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BTerres

The Dicey Calculus of Contemporary Cooking - WSJ.com - 37 views

  • What's the difference between a 10-inch skillet and a 12-inch skillet?
  • Not just a mere two inches. The larger pan has 44% more surface area.
  • the rate of evaporation of a liquid is proportional to its exposed surface area, a sauce in a larger, flatter skillet will reduce far more rapidly than one in a taller, narrower pan
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  • A cook who doubles a recipe but keeps the same size pot and the same cooking time will wind up with a watery sauce.
  • try to stir-fry a batch of meat in a 10-inch skillet instead of a 12-inch skillet, and "instead of sautéeing you'll end up steaming it.
  • Think you can substitute an eight-inch cake pan for a nine-inch?
  • Don't—the nine-inch holds 27% more batter.
  • one teaspoon of table salt is equivalent to 1.5 teaspoons of Morton or two teaspoons of Diamond Crystal.
  • "I don't have table salt at home, because I made that mistake too often," Mr. Willoughby says.
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    Interesante artículo que relaciona matemáticas y cocina. Porcentajes, áreas, volúmenes...
Judy Robison

Illuminations: Dynamic Paper - 120 views

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    awesome dynamic paper from illuminations for use with geometry has spinners, graph paper, tessellations, nets, number lines. You can customize and print or download jpeg for insertion into another file.
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    "Need a pentagonal pyramid that's six inches tall? Or a number line that goes from ‑18 to 32 by 5's? Or a set of pattern blocks where all shapes have one-inch sides? You can create all those things and more with the Dynamic Paper tool. Place the images you want, then export it as a PDF activity sheet for your students or as a JPEG image for use in other applications or on the web."
Martin Burrett

Inchy Picnic - 80 views

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    A picnic themed measuring game. Move your ant around the course by inputting the inches to travel. Play full screen at http://www.fuelthebrain.com/Game/swfs/antWalk.swf http://j.mp/xNy0My http://ictmagic.wikispaces.com/Maths
Gerald Carey

Build a Solar System Model | Exploratorium - 45 views

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    Nice way to calculate how to build a model solar system. You put the measurements in for the size of the sun (in inches OR millimetres) and the rest (including sizes of planets and distances from the sun) is calculated for you.
Martin Burrett

Webinar about eBooks: Books for every reader - How digital can make a difference, with ... - 4 views

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    The original webinar took place on 28th October 2020 and explored how eBooks can augment your existing library and reading book schemes, both at primary and secondary schools. Experts Hannah Monson and Meredith Wemhoff talk to Martin Burrett about how eBooks can help in the current pandemic situation and beyond. They also tackle viewers' questions. Have a question? Get in touch via one for the methods below. Submit your details here for the chance to win a 10 inch Samsung Tab. One winner will be chosen at random on 30th November 2020.
Jeannie Anderson

Worm your way into world of indoor composting - Garden Expert - The Buffalo News - 45 views

  • vermiculture bin called the Worm Factory
    • Mike Johnson
       
      What is vermiculture? Can I break apart the word to figure it out? I know that vermin are pests like rats and bugs and I know that the word culture usually means a group of people practicing the same traditions and way of life
    • Michelle Cryan
       
      It's composting using worms.
  • It looks like a stack of black boxes about 20 by 20 inches.
    • Jeannie Anderson
       
      Do you have a picture?
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    worm composting
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    worm composting
Ramona Rhae

Get Cardboard - Google - 48 views

  • The new Cardboard was unveiled at Google I/O 2015. It supports larger phones with screens up to 6 inches. It has a new butto
taconi12

Fractions- Ideas for Teaching, Resources for Lesson Plans, and Activities for Unit Plan... - 3 views

  • raction Hunt Posted by:lismac #130700 Please Signin We walked around the school in small groups armed with cameras and looked for fractions occuring in our school. Each child had to find one scene to capture with the camera. Another group stayed in the classroom and created their fractions with classroom materials. Example- 10 pencils. 9 were yellow and one was red. Then the small groups would come to our computer and insert their picture. Each child then inserted text boxes to type in the fractions. Example- 9/10 of the pencils are yellow. 1/10 of the pencils are red. 9/10 + 1/10= 10/10 They could choose the fonts and colors and such... they used word art to add their names. They loved it! We also do one using multiplication.
  • Fraction Hunt Posted by:lismac #130700 Please Signin We walked around the school in small groups armed with cameras and looked for fractions occuring in our school. Each child had to find one scene to capture with the camera. Another group stayed in the classroom and created their fractions with classroom materials. Example- 10 pencils. 9 were yellow and one was red. Then the small groups would come to our computer and insert their picture. Each child then inserted text boxes to type in the fractions. Example- 9/10 of the pencils are yellow. 1/10 of the pencils are red. 9/10 + 1/10= 10/10 They could choose the fonts and colors and such... they used word art to add their names. They loved it! We also do one using multiplication.
  • One activity that went over pretty well with my class was putting fractions in order. After completing a lesson on comparing fractions, each student was given a fraction on a 3x5 card and asked to tape it to their chest. Then they were instructed to line up in order from greatest to least. After they had completed the task, after much deliberation, I informed them of the correct order. They did pretty well considering there were fifteen students.
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  • Another thing I did was draw fractions number lines (about seven inches long) on a piece of paper, one under another with enough space between lines so my students could label the points. The first line was not divided. The points were labeled 0 and 1. The second line was divided into halves. The students labeled the points on the line 0/2, 1/2, and 2/2. The third line was divided into thirds. The students labeled the points 0/3, 1/3, 2/3, 3/3. You probably get the idea. The remaining lines were divided into fourths, fifths, sixths, eighths, tenths, and twelfths, and the points were labeled. (It is very...
  • Well, you are not alone. Fractions lessons sometimes need repeating over and over until they understand the CONCEPTS. Try giving them a mnemonic device to help them remember what to do. My kids decided to use GCF as Greatest Calories n Fat so that's why you REDUCE!! This just helped them to know when to use the GCF but it still needs lots of practice. Also, do a lot of hands-on activities that show equivalency in fractions. Make fraction strips using construction paper, and the kids can show all the equivalent fractions by matching up the strips. Or try the pizza fraction pieces that you can buy. I believe that it just takes lots of fun practice as well as drills on the procedures. Take your time and don't rush through it or you'll be sorry to see that they won't remember any of it by Christmas!!
  • I created an interactive fraction number line from 0 to 2 on my wall. I have about 40 fraction cards with different fractions and I have students take turns putting the cards on the number line. They get the chance to see that some of the fractions are equivelent to others.
  • Make up index cards before hand. Group them in 3's (.25 on one card, 1/4 on another, 25% on the third) make up however many sets of three you need to give a card to each of the students in your class. Once the cards have been shuffled, pass one to each student. Have them find their 'family' WITHOUT MAKING A SOUND. When .20, 1/5 and 20% find each other they have to put their cards on a large number line in the front of the class. It's a great way to get them all involved, and gets them up and around the classroom.
  • I also have my student play Fraction Tic Tac Toe, on a 4 x 4 grid filled with halves, fourths, and eighths. They have to make a whole with 3 fractions in a row. They love it!!! I'm not sure where the gamesheet come from, but I am sure you can make your own.
Dave Eveland

This is How Apple Changes Education, Forever - 4 views

  • have a theory, though. I think Apple will introduce a Classroom iPad for $199 before the year is out. Pure speculation? Absolutely. However, considering how serious Apple is about improving the state of education, this makes real sense. I imagine it will be a 1024×768, 9.7-inch screen (while the iPad 3 gets the Retina Display and maybe changes size or shape), with a plastic back and rugged shell that only the school can remove. There will be a single, rear-facing camera, and the tablet will be locked down with access to the iBooks 2 app and pre-loaded textbooks. Safari will come pre-loaded, but it’ll run through Apple’s special proxy education server (yes, I’m making that up, too).There will be no App Store or iTunes account associated with it and schools will manage all of them centrally.
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    Be interesting to use this in a class discussion on the viability of the iPad or other similar devices as content consumption and/or creation devices along side the debate that has to do with how textbooks are changing.
Sara Stanley

"Make THE Difference" - 80 views

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    TMB bank have launched a new brand vision "Make THE Difference" by making a film to inspire people to start thinking differently. With a hope that they will start to Make THE Difference to their own world. It doesn't have to be big, but a little can create positive changes. This film is based on a true story. In 1986 a football team that lived on a little island in the south of Thailand called "Koh Panyee". It's a floating village in the middle of the sea that has not an inch of soil. The kids here loved to watch football but had nowhere to play or practice. But they didn't let that stop them. They challenged the norm and have become a great inspiration for new generations on the island.
Jason Schmidt

School Would Be Great If It Weren't for the Damn Kids - 95 views

  • It simply doesn’t make sense to try to “purge ‘ineffective’ teachers and principals.”  His listener, almost giddy with gratitude now, prepares to chime in, as Samuelson, without pausing, delivers the punch line:  That’s right, it’s time to stop blaming teachers and start . . . blaming students!
  • His focus is not on students’ achievements (the intellectual accomplishments of individual kids) but only on “student achievement” (the aggregate results of standardized tests)
  • As I’ve noted elsewhere, we have reason to worry when schooling is discussed primarily in the context of “global competitiveness” rather than in terms of what children need or what contributes to a democratic culture
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  • Upon hearing someone castigate students for being insufficiently motivated, a noneconomist might be inclined to ask two questions.  The first is:  “Motivated to do what, exactly”?  Anything they’re told, no matter how unengaging, inappropriate, or, well, demotivating? 
  • Whenever I see students made to cram facts into their short-term memories for a test, practice a series of decontextualized skills on yet another worksheet, listen passively to a lecture, or inch their way through the insipid prose of a corporate-produced textbook, I find myself thinking of a comment made by Frederick Herzberg, a critic of traditional workplace management:  “Idleness, indifference, and irresponsibility,” he said, “are healthy responses to absurd work.”
  • The more you reward people for doing something, or for doing it well, the less interest they typically come to have in whatever they had to do to get the reward. 
  • People who blame students for not being “motivated” tend to think educational success mean little more than higher scores on bad tests and they’re apt to see education itself as a means to making sure our corporations will beat their corporations.  The sort of schooling that results is the type almost guaranteed to . . . kill students’ motivation.
  • one thing that’s happened is a concatenation of rewards and punishments, including grades, which teach students that learning is just a means to an end.
  • Another thing that’s happened is teaching that’s meant primarily to raise test scores.
  • inner-city kids get the worst of the sort of schooling that’s not about exploring and discovering and questioning but only about working hard (often at rote tasks) and being nice (read: obedient).
  • “Motivation is weak because more students…don't like school, don't work hard and don't do well.”  But why don’t they like school (which is the key to understanding why, assuming his premise is correct, they don’t succeed)?  What has happened to their desire to figure out how things work, the hunger to make sense of things, with which all children start out? 
  • if you want to see (intrinsically) motivated kids, you need to visit classrooms or schools that take a nontraditional approach to education, places where students are more likely to be absorbed and frequently delighted, where what they’re doing is not merely “rigorous” (a word often applied to very difficult busywork) but meaningful.
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    Alfie Kohn's commentary on an article written by Robert J. Samuelson. Samuelson argues in his article that the problem with education reform is not the usual suspects like ineffective teachers, but kids who are lazy and unmotivated. Interesting read with thoughtful information about student motivation.
Mr. Stanley

Teaching Document Design, Not Formatting Requirements - ProfHacker - The Chronicle of H... - 69 views

    • LuAnne Holder
       
      This would be a great activity for introductions.
  • One of my colleagues asks her students to sketch their names using a typeface that conveys something about themselves
  • One thing I do is bring in the style manuals from different local companies and show students how each company expects different things
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  • Students in all disciplines are more than capable of producing and analyzing visual work in amazingly rich and complex ways.
  • many faculty members continue to specify detailed formatting requirements for student writing.
  • Your paper must be double-spaced, 12 point Times New Roman, with one-inch margins.
  • Such draconian formatting requirements stifle students’ creativity and cut off any critical thinking about what should be a crucial part of any writing-intensive classroom, namely visual design.
  • Teaching Document Design, Not Formatting Requirements
  • well-meaning and thoughtful teachers establish hard and fast formatting rules that may make their lives easier, but do a disservice to their students.
  • By making these requirements, we are telling them not to think critically—or even at all—about the visual layout of their documents.
  • We are telling them we value conformity over creativity, practicality over originality, our needs over theirs.
  • It all starts with students recognizing that design is a part of what they do when they write.
  • the rules we give our students should be negotiable, and in order for them to be negotiable, we need to talk to our students about those rules, why they exist, what the consequences of breaking or following them are, and so on.
  • Your paper should be readable and take into consideration the needs of your audience.  Most importantly, though, you should have fun and be creative with your design.
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    Teachers need to allow their students more room to creatively use visual design, and at the same time, teach students to be aware. Forcing students to follow exact formatting requirements is counterproductive.
Tom March

Pay by swiping your iPhone 5, iPad 2 - 54 views

  • NFC would let Apple's iAd advertising network personalise ads to the places where a customer is spending money. That could double or triple the ad rates that Apple charges,
  • "Near-Field Communication", a technology that can beam and receive information at a distance of up to four inches,
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    I included the magic (to global corporations coffers) of NFC in presentations I made back to 2005 at NECC. It's here... Let's whim shopping begin!
Nigel Robinson

ADHD: It's the food, stupid | Grist - 2 views

  • The study found that in 64 percent of children with ADHD, the symptoms were caused by food. "It's a hypersensitivity reaction to food," Pessler said.
  • But Pessler's study indicates that up to two-thirds -- or 2 of the 3 million children currently medicated for ADHD -- may not need medication at all. "With all children, we should start with diet research," Pessler said.
  • After three years on Ritalin, children were about an inch shorter and 4.4 pounds lighter than their peers, according to a major study published in the Journal of the American Academy of Child and Adolescent Psychiatry in 2007.
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  • There are a multitude of credible scientific studies to indicate that diet plays a large role in the development of ADHD.
  • there are two factors at work in this study: One being the allergic reaction to the actual foods themselves and the second being a possible reaction to food additives, or combinations of food additives, found in industrial foods. Both certainly could be at play in the results of this study, although the discussion of Dr. Pessler's study thus far hasn't addressed the latter issue.
tthomasuscu

Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views

    • tthomasuscu
       
      Very clear imagery. He opens the essay with his personal anecdote to set the scene for this discussion. It also lets the reader know right away that he is a gun owner.
  • What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
    • tthomasuscu
       
      Should this be changed to prevent criminals from buying guns from private sellers? How is something this dangerous allowed to take place?
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  • so long as the buyer has a purchase permit or a concealed-carry license.
  • I felt uneasy
  • He liked the rifle. I needed the cash. We shook hands, and off we went.
  • There is rarely a moment when I’m not within reach of a firearm.
  • We don’t touch the guns or draw them from their holsters. They are unseen and unspoken of, but always there.
  • Rarely do we mention what we carry
  • I didn’t know what I was doing, but I knew the rules: Always assume a firearm is loaded. Always keep the gun pointed in a safe direction. Know your target and what’s beyond it.
  • Guns were often a bridge between father and son.
  • or my family, guns had always been a means of putting food on the table. My father never owned a handgun. He kept nothing for home defense.
  • had a gun put to my head
  • I can remember that
  • steel
  • I can remember
  • In the end, what happened was swept under the rug. My parents said the school was probably trying to keep the story off the news.
  • surrounded myself with the people I did as a form of protection.
  • I dropped to the ground as gunfire rang from a car at a bonfire party.
  • I pushed friends behind the brick foundation of a house as a shootout erupted over pills. There were times when someone could have easily been shot and killed.
  • his service weapon pushed into the base of my skull.
  • I stood there trembling while they apologized.
  • Jackson County
  • I found a community that reminded me of my grandmother, where folks still kept big gardens and canned the vegetables they grew. They still filled the freezer with meat taken by rod and rifle — trout and turkey, dove and rabbit, deer, bear, anything in season.
  • hared passion for wilderness and time spent in the field with gun in hand.
  • Those types of things are rare now, even in places like Appalachia.
  • A few weeks later, the boy took that .30-30 lever action into the field and killed his first deer with it — the same as his uncle, his grandfather and great-grandfather.
  • centuries of experience gathered around the campfire each night
  • the .308 blew apart the morning.
  • There is a sadness that only hunters know, a moment when lament overshadows any desire for celebration
  • Life is sustained by death
  • the killing is not easy, nor should it be.
  • would feed me for a year
  • I asked if there was anything I could’ve done differently to make him more comfortable when he first approached the truck.
  • He smiled and told me: “But this is South Carolina. Most every car I pull over has a gun.”
  • As I headed toward the mountains, all I could think about was Philando Castile,
  • situation was re
  • All I could think about was how things might have been different if the
  • versed and that young black state trooper with braces had been behind the wheel, a white trooper cautiously approaching the car.
  • It was impossible not to recognize how gun culture reeks of privilege.
  • Ruger 10/22s and Marlin Model 60s, the .22LRs
    • tthomasuscu
       
      This guy knows his guns. Even though his essay doesn't cite research, you can see his ethos through his personal experience and his use of precise jargon.
  • There were always guns, but nothing like the assault weapons that line the shelves today.
  • firearms whose sole purpose would be to take human life if I were left with no other choice.
  • I’ve witnessed how quickly a moment can turn to a matter of life and death. I live in a region where 911 calls might not bring blue lights for an hour. Whether it’s preparation or paranoia, I plan for worst-case scenarios and trust no one but myself for my survival.
  • they joke about the minute hand of the doomsday clock inching closer to midnight.
  • as they wait for the end of the world.
  • they own them because they’re fun at the range and affordable to shoot. They use the rifles for punching paper, a few for shooting coyotes. E
  • step as close to Title II of the federal Gun Control Act as legally possible without the red tape and paperwork. They fire bullets into Tannerite targets that blow pumpkins into the sky.
  • None of them see a connection between the weapons they own and the shootings at Sandy Hook, San Bernardino, Aurora, Orlando, Las Vegas, Parkland. They see mug shots of James Holmes, Omar Mateen, Stephen Paddock, Nikolas Cruz — “crazier than a shithouse rat,” they say. “If it hadn’t been that rifle, he’d have done it with something else.”
    • tthomasuscu
       
      Where is the fault in this logic? It just doesn't add up.
  • They fear that what starts as an assault-weapons ban will snowball into an attack on everything in the safe.
  • I understand what’s at stake
  • I think about that boy picking up that AR in Cabela’s, and I’m torn between the culture I grew up with and how that culture has devolved.
  • changes I know must come, changes to what types of firearms line the shelves and to the background checks and ownership requirements needed to carry one out the door.
  • an unrelenting fear of what could be lost
  • a subsistence culture already threatened by the loss of public land, rising costs and a widening rural-urban divide; the right of individuals to protect their own lives and the lives of their families.
  • He cut a look in my direction as if I’d absolutely lost my mind.
  • I’d be fine with an assault-weapons ban
  • question is irrelevant, that the reason doesn’t supersede the right.
  • Despite everything we have in common, despite the fact that he’s my best friend and we were going squirrel hunting in a few days, the two of us fundamentally disagree
  • As sad as it is to say, the silence is easier
  • there were kids on the television in the background, high school survivors who were willing to say what we are not, and I was ashamed.
  • ne of those pretty, late-winter days with bluebird skies when the trees are still naked on the mountains and you can see every shadow and contour of the landscape.
  • The muzzle was pointed in our direction. Ashley was terrified.
  • The truth is, there are guns I feel justified in owning and guns I feel belong on battlefields.
  • I know that part of what they’re missing or refusing to acknowledge is how fear ushered in this shift in gun culture over the past two decades.
  • Fear is the factor no one wants to address — fear of criminals, fear of terrorists, fear of the government’s turning tyrannical and, perhaps more than anything else, fear of one another.
  • I recognize this, because I recognize my own and I recognize that despite all I know and believe I can’t seem to overcome it.
  • I don’t buy into that only-way-to-stop-a-bad-guy-with-a-gun-is-a-good-guy-with-a-gun bravado.
  • I have no visions of being a hero. Instead, I find myself looking for where I’d run, asking myself what I would get behind. The gun is the last resort. It’s the final option when all else is exhausted.
  • we walked, I could feel the pistol holstered on my side, the weight of my gun tugging at my belt. The fear was lessened by knowing that there was a round chambered, that all it would take is the downward push of a safety and the short pull of a trigger for that bullet to breathe. I felt safer knowing that gun was there.
    • tthomasuscu
       
      How does fear drive so many of us to distrust and hate our fellow Americans? How does the Gun Lobby and the NRA use this fear to their advantage? What role does fear play in racial prejudice? How do we combat and address this fear?
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