion, not only as a woman but as a black woman. Margaret Bourke-White (1904-1971) The pioneering photojournalist captured history’s darkest and brightest days. This includes the end of WWII, the impact of the depression in the American midwest, and the last photos of Mahatma Gandhi in India just minutes before his assassination. Bourke-White shattered the glass ceiling in her time. Some of her many firsts include having the first cover of Life Magazine and being the first western journalist allowed in the Soviet Union. Most notably, she was there as U.S. troops liberated Buchenwald concentration camp. Bourke-White owned the ability to capture authentic human life at its best and worst around the world. Krystyna Chojnowska-Liskiewicz (1936-2021) Think of Krystyna Chojnowska-Liskiewicz as a trailblazer for solo female travel. In 1978 she took on the world of exploration as the first woman to sail around the world solo. We can thank her two-year expedition for the discovery of some of the world’s most beautiful islands like Tahiti and the Canary Islands. Her journey started in 1975 when the United Nations declared the year International Women’s Year. The Polish Sailing Association chose to promote themselves by sending a Polish woman around the world to single-handedly sail the seven seas. Long story short, the right woman took on the feat and made history. Sarah Marquis (1972) An incredible adventurer, so much so that she was named one of National Geographic’s Adventurers of the Year in 2014. There’s no question about Sarah Marquis’ right to that title. Marquis stunned the world when she walked 20,000 kilometers alone from Siberia to the Gobi Desert, into China, Laos, Thailand, and then across Australia. The Swiss explorer’s passion for adventure began as a child when she left with her dog to sleep in a cave and told nobody at just eight years old. She never stopped on that path. Marquis is now an author and speaker, inspiring youth and beyond to better understand human’s relationship with nature through exploration. Here’s to the women explorers pushing the limits, changing the world, and shattering glass ceilings in the past, present, and future!

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When Was Folk Music Created? Folk music has been around for centuries, with its origins traced back to the oral traditions of various cultures. Learn more about the history of this popular genre, from its humble beginnings to its modern-day incarnation. The Origins of Folk Music The term “folk music” can be difficult to define, but at its core, folk music is music by and for the common people. It is music that is passed down from generation to generation, often without being written down. Folk music is often created for special occasions, like weddings or holidays. It can also be created simply for the enjoyment of making music. The British Isles The British Isles are home to some of the oldest and most influential folk music traditions in the world. From the ballads of Scotland and Ireland to the sea shanties of England and Wales, the music of these islands has shaped the sound of folk music for centuries. The earliest folk music of the British Isles was likely used for storytelling and communal events like dances and religious ceremonies. Many of these early songs were passed down orally from generation to generation, evolving over time. As instruments became more prevalent, they were added to folk songs, making them more complex. One of the most important things to understand about folk music is that it is constantly changing. New songs are being created all the time, while old ones are being forgotten. This makes it difficult to pinpoint when exactly folk music was created, but it is safe to say that it has been around for centuries. Today, folk music is enjoyed by people all over the world. It has been heavily influenced by other genres like rock and roll, country, and jazz, making it an ever-changing and dynamic genre. Whether you’re a fan of traditional ballads or modern renditions of old favorites, there’s a type of folk music out there for everyone to enjoy. The United States Folk music in the United States has its roots in the music of England, Ireland and Scotland, brought over by immigrants during the colonial era. Native American music also played a significant role in the development of folk music in the United States. Folk music began to take shape in the early 19th century, when songs and tunes from Europe were brought over and mixed with existing music from Africa and Native America. This new type of music was often adapted to fit the needs of workers in various industries, such as logging, mining and farming. During the Civil War, folk music became a way for people to express their feelings about the conflict. Following the war, many folk songs were created about Reconstruction and life in the South. In the late 19th century, folk music began to be collected and published by people such as William Yenawine Braffitt Grafton and Otto Finance Collins Jr. This helped to preserve some of the earliest examples of American folk music. The early 20th century saw a rise in popularity for folk music, with artists such as Woody Guthrie and Lead Belly becoming well-known figures in the genre. In 1925, The Carter Family released their first record, which included the song “Wildwood Flower.” This song would go on to become one of the most important recordings in American folk music history. Folk music continued to grow in popularity throughout the mid-20th century, with artists such as Pete Seeger and Joan Baez helping to bring it to a wider audience. The Characteristics of Folk Music Folk music is a genre of music that is typically created by members of a community or group of people. The music is usually passed down orally from generation to generation and often has a strong connection to the culture and history of the people who created it. Folk music often has a simple, catchy melody and is easy to sing along to. The lyrics are usually about everyday life, love, and work. Folk music is typically anonymous Most folk music is anonymous. The songs and musical styles have been passed down orally, often without any written record of their origins. This means that we don’t always know who wrote or originally performed a particular folk song. Folk music is often based on traditional folk tales or legends. These stories were usually not written down, but were instead passed down orally from generation to generation. Many folk songs and ballads tell these stories in musical form. Folk music is typically simple and straightforward. The melodies are usually easy to sing, and the lyrics are often about everyday life and events. Folk music is not highly complex or technical, and it is usually performed on acoustic instruments such as guitars, banjos, and fiddles. Folk music often has a strong sense of rhythm, and the tunes are usually very catchy. This makes folk music ideal for dancing. In fact, many traditional folk dances such as square dancing, Morris dancing, and ceilidh dancing evolved alongside the music itself. Folk music is typically oral One of the defining characteristics of folk music is that it is typically passed down orally, from one generation to the next. This means that folk songs often don’t have a specific author or composer, and are instead created and adapted over time by multiple people. As a result, folk music is often seen as a “living” tradition that is constantly evolving. Another defining characteristic of folk music is that it tends to be rooted in the traditions and culture of a particular community or region. Folk songs often reflect the lifestyle, beliefs, and values of the people who sing them. This connection to community and culture makes folk music an important part of many people’s identities. Folk music can also be distinguished from other genres by its musical style. Folk songs often make use of simple, catchy melodies and straightforward lyrics. They also frequently feature acoustic instruments like guitars, banjos, and fiddles. This simple style makes folk music easy to sing along to, and easy to remember. While folk music has been around for centuries, it has experienced something of a renaissance in recent years. In the past few decades, there has been a growing interest in traditional folk styles from all over the world. This renewed interest has led to the resurgence of many different folk traditions, both old and new. Folk music is typically simple Folk music is typically simple, with a straightforward fable to tell. The best songs are memorable and easy to sing along to. Folk musicians often use traditional instruments, such as acoustic guitars and violins, and they sometimes write their own songs. Folk music has its roots in the oral tradition, and folk songs were originally passed down from generation to generation by word of mouth. In the past, folk music was an important part of everyday life, serving as a way to tell stories, express emotions, and provide entertainment. Today, folk music is enjoying a resurgence in popularity. Many contemporary folk musicians are incorporating elements of other genres, such as rock and pop, into their sound. At the same time, there is also a growing interest in traditional folk music from around the world. The Popularity of Folk Music Folk music has been around for centuries, and it’s popularity has only grown in recent years. Folk music is easy to listen to and can be enjoyed by people of all ages. It’s also a great way to connect with your heritage and learn about other cultures. The 20th century Folk music, like all music, has undergone vast changes over the course of the 20th century. In recent years, there has been a renewed interest in traditional folk music, and a number of folk performers have become widely known. Folk music was originally created by working people who were not professional musicians. It was passed down from generation to generation, and often varied from region to region. As the world became more connected in the 20th century, folk music began to change. Some traditional folk songs were adapted for popular audiences, and new genres of folk music were created. In the United States, for example, blues and jazz both have their roots in folk music. Folk musicians also began to experiment with different styles and instruments, and some Folk songs were even written by professional songwriters. Despite these changes, folk music has remained true to its roots as a form of expression for working people. In the 21st century, folk music is still being created and performed by people all over the world. The 21st century Folk music has seen a resurgence in popularity in the 21st century. Folk bands like Mumford and Sons and The Avett Brothers have brought the genre to a new audience, and folk music festivals like Bonnaroo and Newport Folk Festival are more popular than ever. But what is it about folk music that has made it so popular in recent years? Folk music is often seen as a more authentic form of music than other genres like pop or rock. In a time when people are crave authenticity and transparency, folk music provides a refreshing break from the manufactured sounds of mainstream music. Folk musicians are also known for their DIY attitude – they often write their own songs and play their own instruments, which gives them an intimacy with their fans that other artists lack. At its core, folk music is about telling stories and connecting with people on a personal level. In a world that can often feel disconnected and impersonal, folk music provides a much-needed sense of connection and community. It’s no wonder that the popularity of folk music has been on the rise in recent years – we all need a little bit of humanity in our lives.

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Creative Writing Lesson – In Your Lunch – Part 2 by Elaine Ernst Schneider Objective(s): By the end of this lesson the student will be able to: demonstrate correct spelling, strong sentence structure, and standard punctuation when writing paragraphs. Pre-Class Assignment: Completion of In your Lunch – Part 1 Last lesson, you wrote a paragraph. Ask your teacher to correct it for spelling and punctuation. Now, read your paragraph out loud. Is it your story? The answer is probably “yes.” But what if someone else had the experience? What if the night watchman at the jewelry store found something mysterious in HIS lunch? Wouldn’t it change the story? You may have written your paragraph in “first person.” That means you said “I found Snoopy in my lunch box” or “I found a mysterious package where my sandwich used to be.” When you use “I,” you are writing in first person. But what if you are telling someone else’s story? There are two ways to do that. If the story uses “you,” then it is “second person.” For instance, paragraphs that give instructions are often in second person. A sentence might say, “You should first turn on the CD player” or “Watch for the red light to know that the power is on.” And then when the story is written to talk ABOUT the characters, that is “third” person. Examples of those kinds of sentences would be “Sam saw the old lady trying to cross the street” or “The dog raced to help his master.” SO … let’s make things interesting. Take your same paragraph and write it third person about someone else. The first three sentences are done for you to get you started. Elementary: The new kid from Mexico, Miguel, just opened his lunch box and Snoopy popped out! He had never seen Snoopy and is frightened. But a girl named Sally convinces him to follow Snoopy to his airplane. Where do they go? What do they see? First three sentences: Miguel sat down to lunch. He had just moved from Mexico and he missed his friends. Then Sally sat down beside Miguel. Junior High and High School: Sandy and Rick are on a hiking trip. They have worked up quite an appetite by lunchtime. They sit down on a rock to eat. Famished, they open the backpack that has their lunch. There is no sandwich, no chips, no cookies. A mystery package has replaced all of that! Slowly and incredulously, they take the package from the backpack. Not only did it appear in their lunch, but it has their names on it! What is inside? How did it get into their backpack? Who sent it and why? And what are Sandy and Rick going to do for food up on a lonely mountain so far away from town? First three sentences: Sandy and Rick spent the morning climbing the face of the mountain rock by rock. It had been a long and arduous journey and they were famished. At last, Rick called a halt. Assignment(s) including Answer key: Example Exam Questions: For more Articles by this Author, Click Here For more Lesson Plans in the Subject: Creative Writing For more Lesson Plans in the Subject:Creative Writing Grade 4

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This calendar listing is intended to provide information about the named cultural/religious observation and is not intended as an actual campus event. If a campus event is associated with this observance, it will be listed separately on the master calendar. First celebrated on December 26, 1966, the festival of Kwanzaa was created in the United States by scholar and cultural activist Dr. Maulana Karenga. Patterned after harvest festivals in Africa, Kwanzaa derives its name from the Swahili phrase matunda ya kwanza, meaning “first fruits.” Symbols of Kwanzaa are set upon a low table laden with tropical fruits and vegetables. A seven-branched candelabrum called a kinara, reflecting the Nguzo Saba, or the seven principles of Kwanzaa, is used for lighting one candle for each day of the holiday. Kwanzaa decorations traditionally use a color scheme of red, black, and green: black to represent the faces of Black people and their collective beauty, red to represent the struggle and the blood of ancestors, and green to signify youth and renewed life. The Kwanzaa observance includes storytelling about the seven principles of Kwanzaa: Umoja (Unity), Kujichagulia (Self-Determination), Ujima (Collective Work and Responsibility), Ujamaa (Cooperative Economics), Nia (Purpose), Kuumba (Creativity), and Imani (Faith). A Pan-African holiday, Kwanzaa is also celebrated in Africa, the Caribbean, South America, and in African communities in the United Kingdom and other European countries. Recognizing the Festival/Holiday: Black, red, and green streamers, balloons, and flowers are used to decorate during Kwanzaa, along with African sculptures and artwork. Families exchange handmade gifts that demonstrate kuumba (creativity). The Kwanzaa feast, or karamu, traditionally celebrated on the evening of December 31, is a communal event often held in a church or community center. A joyful expression of African American culture, the karamu features music, dancing, poetry recitation, talks by guest lecturers, and a feast with dishes such as peanut soup, okra gumbo, black-eyed peas and rice, jambalaya, jerk chicken, barbequed ribs, and sweet potato pie. The Kwanzaa greeting is Kwanzaa yenu iwe na heri! or “Happy Kwanzaa".

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Boost Writing Skills, Imagination, and More with Creative Writing Prompts—Creative writing is a fun and simple activity for kids of all ages—and best of all, it has countless educational benefits! Whether your students keep a daily journal or simply complete weekly writing assignments, below are just a few of the benefits they’ll enjoy from regular creative writing practice. Creative Writing Practice Benefits 1. Help Students Improve Their Writing Skills Practice makes perfect, and creative writing is no different—when students write more frequently, they become better writers! Most importantly, those skills tend to translate to other types of writing and communication skills. Through creative writing, students can improve at structuring sentences, expressing ideas, and choosing the correct words to articulate their ideas effectively. These important lessons will serve them well throughout the rest of their school years—and the rest of their lives. 2. Boost Your Students’ Self-Confidence Creative writing is also a great way to boost a child’s self-confidence. The very act of putting words down on the page shows kids that what they have to say matters—and that their thoughts deserve attention. Furthermore, writing prompts are a fun way to showcase to students how everyone can have a different opinion and bring something new to the conversation. When they see just how many ways they and their classmates find to answer a single question, kids learn that sometimes there are no right or wrong answers—and that there is value in everyone’s experiences. 3. Encourage Kids to Slow Down and Reflect Similarly, consistent writing practice gives students the opportunity to slow down and reflect once in a while. We live in a fast-paced world where kids are bombarded with competing messages from every angle. This sometimes makes it tough for them to discern where their opinions originate—and which thoughts are actually their own. Reflective creative writing combats this, as it helps students take a little time to explore their own ideas and thought patterns. As they write more frequently, they’ll begin to develop their own creative voices, and they may be surprised to see the fresh thoughts they can come up with! 4. Promote Imagination and Creativity Among Your Class Of course, creative writing isn’t only about becoming a better writer or a clearer thinker… sometimes it’s simply about having a little fun with your imagination! Other types of writing have rules and restrictions about form and content, but creative writing is where kids can really play and express themselves openly and freely. By giving your students the freedom to explore exciting thoughts through new forms of writing, you promote imagination and creativity—and show them just how freeing writing as an art form can be. 33 Creative Writing Prompts for All Students Are you ready to see the profound impact that creative writing can have on your students? Use these 33 creative writing prompts with your class and see the places they can go through the power of imagination! - Imagine that you get to go to the zoo and pick out any animal to take home as a pet. Which exotic creature would you choose and what would you name it? Write about what it would be like to take your new pet home. - What would you do if you found a wallet with $1,000 in it lying on the ground? - What fictional character do you identify with the most? What similarities and differences do you and the character have? What can you learn from his or her story? - What do you think it would be like to be an astronaut? Would you enjoy it? Why or why not? - If you could change any one thing about your life, what would it be? Why? How would your life be different afterward? - Write about a time when someone did something that really helped you out. How did you feel afterward? - Have you ever had a birthday wish come true? Was it worth it? Why or why not? - Write about the one thing that makes you happier than anything else in the world. - Imagine that you are shrunk down to the size of your thumbnail. What would you do first? How would your daily routine change? - Would you rather spend a week alone on a deserted island or hiking in an empty forest? Why? - Write about your favorite or most noteworthy memory from last school year. - It’s the first day of summer vacation, and you step outside to find… that it’s snowing! How do you feel? What do you do next? - What is the hardest thing you’ve ever had to do? How did you manage it? - Write about the grossest thing you’ve ever eaten. Use as much detail as you can! - Make a list of nice things you could do for other people when they are having a bad day. - What do you think life was really like for people before there was electricity? Do you think you could live in a world with no electricity? Why or why not? - If you could be in charge of your own country, what are the first three laws you would create? What philosophies would you have as a leader? - What is the coolest thing in our city that everyone should be sure to see? Describe it as if you were talking to someone who had never heard of it. - Imagine that your personal hero is coming to dinner at your house. What would you serve? Would you want your family to be there for the meal? What would you talk about? - If you were a part of nature, what would you be? Choose a type of weather, plant, animal, or landmark and write about how it reflects you and your personality. - Write about a time when you solved a conflict you were having with a friend or family member. - Would you ever want to go to a new school? Why or why not? - Write about the experience of trying something new for the first time. - Write a short story that includes the following words and objects: trumpet, birthday cake, orange, toothbrush, skateboard, cat, sister, and rollercoaster. - Do you like to be scared sometimes? Why or why not? - Would you rather be a pirate, a pie-maker, or a private eye? Why? - Imagine that your parents wake you up one day and tell you they’re giving you a free day off from school to do whatever you want! What would you do first? Where would you go together? - Write about a time when someone asked you to keep a secret. Did you keep the secret? If so, was it difficult? If not, whom did you tell? Why? - Describe three things you do each day that are good for you. What benefits do you get from doing them? Do you enjoy the process? Why or why not? - What is your favorite type of weather? What do you like most about it? - Imagine that you own your own restaurant. What type of food do you serve? What does the inside of the restaurant look like? - Write about something that you would never want to live without. Why is it so important to you? - What three qualities do you like most about yourself? Write about why they make you so awesome! More Creative Writing Ideas - 30 Creative Writing Practice Prompts - 128 Creative Writing Prompts - Printable Creative Writing Worksheets Until next time, write on… If you enjoyed these Creative Writing Prompts for Students, please share them on Facebook, Twitter, and/or Pinterest. I appreciate it! creator and curator

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Parental involvement in education is a critical factor in determining a child’s academic success and personal growth. From an early age, children who experience active involvement from their parents tend to perform better academically, display higher levels of motivation and confidence, and enjoy a more positive educational experience. The impact of parent involvement extends far beyond simply providing support and encouragement, as it plays a crucial role in shaping a child’s educational journey, and can have a lasting impact on their overall development. Through active participation in their children’s education, parents have the opportunity to play a central role in their children’s academic success and help create a supportive and enriching learning environment. But do we mean by parent involvement in education? It is simply the support and actions of parents in providing for their children’s education. The involvement can take many forms, including participating in school activities and events, volunteering at school, supporting their child’s learning at home, participating in meetings with teachers, and supporting the school through advocacy. The goal of parent involvement is to support children’s development by clearly participating in their children’s education. Statistics of parent involvement in education and other scholarly research reveal that parent involvement positively impacts students’ academic performance and overall well-being. Other reasons why parent involvement is important in education include: - Better school attendance - Higher grades - Positive attitude towards school - It provides children motivation to learn - Establish a stronger relationship between families and schools - Creates a supportive learning environment - Ensure students receive the support they need both at home and school - Ensure the student’s better mental health and behavior Forms of Parent Involvement in Education Parent involvement in child education positively impacts the students. In the contemporary world, however, parents are consumed in the workplace and find little time to spend with their children. Parent involvement is essential in a child’s early life because they need all the guidance they can get. The involvement tends to reduce in a child’s high school education because they are more aware of themselves. It is important to note that the benefits of parent involvement are enormous regardless of the level of education. Parent involvement in education can take five primary forms: - At home: Parents can be involved by helping with homework such as writing essays or articles, reading to children, creating a supportive learning environment, and setting high but achievable educational expectations. Establishing a learning culture at home by purchasing learning materials and having study rooms is instrumental. Parent should also understand that a lack of parental involvement at home is the first ingredient to children’s failure. - At school: Parental involvement can include participating in parent-teacher conferences and meetings, volunteering in classrooms, attending school events and activities, serving on a school committee or boards, and addressing pressing educational issues in schools. - Decision-making: involves participating in school decision-making processes, such as board and class meetings, and advocating for educational policies and initiatives. Having a voice during policy implementation in school is important because parents give suggestions in the best interest of the students. - Communication: Parents can be involved in education by staying in touch with teachers. This includes regularly communicating with school administrators and receiving updates on their child’s progress. - Supporting teachers: Parents can also be involved by volunteering in classrooms, participating in fundraising events, and advocating for initiatives that benefit teachers in schools. The forms of parent involvement may vary depending on the school and the needs of an individual child. Nonetheless, the goal remains the same; to create a supportive and collaborative partnership between parents and the school for effective students’ education. Research shows that parent involvement is particularly important in special education, where students may face unique challenges that require extra support. The importance of parent involvement in special education includes; - Improved academic outcomes – parent involvement has been linked to higher academic achievement, better grades, and increased graduation rates for students with disabilities. - Enhanced social and emotional development – parents play a critical role in enhancing the social and emotional development of children with special needs leading to improved self-esteem and self-worth. - Better communication between home and school – active parent involvement helps to create a strong partnership with teachers making it easier to support the student’s needs effectively. - Improved transition – parents are instrumental in preparing students with disabilities for life after school. Hence, their active involvement in education helps to ensure successful transition outcomes. The National Parent Teacher Association (PTA) quotes that students with involved parents are more likely to have higher aspirations for their education and future careers, better school experiences, and be engaged in their education. Use Paper Writing Services to Help Children Learn Better Parents can foster their children’s academic development by encouraging them to utilize professional essay writing services like Custom Writings. By doing so, they can enrich their children’s knowledge and sharpen their writing skills. By working with the company’s experienced and skilled coders and writers, children can broaden their perspectives and learn new writing techniques that they can apply in future assignments. Besides, reliable academic writing services can help students with written examples that they can study and use as a reference for their own writing. In essence, utilizing these services can provide a valuable learning experience for children, helping them grow as students, entrepreneurs, writers, programmers, and many more. How Parent Involvement Leads to Student Success The reasons for students’ academic success have been linked to parents’ involvement in education. You may be wondering how parent involvement leads to student success. When parents are actively engaged in their child’s education, it promotes a positive attitude towards learning and increases motivation. As a result, students work hard to achieve success and make their parents proud. Parents’ involvement helps to foster a stronger relationship between the parent and child and can lead to better communication and understanding of the child’s strengths, weaknesses, and learning needs. Moreover, parent involvement can help ensure that children receive the support and resources they need to succeed, both in and out of the classroom. Overall, parent involvement can play a crucial role in helping children reach their full potential and achieve academic success. Parental Involvement as Key to Student Success It is important to acknowledge the benefits of parental involvement as key to student success. Research has consistently shown that students whose parents are involved in their education tend to perform better academically, besides having better attitudes and behaviors. This calls for parents to be more involved in their children’s education for better academic results. Although there are various barriers, such as the time that might inhibit parents’ involvement in school, it is crucial to be intentional and create time for the sake of students. A lack of parental involvement in education leads to students’ failure, bad attitudes, and undesirable behaviors. Of importance is that parents serve as role models, demonstrating the importance of education and conveying that their children’s success is a priority. This creates a supportive home environment that is conducive to learning and leads to improved student outcomes. Parental involvement in education plays a crucial role in shaping a child’s academic future. By actively participating in their children’s education, parents can provide them with guidance, support, and encouragement, which can enhance their educational experience and foster their academic success. Moreover, the commitment can strengthen the relationship between parents and children, creating a positive and supportive learning environment that can foster a child’s growth and development. In essence, parent involvement in education is a vital component of a child’s academic journey, and its impact on their academic and personal growth cannot be overstated.

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We know that plants are important. They maintain the atmosphere by absorbing carbon dioxide and producing oxygen. They nourish other living organisms and supply psychological benefits to humans as well, improving our moods and beautifying the landscape around us. But plants don’t just passively provide. They also take action. Beronda L. Montgomery explores the vigorous, creative lives of organisms often treated as static and predictable. In fact, plants are masters of adaptation. They “know” what or who they are, and they use this knowledge to make a way in the world. Plants experience a kind of sensation that does not require eyes or ears. They distinguish kin, friend, and foe, and they are able to respond to ecological competition despite lacking the capacity of fight-or-flight. Plants are even capable of transformative behaviours that allow them to maximize their chances of survival in a dynamic and sometimes unfriendly environment. Lessons from Plants enters into the depth of botanic experience and shows how we might improve human society by better appreciating not just what plants give us but also how they achieve their own purposes. What would it mean to learn from these organisms, to become more aware of our environments and to adapt to our own worlds by calling on perception and awareness rather than reason? Montgomery’s meditative study puts before us a question with the power to reframe the way we live: What would a plant do? Introduction: A Sense of Self 1. A Changing Environment 2. Friend or Foe 3. Risk to Win 5. A Diverse Community 6. A Plan for Success Beronda L. Montgomery is MSU Foundation Professor of Biochemistry & Molecular Biology and Microbiology & Molecular Genetics at Michigan State University. A Fellow of the American Academy of Microbiology, she was named one of Cell’s 100 Inspiring Black Scientists in America. "[Montgomery's] knowledge and enthusiasm will have readers looking at plants in a new light." – Publishers Weekly "An invitation to awareness, awe, and curiosity. Beronda Montgomery takes us deep into the sophisticated and life-giving behaviors and community lives of plants, giving us evergreen lessons about resilience and diversity along the way." – David George Haskell, author of Pulitzer finalist The Forest Unseen and Burroughs Medalist for The Songs of Trees "Lessons from Plants is an astonishing and luminously written work. By drawing surprising connections between the largely hidden world of plant behavior and the deep problems of human existence, Montgomery vividly illustrates the importance of paying close attention to the intentional behavior of stems, branches, and roots that often escapes our awareness. At once moving, accessible, and edifying, Lessons from Plants is a tour de force of science communication and a profound meditation on the nature of being." – Crystal M. Fleming, author of How to Be Less Stupid About Race "A wonderful portrait of life as a plant. In an accessible style and fluid prose, Montgomery teaches us modern plant biology interwoven with personal stories and philosophy, and ultimately, how to live meaningful, sense-filled lives." – Jo Handelsman, Director, Wisconsin Institute for Discovery, and HHMI Professor in the Department of Plant Pathology, University of Wisconsin–Madison "Whether you are a budding plant biologist, interested in the scientific process, or excited about learning more about the natural world, Lessons from Plants is a must-read." – Pamela Ronald, co-author of Tomorrow’s Table: Organic Farming, Genetics, and the Future of Food "Lessons from Plants brilliantly highlights principles of plant self-recognition, growth, resources, and adaptations to gift us a newfound level of awareness. These insights illuminate how we might help those around us thrive – I plan to put key lessons into practice." – Prachee Avasthi, Geisel School of Medicine at Dartmouth "Beronda Montgomery studies the secret life of plants, and her findings might surprise us. Plants have communities and can identify and favor their genetic kin. They adapt to complicated conditions in their environments. They are also more productive in a diverse ecosystem. In a beguiling set of observations, Montgomery notes how humans are similar creatures – this book is a call not only to plant awareness, but to self-awareness." – Teresa A. Sullivan, author of Census 2020: Understanding the Issues "A love letter to the natural world. This extraordinary, brave, and thoughtful meditation considers the connection between plants and mentoring, a link I'd never before contemplated. Through gorgeous storytelling and scholarship, Lessons from Plants will speak to scientists, naturalists, and everyone who has experienced the evocative relationship between a mentor and mentee." – Mary Deane Sorcinelli, coauthor of Faculty Development in the Age of Evidence

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History is a popular and thriving subject amongst the students at St Edward’s. Our history curriculum equips students with skills essential to life beyond school, supporting them to become global citizens able to make a positive contribution to society. Through their study of history at St Edward’s students will: - Recognise the rights of all people and be aware of the development of these rights in Britain and the wider world. - Be hungry for knowledge to ascertain accuracy and independent in their quest to enrich this knowledge at every opportunity. - Be highly reflective, able to identify strengths and skills which require focus. - Be critical thinkers: questioning the past, present and future. - Be analytical in their review of sources of information and evaluative in their consideration of interpretations. - Have a secure knowledge and understanding of key substantive concepts which support an informed understanding of contemporary politics. - Have an appreciation of the arts, science and languages, embedded in their study of historical sources and interpretations. - Articulate their thinking both verbally and in written responses. - Listen and respond in an informed manner anchored in rich knowledge and understanding. - Know and understand their local context whilst always looking beyond the confines of these islands and this continent. - Be able to synthesise their knowledge across a diverse spectrum of history both chronologically and geographically. Students will develop their understanding of historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, across all key stages. The curriculum is primarily sequenced chronologically to give a clear understanding of the transition to modernity over time. Chronological study is supported by thematic overviews, which support students in making connections between periods in history. Storytelling is central to supporting mastery and competence, and students are introduced to personal stories and oral history whenever possible. Students at all key stages are presented with historical enquiries to support them in deploying skills to discern how interpretations of the past have been constructed. In history we make use of both formative and summative assessment. Formative assessment is used throughout every lesson and can take the form of teacher questioning, recap and retrieval quizzes, live marking, multiple choice questions and peer and self-assessment. Students and teachers can use the results of this assessment to identify areas of strength and areas that require further attention. This is the main form of assessment that enables us to progress student’s knowledge and understanding of the topics we study and the skills we apply. All students of history at St Edward’s have membership of the Historical Association and are encouraged to listen to podcasts both here and on other platforms, such as the Imperial War Museum and In Our Time. Regular use is made of historical scholarship and historical fiction to support students wider engagement with the subject. Padlets provide students with access to documentaries, historical debate, art and music. Key Stage 3 Click here for Key Stage 3 Curriculum Journey Overview Assessment at KS3 – end of topic assessment involves a written response to the enquiry question and focuses on one of the core disciplinary concepts; knowledge – weekly 10 question knowledge tests from knowledge quizzes for each topic, revision is weekly home learning. Key Stage 4 Click here for Key Stage 4 Curriculum Journey Overview Assessment at KS4 – regular, ongoing exam questions in timed conditions. End of topic tests – both substantive and disciplinary knowledge with use of past and sample assessment material from the exam board. Weekly knowledge retrieval quizzes – as with KS3, underpinned by use of knowledge organisers and regular revision. Creative opportunities for sharing knowledge and understanding both orally and in writing. Exam board AQA: exam structure 2 x 120-minute written examination. Key Stage 5 Students of A-level history continue to develop their skills of historical enquiry, culminating in their personal study in year 13. Wider reading, viewing and listening is encouraged as an integral part of guided independent learning and students are given opportunities to attend public history lectures and participate in enrichment activities with the Historical Association and collaboration with other schools. AQA 7042 specification Component 1: Breadth study 1H Tsarist and Communist Russia, 1855-1964 assessed in a written exam, 2 hours 30 minutes, three questions (one compulsory), 80 marks, 40% of A-level. Component 2: Depth study 2S The Making of Modern Britain, 1951-2007 assessed in a written exam, 2 hours 30 minutes, three questions (one compulsory), 80 marks, 40% of A-level. Component 3: Historical Investigation (personal study) based on a topic of student’s choice. This is assessed internally and moderated by AQA. 3500-4500 words, 40 marks, 20% of A-level. Where the study of history leads: Historians are welcomed into a broad range of jobs requiring an inquisitive mind, self-discipline, creativity, analytical thinking and an understanding of the world. An essay-based subject, History is highly thought of by top universities offering competitive courses such as International Relations, Law, Politics and more. A-Level History prepares students well for higher education, apprenticeship and job interviews by honing their speaking and listening skills. Potential career opportunities are varied from journalism, media, politics and business to the art world, civil service and teaching. Mrs S Sinaguglia History Subject Leader 08.35 - Students allowed on site 08:45 - 09:10 Tutor Time 09:15 - 10:10 Period 1 10:15 - 11:10 Period 2 11:10 - 11:35 BREAK 11:40 - 12:35 Period 3 12:40 - 13:35 Period 4 13:35 - 14:10 LUNCH 14:15 - 15:15 Period 5 16:30 - Students off site

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When Rousseau was talking about binding force of chain, he would have probably in mind the right of freedom and expression too. The freedom of speech and expression is a human right; it is not ‘gifted’ by the state to its citizens but it is given to them because it is fundamental to the full realization of one’s potential and is their right as a human being. In India, the journey of freedom of speech and expression was somewhat like of roller-costar ride, there were times when it was revered and many times it was brutally curtailed and people were put to prisons when they crossed the Laxman Rekha drew by government. At present time, when freedom of speech is facing deep blow, talking about freedom of speech becomes relevant. The book ‘Republic of Rhetoric-Free speech and the Constitution of India’, written by Abhinav Chandrachud, was released in 2017. It is a documentation of legal and political history of freedom of speech and expression in India with the reference from America and Britain. From the inclusion of Article 19 in the constitution and its history of inclusion, to the history of prior restraint to newspapers, origin of sedition, obscenity and hate speech provisions in the IPC, and finally the rule of sub-judice and contempt of court, the book touches every aspect of freedom of speech. The main theme which author tries to set in the beginning of the book is that the restraint and trend to curb and curtail freedom of speech and expression has not been changed even after the arrival of constitution in India which is called the protector of citizens’ human right including freedom of speech which is an important part of human rights. However, with the flow of the book, the author himself mention judgments of court, decisions of government and situations when it seems that freedom of speech is getting strength, but, not forget to mention the cases when freedom of speech faced blow through the decision of government and court. Writing about the rule of sub-judice, the author criticizes that supreme court of India still subscribe to the colonial notion that stories which appear in print in India, and which lower the authority of a judge, are more likely to be believed here because many Indians are ignorant, as against Englishmen who may be skeptical when they read such stories. The author further mentions in detail about an interesting incident which took place in 1959 and about which supreme court judges’ historian George H. Godbois jr. called ‘the example of vintage ethics’ when prime minister Nehru nearly committed contempt of court by informing journalists at a press conference that he thought justice Vivian Bose was ‘lacking in intelligence’. However, when he got the information that bar council of Calcutta was furious on this statement and he said something big which he should not have said, he wrote a letter immediately to Bose and CJI asking for apology. There was a correspondence between Bose and Nehru where Bose appreciated Nehru and accepted his apology. Such a short statement by Nehru was enough to create furore in 1959, but later, we have seen how supreme court in many cases ignored such contempt by saying that the court’s shoulders are broad enough to shrug off their comments. Such type of changes also came in the cases of obscenity and depiction of crime on the cinema screen. The book contains an another amusing incident when censor board asked the makers of Hindi classic ‘Sholay’ to change the end because the depiction of police personal killing a criminal will give wrong message to people. The book also mentions the well-known cases of ‘Bandit Queen’ and ‘Satyam Shivam Sundram’ movies which were before the court to examine whether they contain obscenity? It is no need to mention that at present time, how the definition of obscenity has changed through the time and only in excessive case like Ekta kapoor’s ‘XXX’, the court says why you polluting the minds of young people. It must be appreciated that the author labored to put a researched and structured history of IPC and Constitution’s provisions and it is engaging. This is the skill of Chandrachud, which I have also seen in his previous book ‘Supreme whispers’ that he writes the book in storytelling and simple way and it does not feel like we are reading some kind of dry content. However, I should mention that this book mainly focuses on legal history, So, to the people who does not belong to legal field and do not understand legal terminology, the flow of the book may not be maintained. Above all, this book is highly recommended for the people who are enthusiastic to read the legal and political history of freedom of speech and expression in colonial Indian and under the constitution and add a deep understanding to your mind about the history of sedition, hate speech and pressure on news agencies, which is too relevant at present time. This book review is written by Arshi hayat Gnagohi. She is a lawyer, blogger at ababeelfolks and writes on laws, culture, books, cinema, and literature. Madhu limye v. SDM, Monghyr(1979)- Case Analysis Bombay HC directs no payment of Stamp Duty on individual members agreements for redeveloped area Delhi judicial Service v. State of Gujarat (1991)- A Complete analysis

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4RealMath is an enrichment project for middle school students developed to provide an innovative, interactive approach to overcome the challenges underrepresented students face with math. Many middle school students lack preparation in rational numbers and operations involving fractions and decimals. The 4 Real Math curriculum is based on two key concepts supported by current research and experience: 1) underrepresented students learn best when they can connect what they learn to what they already know about the real world, and 2) middle school represents a critical time in preparation for high school and college work. Related to concept 2, we can identify and address specific points where inadequate preparation in middle school inhibits students from mastering higher levels. The 4 Real math curriculum concentrates on core concepts and basic skills. It uses repetition and a variety of strategies to address the challenges underrepresented students face. In addition to more traditional methods of instruction, familiar experiences such as basketball, bowling, storytelling and other interactive activities are used to engage students to help them understand certain math concepts. For example, the engineers/mathematicians on the development team have created exercises that allow students to learn math and develop critical thinking skills through actual construction of airplane models. Also, to build confidence, the 4 Real Math curriculum uses basketball exercises to expose students to algebraic concepts and give them a sense of pride that they can conquer math. These exercises use concrete and fun, real world examples to reinforce geometry and algebra lessons. Launching Small Group Tutorials or Math Labs in Middle School We plan to expand our 4 Real Math programming in Woodlawn utilizing the small group settings approach, commonly known as math lab. Math lab is an intensive tutoring program delivered in small group settings. Instruction can be personalized to meet the needs of each student since the ratio of students to tutor is typically 2:1. We plan to implement small group tutorials commonly known as math labs on Chicago's south side and expand to other urban cities. Studies conducted by the University of Chicago have shown that intensive, individualized instruction can generate large gains in academic outcomes in a short period of time, even among students who are several years behind grade level in math. Some students gain a year or two in math in one year of tutoring. (See the Hamilton Project Brookings, Improving Academic Outcomes for Disadvantaged Students: Scaling Up Individualized Tutorials 2015). The math lab model is currently being used in high schools and has been proven to close the white/black gap by as much as one-third. The need to scale math labs up throughout the country and in middle schools was the main takeaways of the Hamilton Project research proposal. Students in the high school math labs also improved their performance in non-math courses and reduced the number of incidences of suspension and arrest. With the fall off in math intensifying in middle school and with many students entering high school several levels below grade level in math, it makes sense to implement middle school math labs in Chicago as soon as feasible. Currently there are no math labs in any middle school in Chicago. 4RealMath was started by three siblings who discovered that their hometown school district in Illinois was one of the lowest performing in math in the state of Illinois. Shocked and embarrassed, they decided to do something about it. Two of the siblings who were engineers had created STEM projects for underrepresented students in Los Angeles. After collaborating with their hometown school district in adapting their STEM projects, the siblings launched 4RealMath at their former middle school on the day that Barack Obama was first sworn in as the 44th president of the United States. Since then, 4RealMath has expanded to other states including Wisconsin and California.

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“Great stories happen to those who can tell them” Ira Glass Good storytellers appear to be inside the story as they are telling it. Great storytellers grab you and take you with them. Nearly half of the Bible is written in narrative form. And there is no doubt: the stories are mind bogglingly good. However, despite the greatness of the story, sometimes we teachers don’t tell them so well. We either just read them out loud or ask a student to do it. If the telling matched the quality of the story we’d be able to “transport people to another place” (JK Rowling). That’s what we should be able to do with Bible narratives on a Sunday morning. There are a few things you can do to make a narrative come alive. Living a story while you are telling it is the art of storytelling. You are “inside” the story, describing what you see, showing your class the inside of a different world. Tell the story from the perspective of one of the characters. How about telling the story of Daniel in the lion’s den from the perspective of king Darius as he paces the floor of the palace all night hoping that Daniel is not killed (Daniel 6:18)? A narrative has a structure, but there’s nothing to say you have to begin the story at the same point in time. If you begin the story of Daniel in the lions’ den with Darius, you can re-order the story bringing the evil satraps into focus. Sometimes an ancient setting is hard to imagine. An easy way to change that is to set the story in a modern world. This is especially true for parables. Perhaps the easiest parable to modernize is the parable of the prodigal son. Modern life is filled with runaways who leave home to go their own way only to find that all the excitement the world has to offer is nothing compared to the love they had at home. Narratives often leave out assumptions. Put them in to help the story. For example, the story of the good Samaritan plays on a cultural prejudice held by the Jews against the Samaritans. Providing background at appropriate points brings the story to life. What do you know about the character in the story. The story will tell you what he is like by showing you what he does. Highlight those things and make implications about his character. A great way to get your students to understand a character is to compare him or her to someone they know who has similar character traits. What is Darius like? We know he likes flattery. His satraps used this to get him to sign the no-praying law. Perhaps he has an ego that needs to be polished. In the end Darius makes an amazing statement about Daniel’s God. Flattery to his own ego is turned to right praise to Daniel’s God. Darius’ character is transformed enabling Daniel to prosper under his rule. Every good story has a conflict and a resolution. For example, in the story of Daniel in the lions’ den the conflict is both within the king (his angst filled night) and with the wicked satraps. The conflict is real and we can relate to both kinds. Both are resolved in some way – God, not the king, looks after Daniel and the satraps meet a brutal end. Stories without emotions are like spaghetti without sauce. What kind of emotion does the narrative portray? Is it sadness, melancholy, or joy and celebration? How you tell the story should highlight the emotional arch of the narrative. To do this, think about the dynamics of the storytelling. To tell a story dynamically try varying your speed and volume. If there is a dramatic moment use a visual aid. If there is something you can do that demonstrates what a character might have done it will aid in portraying an emotion. For example, you could pace the room as you talk about Darius’ night of worry. Leave a Reply

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Gujarati, in contrast with most other Indian languages, is considered to be a relatively young language, with its origins traced back to around the 12th century AD. A formal grammar of the forerunner of this language was written by Jain monk and eminent scholar Hemachandr acharya in the reign of Rajput king Siddharaj Jayasinh of Anhilwara (Patan). This was referred to as an Apabhramsha grammar, signifying a "corrupted" form of the formal languages of the time, Sanskrit and Ardhamagadhi Prakrit. The earliest literature in the language survives in oral tradition and can be traced to the Krishna devotee and great equalitarian Narsinha Mehta. The story of Narsinh Mehta himself was composed in the 17th century as a long narrative poem by Premananda. He was accorded the title mahakavi or "great poet" by modern historians of the language. Premananda was a vyakhyankar, or traveling storyteller, who narrated his subject in song and then perhaps elaborated on the lines in prose. His style was so fluent that his long poems, running into hundreds of lines, were nonetheless memorised by the people and are still sung today. In this sense, the oral tradition of the much more ancient Vedas was clearly continuing in India till late. In the medieval periods of Gujarat's history, poetry was employed to express religious sentiments. The first work of poetry in Gujarati is considered to be "Bharateswara Bahubali Rasa", composed by Shalibhadrasuri, a 7th century Jain monk. A number of Jain Sadhus followed his example and composed short storytelling poems called "Rasas" till the end of the 18th century AD. After the rise of Mahatma Gandhi's relative importance in a steadily strengthening struggle for Independence and social equality, a great volume of poetry, written by poets like Umashankar, Sundaram, Shesh, Snehrasmi and Betai, among others, were centered on the existing social order, the struggle for Independence and the travails of Mahatma Gandhi himself. Post-Independence Gujarati poetry displays a higher form of subjectivity and explores newer philosophies and lines of thought and imagery. Geographic distribution Gujarati is officially recognized in the state of Gujarat, India. As with most languages, Gujarati comes in various regional dialects that differ in pronunciation, vocabulary, and grammar. Some dialects have many Arabic and Persian borrowings, while others, such as the southern dialects, take more from Portuguese and English, while others take more from Hindi. It is not a single language, and was only created 4 to 5 centuries ago. (Last Updated on : 14-11-2014) |More Articles in Languages of India (36)|

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Gothic fiction is a literary genre that contains elements of terror, death, and romance. In literature, it is said that gothic fiction was started with Horace Walpole. Horace Walpole’s novel “The Castle of Otranto” which is regarded as the first gothic fiction in English literature was published in 1764. The major characteristics of gothic fiction comprise horror, haunted settings, spirits, apparitions, gloominess, insanity, and secrets. Emily Bronte’s famous novel “Wuthering Heights” which was published in December 1847 is also considered gothic fiction because it demonstrates both the characteristics of romantic and gothic literature. Haunted and Gloomy setting in Wuthering Heights: The most important characteristic of gothic fiction is haunted and gloomy settings. The story takes place on the unpleasantly rough and wild English moors. The setting of the novel is most of the time portrayed as savage and gloomy, adding to the dusky and dark mood of the novel. Emily Bronte has shown the gothic setting of Wuthering Heights from the very second page of the novel with gothic vocabulary like “grotesque”, “wilderness”, and “griffins” etc. These gothic words immediately create a sense of dread and horror in the reader’s mind. The building of Wuthering Heights was also constructed 300 years ago, so it is understandable that many generations resided there and possibly it has seen many evils and deaths. All these make the building of Wuthering Heights an eerie and ghostly building and apparently a perfect setting for a gothic novel. Read More: Title of Wuthering Heights The word “Wuthering” distinctly means the horribly fierce and wild weather and we can see such numerous accounts of the weather in the novel as well. Storms and lightning are very much evident in every important scene, for example when Heathcliff all of a sudden escapes, when Catherine dies, and when Catherine chooses to marry Edgar Linton, there is a lightning and storm. Bronte employs such weather descriptions to reveal the passion, desire and emotions of the characters in the novel. Dark images and morbidity: Morbidity was spread around Wuthering Heights. Bronte presented this morbidness through the images of hostile dogs “other dogs haunted other recesses”. (Emily Bronte, Wuthering Heights). We can simply explain this representation of dogs as a symbol of evil which is observing us from every part of the house. The darkness of Wuthering Heights is shown as opposed to the brilliance of Thrushcross Grange. Thrushcross Grange is an appealing place “carpeted with crimson”. By employing contrastive settings, it is the purpose of the gothic novel to show two clearly different worlds that are not at all pleasant nor definite to the reader. Read More: A Tale of Two Cities as a historical novel Supernatural elements in Wuthering Heights: Emily Bronte employed multiple supernatural elements such as ghosts, dreams and vision, burial ground etc. Ghosts are also a major characteristic of gothic fiction. But in Wuthering Heights, ghosts are shown in such fashion that their actual presence is obscure. No matter whether ghosts are real or not, they signify the intervention of the past within the present day and they never let people forget or overlook the past. In Chapter 3, Lockwood finds Catherine’s ghost revealing itself to him. Lockwood struggles to describe to himself what is happening: “Why did I think of Linton?” This implies that he considers the sight of Catherine as an illusion of his mind. Whether Catherine’s ghost is real or not, Lockwood’s reaction certainly creates a terror in the reader’s mind. Read More: Romanticism in English literature After Catharine’s death, Heathcliff was so desperate to meet her that he even tried to hold Catharine by digging her grave. He heard something there but there was no one there. But Heathcliff was sure that the sound that he heard was of Catharine. So, by way of these scary illustrations, we sensed the frightful ghost that might make sound and be sensed like a human being. In the final chapter of the novel, the roaming ghosts of Heathcliff and Catherine is also evoked a sense of terror in the reader’s mind. Gothic element in character development: Heathcliff, the hero of the novel “Wuthering Heights”, is a typical gothic protagonist. Heathcliff has also been considered a Byronic hero, an admired but faulty character. The characteristics of a Byronic hero are also evident in Heathcliff’s character: an unsettled and enigmatic past, (nobody knows his birthplace and his parents) manipulative and cunning (he wins Isabella’s compassion and takes advantage of it later.) Heathcliff never expresses any concerns in ruining those for whom he does not care. Isabella Linton becomes enamored with Heathcliff and is exploited so badly that she leaves Heathcliff. In this way, Heathcliff is a supreme example of a Byronic as well as a gothic protagonist. Read More: Coleridge’s concept of imagination As opposed to Heathcliff, Isabella, just like other gothic novel’s women characters, is feeble, and confined by Heathcliff. At first Heathcliff wins Isabella’s compassion and love and takes advantage of it later. Isabella eloped with Heathcliff without listening to anyone. But later he had to repent because she was tormented, confined and had to die dismally far away from her pleasant home. So such honest and feeble women characters are very common in gothic fictions. We cannot categorize “Wuthering Heights” solely as a gothic novel, but we can’t also deny the fact that Bronte’s novel has some gothic elements in it. To conclude, we can say that Catherine’s ghost, the morbid and mysterious setting of the residence Wuthering Heights, and Heathcliff’s character make “Wuthering Heights” a gothic novel and evoke a strong feeling of fear, trepidation, and agony in the reader’s mind. - Transcendentalism | Definition | Characteristics - Okonkwo character traits or personality - Seamus Heaney as a modern poet - The Glass Menagerie as a memory play - Seamus Heaney’s poetic or writing style

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Syntax is the arrangement of words to form a sentence. We can compose sentences in a variety of ways. How we arrange our sentences can affect how they're interpreted. For example, "The boy ran hurriedly," reads differently than, "Hurriedly, the boy ran." The difference may be slight, but the syntax in each sentence conveys a different meaning and, perhaps, a different mental image. Together, let's explore various syntax in literature examples. A Tale of Two Cities by Charles Dickens A solemn consideration, when I enter a great city by night, that every one of those darkly clustered houses encloses its own secret; that every room in every one of them encloses its own secret; that every beating heart in the hundreds of thousands of breasts there, is, in some of its imaginings, a secret to the heart nearest it! This is a great example of a writer who enjoyed complex syntax. Dickens often wrote lengthy sentences, separated by multiple commas and/or semicolons; you'll notice this entire passage is just a single sentence. He also liked to repeat patterns, also known as anaphora. He used "that every" to start three phrases in this one short excerpt. To Kill a Mockingbird by Harper Lee People generally see what they look for, and hear what they listen for. Harper Lee was enjoying a little bit of repetition in this example of syntax. She followed a pattern of "what they (verb) for." Lee also repeated "for" at the end of each clause, employing the rhetorical device anaphora again. She also chose to highlight the relationship between seeing and looking, and the (related but separate) relationship between hearing and listening. Is there a difference between hearing something and listening to something? What's the difference between seeing something and looking for something? Lee also opted to make this one, fluid line instead of two short, staccato lines. The Princess Bride by William Goldman Sonny, true love is the greatest thing in the world, except for a nice MLT: mutton, lettuce and tomato sandwich, where the mutton is nice and lean and the tomato is ripe. There's nice complexity of this bit of prose. Goldman used a colon to introduce a list and even inserted an additional dependent clause thereafter. You'll also notice that more emphasis is put on this great sandwich with far more loving detail than the description of "true love" (which only consists of two words). Moby-Dick by Herman Melville It is the easiest thing in the world for a man to look as if he had a great secret in him. Simple syntax can often reveal an everlasting aphorism. That is, even the simplest constructs can go on to become phrases that make a statement of wisdom. Peter Pan by James Matthew Barrie Forget them, Wendy. Forget them all. Come with me where you'll never, never have to worry about grown up things again. This is a nice, simple line, spoken with simple words. It takes on a childlike tone, reflective of childhood innocence and relative simplicity. Barrie, too, used a little repetition to help Peter emphasize how wonderful Neverland would be. While the second "never" isn't necessary for the meaning of the sentence, it adds more emphasis and adds to the childlike voice of the character. Animal Farm by George Orwell The pigs begin living in the farmhouse, and rumor has it that they even sleep in beds, a violation of one of the Seven Commandments. But when Clover asks Muriel to read her the appropriate commandment, the two find that it now reads "No animal shall sleep in a bed with sheets." Squealer explains that Clover must have simply forgotten the last two words. The original Commandment read "No animal shall sleep in a bed." It was a way to separate the animals from the humans. But the pigs, as they rose to power, began to take on more and more human qualities, including sleeping in human beds. So, to justify that, they secretly changed the Commandment to add "with sheets. Here, syntax is being used to illustrate mounting corruption. The simple addition of two words to the commandments shows that the pigs are taking more and more as their power increases. Little Women by Louisa May Alcott Wouldn't it be fun if all the castles in the air which we make could come true and we could live in them? Sometimes, when sentiments are expressed in the form of a question, it makes the reader feel more involved in the story. Even though Jo is clearly making a statement about how she feels on the topic, phrasing it as a question gives it a more dreamlike, aspirational quality. We see an idealistic nature here. Anna Karenina by Leo Tolstoy Is it really possible to tell someone else what one feels? Here we have another nice example of an interrogative sentence that evokes a feeling of inclusivity for the readers. Questions like this challenge readers to provide a suitable or adequate response, making them think, reflect, or analyze. Romeo and Juliet by William Shakespeare What light from yonder window breaks? William Shakespeare was the master of rhetorical devices. He painted scenes with complex, memorable prose. One of his favorite ways to play with syntax was to reverse the order in sentences by putting a verb at the end of the sentence, thus drawing more attention to the verb. The more conventional way to frame this same question would be, "What light is breaking from yonder window?" This doesn't make nearly as much of an impact. The Adventures of Huckleberry Finn by Mark Twain What's the use you learning to do right, when it's troublesome to do right and it ain't no trouble to do wrong, and the wages is just the same? Mark Twain had some fun with slang and nonstandard grammar in this example. This helped him develop a unique character voice. It tells us a little bit about the character as well as his feelings of frustration. Star Wars by George Lucas When nine hundred years old you reach, look as good you will not, hmm? Perhaps Shakespeare liked to change word order in his syntax. George Lucas surely repopularized this type of wordplay with the birth of Star Wars and the introduction of Yoda, a character who speaks almost exclusively with inverted sentence structure. How to Use Syntax Sometimes, authors play with syntax to evoke imagery, make the audience question what's happening, or even create a rhythmic pattern. An author's voice is often revealed in their use of syntax. Do they compose short, staccato sentences like Hemingway? Or, do they create superfluous prose like Dickens? In fact, one of the best ways to write is to mix straightforward, simple sentences with a few complex sentences. It'll create a nice contrast. Syntax can reveal a character's voice. Does the main character use a lot of sentence fragments when they speak? Is their language stiff and formal? You can create sentence variety too by mixing declarative sentences (or statements) with interrogative and/or exclamatory sentences. In line with sentence variety, consider again the inversion used by Shakespeare and Star Wars. It changed how we reacted to the line. "What light is breaking from yonder window?" is changed to "What light from yonder window breaks?" Likewise, "When you reach nine hundred years old, you will not look as good," is changed to, "When nine hundred years old you reach, look as good you will not, hmm?" These alterations can change how an audience reacts to the sentiments being shared. Yoda turned a statement into a question, creating a more thought-provoking and memorable line. Make a Splash with Syntax And there you have it. Literary giants like to play around with word order and sentence arrangement, or syntax, and so can you. Make a splash with syntax. The more excitement you add, the more you'll develop your author voice. If you're looking to create thoughtful syntax in any of your creative writing, check out Get Creative: How to Write a Short Story. It'll help you pull everything together, from setting the scene, to developing memorable characters. Until then, happy writing!

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Learning objectives define the goal, or the purpose, of a lesson. Also known as learning goals, lesson aims or student goals, learning objectives are designated goals for what students should reasonably achieve by the end of each lesson plan. When a teacher starts a lesson with a clear and concise learning objective, it serves as an expectation for what information and skills the student should learn and retain. Learning objective goals need to be as specific as possible and use figures and metrics where appropriate. Creating lesson goals is an important first step for teachers. Students’ current abilities should be considered when establishing learning objectives. Teachers must evaluate weaknesses and strengths when structuring curriculum objectives. The lesson plan should focus on how to help students improve language skills both today and how to develop their English over the long term. Think of each lesson as a building block that teaches students specific skills that will help them build a better understanding of the language. Looking for some help on how to develop learning objectives for your English lesson plans? Keep reading to learn more. Challenges to Developing Objectives for English Learners It can be challenging to figure out exactly how to measure your learning goals when creating a lesson plan. The learning objective is essential, but it may be hard to define. Ask yourself, what exactly do you want your students to have understood and learned in each lesson? When developing a lesson plan, it is critical to know what possible challenges are in front of you. Here are some common challenges that come with developing objectives for English learners. Assessing the Class When you begin teaching a new group of students, it’s vital to understand the strengths and weaknesses of the class. As a teacher, you may be working with many different levels of ability. Part of your job is to determine how to structure the lesson based on each group. Your primary goals may change yearly. For example, some years may require more emphasis on written skills, while other years, your students may need to spend more time practicing conversational expertise. Every student has different needs and learning styles. As a teacher, it’s essential to determine how your students learn best. Resources such as videos, books and articles can help create a lesson plan that best fits students' learning styles in your class. Learning a new language requires consistency and constant exposure to the language. A big challenge is when your students or your school can’t devote enough time to language classes. Some schools may only offer classes once a week or just on a few weekdays. It can be hard to ensure that lessons stick when students don’t have constant access to classes and opportunities to practice the English language. Access to the Material There is more to learning a language than attending class once a week. Students need to immerse themselves in as much English material as they can. But it can be difficult or expensive to access the books, movies, newspapers and other resources they may need in their target language. Consistency in English There are many different varieties of the English language, including British, Australian and American. Each style has slightly different spelling rules and vocabulary conventions. When you correct and assist students, recognize that students must stay consistent and not switch between variants. Additionally, teachers may have a mix of students that have learned British English or American English in their classroom, especially at the university level. Teachers must account for these differences when grading papers and making suggestions for improvement. Learning Objectives for English Speakers Not sure where to start when it comes to creating your learning objectives? Here are some suggestions to include in your next lesson plan. Writing comprehension means when students understand and interpret text and then can connect those ideas with their own thoughts. To assist in proper writing comprehension, an English language teacher should include lessons on grammar structure, vocabulary building, creativity and critical thinking. The skills required will depend on the ability level. Beginners should focus on basic sentence structure, grammar and vocabulary. Advanced learners will begin writing essays, and teachers will need to ensure these longer-form pieces are structured appropriately. Teachers must go beyond making grammatical corrections to assess — and provide feedback — on the flow and style of the essays. While strong English papers feature good storytelling, other languages and cultures may not favor an emphasis on storytelling. Some cultures place a greater focus on a more structured and methodical presentation. There is an art to listening properly. Not only must teachers ensure that their students listen to directions, but teachers need to know that their students can extract information and understand what they say. A lot of language learning is done by simply listening, but with a strategy. Listening comprehension skills include paraphrasing, summarizing and relating to what they are hearing. Teachers should stay in the target language for the duration of their classes, even for beginners. Teachers can use hand motions and gestures to help students understand what they are saying. Staying in the target language can help students learn how to speak and understand English. Vocabulary is at the core of language learning. Building a new vocabulary will help students not only communicate effectively but also become proficient in many topics. You’ll want to build vocabulary around concepts and topics that students need to communicate during their lessons and in the real world. Now that your students are learning different words, they need the skills to communicate ideas in the target language effectively. This includes pronunciation and circumlocution skills. Have students practice dialogue with their classmates and encourage active discussions in the classroom. The more your students speak, the better they will become. When the above language objectives are combined, you will be setting your students up for language-learning success. How to Achieve Language-Learning Objectives: 5 Ideas Now that you know the language objectives, here are some helpful tips for achieving these goals. Have Specific Language Objectives for Each Lesson You Plan When determining which language-learning objective to use, you should tailor each lesson around specific weaknesses in the class. For example, if your class is struggling with reading comprehension or speaking, focus your biggest lessons on improving and enhancing those skills. Know that not every lesson you plan will be created equally; rather, use each plan for a specific need. By leveraging the abilities of your class, you can create a more concise plan that targets specific, buildable skills. Introduce New Vocabulary and Concepts Remember that language learning would be nothing without a robust vocabulary. But the key here is that a teacher needs to introduce vocabulary that is helpful to the learner, words that they are sure to use not only in class, but also when they’re speaking with natives. Group your vocabulary terms into different concepts rather than niche words that stand alone. You can accomplish this by having your students read newspapers, write short-form essays, tell stories and interact with peers. Consider themes that are important in daily life. For example, beginners can focus on themes such as school or the household. Make Language Objectives Specific to Themes It's best to think of language learning as a set of themes. Consider easy themes that appear in your student’s world, such as animals and places to visit around your town. All have slightly different ways of expressing concepts and use different vocabulary. You can use newspapers, books, movies and podcasts to reinforce your chosen vocabulary for extra content. But remember to tailor your themes based on the language level of the class. Embrace Storytelling in the Classroom Students can benefit by learning language through content and stories. Storytelling is a powerful tool for gaining confidence in both speaking a new language and describing new concepts. An exciting way to bring storytelling into the classroom is by leveraging traditional stories, fairy tales and books to help introduce students to culture. When reviewing stories, be sure to ask your students to explain what happened in each chapter or to identify new vocabulary they notice. For example, “A Christmas Carol” by Charles Dickens is a relatively well-known story, and can be a great example to read around the holidays with a more advanced class. Books like this expose students to the culture, while giving students a grasp on new vocabulary words. Leverage Newspapers, Music and Podcasts Using material in the target language can help students better understand how native speakers communicate. Newspapers can be a great tool for advanced learners, while YouTube videos discussing the household or school can be great for beginners. Listening to fluent English speakers addressing other native English speakers will help your students with listening and reading comprehension, as well as learning accents and circumlocution. Plus, these materials are easy to access and allow students to build vocabulary through different forms of media, depending on how they learn best. Remember that when working with students who are not native English speakers, consistency plus drive can go a long way. Try to make your learning objectives simple tools to help your students thrive. Adding newspaper articles from The New York Times and other media into your regular lessons can be a great way to ensure your students learn to the best of their abilities while having fun. The New York Times Licensing Group produces content in multiple languages, which can help students of various backgrounds.

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When you’re writing, it’s important to understand the different grammatical roles that a word can play. You probably know the different parts of speech—nouns, verbs, prepositions, and so on—but each of those is a category of its own and has its own subcategories. For instance, there are many types of verbs, and one of those types is called the transitive verb. A transitive verb is an action verb whose action is received by a direct object. Read on to learn how to identify a transitive verb and what some examples look like in writing. A transitive verb is an action verb that requires someone or something to receive that action (a direct object). Take a look at the following examples of transitive verbs: In this case, “fixed” is the transitive verb, and “the broken radio” is the object being fixed (the direct object). In this case, “reads” is the transitive verb, and “the newspaper” is the object being read. In this case, “bit” is the transitive verb, and “me” is the person being bitten. The most common structure of a sentence with a transitive verb is: Subject + action verb + direct object The word “transitive” comes from the idea that the action must transition through the verb to an object in order to complete its meaning. For example, “Gabrielle fixed” is not a complete sentence, and doesn’t make sense on its own. You need to add in the direct object to finish the sentence: “Gabrielle fixed the broken radio.” Action verbs can either be transitive or intransitive. There are two methods you can use to figure out which type of verb you’re dealing with. The simplest way to identify a transitive word is to see if you can find a direct object in the sentence. A direct object is something or someone who receives the action being performed. When you see an action verb, ask yourself, “What’s the object receiving this action?” If the action is done to something or someone, you’re looking at a transitive verb. For example, “Jeremy kicked the soccer ball.” Here, the kick is being received by the soccer ball, so you know the verb is transitive. An intransitive verb, on the other hand, doesn’t have a direct object. Consider the sentence “Jeremy laughed.” The verb is “laughed”, and there’s no object in the sentence that needs to receive the action. Don’t be fooled if there are other words after the verb—they aren’t necessarily a direct object. For example, you could say “Jeremy laughed merrily”, which places an extra word after “laughed”. But the word “merrily” is an adverb that tells us more about the verb, not a direct object that receives the action. Another trick you can use is to try to imagine the verb in a passive form (Direct Object + “was” + Transitive Verb). Transitive verbs can have a passive form, while intransitive verbs cannot. Here are some examples of transitive verbs in the passive form, which sound logical and correct: For contrast, here are some examples of intransitive verbs in the passive form, which sound rather nonsensical: The passive voice places the reader's focus on the object rather than the action. This means it takes longer for the reader to understand who or what is completing the action. If you can, convert your passive transitive verbs to active ones to make your writing more engaging. ProWritingAid will highlight passive transitive verbs in your writing and suggest active rephrasings. Try the passive voice check with a free ProWritingAid account. There are verbs that can be transitive or intransitive, depending on whether the sentence has a direct object or not. Here are some examples of verbs that can work either way: Verb: “to play” Verb: “to walk” Intransitive: “Can you walk toward me?” Verb: “to eat” Verb: “to run” Let’s take a look at some transitive verbs in famous literary passages. “Moonlight drowns out all but the brightest stars." – J.R.R. Tolkien, The Lord of the Rings "There are years that ask questions and years that answer." – Zora Neale Hurston, Their Eyes Were Watching God "I loved her against reason, against promise, against peace, against hope, against happiness, against all discouragement that could be.” – Charles Dickens, Great Expectations "Well, I must endure the presence of a few caterpillars if I wish to become acquainted with the butterflies." – Antoine de Saint-Exupéry, The Little Prince “I hope she’ll be a fool—that’s the best thing a girl can be in this world, a beautiful little fool.” – F. Scott Fitzgerald, The Great Gatsby “I gave my whole heart up, for him to hold.” – Geoffrey Chaucer, The Canterbury Tales “Time, which sees all things, has found you out.” – Sophocles, Oedipus the King "If you tell the truth you do not need a good memory!" – Mark Twain, Adventures of Huckleberry Finn "I’ve got the key to my castle in the air, but whether I can unlock the door remains to be seen." – Louisa May Alcott, Little Women Now you know what transitive verbs are, you'll spot them everywhere. You can use them in everything from essays, creative writing, and emails to everyday speech to bring your writing to life. A grammar guru, style editor, and writing mentor in one package.Try for free today Drop us a line or let's stay in touch via :

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The Montessori method is a child-centered educational approach that encourages children towards independence, order and a freedom to explore but with boundaries. By encouraging self-directed and hands-on experiences in the prepared environment with the prepared educators, children can maximize their individual learning outcomes and achieve their potentials. There are 5 major areas in Montessori Cycle 1 learning experiences: practical life, sensorial, language, mathematics and cultural learning. Practical life activities are normally the first activity that introduce to the children within Montessori environment as they help child learn how to do living activities in a purposeful way. We start with practical life activities as it helps children to smoothly transit from home to the new environment as the familiarity of the activities and materials can assist the children to orientated in their new environment. Practical life activities help children gain functional independence through acquiring the skills of taking care of themselves and meet their own needs in various scenarios, such as food preparation, washing hands. All the practical life activities have movement import which allow children to practice both their fine motor and gross motor skills. These practices will help develop and refine children's movement that allow their functional independence. Practical life activities also help children with the integration of their personality and assistance to self-construction. Practical life activities can help children learn to control their body and the coordination of their movements, as well as develop better awareness of cooperation. Taking care of the environment is also part of practical life experiences, such as sweeping, taking care of plants. Based on Montessori research, children have the instinct to follow what adults are doing that including care of the environment-clean and maintain the environment. Grace and courtesy activities in practical life area help children work on the social interaction of people to people. Children can learn how to move and speak in various scenarios that assist them in all aspects of their social development. Sensorial comprises of activities and resource materials that are designed to focus on five senses which are visual, tactile, auditory, olfactory and gustatory as well as stereognostic and mixed impressions. Sensorial activities support human tendencies and help children to analyse, classify and category the impressions they have received to distinguish, discriminate and make judgements. Sensorial activities help children refine their senses. It helps children from 3 to 6 years old who we believe have absorbent mind to organise, order and classify the impressions received from the environment. All of these sensorial experiences help children build a store of abstract concepts. For example, children can develop better understanding of comparative and superlatives through the hands-on experiences and first-hand impressions. This will help children's social and language development as well. Children start to develop their language since they were born through their unconscious absorbent mind and gradually sorting and organizing through their conscious absorbent mind. It's not only the language activities help children with their language development, various kinds of Montessori activities support children's language development in our Montessori environment. For example, table washing and metal polishing in practical life area, children need to move their hand in the smae direction as we read and writing and the circular movement also prepare the child's hand for writing. Tracing shapes and leaves in sensorial activities can refine child's wrist and fingers movement that indirectly prepare the child for later writing. Oral language is one part of the language activities. It provides preparation for the mind and lays foundation to all writing and reading. For example, sandpaper letter and sandpaper phonograms introduces the symbols, helps children to realize the sound in a visible form and to stimulate children to further explore their own language in writing form. Writing is another important part of language activities in our Cycle 1. The mechanic writing focuses on child's wrist and fingers movement and it involves the skills of holding a pencil and writing on paper. Creative wring allows children to express themselves. For example, moveable alphabet is a creative writing encourage children to express their own thoughts. Montessori believes that human being is born with a Mathematical mind as we all have the ability to calculate, measure and estimate. Mathematical mind works together with absorbent mind, human tendencies and sensitive periods to find patterns and build order. Mathematical mind embedded in various kinds of activities Montessori Cycle 1. For example, practical life activities help children become familiar with order, sequence, precision and measuring as all practical life activities have their sequences. Sensorial materials fit in order, sequences and precision also help indirectly prepare children's later Mathematics activities. There are six major groups of Mathematics in Montessori Cycle 1: The first group is numbers to 10 which include 0. This has to be done first as it lays the foundations. The second group is the decimal system. The third group is continuation of counting. Memorization of essential number combinations is the fourth group in Math. The fifth group in Math focuses passage to abstraction and fraction is the sixth group as it works with number less than 1. The Cultural learning in Montessori Cycle 1 introduces Geography, Science, Botany, Zoology, History, Arts and Music. We explore geography through various individual and small group activities. Things like land, air, water, maps, continents, people, food and music are all part of our geography exploration that help children make sense of the different cultures around the world and who they are. Science is another part of cultural learning. We normally include topics such as seasons and related them to senses. We also explore different objects through experiments, such as float and sink experiment. There are Botany, Zoology, History, Arts and Music education embedded in different kinds of Montessori activities. For example, care for plant from practical life area helps children develop better understanding of the botany, botanic cabinet in sensorial area introduces different shapes of leaves and 3 part cards in language area may involve various kinds of animals.

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Source: Visch W, Kononets M, Hall POJ, Nylund GM, Pavia H. (2020). Environmental impact of kelp (Saccharina latissima) aquaculture. Marine Pollution Bulletin 155: 110962. https://doi.org/10.1016/j.marpolbul.2020.110962. If you live in a coastal town, you’ve probably seen kelp floating offshore in shallow waters or washed up, stinky and slippery, on beaches. But did you know those same brownish-green algae have the potential to power cars, fertilize fields, and nourish human bodies? In the past decade, scientists have begun looking to kelp’s diverse ecosystem services as solutions to climate-related issues. In a recent study a group of Swedish scientists show that small-scale kelp farming—growing kelp from seed for industrial purposes and human consumption—has the potential to increase biodiversity in the area and has few negative impacts on the local ecosystem. For centuries, Asian countries, particularly China and Indonesia, have cultivated kelp and seaweed for cuisine, but the idea is just beginning to take hold in Europe and North America. With the globalization of tastebuds, the market for kelp products in Western countries is growing, but it’s more than a tasty treat: kelp also improves the health of ecosystems and could serve as a valuable biofuel. It grows extremely fast, sometimes up to two feet per day, absorbing carbon dioxide from the air and providing shelter and food for a number of marine organisms. However, cultivating kelp in a region where no kelp exists could lead to disruptions in the local ecosystem. Environmental Impacts of Kelp Farming The Swedish team from the University of Gothenburg set out to measure what effects, positive or negative, kelp farms have on ecosystems. They published their results in June 2020 in Marine Pollution Bulletin. They quantitatively assessed the effects of a two-hectare kelp farm before and after the establishment of kelp and compared the results to four control, or natural and undisturbed, sites. The farm and the controls follow the coast of an archipelago that comprises Kosterhavet National Park off the west coast of Sweden. The team collected spores from the local sugar kelp (Saccharina latissima) and seeded them on long lines attached to buoys. By examining the sites’ benthic fauna—invertebrates that live on or in the sea floor sediment—the scientists monitored changes in the health of the ecosystem using a known index. In other words, the index tells them how healthy the ecosystem is (bad, poor, moderate, good, or high) based on what kinds of critters they find on the sea floor. At the farm site, the health of the ecosystem increased from “poor/moderate” to “good” after the kelp was fully grown, and several species of invertebrates, including brittle stars, sea urchins, bristle worms, and horseshoe worms, increased in number. There was no change in ecosystem health over time at the control sites. The scientists also found that dissolved oxygen and nutrients remained constant at both the kelp farm and the control sites, providing further evidence that kelp farms would not decrease the oxygen and nutrients available to other inhabitants of the coastal waters. They did, however, note that light reaching the sea floor decreased by 40% at the peak of kelp growth, but the team says this should not negatively impact bottom-dwelling plants since the kelp will be harvested shortly after it reaches its highest biomass. A Kelp-ier Future? Seaweed farming is the fastest growing sector of aquaculture in the United States, and its potential as a food source, biofuel, and fertilizer is promising. Kelp, unlike corn and soybeans (the current source of most biofuel), requires few outside inputs, like water and fertilizer. Because kelp is grown in the ocean, valuable farm land could be freed up for cultivating food for consumption instead of fuel. In addition, harvesting kelp and composting it on land could produce a hearty fertilizer for crops. Some scientists also propose that kelp farms could shrink coastal dead zones—areas where fertilizer runoff has caused large algal blooms that deplete oxygen from the water when they break down—by absorbing extra nutrients from waters near agricultural areas. As kelp farms pop up across North America and Europe, understanding their impact on ecosystems will be critical. While the Swedish study shows that kelp farms have no negative impact on ecosystems and that they actually improve ecosystem health, more research is needed to identify the long-term environmental outcomes of kelp farming. I am a student of the MA in Science Writing program at Johns Hopkins University. Environmental science, human health, and agriculture are a few of my writing interests. I love communicating science in a way that incorporates storytelling and that broadens readers’ ideas of what science is, who scientists are, and what it means to do science. When I’m not writing, I can be found playing folk music with friends, riding my bike, or snuggling with my cat. One thought on “Experimental Kelp Farm Boosts Biodiversity and Ecosystem Health” Good to see your essays! Kelp Kelp…the coastline needs more kelp Important to note that the removal of the sea otters was a critical factor. Too often papers ignore this. 60,000+ sea otters were taken from California in the soft gold rush. This keystone species removal doomed the kelp. Kelp forests disappeared long before anyone was able to document their distribution… More recently it is warm water and climate change – but the urchin barrens would have delighted sea otters! Restoring the kelp forests from Calif to Alaska could sequester a great deal of carbon.

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The Carnival of the Animals, written by Camille Saint-Saens in 1886 is an imaginative and fun musical suite that uses classical music to portray animals. Here’s all you need for a mini unit study of this classic. You can use the ideas and resources in this post for an easy-to-implement homeschool music lesson that is perfect for kids in kindergarten through second grade. What You Need The supplies are super simple, and you probably can do this unit study for free! - Carnival of the Animals music (either CD or on YouTube) - Coloring pages - The Carnival of the Animals book (optional) Check out this recording, which shows each animal in the suite while you listen. Or, here’s another version to watch and listen to so that your kids can see the musicians at work! What You Need to Know About the Music The Carnival of the Animals was written as a humorous musical suite, which you can grasp from the portrayal of pianists as animals in one of the movements, as well as the composer ripping on the “old music” of his day in the “Fossils” movement. You might have to explain some of these ironies to your kids. Or you might not! There are fourteen movements, each representing a different animal. These movements are short and enjoyable, even for the K-2 crowd. Keep in mind that the best way to teach music to young children is to get them moving, feeling the music, and enjoying the storytelling that accompanies a masterpiece like this one. Homeschool Music Lesson Plan You can do one movement per day. Here’s a simple plan for what to do: - Tell your child the name of the movement (named after the animal) - Listen to the movement together - After listening once, talk together about the sounds and instruments that represented the animals. How would you describe the animals? Use lots of describing words! - Listen again as your child completes a coloring page After you’ve completed the entire movement after 14 days or so, you can go back and listen to the entire suite and let your children act out the animals as the movements change. See if they can remember which animal is being depicted. Kids love acting out things, and when you can get them kinesthetically involved in music at a young age, you are giving them a solid foundation that they can build upon later. If you want to add even more creativity and imagination to this music lesson plan, you can have your kids choose their favorite animal that was not included in the suite and compose a simple musical theme depicting that animal. They can also create a drawing or painting of this animal. You can ask them questions like this about their added movement and animal theme: - How does this animal behave? What kinds of words describe this animal? - Would the musical instrument portraying this animal need to have high or low sounds? - Would the music be fast or slow? - How can you use music to creatively “show” the animal? If you use narration in your homeschool, you could also include an oral narration about the way a certain animal sounded in the suite. You could then take one sentence your child says, write it down, and turn it into a simple copywork exercise. No matter how you use The Carnival of the Animals as a homeschool music lesson, remember to have fun! There’s no way to mess this up and the sky’s the limit when creatively exploring the music. Want some free coloring pages to go along with The Carnival of the Animals? You can grab them at 4onemore.com Abby is a former public school teacher, now homeschooling her five children. She’s in the trenches just like you and knows it can be challenging to be home with your kids all day while you struggle to keep up with the housework and educate your kids (and maybe even work on the side!). She blogs over at www.4onemore.com and hosts the Homeschool with Moxie podcast.

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This post may contain affiliate links, which means I may receive a commission if you make a purchase through my affiliate link—at no extra cost to you. Before diving into the five stages of the writing process, it’s important to understand that no writing process is the same. Here, you won’t find rigid rules but more of a guideline. Whether you’re curious about the stages of the writing process for college students or you’re a fiction writer, these 5 steps to the writing process and examples are relevant in academic writing, online SEO writing, creative writing, and more. Stage 1: Brain Dump In this prewriting stage, it’s all about brainstorming and early notes. Think of it as a stream-of-consciousness exercise with one goal in mind: Get your ideas out of your head and onto the paper/doc. First you assess the big picture of what you’re trying to accomplish, then narrow your focus. Here are some helpful questions to ask in this prewriting step. - Who are your readers? - What’s the main conflict or driving idea? - Who are the main and supporting characters? - What references are necessary? - Do you have an ending in mind? - What comparative titles would be helpful to study? - If a book club discussed your book, what themes or main ideas would you want them to bring up? If you’re an academic writer, come up with your thesis—nothing has to be linear or complete. For some readers, this stage can be intimidating, but it doesn’t have to be. - Write lists - Create word maps - Make a storyboard - Fill your “creative well” with quotes, inspiration, desired tone, etc. For this stage in the writing process, allow yourself the freedom to write as if no one will read the final product. It’s not about how you organize the information—it’s about collecting the information and creating order later. RELATED: Refill Your Well of Creativity | NaNoWriMo Editor Tip: Create a Storyboard What is storyboarding? It’s a helpful exercise to visualize your story. A brainstorming session can easily lead to storyboarding when you gather your ideas, goals, and references to map out a skeleton for your story—sketching scenes loosely so you can see from a high level where your novel is going. Storyboarding is especially important for people writing picture books for children. RELATED: Top 10 Board and Picture Books for Toddlers Stage 2: Research The type of writing, setting, and topic will determine how much research you do. After you’ve decided on your main ideas, you need to dive into your sources. For academic writing, this is obviously a crucial step to adequately provide analysis and hold up your thesis, but all writing can benefit from a research stage. Maybe you include it organically in your writing process—your main character visits her aunt in Michigan and you need to quickly research what Michigan is like—but in general, the more research you do before the first draft, the better your writing will be. Editor Tip: Research Similar Work Not sure where to start? Try researching your genre and comparative titles. What made them work? What didn’t you like about them? How is the marketability for those books? Obviously you want your work to be original, but just as an athlete would study a professional athlete’s techniques, a writer can study the storytelling techniques of another writer. This type of research can be incredibly helpful and may even spark new ideas before your first draft. Stage 3: Draft Similar to the prewriting stage, this is the step in the writing process where you try not to censor yourself. You have your research and basic planning or outlines. Or, if you’re a pantser writing your first draft, you ideally have some ideas jotted down about how you want readers to feel when they read your book. Editor Tip: Learn Your Workflow How you write the first draft start to finish is up to you and your workflow. Some writers prefer to write some passages or chapters, read and revise it, write more, read and revise it, and so on until the book is complete. Some writers prefer to write without revisiting it until the very end. Other writers prefer to write certain parts of the story and then piece them all together. If you have a hard time getting stuck in revisions or you tend to struggle with perfectionism, I would strongly encourage you to write your first draft without reviewing it right away. Give yourself some distance before the self-editing phase. RELATED: How to Become an Editor for Books in 2023 Stage 4: Revision Once you have a first draft, no matter how rough it may be, it’s time for the revision stage in the writing process. This sometimes requires reworking at a sentence level and adding in appropriate transitions and better word choices. But overall, this is the stage to make sure everything works on a larger scale. - Does the chronological order make sense? - Do all of the characters and scenes advance the story? - Does anything in the plot need to be resolved? - Do you need to do more research in certain areas that feel a little thin, like worldbuilding? Editor Tip: Review to Revise During the revision stage, go back to your early notes in the brainstorming stage. Did you accomplish what you wanted to? If not, what changed? Sometimes your story evolves into something else, and it can be a welcome surprise. Other times, you need to redirect. Stage 5: Editing After the hard work of revisions followed by multiple drafts, it’s time to self-edit your book or project. There are five main levels of editing: - Developmental (structural) editing - Content or line editing - Copy editing - Fact checking Not sure how to edit your project and take your writing to the next level? This probably means you’re ready to put your work in the hands of a professional editor or proofreader. Understanding that you don’t know what you don’t know can be one of the best things to happen to your work. RELATED: Editor Talk | Four Types of Editing Editor Tip: Find a Second Set of Eyes It takes self-awareness to recognize you have blind spots, and a second set of (trained!) eyes at every stage of the publishing process is crucial. Learn more about how to self-edit your book and the differences between line editing vs. copyediting before you start the editing process. This post was all about the 5 stages of the writing process, examples of questions to ask yourself at different steps in the writing process, and what you need to consider before getting started. 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In an already busy school day, finding time for building character in schools and students can be a challenge. However, school is the first social structure the child encounters, and it provides an excellent opportunity for character-building. School is not just about learning concepts; it is also a place where a foundation can be built for becoming upstanding adults. Every school should set a tone of respect, honesty and genuine kindness for all students. Whether they like it or not, teachers are role models for students and can provide examples of good character every day in the classroom. Students notice what teachers, do, say, tolerate, and how they handle challenges. However, character building can also be done proactively through planned actions and activities within the classroom. These classroom activities will encourage students to develop and adopt quality ethical principles and behaviors that can last far beyond the classroom. Here are seven ways to help build character within the classroom: Pillars of character It has been said that character can be measured by what one would do if no one were looking. True character is instilled at a deep level so that positive behavior is automatic. The Josephson Institute of Ethics defines the main pillars of character to include: trustworthiness, responsibility, respect, caring, fairness and citizenship. Courage, diligence, and integrity are also sometimes included. One way to address these pillars is to choose one per month and find ways to highlight it. Create an interactive collage on a bulletin board in the classroom. Assign creative writing projects on the topic, encouraging students to explore it. How would they define trustworthiness, respect, or integrity? Focusing on one pillar per month is a great way to raise awareness of the character traits they can strive to build in themselves. Students could also read a book that you feel embodies the trait, or come up with their own personal slogan about it. Your rules set the tone It is your responsibility as the teacher to set appropriate rules for classroom behavior. Be clear about the ground rules. Specify what you expect to see from your students, and what is unacceptable. Discuss the rules with the students, as well as the character traits that are embodied and built by each rule. Be sure to be a good example yourself as well. Complete your own work on time, be neat and punctual, and always show respect for others. You can even allow students to suggest helpful rules that could benefit the class. Try and stay positive; praise students who exhibit good behavior and good character. Make them positive role models for the class. You can employ a reward system for good behavior such as points or gold stars. Credits earned could be exchanged for classroom privileges. Encourage good role models Students choose role models whether a teacher or adult helps or not. Make an effort to point out positive character role models in history, literature, science and the arts. Deliberately teach about people that your students can emulate. Ask students to describe, assess and match the traits and behaviors of these people or commendable characters within a fiction story. They could even dramatize some of the story elements or change them to allow a character to make better choices. Talk about the behavior of current world leaders, sports figures and celebrities as well. Ask students if a person’s words match their actions. Discuss how life is improved with good character traits. Insist on respect Your classroom should be firmly established on a foundation of respect. Self-respect and respect for others are the basis of all other positive character traits. Negativity and abuse of any kind should not be tolerated, and met with appropriate consequences. Create anti-bullying campaigns and extol the virtues of treating all classmates with respect and dignity. Build a caring community A caring attitude can be encouraged by having a zero-tolerance policy on name-calling and character assaults or bullying. Make sure that all students are included in activities. Describe the “random acts of kindness” concept and reward students when they demonstrate it. Take some time in your classroom to highlight the virtues and importance of volunteerism. Start volunteer programs in your classroom and school. Allow students to read or tutor younger children, assist in the computer lab, help at a local food bank, assist with reading comprehension or provide support for students recovering from an illness or injury. You can collect donations for a worthy cause, perhaps even one that serves children. An example would be The Smile Train, which offers free surgeries for poor children who have cleft lips. Students might arrange and conduct a recycling project, do work for donations, or take pledges for biking, walking, dancing, etc. Character in action Throughout the school year, challenge students to create class projects that can benefit the school or community. Brainstorm ideas that cultivate the Pillars of Character discussed in Tip No. 1 and strive for a strong community spirit. Have older students manage these projects. Work with students to plan the steps necessary. Enlist parental and community support; ask for sponsors or donations as needed. These are just a few suggestions for building character in schools and students. However, there are actually endless opportunities to do so throughout the school day. Use your imagination — the sky is the limit. Blog By The Editorial Team Of Resilient Educator

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