‘Math Kangaroo’ is a funny name, and immediately the image of a hopping marsupial made up or a combination of numbers and symbols may pop up in your mind, you child or children following excitedly behind. But the actuality of that name comes from a seemingly obvious place when you think about it. The competition was created by an Australian mathematician named Peter O’Halloran in the 1980s, and soon was taken up by others, who named it ‘Math Kangaroo’ in honor of its country of origin.
There are many reasons why this particular competition soared while others may not. Instead of the regular bread and butter spread of math questions laid out in the form of simple numbers, graphs, digits, and symbols, ‘Math Kangaroo’ puts focus on creating engaging and thought-provoking questions. The questions on the test are determined at an annual meeting between all the countries that participate in the competition, over 80 different participating countries create questions administered to the over 6 million students who take the test.
The test isn’t confined to any particular age, anyone from between grade 1 to 12 can take it. For any child who is struggling to see the value of math or what interest it may hold over subjects such as art or social studies, a test that creates questions that are interesting and includes situations that spread their imaginations can help them enjoy the concept of math before they reach the harder parts. Getting a firm grasp of how math can help in day to day situations, when your kids are mostly preoccupied with what the next fun activity will be, will not only help engage them more in mathematics over their peers, but also provide the steady foundation for other subjects that require math as well, such as science or technology. When your child understands the point of learning math and other subjects that rely heavily on it, they will be less likely of getting frustrated with or try to avoid math altogether.
Practice makes Perfect. But practicing without the process of analyzing and reflecting on why a particular challenge was difficult to understand, and learning how to find an easier way to understand a question, doesn’t help with supporting and developing a child’s learning abilities. Instead, practice with the intention of learning different ways to look at a problem helps a child develop crucial critical thinking skills that can help them understand and enjoy mathematics and other sections of STEM. With a guiding hand and a fresh perception, coupled with questions and topics that actually succeed in engaging your child, ‘Math Kangaroo’ can be that hand that helps your child hop to a better future.
American University part-time undergraduate Arnetia Walker recently took time off from school to star in a production of an August Wilson play,
Ma Rainey’s Black Bottom, in Red Bank, New Jersey. Tony Award-winner Ruben Santiago-Hudson, a personal friend of the late Wilson, directed the play.
For an accomplished actor with a
lengthy Internet Movie Database (IMDb) page, Walker doesn’t let great acting roles pass her by often. And she’s still expanding her repertoire and education. As a nontraditional student, she’s now a senior film and media arts major in AU’s
School of Communication. She’s also a literature minor in the
College of Arts and Sciences, and she’s hoping to write at length about her experiences. And whatever form it takes-book? screenplay?-she’s going to have a fascinating story to tell.
“I have a wealth of stories in me, and I’ve lived a lifetime. And I wanted to know how to get those stories written down. And that’s something I’ve learned at AU very well,” she says.
Walker was born in Columbus, Georgia, in the mid-1950s. Walker was just a baby when her mother died, and she never knew her father. An orphan, various family members-aunts, uncles, cousins-helped raise her. “In the South, people just kind of took care of each other-especially in those days,” she says.
But she also describes that period as the “waning years of Jim Crow,” and she remembers going to segregated movie theaters. “We had to sit up in the balcony, and before entering the theater, we [African Americans] had to wait. Black people and white people couldn’t go in together. Even at that young age, it just struck me. Why? Why do I have to wait? I was very excited to go in,” she recalls. “But then once the movie started, all of that just didn’t matter.”
Indeed, she was entranced by the images and sounds of the silver screen. Walker says she knew she wanted to be an actor after watching an arresting Doris Day in
Walker later moved to New York City and graduated from the High School of Performing Arts (the school that inspired the movie
Fame). She started building a résumé in the New York theater world, including a small part in a musical version of
Two Gentlemen of Verona with Stockard Channing and other future stars. “I was a baby, of course, but this was my training ground,” she says.
She was later cast in the celebrated Broadway musical
Dreamgirls. She performed in both New York and Los Angeles, and eventually played all three of the Supremes-inspired parts. Walker was itching to play Effie, until finally getting a call from director Michael Bennett at 4:00 p.m. for a show that night in L.A.
“Michael says, ‘Arnetia, you know how you always wanted to be Effie? You’re on tonight. Get over to the theater,'” Walker recalls. The part was usually played by Jennifer Holliday, a big star at the time. “The announcer said, ‘Ladies and gentlemen, tonight the role of Effie White will be played by Arnetia Walker.’ People were yelling ‘boo!’ And I was like, ‘Oh my god, how am I going out there?'”
She says she did overcome stage fright, and the audience naturally roots for Effie’s character.
Ready for Prime Time
In the early 1980s, she got a movie part in
The Best Little Whorehouse in Texas with Dolly Parton and Burt Reynolds. She’d eventually land a strong role in the film
Scenes from the Class Struggle in Beverly Hills (1989), and Hollywood took notice. “Soon after that I just started doing lots of television and film, because it opened doors for me,” she says.
She subsequently became one of the regulars on the NBC TV sitcom
Nurses. It was a spin-off of the show
Empty Nest-which was itself a spin-off of
The Golden Girls. “We were in the old Desilu studio. The same one where they taped
I Love Lucy,” she explains. “Susan Harris wrote it, and she was a hot writer at that time. I thought, ‘Wow, yeah, I think I’m on my way here.'”
Later, she was cast as Mrs. Ross in the TV series,
Popular, and she appears in some of the best-known TV shows of the 1990s and early 2000s:
Everybody Loves Raymond,
Just Shoot Me!, and
The Fresh Prince of Bel-Air, to name a few.
The Fresh Prince was one of her favorite experiences. She guest-starred with music legend Isaac Hayes. (He kept asking: “‘Baby, am I on yet? Is this my scene?’ ‘Not yet! Not yet, Isaac!'”) And she was overwhelmed by the generosity of Will Smith, who included and thanked every guest star.
Walker has some fun anecdotes about interactions with Hollywood luminaries. She fondly remembers meeting Elizabeth Taylor and Walter Matthau, and she’d see Dick Van Dyke picking up his dry cleaning. She had an unusual experience meeting one of her idols, Bette Davis. “My publicist said, ‘Ms. Davis, I want you to meet Arnetia Walker, she’s one of the stars of
Dreamgirls,'” Walker recounts. “Bette looks at me, takes a puff of her cigarette, and says, ‘So…what?'”
Spaces to Fill
Yet even with the glamour and grandeur of Hollywood, it had its drawbacks. She felt studio execs were quick to typecast actors, and she was frequently asked to play a seductress. Likewise, she faced an obstacle that, for the wider public, is only now getting the attention it deserves: the lack of roles for minorities.
“That was one of the other reasons that I went back to school, because if you’re not part of the solution, you’re part of the problem,” she opines. “I didn’t want to complain about, ‘Oh, there are no roles for people of color.’ Well, you know what? That means that there’s a space there. There’s a need there. Let’s fill it. So, I had to learn how to write.”
A New Role
Love and family would also change her life. She is married to journalist Elliott Francis, whose work as a news anchor brought them to the Washington, D.C. area. They have a son who is also attending college now. Walker attends AU part-time, as she also has a job teaching drama to kids.
At AU, she’s able to learn from Hollywood experienced-professors (Russell Williams). And after realizing that the novel
Wench was written by her professor
Dolen Perkins-Valdez, she asked Perkins-Valdez for an autograph.
Even with her success, Walker says it took time to believe in herself. Like many actors, she’d get frustrated with hearing “no” after auditions, and many casting directors frequently wanted a “Whoopi Goldberg type.”
“I’m only my type,” she says now. “We come here with everything we need to flourish and soar. But somewhere in the mix, we lose that knowledge and forget that we are enough. We are enough for everything we want to accomplish, and it took me a long time to realize that.”
The original article can be found here: https://american.edu/ucm/news/20170711-Arnetia-SOC.cfm
Having mastered the game of chess over 6 years of playing in tournaments, I can now understand the profound impact it has had on my life and my thinking. I started out like every other chess player, thinking it was just a fun hobby and I would just be playing during my free weekends. Eventually, the player has an obsession with the game. One feels the need to dedicate their time at perfection. The game taught me many important lessons about concentration, calculation, and discipline.
Concentration is a necessity of playing chess, a skill learned through the desire to win. A player cannot advance beyond the beginner level if they only look at the present and do not consider future decisions when they are making a move. The same is true for life: short term pleasures must always be subordinate to long term success if a person is to be happy. Like many kids in elementary school I was very energetic, often finding difficulty in keeping quiet and sitting still during class. Chess was a major breakthrough for me. At tournaments, my desire to win occupied my mind to such an extent, that I was able to sit still for many hours at a time. The chess player is absorbed by the game. Similar to sleeping, a game may take up to 8 hours yet feel like it was only 1 hour. This concentration that I learned subconsciously has helped me since in my regular life when focus is a necessity, particularly during test taking.
Calculation is another skill learned by chess players. Any tournament level player must see at least 2 or 3 moves in advance anytime they make a move in the present. The moves made earlier will affect the decisions made later, and good decisions made earlier in the game helps decisions later in the game. The exact same statement could be made for decisions made in life. A thinking person cannot simply wade through life on their first desire or whim they feel will make them happy. They must consider logic and consequences at all time with no exception.
Discipline is another necessity both on and off the board. Tournament play is 10% of the time that occupies a player’s time. Practice and preparation for perfection is the precursor for success at the board. A player that does not study how to play well, does not go over their past mistakes, does not examine what good players do compared to weaker players, will not do well in tournaments. Dedication to training well is a skill often learned through failure. Many times I have skipped studying chess and my results at tournaments have reflected accordingly. Same goes with life: if you fail to practice, success will appear as an impossible goal. Frustration is an experience every chess player will inevitably face. Failure to perform well drags the player’s mind into their darkest thoughts. Personally, I have seriously thought about quitting chess twice before becoming a master. Proper practice and preparation have a direct correlation with playing well, and this realization comes to every person, chess player or not. Growth comes out of this frustration, and the mind can transcend the suffering to perform better.
There are many difficult aspects about being a chess player: pain and loss are an inevitable consequence of play. But if the young player is willing to learn from their mistakes, they will have achieved a skill that is necessary in life at an earlier stage. They will be mentally and psychologically, miles above their peers.However, there are also many glorious aspects about being a chess player. Me and many of my friends can tell about the overwhelming number of trophies we have. I have more than 30 personally and the mantle above the fireplace has been stuffed with trophies for a long time. Many tournaments also have money prizes, some even going up to thousands of dollars, an exciting prospect for a pre-adolescent person. I have made so many friends at tournaments and memories too. The beauty of the game, the pains, the gains, the losses, the wins, the darkness, the glory, and much more have taught me an incredible amount of how to live and be happy. The game will be a part of me for the rest of my life, and I hope you are willing to play and experience the same love for the game I have experienced.
Throughout the past few years we have been touting the importance of STEAM education. No, we aren’t talking about the substance you see coming from a hot shower; we’re talking about Science, Technology, Engineering, Arts, and Math education, an approach to learning that emphasizes inquiry building, project based learning, and use of multiple intelligences.
Most people know what STEM stands for–Science, Technology, Engineering, and Math–as these subjects are crucial to today’s schools curricula as the world sees more new and exciting innovations every day. Schools and educators alike champion STEM programs in part because the US is falling behind other countries in these areas, and it’s clear we need to start with our young people to catch up to the rest of the world. While there are many benefits to STEM programs, STEAM is on the rise. As we continue to recognize the importance of arts for children, both in and outside the classroom, we’ve seen the idea of STEAM gain in popularity…and for good reason.
While STEM is based in practical, logic-based subjects, STEAM would introduce a more creative aspect to the regimen. Not only would this appeal to and challenge a wider range of students, but studies have found that “half brain” education (classes that only target either right-brained or left-brained individuals) leaves students at a disadvantage. By adding art in the mix we are not just encouraging students to think outside of the box we are creating boxes and then telling students to think outside of those and challenging children to be fearless, restless and visionary.
The early years are such a critical period for knowledge and character acquisition. Why not start children at a young age with this cross curricular model? If you are looking for places and activities that will help broaden your child’s horizons and round out their skills, you can start by joining The Cathay School and AdventureMomsDC at Full STEAM Ahead , a fun and creative exploration of the world around us for children (ages 2 – 5 years) and families!
Create.Make.Lead. is a week-long exploration focusing on self-discovery and creation to foster empowered, girl-positive communities, led by 10 year girl empowerment veteran Lindsey Turnbull of MissHeardMedia.com
In this camp, young women will learn about themselves and the communities they are a part of. As part of their camp experience, girls will get in touch with and engage in creative, media, and technology projects to discover how they can be leaders in their community.
The week-long camp will blend explorations in self-discovery and hands-on activities in technology with research, activities, and solo and group creative projects. (And lots of games!)
Here’s an example from last year! One of the highlights of the week was creating group poems. Here is one of our group poems, read by each camper.
Take-Aways from this camp include:
– Increased leadership skills
– Space for girls to learn, explore, and connect
– Enhanced socio-emotional skills
– Greater self-esteem
– Custom made journals and self-expression tools
– Hone skills and confidence needed to make voices heard
– Entrepreneur basics
– Practice supporting one another in teams
– Explorations in community change
This camp is led by teen girl whisperer and MissHeardMedia founder, Lindsey Turnbull. All materials and supplies are provided.
The camp is targeted for rising sixth graders through tenth grade girls.
Create. Make. Lead! Girl Power Summer Camp with MissHeard Media at The Cathay School. There are three sessions to choose from! Camps have sold out for the last two years, so register early to ensure a seat!
Original Post: https://missheardmedia.com/create-make-lead-girl-power-summer-camp-at-cathay-school/
With the support of The Cathay School and the hard work of fundraising events led by the SAMS Jr. Leader Club, SAMS Family Foundation raised over $1000 for the purchase of supplies and equipment for the expansion of STEM curriculum at Sherman Adams Sr. Memorial School, located in Duazon, Liberia.
Kristin Zhu, a member of the SAMS Jr. Leader Club, accompanied her mother this summer to visit the school, teach classes, and distribute the equipment purchased from fundraising.
By Kristin Zhu, sibling of our camper & partner for Cathay’s Connected World
After over 16 hours of flight over the Atlantic and Europe, on July 15th, 2018, my mother and I finally arrived in Monrovia, Liberia. Although the flight and security checks were tedious, we were welcomed with comforting smiles and hugs by our amazing hostess, Mrs. Kate Adams.
I started to learn about the school when my mother first mentioned it at home. She told me of how Dr. and Mrs. Adams returned to Liberia and founded the SAMS school in Duazon Township, Liberia to address the need for primary education and learning opportunities in the area. Knowing the necessity of a primary education, I became interested in doing something to help the school and its students. I recruited students and organized several fund-raising events. After communicating with Mrs. Adams, we decided to help strengthen the school’s STEM program by building a lab dedicated to science. We collected books and monetary donations, purchased STEM books, ordered lab equipment and downloaded school curriculum.
Although it took us three months to prepare the materials and curriculum for the week, nothing could’ve prepared me for the wonderful welcome from the staff and students. Even though it was their summer break in a rain swept season, the students came to class everyday with an eager and focused passion to learn new knowledge. Their enthusiasm to learn Math, Art, Music, Biology, Astronomy, and Geology blew me away. Even though they didn’t have WiFi and numerous other ammenities, the staff still tried their hardest to help me with presentations and aided me during my teaching sessions. Throughout the week, I learned new songs, new teaching methods, and even new shoe making methods! The kindness of the local populace along with the lovely environment the school had provided made this trip a truly remarkable experience.
The hardest part of the trip was saying goodbye. The students and the staff had also prepared an incredible farewell ceremony. While hugging the students, teachers, and staff, I couldn’t help but remember the beautiful experiences we had. We sang together, laughed together, and we learned together. Knowing now of the incredible work of Mrs. Adams in the face of such unfavorable situations, I am inspired now to take more action on my own. In the next year, I will look forward to recruiting more students as advocates and volunteers for the SAMS school, creating new programs to assist students in need, fundraising even more to help the school provide for its students, and hopefully return to Liberia to teach the phenomenal students again.
The three core aims of Washington Cathay Future Center (WCFC) are to cultivate students’ artistic expression, intellectual development, and leadership potential. We feel that one of the BEST ways to contribute to this mission is through involving our community in social justice work. Social justice not only benefits those on the outside that the individual is working with or for, but it also provides for strong intellectual and emotional development for the practitioner.
Students who volunteer are more successful in school. From having more experiences to associate texts they read and paragraphs they write, to being a better team participant in group assignments and projects, students who participate in social justice activities are better equipped to tackle classwork and project assignments. The Corporation for National & Community Service summed it up well when they wrote
Students who report doing better in school are more likely to be volunteers than students who report doing less well…
Additionally, social justice work is beneficial to student’s emotional and physical health. Students who volunteer have an “increased sense of social responsibility”, TeenLife.com, and a stronger understanding of injustice in the world, because they have personally connected to those they want to give back to. According to ChildTrends.org,
the benefits of volunteering in adolescence may even reduce their risk factors for cardiovascular disease.
So why not start your child as young as possible with participating in social justice activities?! We have designed the Cathay’s Connected World to actively engage our community in meaningful activities that will not only educate our community itself but will connect them to communities around the world that are committed to the same dream of providing quality education for all.
When it comes to discussions about education we often refer to the traditional school setting. We envision a classroom with a group of peers around the same age with an adult instructor guiding the students at the front of the room. And when we speak of ways to improve education, we refer to needed adjustments to our schools to enhance student performance. While it is noble to speak about improving education through the schools, a primary source for education, it ignores a plethora of other ways and places that students learn.
For many students mastering of a subject happens outside the school classroom. New experiences, unique interactions, and life situations provide for valuable education. Whether through impromptu learning opportunities throughout life or in planned informal educational experiences, the students gain richer understanding of the subject at hand. Life-long learning, the information that we gather and utilize throughout life typically happens in the informal settings.
These nontraditional settings that support a culture of learning are the key to providing learning opportunities that may not be available in the classroom. Not all students learn the same and not all learning objectives can be covered and comprehended in a traditional classroom, thus alternative learning opportunities should be provided to students who require alternative leaning styles. Valuable teachable moments, individualized and personalized leaning can be found in a learning center, such as Cathay Future, that will not only support the everyday classroom initiatives but advance core skills.
It’s hard to believe, but we have swiftly exchanged autumn leaves for snow, and 2018 is here. As we celebrate the joys of this holiday season and enter the New Year, many adults choose to begin with a fresh start and new goals to tackle. As an educator, talking about resolutions with my students is a perfect time to set expectations for the upcoming year and teach them to constantly set new objectives. It also gives parents the opportunity to build confidence with achievable goals and for kids to become mindful about the good habits they want to create and accomplishments they strive toward achieving.
So how do we begin to utilize this time of year to have kids set and keep their goals in mind? Experts rightly suggest keeping it positive. Start by going over the things your kids accomplished last year that made you both proud. Did they get straight A’s? Did he or she win an award? Did your kid learn to tie his or her shoe laces on their own? No matter how big or small the success it’s important to acknowledge their hard work and build upon the goals optimistically. “Instead of pointing out shortcomings, be the historian of their previous successes,” Christine Carter, Ph.D., author of Raising Happiness: 10 Simple Steps for More Joyful Kids and Happier Parents. Dr Carter says “Point to the bright spot where they’re doing something well.”
Once you’ve reminded your child of the awesome things they have achieved in the past year, you have successfully set the stage to discuss what they would like to work on in the year ahead. Ask questions like “What would you like to improve? What is new a skill you’d like to learn? Is there something you could do better or differently?” This discussion will allow students to brainstorm and self assess their possible objectives. Be sure to be specific in their goal setting so as to keep a measurable benchmark of success.
Certainly kids need a little guidance. It would be helpful to suggest some broad categories such as personal goals, helping goals, and school goals and let the child fill in the specifics. If they draw a blank, you could offer some examples, such as being nicer to siblings, help out more at home or raise a grade in a class that may be challenging. You may even motivate your child by setting a family resolution that you can all accomplish together like volunteering, reading a book together as a family or even going for hikes or biking together. When this is accomplished it is important to celebrate the success and discuss the awesome feeling of checking off that goal from the list.
Some final suggestions on helping your child to set goals is to have them jot down a final list of their resolutions in a journal, or keep it up on the fridge where they can be reminded of it often. The list should not be too long as to overwhelm the student, and remember to remain motivating and optimistic when discussing their resolutions. Lastly follow through with the resolutions that you make in order to model the habits you want to see as well as the outcome you want your child to achieve. Lastly it is necessary to periodically check in on your child’s progress on their goals. Too often adults conveniently forget their New Year resolutions, but we like to teach commitment and follow through, so gently remind the child and motivate them to succeed in the objectives throughout the year.
As we complete this semester, gather to celebrate the holiday festivities and enter the new year, I hope educators and parents alike give the opportunity to students to make resolutions for themselves. The ultimate objective is for them to develop healthy academic and personal habits that will create a lifelong impact.
Around the holiday season classrooms and homes are riddled with festive construction paper décor, the occasional pompom attached, all projects looking essentially the same. On Halloween a perfectly round jack-o-lantern with triangle eyes or black bat, a hand turkey for Thanksgiving, a red or green ornament meant for a tree, or a perfectly piled white snowman for winter. It is tempting for parents and instructors alike to utilize follow the instructor, “cookie-cutter” craft projects” (Cheryl Trowbridge, Teach Kids Art) with children.
Programs that conduct these step by step projects, do not fully develop the creative and artistic ability of the student and while the finished work may be wonderful home décor, these lessons are actually creativity and individuality killers. Several successful art schools thrive on individuality killers, touting success based on the finished product. However, we believe that a strong educational program, particularly an art program, is one that helps each student to fully express their unique selves.
Our goal is to celebrate the joy of individuality at the same time as we celebrate the holidays. Because as Avraham Aderet, a scholar, said,
“Each person has a unique value that does not stem from socio-economic standing or talents and abilities; rather, from being a human being that bears from birth a divine spark that is unique, a spark which was thrust upon on by the authority of the rule of consequence, and which one is responsible for EXPRESSING and actualizing in one’s short life.”
There is no better way for a person to express their “divine spark” than through one of a kind art. And perhaps, the holidays, a time typically spent with loved ones, is the best time to celebrate the uniqueness of each person and how they contribute to each of our lives.
If you are looking for a quality art education program join us at the Washington Cathay Future Center for visual arts classes that enhance artistic skill and creativity and adapt the lessons to meet the needs of the individual.