For example (to the tune of Bohemian Rhapsody)Is this the real life?Maybe just allergies?Caught in a lockdownNo escape from the familyDon't touch your eyes, Just hand sanitize quickly!
Is this the real life?Maybe just allergies?Caught in a lockdownNo escape from the familyDon't touch your eyes, Just hand sanitize quickly!
For example (to the tune of Bohemian Rhapsody)
Each week I will post a fun activity to try if you would like. Anyone in the school can complete the task! Send your final product to Ms. Kelly: meghan.kelly@springsschool.org and a winner will be chosen and featured on my website!YOUR TASK: Create a "Parody" of a song that describes what is happening right now in the world. Take a song and re-write the words to talk about social-distancing/ staying at home/however you are feeling. Make a video of you singing, dancing, and send the words and video to Ms. Kelly. One winner will be chosen. Good luck!
The hydrogen infrastructure consists mainly of industrial hydrogen pipeline transport and hydrogen-equipped filling stations like those found on a hydrogen highway. Hydrogen stations which are not situated near a hydrogen pipeline can obtain supply via hydrogen tanks, compressed hydrogen tube trailers, liquid hydrogen tank trucks or dedicated onsite production.
Hydrogen use would require the alteration of industry and transport on a scale never seen before in history. For example, according to GM, 70% of the U.S. population lives near a hydrogen-generating facility but has little access to hydrogen, despite its wide availability for commercial use.[64] The distribution of hydrogen fuel for vehicles throughout the U.S. would require new hydrogen stations that would cost, by some estimates approximately 20 billion dollars[65] and 4.6 billion in the EU.[66] Other estimates place the cost as high as half trillion dollars in the United States alone.[67]
Hydrogen fuel does not occur naturally on Earth and thus is not an energy source, but is an energy carrier. Currently it is most frequently made from methane or other fossil fuels. However, it can be produced from a wide range of sources (such as wind, solar, or nuclear) that are intermittent, too diffuse or too cumbersome to directly propel vehicles. Integrated wind-to-hydrogen plants, using electrolysis of water, are exploring technologies to deliver costs low enough, and quantities great enough, to compete with traditional energy sources.[2]
17 U.S. Code § 106 - Exclusive rights in copyrighted works
Subject to sections
107 through
122, the owner of copyright under this title has the exclusive rights to do and to authorize any of the following:
(1)
to reproduce the copyrighted work in copies or phonorecords;
(2)
to prepare derivative works based upon the copyrighted work;
(3)
to distribute copies or phonorecords of the copyrighted work to the public by sale or other transfer of ownership, or by rental, lease, or lending;
(4)
in the case of literary, musical, dramatic, and choreographic works, pantomimes, and motion pictures and other audiovisual works, to perform the copyrighted work publicly;
(5)
in the case of literary, musical, dramatic, and choreographic works, pantomimes, and pictorial, graphic, or sculptural works, including the individual images of a motion picture or other audiovisual work, to display the copyrighted work publicly; and
(6)
in the case of sound recordings, to perform the copyrighted work publicly by means of a digital audio transmission.
In order to recognize the beauty and creativity of artistic renderings emerging from the neuroimaging community, we are launching the first annual Brain-Art Competition. Countless hours are devoted to creation of informative visualizations for communicating neuroscientific findings. This competition aims to recognize the artistic creativity of our community that often goes unappreciated in the publication process.
We are inviting researchers to submit their favorite unpublished works for entry. Both team and single-person entries are welcomed. The competition will have four award categories:
1)Best 3-Dimensional Brain Rendering
2)Best Representation of the Human Connectome
3)Best Abstract Brain Illustration
4)Best Humorous Brain Illustration
"AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15.
05.04.15
TIME OF PUBLICATION: 7:00 AM.
7:00 AM
INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION
Click to Open Overlay Gallery
Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED
SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it.
At the same time, you're thinking: this school is kind of weird.
On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about.
Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say.
And so, if you are truly fed up with the school stat
Suggestions:
Use past tense (preterite) more often to talk about things that happened in the past.
The verbs you recognized are good examples. At this point, though, not only should you recognize words, but phrases and TENSES/CONCEPTS, as well. These are the grammar examples you will need to share on your chart. Did you see any reflexive verbs? Commands? Preterite?
If so, share the example AND the English equivalent (translation).
Also, for your chart you might end up being short on Country-Specific resources. When looking for things to share, think about sharing info from a particular country. It is too late for this post, but since your resource is from California, perhaps you could find some info on the Hispanic population in California. Where are they from? Then pick one of those countries of origin and find some info about it for us. Bingo! Country-specific example for your chart.
I sense a lot of stress about the forum requirements, so I am going to provide group feedback this way. Make sure to click on each "sticky note" to get my feedback on the post. This will help you complete your chart as best as possible.
HIGHLIGHTS:
You will see a lot of highlights on this page.
Pink/red highlights indicate a mistake is present. I have not highlighted ALL mistakes, just some that you should be able to fix with what you know at this point.
GREEN means GOOD! I have highlighted many phrases that indicate good/correct grammar usage. Sometimes I highlight in green things that I really like :-) Green means GO!!!
FOR THOSE OF YOU WHO ARE WORRIED ABOUT BEING SHORT ON COUNTRY-SPECIFIC REFERENCES, I WILL SHARE IDEAS ON HOW TO INCLUDE THOSE AND PROVIDE A SEPARATE "Country-Specific Catch-Up Forum" where you can explore individual countries a bit further.
This post is very interesting. The quote included is informative and summarizes the findings of the source Gabriela consulted. This information is very useful for all of us. The content is excellent, but I would like to see more linguistic information. For example, did you pick up any new words from reading this article? If so, you should list them (WITH English translations for the benefit of classmates).
Also, to obtain country-specific resources, you could have looked up premature births in Spanish-speaking countries and focused on one in particular, perhaps sharing information or a resource from that country. Feel free to do this and post on the "make-up forum" available soon.
Yo necesito leer mis viejos forums
Yo escribo el charto pronto
unico problema
ayudan
yo vi que usaron el preterite(pasado tenso) como "se logro-was accomplished".
usted sito
son
son embarazado
Encuentré
en español: http://www.youtube.com/watch?v=AXmHnpBgEqw.
muchísimas ejemplos
los verbos reflexivos, empieza immediatemente en diapositiva 2: “se usa para
identificar afecctiones serias o mortales antes que lo síntomas aparezcan. Se
puede empezar el tratamiento antes que la salud del bebé se perjudique por estas
afecciones.”
Objeto Directo ejemplo, de diapositiva 4: “...el tratamiento puede salvarle o
evitarle problemas....”
Objeto Indirecto ejemplo, de diapositiva 16: “...si no le practicaron pruebas
preliminares de la audición a su bebé al nacer, asegúrarse de que le practiquen
estas pruebas.”
Y Objecto Doble en diapositiva 22: “...y al recién nacido se les da de alta
antes que el bebé....”
Ejemplos de vocabulario nuevo
Ahora estoy curiosa como se prueban los recién nacidos in otros países.
Encuentro un sitio de Bolivia
No la encuentro la misma que Bolivia
la situación en Venezuela
me dijo
Hablé con mis vecinos, quienes son de El Salvador
Tuve que buscar
Completado
Completado
Completado
Completado las
decidí esperar
yo no realizo que “verb use” fue el verbos yo uso en “my post.”
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Marshmallow Design Challenge
Posted on September 28th, 2011 by mxl
In this lesson, K-12 student teams have a limited period of time (18 minutes) to build the tallest free-standing spaghetti structure that can support a marshmallow. They learn how engineers collaborate to design, test, and improve on their ideas, as well as examine hidden assumptions that can derail the creative process and final product.
Read More
Lesson: Design From Nature
Posted on September 25th, 2011 by mxl
In this lesson, students in grades 6-8 discover how engineers can use biomimicry to enhance their designs. They learn how careful observation of nature — in this case, reverse engineering a flower — can lead to new innovations and products.
Read More
Lesson: Concrete for Kids
Posted on September 6th, 2011 by mxl
Concrete for Kids is a fun, hands-on activity to introduce students to engineering and concrete as an engineered material that engineers use to make the structures we use every day, including bridges, buildings, and roads. In this two-period lesson, teams of students in grades K-12 mix and pour concrete to form beams which, once hardened, are tested to see how much weight they can hold before breaking.
Read More
Watch. Practice.
Learn almost anything for free.
With a library of over 2,400 videos covering
everything from arithmetic to physics, finance, and history and 125 practice exercises, we're on
a mission to help you learn whatever you want, whenever you want, at your
own pace.
feet wet, you may want to try some of the videos in the
"Algebra I Worked Examples" playlist.
Simple
Equations
Equations
2
Equations
3
Algebra: Linear
Equations 4
Algebra: Solving
Inequalities
Algebra: graphing lines
1
The Khan Academy is a not-for-profit 501(c)(3) with the mission of providing a world-class education to anyone, anywhere. They are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World.
We are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World.
"We are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World. "
Khan Academy is a widely know and used cross-curricular educational video site. While there is some content for younger students, most videos are for older students and adults.
http://ictmagic.wikispaces.com/Cross+Curricular
The Khan Academy is a not-for-profit 501(c)(3) with the mission of providing a world-class education to anyone, anywhere. Despite being the work of one man, Salman Khan, this 2100+ video library is the most-used educational video resource as measured by YouTube video views per day and unique users per month.
THE THEORY OF THE LEISURE CLASS
by Thorstein Veblen
Contents
Chapter One ~~ Introductory
Chapter Two ~~ Pecuniary Emulation
Chapter Three ~~ Conspicuous Leisure
Chapter Four ~~ Conspicuous Consumption
Chapter Five ~~ The Pecuniary Standard of Living
Chapter Six ~~ Pecuniary Canons of Taste
Chapter Seven ~~ Dress as an Expression of the Pecuniary Culture
Chapter Eight ~~ Industrial Exemption and Conservatism
Chapter Nine ~~ The Conservation of Archaic Traits
Chapter Ten ~~ Modern Survivals of Prowess
Chapter Eleven ~~ The Belief in Luck
Chapter Twelve ~~ Devout Observances
Chapter Thirteen ~~ Survivals of the Non-Invidious Interests
Chapter Fourteen ~~ The Higher Learning as an Expression of the
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
Three Elements of Great Communication, According to Aristotle
by Scott Edinger | 9:00 AM January 17,
2013
Comments (78)
In my nearly 20 years of work in organization development, I've never heard
anyone say that a leader communicated too much or too well. On the contrary, the
most common improvement suggestion I've seen offered up on the thousands of 360
evaluations I've reviewed over the years is that it would be better if the
subject in question learned to communicate more effectively.
What makes someone a good communicator? There's no mystery here, not since Aristotle identified the three critical elements —
ethos, pathos, and logos. — thousands of years ago.
Ethos is essentially your credibility — that is, the reason people should
believe what you're saying. In writing this blog I made an effort to demonstrate
my ethos in the introduction, and here I'll just add that I have a degree in
communication studies (emphasis in rhetoric for those who want the details) for
good measure. In some cases, ethos comes merely from your rank within an
organization. More commonly, though, today's leaders build ethos most
The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
Anxiety is generally regarded as having an antithetical relationship with flow
The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
“when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
Csikszentmihalyi’s nine dimensions of flow as follows
Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
“Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
Back to article
Apple vows iBooks 2 will ‘reinvent’ school textbooks
Enlarge this image
Vote: Is technology a boon or burden in the classroom?
Published Monday, Nov. 28, 2011 12:00AM EST
Last updated Monday, Nov. 28, 2011 2:29PM EST
Globe and Mail visual graph: Is technology a boon or burden in the classroom? As the world becomes increasingly digital, school boards are trying to negotiate technology's role in the classroom. Some have embraced digital tools, enhancing their classrooms with Smartboards, cell phones and social media. Others have favoured tradition, claiming technology is a distraction and a nuisance. Where do Globe readers stand? Each dot on this graph represents one person's response colour-coded by age group.
SLAVERY. Texas was the last frontier of slavery in the United
States. In fewer than fifty years, from 1821 to 1865, the "Peculiar
Institution," as Southerners called it, spread over the eastern two-fifths of
the state. The rate of growth accelerated rapidly during the 1840s and 1850s.
The rich soil of Texas held much of the future of slavery, and Texans knew it.
James S. Mayfield
undoubtedly spoke for many when he told the Constitutional Convention of 1845 that "the true
policy and prosperity of this country depend upon the maintenance" of slavery.
Slavery as an institution of significance in Texas began in Stephen F. Austin's colony. The
original empresario
commission given Moses
Austin by Spanish authorities in 1821 did not mention slaves, but when
Stephen Austin was recognized as heir to his father's contract later that year,
it was agreed that settlers could receive eighty acres of land for each bondsman
brought to Texas. Enough of Austin's original 300 families brought slaves with
them that a census of his colony in 1825 showed 443 in a total population of
1,800. The independence of Mexico cast doubt on the future of the institution in
Texas. From 1821 until 1836 both the national government in Mexico City and the
state government of Coahuila
and Texas threatened to restrict or destroy black servitude. Neither
government adopted any consistent or effective policy to prevent slavery in
Texas; nevertheless, their threats worried slaveholders and possibly retarded
the immigration of planters from the Old South. In 1836 Texas had an estimated
population of 38,470, only 5,000 of whom were slaves.
SLAVERY
. Texas was the last frontier of
slavery in the United
States. In fewer than fifty years,
from 1821 to 1865, the "Peculiar
Institution," as Southerners
called it, spread over the eastern two-fifths of
the state. The rate of growth
accelerated rapidly during the 1840s and 1850s.
The rich soil of Texas held much
of the future of slavery, and Texans knew it.
James S. Mayfield
undoubtedly spoke for many when he
told the Constitutional
Convention of 1845
that "the true
policy and prosperity of this
country depend upon the maintenance" of slavery.
Slavery as an institution of
significance in Texas began in
Stephen F.
Austin
's colony. The
original
empresario
commission given
Moses
Austin
by Spanish authorities in 1821 did
not mention slaves, but when
Stephen Austin was recognized as
heir to his father's contract later that year,
it was agreed that settlers could
receive eighty acres of land for each bondsman
brought to Texas. Enough of
Austin's original 300 families brought slaves with
them that a census of his colony
in 1825 showed 443 in a total population of
1,800. The independence of Mexico
cast doubt on the future of the institution in
Texas. From 1821 until 1836 both
the national government in Mexico City and the
state government of
Coahuila
and Texas
threatened to restrict or destroy
black servitude. Neither
government adopted any consistent
or effective policy to prevent slavery in
Texas; nevertheless, their threats
worried slaveholders and possibly retarded
the immigration of planters from
the Old South. In 1836 Texas had an estimated
population of 38,470, only 5,000
of whom were slaves
States. In
fewer than fifty years,
from 1821 to 1865, the "Peculiar
Institution," as Southerners
called it,
spread over the eastern two-fifths of
the state.
The rate of growth
accelerated rapidly during the 1840s and
1850s.
The rich
soil of Texas held much
of the future of slavery, and Texans knew
it.
James S.
Mayfield
undoubtedly spoke for many when he
told the Constitutional
Convention of 1845
that "the
true
policy
and prosperity of this
country depend upon the maintenance" of
slavery.
Slavery
as an institution of
significance in Texas began in
Stephen
F.
Austin
's
colony
Notwithstanding the provisions of sections
106 and
106A, the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use the factors to be considered shall include—
(1)
the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes;
(2)
the nature of the copyrighted work;
(3)
the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
(4)
the effect of the use upon the potential market for or value of the copyrighted work.
The fact that a work is unpublished shall not itself bar a finding of fair use if such finding is made upon consideration of all the above factors.