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Course Listing
Department Courses:
Please check the Class Schedule or contact the department for specific course availability for each semester:
C&T 4000 Disability, exclusion and schooling
For students preparing to be both general and special-education teachers. Exploration of the historical, legal, cultural, and social/emotional experiences and representations of the characteristics of people across the full range of disabilities. The course focuses on life contexts, including education, family (caregiver), employment, and independent living as well as lifespan transitions. It draws on a wide range of interdisciplinary scholarship and ways of knowing.
C&T 4001 Differentiating Instruction in Inclusive Classrooms
For students preparing to be both general and special-education teachers. This course is designed to foster collaborative, problem-solving relationships among general and special education teachers and student families in designing and modeling inclusive pedagogies and practices for diverse learners. It also overviews the classroom uses of assistive instructional technologies and other accommodations in a laboratory format.
C&T 4002 Curriculum theory and history
The nature and design of educational activities: theory, research, and practice of curriculum design.
Instructor(s): Daniel Friedrich
C&T 4004 School change
Major themes include state of the field regarding school change, schools as social organizations, the individual in the organization, theories of change, and implementation strategies and processes.
Instructor(s): Thomas Hatch, Michelle Knight
C&T 4005 Principles of teaching and learning
Examination of the relationships among teaching, learning, and assessment; teaching as a profession; and schools as complex social organizations.
Instructor(s): Robert Monson
C&T 4020 The environments of school
Space, objects, and territoriality; school and classroom size; the environment as hidden curriculum; risk and stress in school; interrelationship of the cognitive, social and physical conditions and outcomes of schools and classrooms.
C&T 4021 Nature and needs of gifted students
Psychological factors, personal and social, affecting identification and development of gifted children and youth; implications for education, counseling and guidance.
C&T 4022 Instructional models in the education of gifted students
A review and application of special instructional systems for educating the gifted. Special attention devoted to frameworks developed by Bloom, Gordon, Parnes, Renzulli, Stanley, Tannenbaum, and Taylor. Course also offered as summer workshop C&T 4822.
C&T 4023 Differentiated curriculum for gifted students
This course examines the characteristics of appropriate and defensible curriculum for gifted children and youth. Particular emphasis is placed on instructional strategies, curriculum theories, flexible grouping techniques, and meeting the needs of gifted learning in the regular classroom.
Instructor(s): Lisa Wright
C&T 4025 Educating young potentially gifted children
Examination of theories and practices relevant to the education of the young (preschool through second grade) potentially gifted child with particular focus on talent development, differentiated curriculum, nontraditional identification techniques, at-risk children, and parent education.
Instructor(s): Lisa Wright
C&T 4029 Creativity: Its nature and nurture
An examination and critical appraisal of theories of creativity, test development to measure creativity, and methods designed to enhance the creativity of children and adults.
C&T 4032 Gender, difference, and curriculum
This course offers a multifaceted, interdisciplinary introduction to thinking about school curricula, policies, and practices as gendered. Gender will not be considered in isolation but as interwoven and complicated with cultural, racial, religious, class, and sexual identities, among others. The course materials will move beyond the identification of the problems to examine various efforts to create gender-sensitive curricula and programs.
C&T 4047 Socio-cultural approaches to teaching students with learning disabilities
Planning and implementing sociocultural, multicultural, and inquiry-based procedures for teaching students with substantial academic difficulties and for monitoring that instruction in a range of school environments. Emphasis is on classroom discourse and includes both oral and written language instruction.
C&T 4051 Supervision for elementary and secondary schools
Theory and practice of supervision in elementary and secondary schools. Emphasis is on the role of the supervisor in improvement of instruction and curriculum development. Students practice techniques for improving supervisory skills through role playing, case studies, and analysis of teaching. Attention given to creating programs for continuous professional growth of elementary and secondary school teachers, paraprofessionals, and leadership personnel.
C&T 4052 Designing curriculum and instruction
Application of models for designing curriculum and instruction. Students design curriculum in collaborative groups.
C&T 4078 Curriculum and teaching in urban areas
Analysis of social context and resources for curriculum and teaching in urban areas.
Instructor(s): Michelle Knight
C&T 4080 Risk and resilience in early development
A first course in child development, pre-birth through age 8, within a family context. Primary focus is on the impact of risk and disability on developmental outcomes, and those factors that promote resilience in young children, with and without disabilities, and their families.
Instructor(s): Susan Recchia
C&T 4083 Working with families of young children with disabilities
This course offers current and historical perspectives on the role of families in the lives of young children with special needs, with a focus on family structures, resources, and concerns. Students will explore strategies for facilitating partnerships between families and professionals that support the developmental and educational needs of young children with disabilities.
C&T 4112 Integrated Curriculum in Early Childhood Educations (full-year course)
A two-semester course focused on integrated theories and methods in ECE/ ECSE. Will incorporate historical and sociocultural contexts, emphasis on physical and interpersonal environments in early childhood settings, centrality of play, social studies and science, adapting curricula for full range of abilities from infancy through grade 2.
Instructor(s): Susan Recchia
C&T 4113 Early childhood methods and programs
Comparative study of traditional, current, and innovative program models designed for children from birth through 8 years of age.
C&T 4114 Multicultural approaches to teaching young children
Analysis of major curriculum models for learning in young children through use of culturally and environmentally-derived content.
Instructor(s): Mariana Souto-Manning
C&T 4117 Play: The roots of competence in young children
The origins of play and related aspects of development with implications for practice.
C&T 4119 Issues and interdisciplinary methods for working with parents of young children
Issues such as separation, problematic behaviors, and assessment are examined in the development of interdisciplinary strategies for working with parents of young children, with and without disabilities. Sessions are taught by an interdisciplinary team of faculty and invited speakers from special education, clinical psychology, early childhood education, psychiatry, pediatrics, and social work.
Instructor(s): Janet Hoffman
C&T 4121 Early childhood teaching strategies within a social context
Exploration of the teaching strategies used in early childhood education through analysis of the social contexts out of which they have arisen. Emphasis on assimilation and application of differing strategies through workshop format.
C&T 4122 Issues in parenthood and education
Examination of relevant theory and research on parent development. Topics include transition to parenthood, pregnancy, parenting children of different ages, at-risk parents, parenting the special needs child, and single parenthood. Methods of working with different parent populations are addressed.
C&T 4123 Curriculum and instruction in elementary education
Permission required. An introduction to teaching, learning, and curriculum in elementary classrooms, including: learning processes, instructional planning, child observation and assessment, classroom management and environments, working in urban, diverse, and inclusive settings, and culture and community. The course emphasizes the relationship between theory and practice, and supports students in the development of self-analytic, reflective, and problem solving skills. Special fee: $100.
Instructor(s): Britt Hamre, Celia Oyler
C&T 4124 Curriculum development in elementary education
Permission required. Continuation and extension of C&T 4123, with an emphasis on curriculum design issues, standards, and multi-level curriculum development. Students work in teams to develop multi-grade/age curriculum.
Instructor(s): Britt Hamre, Celia Oyler
C&T 4130 Critical perspectives in elementary education
Required for all professional certification M.A. students (elementary). Co-requisite: C&T 4502 (section 1). Examination of issues related to contemporary elementary education in the United States from the perspective of teacher as a reflective practitioner and curriculum maker, with a focus on teaching for social justice. Designed to complement students' master's action research projects.
Instructor(s): Daniel Friedrich, Karen Zumwalt
C&T 4131 Language and Literacy in the Early Childhood Curriculum
Introduction to research and practices related to early communication and literacy in early childhood settings (birth through grade 2). Focus will be on children whose first language is English, as well as English language learners, and on curricula and adaptations for full range of learners. (3 credits toward state literacy requirement).
Instructor(s): Mariana Souto-Manning
C&T 4132 Learning and teaching in the primary reading/writing classroom
Permission required. Examines principles of literacy learning in young children and introduces theories, practices, and materials for teaching reading/ writing in primary grades.
Instructor(s): Lucy Calkins, Mariana Souto-Manning
C&T 4133 Learning and teaching in the intermediate reading/writing classroom
Permission required. Examines strategies for teaching, organizing, and assessing reading and writing in intermediate grades.
Instructor(s): Lucy Calkins
C&T 4136 Methods and materials for reading instruction
A survey of approaches to reading instruction from kindergarten through middle school with a critical examination of modern methods, materials, trends, and issues.
Instructor(s): Jodene Morrell
C&T 4137 Literacy and learning in the content areas
Introduction to theory, research, and practice on the role of literacy in learning mathematics, social studies, science, and the arts. Examination of talk, texts, and reading/writing practices used in content area teaching.
C&T 4138 Teaching literacy in the early years
Examination of theory, research, and practice of literacy learning and teaching in the early years, including children who are English language learners and children experiencing difficulty with school literacy. Emphasis on alternative models of designing literacy curricula, selection and use of materials (including technologies), and methods of assessing and teaching decoding, spelling, fluency, text use, and comprehension.
Instructor(s): Marjorie Siegel
C&T 4139 Constructing critical readers
Prerequisite: C&T 4138. Examination of theory and practice on teaching reading in intermediate grade classrooms. Consideration of curriculum design, assessment practices, teaching methods and children's literature. Emphasis on curricular structures and strategies for teaching comprehension and critical analysis of fiction and nonfiction texts.
C&T 4140 Literature for younger children
Critical study of literary trends and materials for children in prekindergarten, kindergarten, and early grades. Consideration of developmental issues and reader response theory relating to young children.
C&T 4141 Literature for older children
The course integrates theory and practice for teachers. Topics include writing development, research on writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in elementary classrooms.
C&T 4143 Multicultural social studies in the elementary and middle school
Permission required. Teaching, learning, and curriculum development in social studies including a critical examination of content and methodology, current practices and issues, state, and professional standards. Materials fee: $20.
Instructor(s): Britt Hamre, Victoria Hunt, Celia Oyler
C&T 4145 Critical perspectives in secondary education
A comprehensive examination of adolescent development and learning as they relate to issues of curriculum, teaching, and learning.
Instructor(s): Michelle Knight
C&T 4151 Teaching of writing
The course integrates theory and practice for teachers. Topics include writing development, research on writing, curriculum development, methods of teaching writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in elementary classrooms.
C&T 4159 Teacher education programs
Current developments in programs for the preparation and professional development of teachers for elementary and secondary schools.
C&T 4160 Supervision in initial teacher education programs
Theory and practice of supervision of student teachers. This course will help students develop supervisory skills through case studies, role playing, and analysis of teaching.
C&T 4161 The teacher: Socio-historical, cultural contexts of teaching
Exploration of what it means to be a teacher through analysis of historical studies, teacher autobiographies, proposals for change, and personal reflection. Focus questions are: What is a good teacher? What is a professional teacher? Prerequisite: PreK-12 teaching experience.
Instructor(s): Karen Zumwalt
C&T 4200 Fieldwork in curriculum and teaching
Permission required. Majors work under guidance. Students should have had previous coursework with their supervising staff member and should select a problem relating to this work.
C&T 4301 Formal assessment of exceptional students
Permission required. Participation in educational assessment of referred children. Analysis of observational and standardized test data; formulation of educational enrichments, accommodations, and modifications. Conducted in the Dean Hope Center for Educational and Psychological Services or in appropriate community facilities. Course meets double sessions. Lab fee: $150.
C&T 4302 Supervised practicum in the educational assessment of young children with exceptionalities
Permission required. Prerequisite: C&T 4080. Participation in educational assessment of young children with exceptionalities. An introduction to formal and informal assessment strategies and their applications to work with young children. Analysis of observational and test data; formulation of educational interventions. Lab fee: $150.
Instructor(s): Susan Recchia
C&T 4308 Field experiences in early childhood/early childhood special education
A practicum for students in the Early Childhood initial certification program that serves as a prerequisite for student teaching. Field experiences will relate to work in other courses and be paired with an ongoing seminar designed to respond directly to issues as they arise in field placements.
Instructor(s): Susan Recchia
C&T 4311 Advanced practicum--teaching students with disabilities
Permission required. Part-time practicum in New York City schools, coupled with critical special education core classes. Co-requisites: C&T 5080, 5081, and 5905.
C&T 4501 Teaching and learning in the multicultural classroom
Student diversity (characterized by gender, race, ethnicity, language, special needs, and sexual orientation) is examined in relation to decisions about methodology, curriculum, instructional materials, student grouping, home-school-community relationships, and teachers' professional growth and development.
C&T 4502 Master's project
Permission required. Required for M.A. students in the Curriculum and Teaching Program. Students work to develop proposals to initiate required Master's action research project.
Instructor(s): Daniel Friedrich, Michelle Knight, Jodene Morrell, Karen Zumwalt
C&T 4503 Problems: Curriculum and Teaching-independent Study
Majors work individually or in small groups with a staff member. Students should have had previous coursework with their supervising staff member and should select a problem relating to this work.
C&T 4615 Young children and social policy: Issues and problems
Overview of social policy towards young children as it affects classroom practice and professional goals. Situations such as child abuse, divorce and custody, student classification, and foster care are examined.
C&T 4702 Student teaching-giftedness
Observation and student teaching. Permission required. Course requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
Instructor(s): Lisa Wright
C&T 4708 Student teaching-infancy and early childhood
Observation and student teaching. Permission required. This two-course sequence requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
C&T 4726 Professional laboratory experiences/student teaching (year-long) in elementary education
Permission required. Students must begin in the fall term. Students engage in an intensive field placement under the sponsorship of a classroom teacher with supervision shared by the cooperating teacher and Teachers College staff members. The experience begins with a three-week practicum period, followed by a ten-week student teaching experience; students spend a minimum of 3 1/2 days in the classroom each week. Assignments to classrooms provide an emphasis on education for both younger and older children in a range of urban settings, including opportunities in the College's Professional Development Schools. Offered in conjunction with C&T 4123 and C&T 4124. Students applying to student teach must file a Declaration of Intention to Student Teach by April 15th prior to the fall term.
C&T 4729 Professional laboratory experiences/student teaching (year-long) in elementary education
Permission required. Students engage in an intensive field placement under the sponsorship of a classroom teacher with supervision shared by the cooperating teacher and Teachers College staff members. The experience begins with a three-week practicum period, followed by a ten-week student teaching experience; students spend a minimum of 3 1/2 days in the classroom each week. Assignments to classrooms provide an emphasis on education for both younger and older children in a range of urban settings, including opportunities in the College's professional development schools. Students applying to student teach must file a Declaration of Intention to Student Teach by April 15th prior to the fall term.
C&T 4802 Models of curriculum and teaching
An institute focusing on current issues in curriculum and teaching, such as innovative models of teaching or curriculum development in specific settings. Topics vary and institute may be taken more than once for credit.
C&T 4822 Instructional models in the education of gifted students
What should gifted students learn? How can we differentiate the curriculum for gifted learners in order to meet their special needs more effectively? These and other questions will be addressed in this three-day workshop devoted to the discussion, analysis, and evaluation of instructional models designed or adapted for gifted students. Emphasis will be placed on the principles of curricular differentiation and on providing an overview of a range of models designed to modify content, enhance the development of thinking skills, and enhance creativity.
C&T 4835 Improving reading instruction
An institute focusing on current issues in reading and related areas. Includes oral and written language development and children's literature.
C&T 4842 Institute: Content area literacies
Introduces K-12 teachers to a toolkit of theories and practices to aid them in rethinking and redesigning literacy practices used in teaching mathematics, science, social studies, and other content areas.
C&T 4853 Multisensory teaching of basic language skills for students with learning disabilities
Ms. Rowe. Introduction to the theoretical and practical issues of teaching a Multisensory Instructional Language approach in reading, spelling, and handwriting, and in the structure of English, based on Alphabetic Phonics to dyslexic students. Offered in fall and summer terms. Materials fee: $30.
C&T 4854 Multisensory teaching of basic skills I
Ms. Rowe. Prerequisite: C&T 4853. Two day-long workshops combined with the teaching of Alphabetic Phonics curriculum in school settings. Extension of practice in Schedule II, teaching reading, spelling, and handwriting.
C&T 4855 Multisensory teaching of basic skills II
Ms. Rowe. Prerequisite: C&T 4854. Two day-long workshops combined with the teaching of Alphabetic Phonics curriculum in school settings. Extension of C&T 4854.
C&T 4858 Institute: Teaching of reading
Designed to help teachers of grades K–8 develop a theoretical framework for the teaching of reading and a repertoire of strategies of enhancing students' independence and skills as readers.
C&T 4899 Federal Policy Institute
The Federal Policy Institute (FPI) is designed to give students a first-hand opportunity to meet with key policy leaders around the most crucial, contemporary policy issues. Key themes will include: the enduring values of American education and how they shape current policy; current issues in national educational reform; and the role of the federal government in shaping educational policy.
Instructor(s): Sharon Kagan
C&T 4900 Research and independent study: Curriculum and teaching
Master's degree students undertake research and independent study under the direction of a faculty member.
Instructor(s): James Borland, Lucy Calkins, Celia Genishi, Sharon Kagan, Michelle Knight, Nancy Lesko, Celia Oyler, Susan Recchia, Marjorie Siegel, Karen Zumwalt
C&T 5000 Theory and inquiry in curriculum and teaching
Required of and limited to first-year Ed.D. students in the Department of Curriculum and Teaching; must be taken in both the fall and spring semesters. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.
Instructor(s): James Borland, Michelle Knight, Nancy Lesko
C&T 5006 Readiness for school: Pedagogical and political issues
Course examines different conceptions of school readiness, focusing on challenges faced by practitioners and policy makers. Participants will examine different approaches to the implementation and assessment of readiness.
C&T 5023 Giftedness and intelligence: Theoretical Approaches
Theories of cognition as they relate to the issues of intelligence and creativity presented as a basis for conceiving of students as exceptional and for differentiating their curriculum.
C&T 5024 Planning and implementing programs for gifted students
Examination of factors affecting planning and implementation of programs for the gifted, components of gifted programs, and systems approach to program planning. Students develop written program plans for specific settings.
Instructor(s): James Borland
C&T 5036 Child and family policy
Course provides a foundation of knowledge concerning the role of child and family perspectives in informing public policy.
C&T 5037 Literacy, culture and the teaching of reading
Examines current practices of reading instruction in light of theory and research on literacy as a social, cultural, and political practice. Emphasis on intersections of class, race/ethnicity, gender, and sexuality as critical axes for understanding culturally-specific language and literacy practices, and as a basis for re-imagining reading instruction rooted in the experiences of students.
Instructor(s): Jodene Morrell
C&T 5042 Special topics in children's literature
Study of specific genres or curriculum issues in children's literature. Topics are announced in course schedules distributed each semester. Registration not limited to one term.
C&T 5053 Staff development processes and procedures
Concepts and practices related to staff development, professional education, and organizational improvement. Attention given to applications of staff development using institutional cooperation, organizational dynamics, and research on teacher training. Designed for principals, supervisors, curriculum directors, and others concerned with staff and program development to deal with change in their own institutional contexts.
C&T 5074 Curriculum and teaching policy
Prerequisite: C&T 4004. Examination of the theoretical and political bases of curriculum and teaching policies and their influences on school organizations and teaching practices. Explores the policy-making process from policy design through implemen-tation.
Instructor(s): Daniel Friedrich
C&T 5080 Access to full participation in schools
This course is designed to offer an in-depth understanding of issues that frame the participation of students with disabilities in various educational settings. It will critically examine the legal and structural framework that regulates the education of students with disabilities. This course will explore current pedagogical practices within the field of special education, while it simultaneously seeks to build the tool-kit of teachers to meet the needs of students with varying kinds and degrees of educational needs. This will involve a critical examination of classroom structures for participation that have traditionally been made available to students with disabilities as well as the exploration of alternate ones that can facilitate the learning and development of a diverse student body.
C&T 5081 Collaborative communication in cultural contexts
This course is designed for students taking the Inclusive Elementary Disability Studies Core, as well as for students in the CUED program with a Disability Studies Concentration. This course will explore, from a disability studies perspective, strategies for developing effective communication and interpersonal interaction skills appropriate for both collaborative and consultative relationships in schools. Focus will be on the development of these skills in interactions with both school professionals and family members of students. Particular attention will be paid to the development of these skills in ways that are responsive and relevant to diverse students.
C&T 5112 Issues in child care and education: Infancy through school age
An examination of such issues as inclusion, equity, effects of welfare reform, training needs, and the role of transdisciplinary supports within the context of recent demographic, social, political, and economic changes in our society. Public and private sector responses to newly emerging issues, the dilemmas posed, and recommended solutions. Evaluations of the adequacy of the responses to the demand for child care, and the nature, characteristic, and quality of the supply. Invited speakers present perspectives from education, health and mental health, government, business, the community, advocacy, and communication.
C&T 5114 Development of multicultural curriculum for the early
Exploration of dynamics of curriculum development for young children from three through eight years of age. Participants will design a curriculum using principles of curriculum construction and a multicultural, inclusive philosophy. Prerequisite: C&T 4114 or equivalent.
C&T 5118 Infant and toddler development and practice
Permission required. Theory is related to practice and research with infants, toddlers, and families. Students participate in classroom practice and meet for weekly seminar on-site at the Rita Gold Early Childhood Center. Enrollment is for one or two semesters.
Instructor(s): Susan Recchia
C&T 5302 Advanced practicum-giftedness
Permission required. Guided experiences for advanced students in Giftedness. Supervised group field visits. Initial internships arranged. Students submit reports analyzing experiences.
Instructor(s): Lisa Wright
C&T 5305 Advanced practicum-teaching students with disabilities
Permission required. Part-time practicum in New York city schools, coupled with critical special education core classes. Co-requisites: C&T 5080, 5081, and 5905.
C&T 5308 Advanced practicum-infancy and early childhood
Permission required. Students engage in action research at their practicum sites.
Instructor(s): Susan Recchia
C&T 5321 Practicum in early childhood education: Curriculum development, observation, and assessment in early childhood
Permission required. Supervised professional field experiences in early childhood settings. Emphasis on emerging issues and refinement of practice.
Instructor(s): Celia Genishi
C&T 5323 Supervision and the organization of programs for families with young children
Prerequisites: C&T 5118. Assessment procedures, supervision, and social policy are related to the development and administration of programs for families with infants and toddlers.
C&T 5502 Introduction to qualitative research in curriculum and teaching
Introductory seminar on methods in qualitative research, with focus on case studies in classrooms and schools.
Instructor(s): Celia Genishi
C&T 5513 Seminar in early childhood education
Required of all second-year doctoral students in early childhood education and early childhood special education and open to other post-master's students with permission. Examination of underlying issues and currents in early child-hood education, with formulation of initial research plans.
C&T 5514 Seminar in early childhood education
Required of all second-year doctoral students in early childhood education and early childhood special education and open to other post-master's students with permission. Examination of underlying issues and currents in early child-hood education, with formulation of initial research plans.
Instructor(s): Sharon Kagan, Susan Recchia, Mariana Souto-Manning
C&T 5515 Infancy research seminar
Permission required. Research in infant development is facilitated and coordinated through exploration of a variety of research methods within a seminar format.
Instructor(s): Susan Recchia
C&T 5800 Institute: Teaching of writing
The focus of the institute will be on the teaching of writing with the participants also working on their own writing. There will be a combination of large group presentations, small interactive sessions, and writing workshops. Separate sections will be offered for advanced participants. A partial list of topics to be covered includes: the central role of planning and curriculum development in the teaching of writing, methods for holding our students accountable for doing their best work, classroom structures that support inquiry and collaboration, and using literature to help students craft their writing. The Institute is appropriate for elementary and secondary teachers.
C&T 5810 Differential instruction for gifted students
This three-day workshop provides participants with the opportunity to learn about and discuss new challenges and approaches to identifying and educating gifted students. Presentations and discussions will provide the core for each day. Small group work and individual consultations will also be integrated throughout the three days. The emphasis of these sessions will be on the creation of practical products and practices that can be used in the participants' schools. Schools are also encouraged to send both individuals and teams with clearly articulated issues and problems they would like to have discussed. Students enrolled for 2 credits will attend additional seminars to be scheduled during the class.
C&T 5853 Advanced multisensory teaching of basic language skills for students with learning disabilities
Ms. Rowe. Prerequisites: C&T 4853, C&T 4854, and C&T 4855. In-depth extension of multisensory techniques for teaching reading strategies, spelling situations and formulas, advanced syllable division, lesson planning, dictionary skills, composition, and comprehension. Two-week summer session.
C&T 5854 Advanced multisensory teaching of basic skills I
Faculty. Two day-long workshops to extend and refine skills in advanced phases of curriculum while teaching in school settings.
C&T 5855 Advanced multisensory teaching of basic skills II
Faculty. A continuation of C&T 5854. Four day-long workshops.
C&T 5902 Independent study--giftedness
Permission required. Qualified students work under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
C&T 5905 Seminar in learning disabilities and disability studies in education
Permission required. Students work in small groups under guidance on practical problems related to teacher-as-scholar practitioner, teacher-as-classroom researcher, and teacher-as-change agent. Emphasis on ethical practices for diverse learners. Special fee: $25.
C&T 5908 Independent study--infancy and early childhood
Permission required. Qualified students work under guidance on practical research problems. Proposed work on research problems must be outlined prior to registration; final written report required.
Instructor(s): Susan Recchia
C&T 6200 Field study in designing curriculum and instruction
Permission required. Field experiences in relation to designing, conducting, and evaluating programs in curriculum and instruction.
C&T 6259 Fieldwork in preservice teacher education
Fieldwork in preservice teacher education.
C&T 6260 Fieldwork in preservice teacher education
Fieldwork in preservice teacher education
C&T 6400 Internship program in curriculum research
Permission required. Firsthand experience in a center where curriculum research is in progress.
Instructor(s): Lucy Calkins
C&T 6405 Advanced internship-learning disabilities
Permission required. Postmaster's level. Intensive professional internship designed to meet individual student's needs. Students submit reports analyzing experiences.
C&T 6408 Advanced internship-infancy and early childhood
Permission required. Post-master's level. Intensive professional internship at agency chosen to meet individual student's needs. Students submit reports analyzing experiences.
Instructor(s): Susan Recchia
C&T 6452 Internship program in supervision and curriculum improvement: Professional
Permission required. Prerequisite: C&T 4160 or C&T 4051. Work with curriculum leaders in an ongoing program. Fieldwork involves school system problems and leadership processes.
C&T 6453 Internship program in supervision and curriculum improvement : Initial
Permission required. Prerequisite: C&T 4160 or C&T 4051. Work with curriculum leaders in an ongoing program. Fieldwork involves school system problems and leadership processes.
C&T 6501 Studies in curriculum and teaching
Permission required. Integrating seminar provides an opportunity for students to discuss issues and questions fundamental to the field of curriculum and teaching.
Instructor(s): Michelle Knight, Marjorie Siegel
C&T 6502 Studies in curriculum and teaching
Permission required. Integrating seminar provides an opportunity for students to discuss issues and questions fundamental to the field of curriculum and teaching.
Instructor(s): Sharon Kagan, Celia Oyler
C&T 6503 Seminar in Field Research
Permission required. Corequisite: C&T 6200-C&T 6201. Collect and organize data and report field study findings. Abstract generalizations or limited theories as guides to practice and further research.
C&T 6505 Spencer Seminar
Faculty. This seminar is designed to prepare doctoral students to conduct collaborative school-based inquiry focused on educational practice in elementary, middle, and high schools or early childhood settings. Special attention is given to issues of school-university collaboration, context-sensitive research methodologies, urban educational improvement, and the relation of research to development in school settings. Participation in field research and development is required.
C&T 6506 Advanced Seminar - giftedness
For doctoral students in Giftedness. Recent developments in theory and research in gifted education.
Instructor(s): James Borland
C&T 6507 Advanced seminar-learning disabilities
For doctoral students in learning disabilities and related fields. Recent developments in theory and research as related to learning disabilities from psychological, educational, sociological, and other sources.
C&T 6508 Advanced seminar-infancy and early childhood
For doctoral students in early childhood, early childhood special education, and related fields. Recent developments in theory and research as related to current issues in the field.
Instructor(s): Susan Recchia
C&T 6532 Seminar in reading/language arts and related research
Permission required. Open only to advanced master's and doctoral students with a specialization in literacy or a related area who have completed recent methods courses in literacy. In-depth study and discussion of trends and issues in literacy development and instruction.
C&T 6533 Advanced study of children's literature
Permission required. Issues and problems relating to the formulation of knowledge about children's literature.
Instructor(s): Lucy Calkins
C&T 6551 Seminar in supervision and curriculum improvement
Permission required. Prerequisite: C&T 4051, C&T 4005, or equivalent. Primarily for doctoral students. Intensive study of selected problems. Major emphasis on formulation of supervision strategies and curriculum change.
C&T 6569 Seminar in theory and research in curriculum
Permission required. Critical study of classroom environment as a laboratory for teacher education.
C&T 6900 Directed research and theory development in curriculum and teaching
Permission required.
Instructor(s): James Borland, Lucy Calkins, Celia Genishi, Sharon Kagan, Michelle Knight, Nancy Lesko, Celia Oyler, Susan Recchia, Marjorie Siegel, Karen Zumwalt
C&T 6914 Advanced studies in early childhood and childhood education
Permission required. Identification and theoretical and empirical investigation of selected topics, problems, and issues in early childhood and childhood education. Topics vary. May be taken more than once for credit.
C&T 6915 Advanced studies in early childhood and childhood education
Permission required. Identification and theoretical and empirical investigation of selected topics, problems, and issues in early childhood and childhood education. Topics vary. May be taken more than once for credit.
C&T 7500 Dissertation seminar in curriculum and teaching
Two semesters required of all doctoral candidates in the department unless proposal is defended in the first semester. Development of doctoral dissertations and presentation of proposals for approval.
Instructor(s): Michelle Knight, Karen Zumwalt
C&T 7501 Dissertation seminar in curriculum and teaching
Professors Genishi, Knight, Schoonmaker and Zumwalt. Two semesters required of all doctoral candidates in the department unless proposal is defended in the first semester. Development of doctoral dissertations and presentation of proposals for approval.
Instructor(s): Celia Genishi
C&T 8900 Dissertation advisement in curriculum and teaching
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.
Instructor(s): James Borland, Lucy Calkins, Celia Genishi, Sharon Kagan, Michelle Knight, Nancy Lesko, Celia Oyler, Susan Recchia, Marjorie Siegel, Karen Zumwalt


text:
Online Newsroom | Home | Location, Dates & Hours | TICKETS | Coupon | Reviews
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America Haunts IV
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"Cutting Edge 2010 is the most intense haunted house experience I've had in 19 years as a fan and reviewer. There are no breaks or dull areas, everything keeps you on edge, and an hour of that makes for quite a night...."
- Texas Haunts.net, 2010
"Fort Worth haunted house scares up attention from Guinness World Records"
- David Casstevens, DFW.com, Oct. 22, 2009
"This is the best haunted house I've ever seen."
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"... A whole new level of intense entertainment . . . On the 'Spinal Tap' rock scale!"
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"Members of my review team loved this place and said it was the scariest haunted house they had ever been to."
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Cutting Edge Haunted House
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Cutting Edge Haunted House is a dark attraction filled with terrifying live actors, amazing special effects and incredible monsters. Celebrating its new Guinness World Record, this intense, cutting edge, multi-story, multi-themed haunted attraction is widely considered to be one of the best Haunted Houses in the nation, full of chilling detail and unbelievable scares!
Located in a 100-year-old abandoned meat packing plant in a section of Fort Worth historically dubbed as "Hell's Half Acre," the Cutting Edge Haunted House is built upon a foundation of fear. The meat packing equipment from the Old West is still in use, but now it is a two-story human processing area. Realistic looking human mannequins are hoisted up to the second level and brought through the entire meat packing process until the conveyor system brings the butchered corpses back to the first level. The old meat-packing plant in downtown Fort Worth is a great home for the fantastic special effects that our loyal customers have come to expect." It takes visitors an average 55 minutes to explore Cutting Edge Haunted House. The walk-through is replete with frighteningly-realistic props
Cutting Edge Haunted House has established a reputation for being one of the best haunted houses in the nation. The new Guinness World Record has helped to solidify Cutting Edge Haunted House's standing as one of the country's best and largest haunted houses. Come see what new horrors lurk in the twisting corridors of Fort Worth's ultimate haunted house.
Intersection of I-30 & I-35
1701 E. Lancaster Ave.
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A portion of proceeds to benefit: Fort Worth Marshal's Association & Fort Worth Fire Safety
Copyright 2015; Cutting Edge Haunted House. All Rights Reserved.

subset: commoncrawl


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Talented students must be developed all the way from PhD to professorship.
No more silo mentality in an ivory tower. The university needs to share its knowledge with the community.
Start or finish your degree programme at Aarhus University.
Find your way around Aarhus University's locations in Aarhus. Search by building numbers or addresses and see where the different units are located.
PhD Student
Danish School of Education - Research Programme in Social Pedagogy, Inclusive Education, Professionalism and Leadership
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Aarhus University
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For one race only, the 1986 Coca-Cola 600, The King, Richard Petty drove this No. 6 STP Monte Carlo, owned by D.K. Ulrich. This car has never been made in die-cast form - until now. Petty landed the ride after crashing his own car in practice; a circumstance which led NASCAR to institute the back-up car policy which remains in effect today.
- 1:24-Scale die-cast collectible
- Accurate header contour
- Car-specific DIN included for registration
- Detailed disk brake assembly
- Detailed trunk compartment with authentic painted fuel cell
- Detailed, front working suspension
- Die-cast collectible car
- Die-cast tie rod assembly
- Fabric window net
- Includes a sticker designating its production quantity to heighten its future value
- Interior hoses painted black
- Limited edition of 2,996
- More than 100 total parts and pieces
- NASCAR Classic
- Officially licensed
- Opening hood and trunk
- Painted window detail
- Realistic radiator
- Rear window funnel access
- Roof camera
- Rubber tires
- Spark plug wires
- Stamped metal hinges on hood and trunk
- White drive shaft
- Working rack and pinion steering
Petty Customers also liked:
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Manufacturer direct items are shipped directly from the manufacturer. These items are not available for international or expedited shipping.
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text:
I had to close my ears to the world,
because all around me was noise,
and all around me were people telling me how wrong
you were for me.
Why is age that important?
Can't I choose the one I want to love without worrying
about what he says, or she says?
I had to close my ears to the world,
the world was cruel, and mean, and cold,
too cold for the kind of warmth I had for you,
too cruel for the kind of love I felt for you.
Why is colour so important,
or height, or weight, or religion,
or culture, or tradition?
I closed my ears to the world a long long time ago,
and am glad I did my love,
because now I see that you were my world,
and now I know why we lasted this long,
and I will never let my ears open at all.


text:
Pretty straight forward question. What does a lens hood do?
Take the 2-minute tour ×
Photography Stack Exchange is a question and answer site for professional, enthusiast and amateur photographers. It's 100% free, no registration required.
A lens hood has two purposes - one is to shield the lens elements from stray light - either directly from the sun, from passing cars, from a flash, etc. This stray light can cause lens flare and reduced contrast, so it is best to limit it.
Its also useful for avoiding bumps to your lens or filter. I use mine a lot in the car, because my lens is always very close to the window.
(It can also make that huge telephoto look that much more impressive)


text:
Are the rest of the books available in this edition?
Beautiful book in beautiful case at a very reasonable price. Was well packaged and arrived without any damage....
Lord Of The Rings (Hardcover)
|FICTION / Fantasy / Epic
|Publisher Date
|2004-10-21 00:00:00.0
|Houghton Mifflin Harcourt
|Copyright Year
|10.25 in
|6.75 in
|2.75 in
|Unit weight
|4.55 lb
|Edition Number
|Edition Detail
|Tolkien, J. R. R.
Customer Reviews
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Beautiful book in beautiful case
Beautiful book in beautiful case at a very reasonable price. Was well packaged and arrived without any damage.Read More
Gorgeous edition
I've been wanting this edition for a long time. It is just as beautiful as it looked online. It's faux leather with thin parchment paper. A quality product and cheaper on overstock than anywhere else.Read More
An Excellent Version of Lord of the Rings
I just received this single volume of the Lord of the Rings today, and it is already my favorite version. It is definitely worth the money. My only gripe comes from the shipping. I ordered it on December 17, and it didn't arrive until January 18. It got lost in shipping and I had to wait until a certain date to make sure it didn't arrive. I most likely will NOT be ordering from overstock again.Read More
This is not a leather-bound volume.
There's not much else to say except this is a well-bound edition of a timeless classic.Read More
My Husband LOVED it. It was a Christmas gift & he was very pleased. Thank You!Read More
Beautiful volume, but not leather.
Very beautiful volume. However, as mentioned by other reviewers, it is not a leatherbound. Nowhere on the book, on its case or on the label attached to the shrink wrap by the publisher does it advertise itself to be leather. The label states the following: "50th Anniversary Edition / The Lord of the Rings / J.R.R. Tolkien / Finest edition ever offered, complete in one volume / Fully corrected, all new text setting / Color insert showing leaves from the Book of Mazarbul / Deluxe binding with two-color foil stamping / Gilded edges, ribbon bookmark / Two foldout two-color maps". If I had to choose, I would opt for the hardcover edition with full-color illustrations by Alan Lee: it is somewhat larger and more unwieldy, and it doesn't have gilded edges or a slip case, but the illustrations are beautiful. In any case, even without leather, this is a beautiful volume.Read More
A treasure to keep
I bought this book so that I would have one copy of Lord of the Rings that I would charice and keep it up for display for the rest of my days. It really is a treasure. Excellent paper quality and firm beautiful covers. Only one little thing in my personal opinion could have been different; the maps. It's a nice idea that they attached the maps to both ends of the book (Shire map at the beginning and the whole Middle Earth map in the end), but personally, I would have liked to take the maps from some sorta paper slipcases and open them up where ever I can. Now, you have to open them next to your book everytime. Kinda sucks when you are sitting on your bed, back on the wall and you have the book against your knees and the map is just tangling in the air. That was just my personal opinion. All in all, magnificient version of the book!Read More
Lord Of The Rings leather bound 50th Anniversary
I have read this wonderful book over a number of times. From The wonderfuly gifted mind of JRR Tolkien. This is the copy I have wanted to have for a long time. The story brings you into the lives and world of "Middle Earth". You know each one of them very well and share in the good and the evil of there encounters. This copy is a joy to read. From the leather bound cover to its fine paper of top quality. Your children and grandchildren will read it. A book to be handed from generation to generation.Read More
Questions & Answers
We carry several other books like this, but we''re not sure if they are the 50th anniversary editions.
is it the entire trilogy or just the first book?
This is the first book in the series only.
I looked up the ISBN number for this book and it is the entire trilogy with a fold out map.
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text:
This project comes from Parts and Crafts, developed from 2008 - 2011. Parts and Crafts is a creative community & summer camp for children to learn in an environment in which they are freely able to choose what they are doing. Parts and Crafts grew out of a camp I started in 2006 called Camp Kaleidoscope, which I directed through 2008.
The lightsaber kit was conceived of at Camp Kaleidoscope in 2008, and has since gone through several revisions by Parts and Crafts. We've tried it out in several public workshops, where children as young as 6 or 7, as well as parents and adults, have tried and generally loved the project. The project serves as both a reasonable introduction to electronics -- as it requires no prior knowledge -- as well as a fun way to explore making electronic props for costumes (especially for Halloween!)
We now have a kit available containing all the necessary parts at http://www.lightsaberkit.com
And for those interested, here's a blog post from 2008 when I was running Camp Kaleidoscope, telling a few stories I saw around kids making lightsabers and what I saw them learning in the process.
sanding the LEDs themselves will work really well to diffuse them too! (and you won't lose light due to paint!)
I wonder if you could use the force?
hello guys and girls can y4ou all give me some good and awsome tips on buliding a light sabour
Or this: http://www.slothfurnace.com/sabers/ROTJLuke_01.html
The first got me into making stuff in the first place back in the early 2000s, and that second one I just found the other day. There's a huge Star Wars fanfilm community online (check out TheForce.net/fanfilms). All of it's pretty inspiring.
Ask for florescent light sleeves. They come in 48' Lengths, 1 1/2" diameter. They cost between $3 to $4 each.
marcelo-fire_wing said:
dude instead of batteries you could use a bug-killer racket the image stayed too bad i know its that using the racket's grip it becomes a lot easier because there is already the on/off switch batteries and recharge plugin(?) [sic]
não quis ofender, só é um fato...
Is like a 3900 mcd good? or would lower mcd ones work as good also?


text:
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Drag and drop already created business process components in your test flow. You can create automated testing scenarios without having to leave the interface.
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Edit the API code to customize the behavior of the API test.
Work with UFT for both and API and GUI tests. You can create an automated test that calls the API directly without the GUI. UFT supports many popular API programming models, in this case JSON.
Testing Mobile Apps
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text:
|Bayside, N.Y.
|High School:
As a junior:
Saw increased action as a junior, pairing with Charlie Feldman to secure the No. 3 doubles flight ... Won the 2009 Quinnipiac Invitational Flight D Singles Championship, defeating teammate Chris Nelson in the finals ... paired with Feldman to earn 10 doubles victories.
As a sophomore:
Saw the majority of his action in doubles, earning four wins...earned a win with four different partners, two coming in dual match action...paired with Charlie Feldman to defeat Taylor Crabill and Temur Nanikashvili of Queens College, 9-7, in No. 3 doubles action at the Fairfield Doubles Festival, 9/7...combined with Zach Tuckman to beat Brian Fanelli and Anthony Mirabile of Wilkes, 6-4, in No. 4 action at the Bucknell Round Robin, 10/5...paired with Joe Nuara to beat Hofstra's Alex Hosner and Eric Gladstone, 6-2, in dual match action at No. 3, 2/14...combined with Vinny Corvari at No. 3 to beat Hartford's Aaron Kooden and Filip Miletic, 8-2, on 4/14.
As a freshman:
Won four matches, including three in doubles, in spot duty for the Bobcats. Won a doubles match with three different partners, Vinny Corvari, Joe Nuara and Tom Curran.
Before Quinnipiac:
Was ranked No. 1 in the Metro Division Junior Boys 16's ... captained the high school tennis team at Bayside High School.
Born in Bronx, N.Y. ... the son of Joanne and Mark Kraus ... has an older brother, Matthew, and an older sister, Jessica ... a business management major.


text:
iHerb Customer Reviews
Customer Ratings
Reviews 5-star
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Posted by Reviewer2989089 on Jul 13, 2010
This is great stuff.
Posted by Reviewer2062347 on May 30, 2011
Very nice stevia with english toffee taste. No aftertaste. Very good product. Will buy again!
Love it in my coffee
Posted by Reviewer2569893 on Aug 18, 2010
This is the perfect way to enjoy those expensive tasting coffees without all the calories
good flavour
Posted by Reviewer1316223 on Aug 22, 2010
I use to flavour and sweeten my yogurt - very good flavour
Posted by Reviewer1981795 on Sep 04, 2010
Yummy! With this I can make a taaasteful caramel chocolate. Raw.


text:
User Tip: If you're unsure of your vehicle type, you may skip the machine type selection box.
Select type, make, model and year above
"Customer service is priority #1 at Rocky Mountain ATV/MC. We value our customers and strive to be the best shopping experience- when you buy from us, you are buying lifetime service."
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Comments On Jul 30, 2015:I went with these because of the rubber on the levers, love them will buy again!
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Comments On Jun 25, 2015:cheaper than oem, and it shows. but you get what you pay for
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Comments On Jun 30, 2015:Good quality
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Comments On Jun 30, 2015:This item worked exactly like it was described. Great value from RM, as always.
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Comments On Jun 22, 2015:I would give these levers a 5 except that they had red inserts instead of the black inserts that I ordered. This wasn't a RMATVMC issue but an MSR one because the packaging from MSR said they were the black.
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Comments On May 22, 2015:These MSR Grip Levers are Awesome and plus they look Sweet!!!
Highly recommend them to any rider out there !!!
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Comments On Apr 29, 2015:Installed these for a buddy and for the price these are a worthy investment ! The little bit of grip on the lever makes it comfortable and easy to use. Highly recommended
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Comments On Apr 29, 2015:Should have stood with stock or got nicer ones
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Comments On Apr 23, 2015:Great feel, fit perfect. Came in right on time.
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Comments On Apr 01, 2015:Great levers in muddy or wet conditions
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While Daily General might be known for its refurbished, candy-colored vintage furniture, this Chicago-based company also curates a top-drawer collection of original vintage wares. With a special love for mid 20th-century design, these sourcing gurus have brought together a catalog of vintage items for the home, kitchen, and office. These pieces, timeless and durable, present a great way to bring a touch of years past—an historical patina—to your space.
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Recipe by National Pork Board
"Serve these flavorful tenderloins with Peanut-Sauced Noodles and grilled corn on the cob."
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1/4 cup
olive oil
1 cup
balsamic vinegar
3 tablespoons
fresh rosemary, sage, or thyme
1 teaspoon
chopped garlic
pork tenderloins
Salt and pepper to taste
A very simple marinade that's spectacular. I can't believe how tender the pork came out, not at all dry! You could cut it with a fork. I cut the pork into chunks and used fresh rosemary. I added a little kosher salt and a bit more garlic. I let it marinate all day and put it onto skewers for kabobs. I skewered green peppers and onions separately and served this with rice.
Easy to make. I roasted it in the oven when the sky clouded over. Not my favorite recipe but a nice change from the usual.
99 Ratings
This was VERY tasty! I had half of a Costco tenderloin (so pretty big), and I marinated it as medallions (cut in 1 1/2" slices) for about two hours, using half the recipe for marinade. Grilling it on my gas grill on indirect heat took about 15 minutes, and I only wish I had the whole thing! It was very tasty. It was a perfect marinade for us! UPDATE: My recommendation would be to halve this marinade unless you are grilling a huge amount of tenderloin. Costco has cut down on the size of their tenderloins, so half did one package just fine!
Very very good meat! I doubled the garlic and used red wine vinegar instead of balsamic...I was wary of rosemary AND red wine vinegar, as both of these are things I have in my cupboards from failed recipes in the past. But on the barbeque this tenderloin was absolutely delicious. I saved the marinade to pour over the meat when it started to look dry towards the end of the cooking time, and it was a good choice.
Pretty good! I added more garlic than it called for, kosher salt, and thinly sliced pork. Easy recipe to remember, and I always have these ingredients on hand. I'm sure I'll make it again. Maybe next time I would reduce the leftover sauce and serve the pork with the sauce drizzled on top!
My family and I LOVED this recipe! The pork was so tender. I used the leftovers to stuff tortillas and topped with salsa. YUMMY!
The marinade was great. I was a little surprised the balsamic vinegar didn't give a little more kick. Next time, I will save the marinade and boil it to serve over the meat for a little extra flavor. The meat was extremely tender, so I really think adding the marinade would add just the right amount of extra flavoring. It went well with garlic, cheese grits.
Delicious! That marinade was very subtle but nice. I like the tang of the balsamic. I used dried herbs, so just a tablespoon of rosemary. Instead of grilling I baked it for 10 minutes at 450, then for 5o minutes at 250. It came out a perfect medium well. Thanks for the recipe!
* Percent Daily Values are based on a 2,000 calorie diet.
Grilled Pork Tenderloin with Balsamic Vinegar
Serving Size: 1/4 of a recipe
Servings Per Recipe: 4
Amount Per Serving
Calories: 359
Calories from Fat: 171
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|10. Aug. 2006
|7. Apr. 2006
|25. März 2004
|Auch veröffentlicht unter
|Joseph Jeddeloh
|Ursprünglich Bevollmächtigter
|Jeddeloh Joseph M
|Zitat exportieren
|BiBTeX, EndNote, RefMan
|Referenziert von (20), Klassifizierungen (11), Juristische Ereignisse (3)
|Externe Links: USPTO, USPTO-Zuordnung, Espacenet
The present invention relates generally to a memory system for a processor-based computing system, and more particularly, to a hub-based memory system providing expansion capabilities for computer components.
Computer systems use memory devices, such as dynamic random access memory ("DRAM") devices, to store data that are accessed by a processor. These memory devices are normally used as system memory in a computer system. In a typical computer system, the processor communicates with the system memory through a processor bus and a memory controller. The memory devices of the system memory, typically arranged in memory modules having multiple memory devices, are coupled through a memory bus to the memory controller. The processor issues a memory request, which includes a memory command, such as a read command, and an address designating the location from which data or instructions are to be read. The memory controller uses the command and address to generate appropriate command signals as well as row and column addresses, which are applied to the system memory through the memory bus. In response to the commands and addresses, data are transferred between the system memory and the processor. The memory controller is often part of a system controller, which also includes bus bridge circuitry for coupling the processor bus to an expansion bus, such as a PCI bus.
In memory systems, high data bandwidth is desirable. Generally, bandwidth limitations are not related to the memory controllers since the memory controllers sequence data to and from the system memory as fast as the memory devices allow. One approach that has been taken to increase bandwidth is to increase the speed of the memory data bus coupling the memory controller to the memory devices. Thus, the same amount of information can be moved over the memory data bus in less time. However, despite increasing memory data bus speeds, a corresponding increase in bandwidth does not result. One reason for the non-linear relationship between data bus speed and bandwidth is the hardware limitations within the memory devices themselves. That is, the memory controller has to schedule all memory commands to the memory devices such that the hardware limitations are honored. Although these hardware limitations can be reduced to some degree through the design of the memory device, a compromise must be made because reducing the hardware limitations typically adds cost, power, and/or size to the memory devices, all of which are undesirable alternatives. Thus, given these constraints, although it is easy for memory devices to move "well-behaved" traffic at ever increasing rates, for example, sequel traffic to the same page of a memory device, it is much more difficult for the memory devices to resolve "badly-behaved traffic," such as bouncing between different pages or banks of the memory device. As a result, the increase in memory data bus bandwidth does not yield a corresponding increase in information bandwidth.
In addition to the limited bandwidth between processors and memory devices, the performance of computer systems is also limited by latency problems that increase the time required to read data from system memory devices. More specifically, when a memory device read command is coupled to a system memory device, such as a synchronous DRAM ("SDRAM") device, the read data are output from the SDRAM device only after a delay of several clock periods. Therefore, although SDRAM devices can synchronously output burst data at a high data rate, the delay in initially providing the data can significantly slow the operating speed of a computer system using such SDRAM devices. Increasing the memory data bus speed can be used to help alleviate the latency issue. However, as with bandwidth, the increase in memory data bus speeds do not yield a linear reduction of latency, for essentially the same reasons previously discussed.
Although increasing memory data bus speed has, to some degree, been successful in increasing bandwidth and reducing latency, other issues are raised by this approach. For example, as the speed of the memory data bus increases, loading on the memory bus needs to be decreased in order to maintain signal integrity since traditionally, there has only been wire between the memory controller and the memory slots into which the memory modules are plugged. Several approaches have been taken to address the memory bus loading issue. For example, reducing the number of memory slots to limit the number of memory modules that contribute to the loading of the memory bus, adding buffer circuits on a memory module in order to provide sufficient fanout of control signals to the memory devices on the memory module, and providing multiple memory device interfaces on the memory module since there are too few memory module connectors on a single memory device interface. The effectiveness of these conventional approaches are, however, limited. A reason why these techniques were used in the past is that it was cost-effective to do so. However, when only one memory module can be plugged in per interface, it becomes too costly to add a separate memory interface for each memory slot. In other words, it pushes the system controllers package out of the commodity range and into the boutique range, thereby, greatly adding cost.
One recent approach that allows for increased memory data bus speed in a cost effective manner is the use of multiple memory devices coupled to the processor through a memory hub. A computer system 100 shown in
The system controller 110 includes a memory hub controller 128 that is coupled to the processor 104. The system controller 110 is further coupled over a high speed bi-directional or unidirectional system controller/hub interface 134 to several memory modules 130 a-n. As shown in
The memory devices 148 on the memory modules 130 a-n are typically capable of operating at high clock frequencies in order to facilitate the relatively high speed operation of the overall memory system. Consequently, computer systems employing this architecture can also use the high-speed system controller/hub interface 134 to complement the high clock speeds of the memory devices 148. Additionally, with a memory hub based system, signal integrity can be maintained on the system controller/hub interface 134 since the signals are typically transmitted through multiple memory hubs 140 to and from the memory hub controller 128. Moreover, this architecture also provides for easy expansion of the system memory without concern for degradation in signal quality as more memory modules are added, such as occurs in conventional memory bus architectures.
Although the memory hub architecture shown in
As well known, arbitration schemes are implemented by the system controller 110 in order to prioritize memory requests it receives from the various components 112, 118, 120, 124, as well as memory requests received from the processor 104. The arbitration schemes that are implemented attempt to provide efficient memory access to the various components 112, 118, 120, 124, and processor 104 in order to maximize processing capabilities. Some memory requests are given priority over others regardless of the order in which the requests are received by the system controller 110, for example, the processor 104 is often given highest priority to access the memory modules 130 a-n to avoid the situation where processing is halted while the processor 104 is waiting for a memory request to be serviced. As sophisticated as arbitration techniques have become, it is still unlikely that bottlenecks at the system controller 110 can be completely avoided. Even where a component is given direct memory access to the memory modules 130 a-n, such as the graphics controller 112, it is nevertheless subject to the arbitration routine that is implemented by the system controller 110, and consequently, the component does not have unlimited access privileges to the memory modules 130 a-n. It is by the nature of the architecture used in the computer system 100, namely, providing access to the memory modules 130 a-n through the single point of the system controller 110, that makes bottlenecks at the system controller 110 inevitable. Therefore, there is a need for an alternative system and method for providing components of a processing system, such as a computer system, access to memory resources.
A system memory in one aspect of the invention includes a memory hub controller, a memory module accessible by the memory hub controller, and an expansion module coupled to the memory module having a processor circuit also having access to the memory module. The memory hub controller provides memory requests to access memory devices, and the memory module includes a plurality of memory devices coupled to a memory hub. The memory hub receives the memory requests, accesses the memory devices according to the memory requests, and provides memory responses in response to the memory requests. The processor circuit of the expansion module provides memory requests to the memory hub of the memory module to access the memory devices, and processes data returned in the memory responses from the memory hub. The memory hub controller is coupled to the memory hub through a first portion of a memory bus on which the memory requests and the memory responses are coupled. A second portion of the memory bus couples the memory hub to the processor circuit and is used to couple memory requests from the processor circuit and memory responses provided by the memory hub to the processor circuit.
As shown in
In contrast to the computer system 100 of
Although the component expansion module 230 is shown in
The arrangement of the system 200 allows for access to the memory modules 130 a-c by the component expansion module 230 without intervention by the system controller 110. As previously discussed, the memory hubs 240 can receive memory requests and provide memory responses in both the downstream and upstream directions. By adopting a consistent communication protocol with the memory hubs 240 of the memory modules 130 a-c, communication with the memory hubs 240 of the memory modules 130 a-c can be performed directly by the component expansion module 230, thereby eliminating the need for intervention by the system controller 110. As a result, access to the memory modules 130 a-c is not limited to going through the system controller 110, but the component expansion module 230 can access the memory modules 130 a-c directly. In contrast, the graphics controller 112 in the computer system 100 (
Many suitable communication protocols are known in the art, including the use of command packets that include appropriate information for making memory requests to particular memory modules 130 a-c in the system 200 and providing memory responses in return. For example, command packets can include information such as identification data for uniquely identifying the particular memory request, address information for identifying a particular memory module 130 a-c to which the memory request is directed, and memory device command information, including memory addresses, command type, and where a write operation is requested, data can be included as well. Other protocols can be used as well, and it will be appreciated by those ordinarily skilled in the art that the present invention is not limited by the particular protocol implemented.
Additionally, the arrangement of the system 200 reduces the memory request and response load on the system controller 110 since it is relieved from handling the memory requests from a requesting entity, namely the graphics controller 112 (
The cross bar switch 310 can also couple any of the link interfaces 302, 304, 306, 308 to either or both of the memory controllers 324 a, 324 b, each of which is coupled to a plurality of memory devices 148 (not shown in
It will be appreciated by those ordinarily skilled in the art that
The memory hub controller 428 is coupled over a high speed bi-directional or unidirectional system controller/hub interface 134 to several memory modules 130 a-c. The controller/hub interface 134 includes a downstream bus 154 and an upstream bus 156 which are used to couple data, address, and/or control signals away from or toward, respectively, the memory hub controller 428. Each memory module 130 a-c in the system 400 includes a memory hub 240 that is coupled to the system controller/hub interface 134, and which is further coupled a number of memory devices 148 through command, address and data buses, collectively shown as bus 150. The memory hub 240 efficiently routes memory requests and responses between the memory hub controller 128 and the memory devices 148. As with the memory hub 240 shown in
Coupled in series with the memory modules 130 a-c over the downstream and upstream buses 154, 156 are component expansion modules 230 and 430. The component expansion module 230, as previously described with reference to
Unlike the systems 100 and 200, where the input and output devices 118, 120 are coupled to the system controller 110, input and output devices (not shown in
It will be appreciated by those ordinarily skilled in the art that the embodiments shown in
From the foregoing it will be appreciated that, although specific embodiments of the invention have been described herein for purposes of illustration, various modifications may be made without deviating from the spirit and scope of the invention. Accordingly, the invention is not limited except as by the appended claims.
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Owner name: ROUND ROCK RESEARCH, LLC,NEW YORK
Free format text: ASSIGNMENT OF ASSIGNORS INTEREST;ASSIGNOR:MICRON TECHNOLOGY, INC.;REEL/FRAME:023786/0416
Effective date: 20091223
Owner name: ROUND ROCK RESEARCH, LLC, NEW YORK
Free format text: ASSIGNMENT OF ASSIGNORS INTEREST;ASSIGNOR:MICRON TECHNOLOGY, INC.;REEL/FRAME:023786/0416
Effective date: 20091223
|16. Sept. 2010
|Fee payment
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|2. Okt. 2014
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In Mathematica there is a hot key for searching words (that your cursor is within or adjacent to) in the documentation center, is there a way to do this from the Workbench instead of having to first switch back to Mathematica?
Take the 2-minute tour ×
Mathematica Stack Exchange is a question and answer site for users of Mathematica. It's 100% free, no registration required.
Thanks to @acl's link, I found the hot key combination: CtrlShift/, which launches the browser and navigates to the Mathematica documentation website.


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ARTISTLaurie Wisbrun read more
Laurie Wisbrun is a surface and textile designer who specializes in "stylishly smart & seriously playful designs". In addition to devoting time to her art, Laurie also authored two books on textile design. She has designed a number of international fabric collections and has licensed her designs to several home décor and stationery manufacturers. Prior to hopping off the corporate hamster wheel to create colorful designs of modern whimsy, Laurie had an extensive career in advertising and marketing in both Manhattan and Austin, Texas. Laurie currently lives in Austin, Texas.
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