The document contains visual representations of mathematical equations with parentheses and blanks. Across multiple pages, it repeats the same basic structure of two equations per page with varying numbers of parentheses and blanks in the equations. This suggests the document is providing examples or practice problems for a learner to work through involving mathematical equations.
Silverlight won't save your user experience - you will!Shane Morris
The document discusses user experience design and provides three key takeaways. It emphasizes that user experience design starts before visual design by focusing on user research, personas, scenarios and workflow diagrams. It stresses that the first design should not include a user interface. It recommends prototyping early using paper or digital tools and conducting usability testing to fail early. The overall message is that a good user experience requires understanding users before implementing visual design or functionality.
This document provides an itinerary for a trip from La Réole to Sacile in the Friuli-Venezia Giulia region of Italy from Saturday, October 10 to Saturday, October 17. It includes arrival in Venice and visits to urban areas, castles, churches, and cities including Trieste, Aquileia, Grado, Sacile, and Venice. Brief descriptions are given of the town of Sacile located between the sea and mountains, its central square, and artistic techniques used in the region such as mosaics, frescoes, and oil paintings.
This document provides a list of words and asks the reader to identify synonyms for each word and use the synonyms in example sentences. Some common synonyms included are astonishing, rage, response, inquire, poor, lovely, start, large, courageous, separate, vivid, relaxed, arrive, chilled, prepared, weep, slice, hazardous, dim, choose, tasty, portray, ruin, distinction, worry, soar, amusing, obtain.
The document contains visual representations of mathematical equations with parentheses and blanks. Across multiple pages, it repeats the same basic structure of two equations per page with varying numbers of parentheses and blanks in the equations. This suggests the document is providing examples or practice problems for a learner to work through involving mathematical equations.
Silverlight won't save your user experience - you will!Shane Morris
The document discusses user experience design and provides three key takeaways. It emphasizes that user experience design starts before visual design by focusing on user research, personas, scenarios and workflow diagrams. It stresses that the first design should not include a user interface. It recommends prototyping early using paper or digital tools and conducting usability testing to fail early. The overall message is that a good user experience requires understanding users before implementing visual design or functionality.
This document provides an itinerary for a trip from La Réole to Sacile in the Friuli-Venezia Giulia region of Italy from Saturday, October 10 to Saturday, October 17. It includes arrival in Venice and visits to urban areas, castles, churches, and cities including Trieste, Aquileia, Grado, Sacile, and Venice. Brief descriptions are given of the town of Sacile located between the sea and mountains, its central square, and artistic techniques used in the region such as mosaics, frescoes, and oil paintings.
This document provides a list of words and asks the reader to identify synonyms for each word and use the synonyms in example sentences. Some common synonyms included are astonishing, rage, response, inquire, poor, lovely, start, large, courageous, separate, vivid, relaxed, arrive, chilled, prepared, weep, slice, hazardous, dim, choose, tasty, portray, ruin, distinction, worry, soar, amusing, obtain.
The document discusses challenges and considerations for implementing co-teaching arrangements between general education teachers and special education teachers. It addresses potential issues around confusion, resistance, anxiety, and frustration from teachers and ensuring all student needs are met. It also discusses the importance of developing a shared vision, securing buy-in from key stakeholders, focusing on appropriate teacher skills and resources, carefully planning co-teaching logistics, and addressing potential sources of change fatigue. The overall presentation provides guidance on navigating obstacles and effectively establishing co-teaching environments.
Native Americans were the first inhabitants of North America, having migrated from Asia over the Bering Strait land bridge thousands of years ago. They adapted to various environments across the continent, developing distinct cultural practices for hunting, gathering, housing and more depending on their location. While some Native American groups believe their ancestors were always in North America, most scientists agree the migrations from Asia occurred in several waves ending over 10,000 years ago. After living in North America for millennia, Native American populations were devastated by diseases brought by European settlers in the 15th century.
The document discusses autism spectrum disorders and their history. It mentions that Eugen Bleuler first used the term "autism" in the early 1900s to describe behaviors seen in individuals with schizophrenia. These included being self-absorbed, preferring isolation, and acting like others were not present. The document then provides examples of behaviors seen in autism like engaging in one-sided conversations focused on a single topic, clumsy movements, lack of empathy, and preference for routines and sameness. It notes that autism and related disorders affect about 1 in 150 individuals and discusses assessment and educational approaches for children with autism.
The document discusses different approaches to technology integration in education, specifically whether students should be immediately immersed in complex real-world simulations or first provided explicit instruction focusing on isolated concepts. It also mentions the theme in American education that simulations of real life are superior to traditional step-by-step schooling methods.
This document summarizes Shane Morris' presentation on the Windows Phone 7 user experience and Metro design language. The presentation discusses Metro principles of clean, minimalist design focused on typography, motion, and content over chrome. It provides examples of the weather and contacts apps to illustrate these principles. The document concludes by encouraging developers to focus on designing delightful experiences for Windows Phone 7 that are easy to use and aligned with Metro design guidelines.
This document provides non-food incentives and rewards ideas for use in elementary and middle school classrooms. It was created by the Benton County Healthy Weight & Lifestyle Coalition to promote healthy eating and reduce dependence on unhealthy food rewards. The document outlines the goals of reducing food rewards and promoting nutrition. It then details incentive ideas submitted by teacher contest winners, such as Caught Being Good tickets, Game Day rewards, and Reading Passports. Additional ideas include Pig Stamps, Perfect Week stickers, Incentive Auctions, and Olympic Baseball reading programs. The document aims to provide fun, creative non-food alternatives for motivating students.
The document discusses the growth of solar power capacity in Germany, particularly from small-scale, citizen-led projects. It notes that solar capacity has grown fastest in rural communities with strong social networks, where people team up to build solar projects that benefit the community. While most solar capacity is currently in rural areas, there is untapped potential on city rooftops. The document outlines a model for citizen-led solar projects, involving initiation, planning, funding, and management. It also describes support resources and networks that have helped propagate this community solar model across Germany.
The document provides tips for teaching students essential study skills like organization, analysis, homework, and listening skills. It recommends demonstrating schedules, having students restate directions, being consistent in homework collection, and rewarding cooperative work. For listening skills, it suggests teaching students to understand speakers, recognize important parts, and summarize segments. Key techniques include emphasizing important words, displaying them, and planning for issues like slowing down or repeating information.
The document contains 5 worksheets that provide synonym practice activities. For each worksheet, students read a short story and rewrite it by replacing underlined words with synonyms provided in a word bank. The worksheets cover topics like birthday parties, lizards, toys, forts, and manners. Students are also instructed to draw a picture illustrating each rewritten story. An answer key provides the rewritten stories with the correct synonyms.
Family-school partnerships integrate the systems of schools and families, which can span 13+ years of a child's education. Strong partnerships lead to improved outcomes like higher attendance, graduation rates, academic achievement, and social competence. However, barriers like lack of trust, differing perspectives, and scheduling challenges can interfere. Building shared responsibilities through regular communication, training, and meaningful family involvement can help overcome these barriers. Tips for effective individualized education program meetings include starting and ending on time, keeping everyone focused, listening to each other, and respecting different opinions.
This document is a slideshow dedicated to LCPL Ramiro Pina III who graduated from the US Marine Corps in 2006 and was deployed to Iraq in 2007. The slideshow contains photos of LCPL Pina with his family members including his grandparents, parents, siblings, nephews, and other relatives. It expresses how much his family misses and loves him while he is serving overseas.
The camping trip got cancelled because it was raining that weekend.
3. What did Mom do to try and cheer 4. What did Dad seem to be doing
up the boys? when Mom and the boys returned
from the store?
Russ Reed hosts a radio show called Nature News where he interviews Shamu the killer whale. Shamu answers questions from children in Mr. Small's class, explaining that killer whales are actually the largest species of dolphin, not whales. Shamu provides details about killer whale traits like their size of up to 22 feet long and 13,000 pounds, ability to swim up to 30 miles per hour, preference for colder oceans, and use of a flap of skin to cover their blowhole while diving.
Eugen Bleuler was an early 20th century Swiss psychiatrist who studied schizophrenia and other mental disorders. He coined the term "autism" to describe behaviors he observed in some schizophrenia patients, including self-absorption, preference for solitude, one-sided conversations, and lack of empathy. Bleuler noted that some children exhibited autistic behaviors without developing schizophrenia, helping distinguish autism as its own condition.
The document provides 10 energy saving tips that include turning off lights when leaving rooms, using public transportation when possible, only running full dishwasher loads, putting computers in sleep mode after 15 minutes, taking short showers and installing water saving shower heads, turning off the TV when not in use, maintaining steady speeds while driving, sealing drafts around doors and windows, adjusting thermostats for heating and cooling efficiency, and replacing burned out light bulbs with compact fluorescent bulbs.
This document discusses multiples and factors. It defines multiples as numbers formed by multiplying a given number by the counting numbers. It provides examples of listing the multiples of 2 and finding the first five multiples of 13. It then defines factors as the numbers that are multiplied together to get a product. It provides examples of finding all the factors of numbers like 16, 18, and 7. The document provides step-by-step instructions for finding both multiples and factors.
In 13 days, Hurricane Ike caused over $10 billion in damages and 114 deaths across Cuba, Haiti, and the United States. Ike wiped out many shoreline communities in Galveston, Texas through strong winds, storm surge, and debris, though not to the same extent as Galveston suffered in 1900. Ike was the first major hurricane to directly hit a major US metro area since Hurricane Katrina in 2005.
The document discusses challenges and considerations for implementing co-teaching arrangements between general education teachers and special education teachers. It addresses potential issues around confusion, resistance, anxiety, and frustration from teachers and ensuring all student needs are met. It also discusses the importance of developing a shared vision, securing buy-in from key stakeholders, focusing on appropriate teacher skills and resources, carefully planning co-teaching logistics, and addressing potential sources of change fatigue. The overall presentation provides guidance on navigating obstacles and effectively establishing co-teaching environments.
Native Americans were the first inhabitants of North America, having migrated from Asia over the Bering Strait land bridge thousands of years ago. They adapted to various environments across the continent, developing distinct cultural practices for hunting, gathering, housing and more depending on their location. While some Native American groups believe their ancestors were always in North America, most scientists agree the migrations from Asia occurred in several waves ending over 10,000 years ago. After living in North America for millennia, Native American populations were devastated by diseases brought by European settlers in the 15th century.
The document discusses autism spectrum disorders and their history. It mentions that Eugen Bleuler first used the term "autism" in the early 1900s to describe behaviors seen in individuals with schizophrenia. These included being self-absorbed, preferring isolation, and acting like others were not present. The document then provides examples of behaviors seen in autism like engaging in one-sided conversations focused on a single topic, clumsy movements, lack of empathy, and preference for routines and sameness. It notes that autism and related disorders affect about 1 in 150 individuals and discusses assessment and educational approaches for children with autism.
The document discusses different approaches to technology integration in education, specifically whether students should be immediately immersed in complex real-world simulations or first provided explicit instruction focusing on isolated concepts. It also mentions the theme in American education that simulations of real life are superior to traditional step-by-step schooling methods.
This document summarizes Shane Morris' presentation on the Windows Phone 7 user experience and Metro design language. The presentation discusses Metro principles of clean, minimalist design focused on typography, motion, and content over chrome. It provides examples of the weather and contacts apps to illustrate these principles. The document concludes by encouraging developers to focus on designing delightful experiences for Windows Phone 7 that are easy to use and aligned with Metro design guidelines.
This document provides non-food incentives and rewards ideas for use in elementary and middle school classrooms. It was created by the Benton County Healthy Weight & Lifestyle Coalition to promote healthy eating and reduce dependence on unhealthy food rewards. The document outlines the goals of reducing food rewards and promoting nutrition. It then details incentive ideas submitted by teacher contest winners, such as Caught Being Good tickets, Game Day rewards, and Reading Passports. Additional ideas include Pig Stamps, Perfect Week stickers, Incentive Auctions, and Olympic Baseball reading programs. The document aims to provide fun, creative non-food alternatives for motivating students.
The document discusses the growth of solar power capacity in Germany, particularly from small-scale, citizen-led projects. It notes that solar capacity has grown fastest in rural communities with strong social networks, where people team up to build solar projects that benefit the community. While most solar capacity is currently in rural areas, there is untapped potential on city rooftops. The document outlines a model for citizen-led solar projects, involving initiation, planning, funding, and management. It also describes support resources and networks that have helped propagate this community solar model across Germany.
The document provides tips for teaching students essential study skills like organization, analysis, homework, and listening skills. It recommends demonstrating schedules, having students restate directions, being consistent in homework collection, and rewarding cooperative work. For listening skills, it suggests teaching students to understand speakers, recognize important parts, and summarize segments. Key techniques include emphasizing important words, displaying them, and planning for issues like slowing down or repeating information.
The document contains 5 worksheets that provide synonym practice activities. For each worksheet, students read a short story and rewrite it by replacing underlined words with synonyms provided in a word bank. The worksheets cover topics like birthday parties, lizards, toys, forts, and manners. Students are also instructed to draw a picture illustrating each rewritten story. An answer key provides the rewritten stories with the correct synonyms.
Family-school partnerships integrate the systems of schools and families, which can span 13+ years of a child's education. Strong partnerships lead to improved outcomes like higher attendance, graduation rates, academic achievement, and social competence. However, barriers like lack of trust, differing perspectives, and scheduling challenges can interfere. Building shared responsibilities through regular communication, training, and meaningful family involvement can help overcome these barriers. Tips for effective individualized education program meetings include starting and ending on time, keeping everyone focused, listening to each other, and respecting different opinions.
This document is a slideshow dedicated to LCPL Ramiro Pina III who graduated from the US Marine Corps in 2006 and was deployed to Iraq in 2007. The slideshow contains photos of LCPL Pina with his family members including his grandparents, parents, siblings, nephews, and other relatives. It expresses how much his family misses and loves him while he is serving overseas.
The camping trip got cancelled because it was raining that weekend.
3. What did Mom do to try and cheer 4. What did Dad seem to be doing
up the boys? when Mom and the boys returned
from the store?
Russ Reed hosts a radio show called Nature News where he interviews Shamu the killer whale. Shamu answers questions from children in Mr. Small's class, explaining that killer whales are actually the largest species of dolphin, not whales. Shamu provides details about killer whale traits like their size of up to 22 feet long and 13,000 pounds, ability to swim up to 30 miles per hour, preference for colder oceans, and use of a flap of skin to cover their blowhole while diving.
Eugen Bleuler was an early 20th century Swiss psychiatrist who studied schizophrenia and other mental disorders. He coined the term "autism" to describe behaviors he observed in some schizophrenia patients, including self-absorption, preference for solitude, one-sided conversations, and lack of empathy. Bleuler noted that some children exhibited autistic behaviors without developing schizophrenia, helping distinguish autism as its own condition.
The document provides 10 energy saving tips that include turning off lights when leaving rooms, using public transportation when possible, only running full dishwasher loads, putting computers in sleep mode after 15 minutes, taking short showers and installing water saving shower heads, turning off the TV when not in use, maintaining steady speeds while driving, sealing drafts around doors and windows, adjusting thermostats for heating and cooling efficiency, and replacing burned out light bulbs with compact fluorescent bulbs.
This document discusses multiples and factors. It defines multiples as numbers formed by multiplying a given number by the counting numbers. It provides examples of listing the multiples of 2 and finding the first five multiples of 13. It then defines factors as the numbers that are multiplied together to get a product. It provides examples of finding all the factors of numbers like 16, 18, and 7. The document provides step-by-step instructions for finding both multiples and factors.
In 13 days, Hurricane Ike caused over $10 billion in damages and 114 deaths across Cuba, Haiti, and the United States. Ike wiped out many shoreline communities in Galveston, Texas through strong winds, storm surge, and debris, though not to the same extent as Galveston suffered in 1900. Ike was the first major hurricane to directly hit a major US metro area since Hurricane Katrina in 2005.
The document announces workshops for the CPACE and CBEST exams in Oakland and Los Angeles. It provides contact information for Brent Daigle, PhD, who can be emailed or called to attend the workshops preparing applicants for the California Preliminary Administrative Credential Examination and California Basic Educational Skills Test.
Spotlight is a research-based reading approach provided by Brent Daigle, PhD. It is a site-based program only available to schools with Title 1 SW eligibility. To schedule a Spotlight program, contact Brent Daigle via email, phone, or Twitter.
A GACE workshop is being held on August 15, 2015 with sessions on ESOL from 10AM to 1PM, SPED from 1:30PM to 4:30PM, and Educational Leadership from 5:30PM to 8:30PM. The workshop contact is Brent Daigle who can be reached by email, phone, or Twitter to register for the event.
This document provides information about an ORELA exam workshop for Oregon Educational Leadership and Special Education. It will take place on Saturday, June 27, 2015 at Marylhurst, OR. Those interested in attending should contact Dr. Brent Daigle via email at drbrentdaigle@praxisreview.org or phone at 985-400-2542.
This document advertises FTCE and FELE exam workshops in May 2015 in Palm Beach, Tampa, and Tallahassee. It provides contact information for Brent Daigle, PhD, who can be emailed or called to attend workshops on the Professional Education Test, ESOL K-12 exam, Exceptional Student Education K-12 exam, and the Florida Educational Leadership Examination.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
Action Verbs
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About
Action Verbs
Name _________________________________ Date ________________________
Copyright@ 2009 Comp Ed, Inc. www.schoolexpress.com
3. Name ______________________________ Date __________________
Action Verbs
Words that tell about action are called action verbs.
Write the word that is the action verb on the line.
1. Susan ran as far as she could. ___________________
2. The boys joked about the picture. ___________________
3. Sam walked all the way to school. ___________________
4. Pat drove her car to the park. ___________________
5. Ann skipped to the house. ___________________
6. Kerri washed her car after the rain. ___________________
7. Curt climbed the hill. ___________________
8. The sharks swim in the ocean. __________________
9. Harry drank all of Tom’s soda. __________________
10. Sonny played catch with the ball. __________________
11. Gerry tossed the football. ___________________
12. Both girls skated to the park. ___________________
Copyright@ 2009 Comp Ed, Inc. 1 www.schoolexpress.com
4. Name ______________________________ Date __________________
Action Verbs
Words that tell about action are called action verbs.
Write the word that is the action verb on the line.
1. Amber jumped as far as she could. ___________________
2. The children laughed at the clown. ___________________
3. Tommy jogged all the way to school. ___________________
4. Scott rowed the boat down the river. ___________________
5. Barb ran to the picnic. ___________________
6. Jerry cleaned his car after the storm. ___________________
7. Thomas hikes the mountains often. ___________________
8. The children play in the ocean. __________________
9. Bobby hid Cathy’s juice. __________________
10. Diane threw the ball to her sister. __________________
11. Gary stuffed the money in his pocket. ___________________
12. The boys flew their kites. ___________________
Copyright@ 2009 Comp Ed, Inc. 2 www.schoolexpress.com
5. Name ______________________________ Date __________________
Action Verbs
Words that tell about action are called action verbs.
Write the word that is the action verb on the line.
1. The dogs buried their bones. ___________________
2. Heather’s cat chased a very, large bird. ___________________
3. Mark and his father hunted for treasures. ___________________
4. John bought tickets for the game. ___________________
5. Linda and her brother built a treehouse. ___________________
6. The people clapped loudly at the play. ___________________
7. Robert saved money for a new bicycle. ___________________
8. Susan rode her horse everyday. __________________
9. Terri paid for the movie. __________________
10. Mike shoveled the snow. __________________
11. Andy baked a birthday cake. ___________________
12. Paul changed the light bulb. ___________________
Copyright@ 2009 Comp Ed, Inc. 3 www.schoolexpress.com
6. Name ______________________________ Date __________________
Action Verbs
There are two action verbs in each sentence.
Write them on the line.
1. I think I want pizza for lunch. ___________________
2. Sam washed and dried the dishes. ___________________
3. Justin waxed and shined his car. ___________________
4. They went to the theater to watch a movie. ___________________
5. Tom skipped and ran all the way home. ___________________
6. Todd bought and ate three large cookies. ___________________
7. Cliff sold his old car and wanted a new one. ___________________
8. Joe skated and slid on the ice. __________________
9. Bob flew his kite when the wind blew. __________________
10. Pam dove in the pool and swam to the end. __________________
11. Ruth cut and set her hair. ___________________
12. Harry cut the wood and built a fire. ___________________
Copyright@ 2009 Comp Ed, Inc. 4 www.schoolexpress.com
7. Name ______________________________ Date __________________
Action Verbs
There are two action verbs in each sentence.
Write them on the line.
1. Tom sat in the chair and read his book. ___________________
2. Mary walked and ran to the park. ___________________
3. Mike played with toys he bought. ___________________
4. Jeff traded and sold baseball cards. ___________________
5. Andy wrote and mailed his letter yesterday. ___________________
6. Barb chewed gum and blew bubbles. ___________________
7. He drank his coffee and washed his cup. ___________________
8. The paper blew away and flew down the __________________
street.
__________________
9. Dad smoked his pipe and made smoke rings.
10. Cathy saw many things before she spent __________________
her money.
___________________
11. Lucky ate a treat and played with his toy.
___________________
12. It rained and snowed on the same day.
Copyright@ 2009 Comp Ed, Inc. 5 www.schoolexpress.com
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