Compound nouns are nouns that have been created by joining two words together.
There are three types.
– Joined (input / bathroom / waterpark)
– Open (post office / real estate / night watchman)
– Hyphenated (mother-in-law / jack-in-the-box)
When you are teaching compound nouns to your students it makes sense to spend the bulk of your time exploring the joined kind.
This is because open ones are easy to understand. They are really just commonly used adjective noun pairs.
In turn, hyphenated ones are rare. It is usually enough to introduce them and show a few examples.
With that in mind, here are some joined compound noun lesson ideas!
1. Write a mix of simple words on the board and ask your students to use them to create as many compound nouns as they can. Try these words – air back side hand bed death watch bed ear ache farm yard hand foot step hair line cut half way home made. After a few minutes ask four or five students to suggest other words to add to the list.
2. Focus on one word and see how many different endings you can find. For example: earache, eardrum, earlobe, earmarked, earmuff, earphone, earring, earshot.
A fun way to get younger students to come up with the answers is to offer cloze sentences that can only be answered with a compound noun that starts with word. For example: I have a very bad ear_____. A bad ear infection can cause the ear_____ to burst. I have an ear_____ that is pierced with two earrings. I have ear______ the page I want you to read.
Other good starting words are earth, grand, hand and head. A dictionary is a quick way to look up all the possible combinations.
3. Challenge your students to think of 100 compound nouns by the end of the week.
This works well if they have a page titled “100 Compound Nouns”. They can start by ruling 4 or 5 columns and writing the numbers 1 to 100. This can be done each day as a class activity or as homework. A dictionary is a great resource for this activity.
This could be extended the following week by asking each student to contribute to a class collection. The words could be written on cards and pinned to a notice board or written on a large piece of cardboard. Setting a goal of 300 or more words can help to motivate the students.
This extension activity could also be a great small group task for those self-motivated students that thrive on challenges.
The box office is on fire with 3D movies right now thanks to ‘Avatar’ setting the tone with it’s advanced 3D technology. Since then a lot of current films are out in 3D at theaters for us to enjoy and of course we anticipate the arrival of their release on Blu-ray disc so it can be a joy to watch 3d TV at home.
A lot of big Hollywood producers have been awaken to the fact that 3D is gaining popularity, even if the movie stinks the special effects of 3-D is enough to keep you watching. I just know a crop of “B” rated films will emerge with a weak storyline but have plenty of third dimensional effects, one genre in particular is Horror. Since the technology of 3D is nothing new and not a lot of work to implement, I can see plenty of blood and gore squirting off screen right in your shocked horrified face! Sounds like fun for those of us who love the art of horror movies.
Not only movies will be going 3D crazy but plenty of TV shows and video games, so pretty much anything visible and in motion will begin to emerge on the scene. There is even the possibility if 3D based blogs and websites coming in the future thanks to the film makers intriguing visions of the new enhanced 3D reality that has come into focus in their new way of producing motion pictures.
It will not stop there, I have read rumors of 3D video cameras for home use and editing software to support it. That can be done now but the newer technology will make it that more easier for the average “videophile” to make 3D home movies so the 3D TV technology will eventually come full circle.
Whatever the types of injuries you have sustained in an auto accident are internal or external, you may need to take one or more diagnostic tests to determine your exact condition. Here are some of the common medical tests your doctor may ask you to take in order to diagnose your condition.
X-rays are the radiation tests we are all familiar with. You have probably taken one at the dentist office if you had your wisdom teeth removed. They show the skeletal structure and bones in your body. So if you have suffered broken or cracked bones or suffered soft tissue injuries, x-rays may help diagnose those injuries.
A CT scan, sometimes called a CAT scan, is short for Computed Tomography. A CT scan uses multiple x-rays taken around the same point to build a better picture than one x-ray can provide alone, using a computer to combine them. A CT scan is likely to be ordered if the doctors believe you have an injury to your internal organs of your torso or abdomen, or multiple fractures to a hand or foot.
MRI is short for Magnetic Resonance Imaging. If you get an MRI, the doctors will ask you to lie down in a large tube that uses harmless magnetic radiation to look at soft tissues of the body. Sometimes, they will also ask you to drink or have an injection of a substance that makes those tissues easier to see. If your doctor suspects an injury to your brain or spinal cord, you might be asked to do this test. Because this technology uses magnets, you can not use it if you have a facemaker or other metal implanted in your body.
A PET scan is often used with a CT scan. In a PET scan, the patient is infected with a harmless substance that can be seen by the scanner using radioactivity. Unlike CT scans, PET scans can show your body's metabolic activity rather than just structure of the body. The images they produce are also three-dimensional.
An ultrasound test uses high-frequency sound waves that bounce off internal structures of the body to build an image. The image it builds is not as detailed as images from other methods, but because it does not use radiation, it may be the best choice for people who certain conditions. It is also less expensive than an MRI. Doctors use it to look at internal organs, connective tissue, bones, blood vessels and eyes.
If your doctors believe you have a nerve injury, you may take a nerve conduction study, an electrical test that can detect problems with your nerves. In this test, one electrode is placed over the nerve being tested, while another is placed in a "downstream" area of the nervous system. The speed it takes for the electricity to travel between them determinates whether there is nerve damage.
An electromyography (EMG) shows muscles' activity by measuring the electrical current that they produce when they are in motion. This might be used for people with nerve damage, muscle weakness or the conditions that might cause them. In an EMG, doctors either, insert a thin needle into the muscle being tested or place an electrode over the area, then measure the electrical impulse of the muscle.
An endoscopy uses a flexible tube with a light and a camera to look inside natural openings in your body, such as the throat. This is most commonly associated with tests on the stomach or colon, but can be used in area with a natural opening.
If you have a Flokati rug or are considering buying one, here are some tips on how to keep your Flokati rug white, fluffy and clean.
1. Take your Flokati rug outside and shake it
Giving your rug a good shake can help lift any woollen fibres which have become flattened when furniture has been placed on it or because of a lot of foot traffic. Shaking your rug will also remove a lot of dirt and dust which has become caught in the woollen fibers.
If you can get someone to help you shake the rug, that is best. Each person holds one side and shakes it vigorously. You will notice dust and dirt coming out of the rug. Keep on shaking it until all the dust and dirt appears to have gone.
If you have no-one to help you, place it on the clothes line. Peg one side of the rug to the clothes line, while you hold and shake the other side.
Try and make the effort to give it a good shake at least every month.
2. Leave your rug outside for a while, but not in the sun
After you’ve given your rug a good shake, leave it outside to air it, preferably for a few hours. This can help get out any odours and help freshen it.
Don’t leave it in the sun. Your Flokati rug is made of wool and too much sunlight can make the wool on your rug look yellow. Sun can discolour woollen items.
3. Brush your rug
Get a soft bristle brush and brush the rug. This can untangle any matted woollen fibers. Brush it from the center towards the outsides of the rug. Some of the fibers may get caught in the brush, and that is normal.
You may want to avoid vacuuming the Flokati rug, especially if you have a vacuum cleaner with a rotary brush in the head of the vacuum cleaner. The long woollen fibers can get stuck in the head of the vacuum cleaner, which isn’t good for the rug or the vacuum cleaner.
4. Lift the woollen fibers
After you’ve given your rug a good shake, and a good brush, you can lift the woollen fibres with an ordinary plastic garden rake. Make sure the rake is clean. Place the rake at the base of the woollen fibres and gently lift the wool from the bottom up.
This should be fairly easy to do after you have brushed the rug. Some of the fibers may get caught in the rake and this is fine. This won’t cause damage to your Flokati rug as it is very sturdy.
5. Washing your Flokati rug
A Flokati rug needs a good wash about once a year, depending on how dirty it gets.
If it is small, you can wash it in your machine on a gentle cycle. Use a mild detergent, the same you use for woollen clothes. Do not use bleach. Place it out in the shade to dry, and then give it a good brush once it has dried.
If your rug is large, place it outside and spray it with water. Get your brush, dip it in a mix of cold water and mild detergent and brush it. Then dry it in the shade. Brush it when it is dry, followed by raking it.
Shaking, airing, raking and washing your Flokati rug should keep it white, fluffy and clean.
A delusion is defined by Webster’s Dictionary as a false belief regarding the self or persons, or objects, that persists despite the facts, and one of the most prevalent and hard-hitting delusions that have prevailed in the late 20th and early 21st Centuries is the extremely fallacious belief by millions of rank-and-file human beings around the world, especially in the USA, that computer Internet educational pursuits produce as much academic learning for a person as does traditional classroom instruction. On the one hand, there are the many recalcitrant, adolescent, public school students who greatly dislike the free structured courses that they are required to attend in classrooms for twelve years in order to attain basic academic skills and a high school diploma. These young misguided men and women account for approximately 67 percent of all public school students, and, in most cases, merely occupy classroom seats, with their minds absently elsewhere, during their elementary, middle school, and high school years and end-up barely attaining the minimum grades necessary for high school graduation. The real sad fact is that, for the American public schools to retain some delusive credibility in properly educating the bulk of America’s youth, 70 percent of that 67 percent of all public school students have their grades pragmatically padded with huge disproportionate curves in order to make it seem that most of the American youth leaving high school at eighteen years of age are basically educated and ready to, either, enter the workforce or attend college. Yet, these basically uneducated, barely literate men and women leave public high school, and currently end-up, within three years, enlisting in the military, attending junior college or trade school, apprenticing for a trade, continuing to live at home off their parents, or becoming mendicants on the streets. Every year thousands of these millions of young people, fifteen to eighteen years of age, run away from home to end-up spending five to ten years on the streets, many of them turning to crime, before they the time and precious free resources that they have wasted through contrariness and indolence.
Since around 1995, a great many of these millions of poorly educated young adults, eighteen to thirty years of age, have been given the grand delusion that they can accomplish with a personal computer, alone at home for thousands of dollars, what they refused to accomplish during the twelve years of a free public education they were offered as teenagers. What do I mean by this? Seventy years ago, most graduates of public high schools actually graduated on a real eleventh-to-twelfth grade level and were prepared to, either, enter a college or university and perform real college-level work, or to enter a salable trade. As child-rearing in American homes (parents helping and encouraging their children to succeed in the public schools) became over the decades, since 1950, more of a burden than a privilege and responsibility for husbands and wives, who were more goal seeking individuals than they were fathers and mothers, the male and female children of these very egoistic men and women were left alone in the home to struggle academically by themselves during their formative and adolescent years. As a result, what used to be real high school diplomas conferred upon most eighteen year old graduates of public schools are now no better than certificates showing 12 years of attendance, while junior college degrees (A.A.s and A.S.s) are actually remedial high school diplomas, which indicate that the students have compensated for their lack of academic attainment during their high school years at community and junior colleges during two years of study. Hence, as logically follows, traditional baccalaureate degrees now conferred upon senior college graduates, who emerge from community and junior colleges, are not equivalent, to any degree, to the B.As, and B.S.s conferred upon the university graduates during the 1950s, ’60s, and ’70s.
Now we arrive at the issue at hand, the attainment of B.A., B.S., M.A., M.S., and, even, PhD degrees by these under-educated students from colleges and universities offering complete online Internet curriculum programs leading to conferral of these degrees. What happens when under-educated men and women, who graduated high school on probably a ninth-to-tenth grade level, attempt to do real university-level academic work five-to-ten years after they leave the public schools? Now remember that a high percentage of these individuals have spent time in the U.S. military taking military enlisted courses taught on an eighth-grade level and are told by these universities that, if they enroll in particular online degree programs and pay the required tuition, they will be given college-credit for military courses and for “life experience (whatever that means)” that will lead to the total 120 hours of college credit necessary for a baccalaureate degree. Moreover, a great many of these under-educated adults, 25-to-35 years of age, begin their so-called college educations online without any previous junior college remedial study.
So, have you, yet, figured out the dismal result of the grand delusion? These millions of under-educated students, who have anxiously embraced the computer-age, are actually made to believe that they can use the Internet, at home alone, to study the books and course materials provided by online universities and colleges, without the presence of an instructor/professor, in order to learn the equivalent of what is taught during four years of classroom instruction at traditional brick-and-mortar universities. What this was called in the 1950s, ’60s, and ’70s was correspondence/distance learning effect, which was not approved as equivalent to college classroom instruction by regional accrediting commissions. Presently, 98 percent of all Internet online college degree programs offered by most accredited universities and colleges are not interactive; that is, they do not provide video-teleconferencing for designated weekly lesson periods where the individual students are connected together to allow every student enrolled in the particular course to see his, or her, classmates, and the instructor/professor, on a computer screen during the lesson period, and to interact with each other during the class. As compared to the tuition cost of a three-unit undergraduate classroom course in American history, at the University of Maryland, which is around $500, the cost of an interactive online Internet course is about $700, and, invariably, the Socratic method cannot be effectively utilized by the instructor during this very expensive electronic interaction.
Most online undergraduate and graduate courses are, however, “not” interactive to any degree, and the only means for a student to communicate with an instructor, or other classmates, during the semester or quarter course period is by email, and that is regarded by most rational people as an extremely impersonal and disadvantageous means of effective communication. Let’s say the under-educated undergraduate student lives in South Carolina and is enrolled in an undergraduate online degree program at the University of Maryland. The student has all of the course textbooks and study materials, for a semester, mailed to his residence and he, or she, is allowed to perform the prescribed lesson assignments whenever convenient. There are no verbal lectures unless the instructor records them and allows the students to access them, along with the other course materials, using “Blackboard” software. If this is the case, the tuition for the course is substantially increased. Now, believe it or not, the instructor may actually live in another distant state, such as Minnesota, and a student may be unable to contact the instructor by email for extended periods of time. Hence, the under-educated undergraduate student is essentially left alone for most of the semester or quarter to study the course materials alone, and to take un-proctored, open-book, multiple choice question tests for grades, when the student’s academic honesty is not even questioned.
During the 19th and 20th Centuries, this type of learning was called the Lincoln-effect, which was named for the way Abraham Lincoln supposedly learned to be a lawyer, and was called then by most colleges and universities as a poor way to learn for the average student. Lincoln learned on his own by reading and studying what he needed to know in order to succeed in his legal endeavors, and his success was attributable to the fact that he was an extremely intelligent and intuitive person, capable of learning on his own, which the great majority of all public high school graduates are unable to do. Even today, a college or university will “not” give a person credit for learning independently, and actually knowing and mastering college-level course material before enrolling in a university and paying for the course. Then, even after a “very smart” person pays the costly tuition for the course and the professor allows the aspiring individual to take the course’s comprehensive final examination, the examination is, in most cases, not the regular final examination taken by classroom students, but one that has been made inexorably more difficult for the express purpose of ensuring that the very smart person does not make a passing grade. Does this sound unfair and sorely inequitable? Yes it does, because it is! The current academic system is staggeringly unfair to, both, the very intelligent and the very under-educated. The startling reality is that nearly all of the colleges and universities in the USA are much more concerned with advanced learning as a profitable money-making business than what it should be, the scared responsibility of helping intuitive and intelligently capable men and women, who are prepared for college-level work, to attain the learning and research skills that they need to succeed in opening new frontiers of the natural and physical sciences, mathematics, humanities, and literature. The sad fact is that baccalaureate and graduate degrees are being awarded every year to under-educated men and women who have completed undergraduate and graduate online Internet degree programs that are, in no way, equivalent to the degrees attained through classroom work under the close supervision of professors and instructors.
This particular grand delusion’s grave and deprecating effect, which I have endeavored to explicate in this essay, is, simply, that these men and women who have attained these online pseudo-degrees actually believe that they are as educated, intuitive, and intelligent as other men and women who have attended traditional colleges and universities to attain their undergraduate and graduate degrees. It is like comparing an online University of Phoenix baccalaureate degree in economics to a B.A. degree in economics obtained through continuous classroom study at the University of Texas at Austin, or at any other tradition accredited brick and mortar institute of high learning. The two degrees are basically incomparable. Yet, the majority of the American people of the 21st Century, 25-to-40 years of age, who have actually been conditioned to believe that obtaining college degrees quickly through superficial and watered-down online study is entirely equal to the painstaking process of obtaining a four-year baccalaureate degree through continual classroom attendance, have contributed greatly, by participation, to the educational diminution of the American republic, to its relegation to the status of a third-world nation. America now ranks 38th in the world in educational achievement. Can you imagine that, when, from 1945 until around 1970, the USA ranked first among all nations in population literacy, educational superiority, and scientific achievement?
As to the origin and advancement of this grand delusion, the reader is owed an explanation. How could this progressive and aberrant mind-set about the fundamentals of advanced learning have become so destructively prevalent in the latter-part of the 20th Century by sheer accident, or how could it have been widely accepted by the people as a standard model of educational endeavor through the visible efforts of one great man or woman? These two foregoing accepted explanations for the cause of historical events, accident and “the great man” hardly explain the subtle, publicly unnoticeable, events that have occurred from the late 19th Century through the mid-and-late 20th Century, which, working collectively, have caused deliberate systematic change in the way Americans are educated. The “accidental,” and “great man” explanations for the occurrence of history don’t hardly explain the sad miserable events that has plagued human beings from the outset of recorded history. The third accepted explanation accepted by contemporary historians for sad history, conspiracy, is the most reasonable and plausible reason for the occurrence of subtle incremental events that have collectively combined over the decades to produce an effect such as the grand delusion about the proper methodology for American learning. When a thorough investigation of the facts reveals the motives of conspiring men and women over an extended period of time to cause a major shift in the presiding philosophy underlying the essential rudiments of public education, those facts can, either, be closely examined by the existing traditional and electronic media and accepted by the American public, or capriciously discounted by that same media and hidden from the public. Why would an objective and independent media hide such scurrilous facts from the public? A free and independent media would not do such a blasphemous thing, but a media bought and paid for by the powerful and wealthy men and women who have conspired together to bring about such a shift in philosophy would so such a thing quite capably.
As Thomas Jefferson stated in 1805, “I’d rather have newspapers without government, than a government without newspapers.” What he actually meant was that he would rather have newspapers willing to publish the facts and the truth in the absence of government than a government unwilling to allow newspapers to publish the truth about what the government is doing against the interest of the governed. The American Constitutional Framers worked together to produce a state that would serve the people, not a state to be served by a people indoctrinated by government to be subservient. The latter status, a state to be served by the people, was predicated upon a political philosophy called Hegelian “statism”. A free-thinking people, such as the original American population that ratified the U.S. Constitution in 1789, are very concerned about individual liberty. As Henry Ward Beecher succinctly stated, “Liberty is the soul’s right to breathe.” This goes along quite well with what Thomas Jefferson stated in 1779, during the American Revolution. He said, “I have sworn upon the altar of liberty eternal hostility against all tyranny over the mind of man.” These immortal words, among the many others he wrote, today grace Jefferson’s memorial in Washington, D.C. All of the Constitutional Framers, who had also signed the Declaration of Independence, realized that “as a man, or woman, thinks, so he, or she, is,” and that perception of reality is the means whereby the American people will choose who, and what, they are. This is why the Constitutional Framers wrote the preamble of the U.S. Constitution to express its explicit purpose, which is stated with the first eleven words of the last twenty-three words of the Preamble “to secure the blessings of liberty to ourselves and our posterity.” The Preamble didn’t say that purpose of the U.S. constitution was to “establish justice, provide for the common defense, and promote the general welfare.” No, those particular things were a means for implementing the ultimate purpose, which was, and is, to secure the blessings of liberty.” Some might argue that the constitution of the Soviet Union had established a form a justice, provided for a common defense of the Soviet people, and promoted a form of general welfare for the Soviet people. But there was no liberty for the Soviet people to determine their own destinies with their independent pursuits of happiness. No, a communist dictatorship does not secure the blessings of personal liberty to a governed people, but, rather, just the opposite, which is control over the minds and bodies of the people. It’s certainly strange that most federal and State politicians today don’t consider the Preamble to the U.S. Constitution an essential part of the Constitution; but it really is.
“Statism,” socialist fascist philosophy that the people of a nation-state are to be conditioned to serve the state, began in the new USA as a pragmatic sociopolitical ideology embraced by wealthy ideologues in several the New England States in the latter-part of the 19th Century. I know that that’s a long way to look backward on American history to collect the relevant and pertinent facts about what really happened, but those facts were duly recorded by historians, journalists, and ordinary Americans in the form of journals, diaries, books written by writers who had actually witnessed those facts being established, and newspaper articles documenting those facts. The five ‘Ws” and one “H” of historical research are the questions and inquiries that lead to a cogent explication of the issues. Who, What, Where, When, and Why, and, of course, How, constitute the basis for historical research and the answers to how, and why, sad events occurred. There have been wealthy powerful aristocratic people in the USA who, from the outset of the republic, did not, at all, like the idea of a common rabble of human beings, the rank-and-file American People, being allowed to choose democratically, by the vote, who would represent them in a bicameral Congress and legislate laws that would affect and diminish the power and wealth of those aristocrats. In effect, these ideological oligarchies, shadow governments within the State and federal governments, were comprised of super-wealthy people who feared freedom and liberty as a political means of making them less powerful and less wealthy. Hence, came the collective surreptitious efforts of these shadowy oligarchies to systematically control the minds of the population in order to secure their wealth and power. These wealthy, powerful, and pragmatic people, though actually very few in number, knew quite well that the proper education and intuitiveness of that common rabble, the great majority of the U.S. population, would cause that great cross-section of Americans to insightfully seek the passage of laws that would enhance the ability of the common People to eventually, through industry and entrepreneurship, compete with, and eventually overshadow, the controlling aristocratic power-brokers; such as common self-educated, and brightly intuitive individuals like Cyrus McCormick, Eli Whitney, Elias Howe, Thomas Edison, and Philo T. Farnsworth, the poor Idaho farm-boy who was invented television.
In a succinct cut to the chase, the ten decades of passed time that have elapsed in the 19th Century have brought to pass the subtle, and extremely detrimental increments of change to public education in the American republic. For example, the ability to read and understand the published written word was regarded by the honored Framers as the keystone to public awareness and understanding of current events in State and federal government in order to assure an intelligent and informed electorate. The basic methodology for teaching America’s youth began as phonics, which was considered by such Framers as Benjamin Franklin, Thomas Jefferson, and John Adams as the proper methodology for teaching children, and illiterate adults, how to read. That was way that they had learned to read, and Franklin, Jefferson, and Adams had used traditional phonics to teach their own children how to read effectively, and the methodology was used effectively in the first public schools established in America before, and after the American Revolution. The first public schools established in the new United States of American were locally controlled and had nothing at all to do with the federal, or State, government. The parents of the children hired teachers to teach reading skills in these original one-room schools were for children of all ages, and phonics, learning to identify words by their vowel and consonant sounds, was used to teach reading.
Yet, another methodology for reading was created around the year 1813 by a man named Thomas H. Gallaudet. Gallaudet created the “see-say” method of teaching deaf-mutes how to read, since abnormal people could not hear word-letter sounds and learn through the normal use of phonics. Then in 1835, Horace Mann, a college educated intellectual, who had, himself, learned to read phonetically, was instrumental in getting the “see-say” reading primer, “Mother’s Primer” established for use by all primary schools in the State of Massachusetts; but by 1843, the very normal and reasonable parents of Massachusetts rejected the “see-say” method and phonics was restored as the standard method for teaching all normal primary reading in the State of Massachusetts how to read. Yet, Thomas Gallaudet, his children, and grandchildren were all graduates of Yale University, as was Thomas Mann, and they were also members of a secret order that existed then at Yale, and still exists and flourishes in the 21st Century. This was, and is, the Secret Order of the Skull and Bones. In fact, Horace Mann was co-founder of Skull and Bones, and it is much more than a passing thought as to why Mann, who had learned to read using phonics, would have pushed and shoved to get the “see-say” reading methodology, originally designed for abnormal deaf-mutes, accepted as a reading methodology for normal primary-age children. Furthermore, the false propaganda disseminated about the, supposedly, successful use of the “see-say” methodology, from around 1853 to 1900, resulted in the adoption of “see-say” by the influential Columbia Teachers College and the Lincoln School, which propelled the thrust of the speciously new John Dewey-inspired system of education that was geared away from the fundamentals of learning towards, rather, preparing primary child to be subservient units in the organic society instead of intelligent and intuitive individuals who could read comprehensively and effectively. ‘See-say” was ideal for the proponents of Dewey. Since learning to read effectively was the primary key for unlocking a child’s ability to read to learn, the Dewey-system deliberately eviscerated the one essential key step in the learning process, which would ultimately culminate in producing an informed electorate. See-say” also appeared to be an easy way to learn to read, despite the recognized fact that learning to read well required personal discipline and hard work.
Hence, I sincerely believe that the rational and reasonable American reading this essay will be clearly able to cogently extrapolate the inexorable and egregious results of adopting a reading methodology system, “see-say,’ created for “abnormal” deaf-mutes, for systematic use by “all” of the public school districts in all of the States by 1920, in order to teach normal elementary school-age children how to read. It wasn’t adopted by accident or as a result of a grand gesture by a wise man or woman, but, rather, by conspiratorial means over a long period of time The leading educational “authorities” from 1900 to 1920, exclaimed by newspapers, magazines, and radio as “progressives,” in the likeness of Theodore Roosevelt and Woodrow Wilson, constituted a select group of, mostly, men who had been educated at Yale University and were members of Skull and Bones. For an ultimately conspiratorial reason, the fundamental wisdom of the Constitutional Framers, regarding the adoption and preservation of phonics, was devalued during this time, and most, that is over 70 percent, of the national electorate were made to believe that what these, supposedly, learned 20th Century men were spouting about educational learning standards for children was based upon truth. Therefore, what is extant today, a nation of dumbed-down adults, is a sad result of a conspiracy that worked its evil in increments over 150 years to the present day. “See-say” is still the predominant methodology for teaching reading in the federally approved “common-core” system of public education. Though there are many private and parochial schools that have continued to teach phonics in the 20th and 21st Centuries, the graduates of these schools make up a very small portion, less than 10 percent, of all the school children in the USA. Most of America’s children, more than 90 percent, are, and will remain to be, products of the public schools.
In conclusion, the reasonable person can clearly see the progression of ineffective educational standards in the current process of educating most of America’s children. You have the elementary schools, which don’t teach basic reading, writing, and arithmetic to properly prepare children for their middle-school learning experience, and the dumbed-down children that enter middle-school from elementary school aren’t properly prepared for the last three, or four, years of high school. Consequently, middle-school is really a remediation of elementary school, and high school is, in most cases, a remediation of what should have been learned in middle-school. Therefore, 98 percent of the 17-to-18 year old adolescents who receive high school diplomas, aren’t really receiving graduation certificates for the proper completion of twelve years of education, but, rather, for merely attending twelve years of classroom experience, and graduating on much less than a twelfth-grade level. Most seniors in public high schools are actually working on a 9th to 10th grade-level when they walk across the stage to be graduated. So, here we are back at the beginning of the time-frame when men and women, 25-to-35 years of age and the graduates of public schools, begin to think that online college and university degrees are “really” equivalent to degrees earned by classroom attendance in brick and mortar universities; and that what they couldn’t achieve in a classroom with their level of academic preparation could be achieved outside of a classroom, at home, before a computer screen. This is, and will remain to be, the mass grand delusion that is the nemesis of American educational superiority.
You will find plenty of articles and help tips for English learners, but rarely will come across learning materials for teachers. Even though teachers are considered experts in their field, they need to constantly innovate and re-invent their teaching method to avoid stagnation and boredom. Learning English can be a tedious process and it is up to the English teachers to captivate the close attention to effective teaching.
Five ways for teachers to improve their classes:
1. Increase comprehension lessons
Majority of the students love to read stories and comprehensions. It joins their interest in the subject matter. While handing out comprehension materials to your students, it is a good thing to explain the background to them. This is bound to capture their attention. Helping your students solve comprehension problems increases their reading and understanding skills.
2. Stress on vocabulary
It is always beneficial to build the vocabulary of English learning students. Unless adequate levels of vocabulary are built, it is difficult to be a fluent speaker in English. Vocabulary creates a strong foundation for the English language and students will be more confident while learning English. Make it a point to teach them a new word each day and gradually increase their comfort level. Many English learning courses have interactive interfaces, which acquaint students with new words every day.
3. Writing opportunities
Encourage your students to write. English can be thoroughly learned only by writing. Give opportunities to students to display their writing skills. Writing helps them to thoroughly retain what is learned in the class. Assign them class essays and make sure that they complete their homework on a regular basis. Also, if possible, correct their English mistakes on the spot without delay. Faster rectification helps them realize their mistakes at the right time.
4. Interaction in class
Encourage the class to speak to one another in English. Peer interaction is one of the ways by which students can increase their confidence while conversing in English. Non native learners of English are always hesitant to take the first step in English conversation due to fear of making mistakes. The classroom environment is a good platform for them to make a good first start. This method will also increase your student's social skills and help them make new friends. These new social acquaints will be a helping aid for them in their life long journey for fluent English.
5. Parental involvement
If you are teaching kids the nuances of learning English, it is a good option to involve their parents in the learning process as well. Instruct them to use the global language in their daily conversations. Homely environment is one of the best places for a student to grasp a foreign language and same is the case with English learning .
The above five ways will help teachers realize the full potential of both themselves and their students. Implement them and be the best English teacher in your class.
I was in the navy for 8 years, and I’ve had food from navy destroyers, aircraft carriers, submarine tenders, and shore duty galleys.
When a ship is in port, it always had plenty of fresh food on board. Right before a ship pulls out to sea, it is replenished with new food and drink.
If you going to be out to sea for a while, you will start to lose some of the things on board you take for granted. Fresh milk is usually one of the first things to go. They substitute it with powdered milk, and it does not even come close to real milk.
Don’t get me wrong, the food on the ship is actually pretty good, and you get plenty of it!
When you are in port, you have access to the freshest foods the navy has, just like your hometown grocery store pretty much.
When you wake up in the morning, you go down to the galley, and get in the chow line. There might be 10 guys in line by the time you get down to eat, and breakfast is usually served most of the morning, because not everyone can eat at the same time, and it would be over crowded then. On smaller ships, like destroyers and frigates, you usually would have 4 meals a day. Breakfast, Lunch, Dinner and Mid Rats, a small meal that make around midnight for people that are still hungry, and want something to eat.
On the destroyer I was stationed on, we would also regularly have cook outs right on the fantail. We always had a 55 gallon drum that was cut in half, and someone from the Supply Department would be frying cheeseburgers, and that was always nice, even out in the middle of the Indian Ocean, we would be having a cook out.
For breakfast, you can usually order your eggs to order, there will be a cook or 2, that take requests for how you want your eggs made, they had a rule not over 5 eggs, I usually only had 2 most of the time, and I would tell them I want a ham & cheese omelet with 2 eggs, and then after I get my eggs, I move down the chow line, and get whatever else I want to go with that, bacon, sausage, just like a small buffet really.
Usually on Fridays, if we were in port, we would have steak and lobster tails on Fridays. I never even really had a lobster tail until I joined the navy. My dad never liked sea food when I was a kid, so we never had it in our house.
Lunch and dinner were usually like a buffet also, just about anything they had, was a line of good food, and you take what you want, and you can always get a new tray and go back in line again, if you are that hungry.
The aircraft carrier I was on, was actually way too big of a ship for me, and I was so glad I only had to stay on it for 2 weeks. There food was good also, and it had 2 galleys, so that one was always open, if the other closed for cleaning or whatever reason.
When you have roughly 5,000 people on board, you better have a place for them to eat all the time, just like a casino, if the ship had slot machines on it, it would be pretty close to the same atmosphere of a buffet.
When I was in transit somewhere out in the Indian Ocean, I had to go to Saudi Arabia to get on a flight to Italy, and a helicopter flew me and about 5 other enlisted guys out to this USNS ship, and we were supposed to just ride the ship for 2 days, until we got off the ship. They had an enlisted 1st class yeoman that had his own stateroom, which on a regular navy ship, just the officers get.
This was a USNS ship, which meant it had civilian workers, and the navy personnel was support for them. When we ate in their dinning room each day, a waiter would come to our table, and he would take your order. I thought to myself, you have to be kidding me, these guys are wearing civilian clothes, and a waiter is taking their order, and I can’t even believe this is real. They give you a choice of 2 selections, sort of like on an airplane, and they bring you ice cream as dessert, and I thought that was unreal.
Most of the civilians on that boat were not cool like the navy guys, probably because they thought the navy worked for them, which on that ship, they sure did, and I could think of several ways to save the navy a boat load of money!
Submarines get some of the best food in the fleet. They guys are under water sometimes for so long, and could you imagine if they did not have good food?
They have a drink they call bug juice, which is really Kool-aid or a fruit punch drink. You better get used to drinking bug juice, if you like something to drink with your meal, after the fresh milk runs out.
Here is one of the craziest things I’ve witnessed on the ship, and every ship does it! It is such a waste of good food, but I guess you can see how it does protect the states from pests and bugs, but does it really?
When ever you are going out to sea far, you usually stop by Hawaii to get new stores, as they call it, which means you are stocking up the ship with fresh food and meat and stuff like that.
As you travel the world, and then are returning, before you stop by Hawaii, you have to throw all the food that could have any chance of having any type of bug from another country in it, so we have a working party, of maybe 20 guys, and the job is to make a line from the food refrigerators, which a ship has several decks of them, all with elevators to make it all together, and we unload all the food, 50 pound bags of brand new onions, lots and lots of them, big boxes of lettuce, lots of boxes of it.
We throw just about everything this is left in the coolers overboard into the ocean, and all the guys just can’t believe we are throwing all this good food overboard, and we bet a lot of sharks are following the ship, and can you imagine how much food an aircraft carrier would throw over board. An aircraft carrier has a place on the back of the ship for throwing trash into the ocean, but only when you are out 50 miles or more to sea, so it does not wash up on the shore, and so many things are thrown in the ocean, besides food. You can sit and smoke a cigarette, and just watch all the people that have trash to throw in the ocean, pretty bizarre in a way, but you can’t have it pile up on the ship.
I would have to say overall, the food in the navy is good, maybe even great, I would of never thought it would be as nice and plentiful as it was, and some days after being out of the navy, I swear their spaghetti is still the best I ever had in my life!
Every successful online business has a plan of where they are going and how they are going to get there. Where will your business be when it’s most successful? How can you ensure that you get there? Can you answer these 6 questions?
1. Who Are You And What is Your Business?
Is your online business as just a hobby? Or is it a serious business that you’ll stick with even if the going gets tough? The internet can be impersonal business environment. Your website visitors will want to know who you are. Your ‘About Me’ page can become one of the top read pages on your website. Tell people who are, why you’ve built your online business and how it can help them.
2. What Do You Offer?
What solutions does your online business provide? Is it freedom? Maybe more time? Or is it something else? What problem can your product or service fix for your customers? If you can answer that, your journey towards having a successful business will be quicker.
3. Who Is Your Customer?
Knowing your ideal customer is an important part of running a successful online business. Create a customer avatar so that you can look at it and know exactly who you’re doing it for. To find that “perfect” prospect do your research to discover their desires, emotions, demographics and other physical and mental personality traits.
4. What Makes Your Business Different?
Generally, another online business will be offering something like yours or close to it. You have to make your offer for a product or service more attractive to buy from you than it is to buy from one of your competitors. What makes you and your business stand out so that it’s better, different, or special?
5. How Will You Deliver It?
It’s important to know how you’ll deliver your product or service to your audience. Will you sell a physical product that’s delivered to the customer’s front door? Or a digital product that’ downloaded instantly to the customer’s computer once they have bought it? Perhaps it will be both? But without knowing how you’ll deliver what you’re selling, it will be difficult to succeed in your online business.
6. How Will You Determine Success?
A successful online business can mean different things to different people. Do you want to sell a specific number of products, get more website traffic, enhance your online reputation, broaden your brand or something else? If you don’t know what you want to achieve, how will you know if have ever achieved it?
Giving your woman sexual climaxes is the most important thing that you should do in the bedroom. The sad fact is that most women do not achieve sexual climax regularly during sexual intercourse. Actually there are so many women that have not achieved orgasms through sexual intercourse. It is only through masturbation that they experience orgasms.
You need to be focused on making sure that your woman is fully satisfied anytime you have sexual intercourse with her. Here are 3 amazing tips that you can use right away to begin giving your woman leg-shaking sexual climaxes anytime you both hit the sheets.
1.) Penetrate Her Deeply During Sexual Intercourse!
This one might look obvious, but it is amazing how so many guys forget to do this. Deep penetration results in more sexual pleasure for a woman. So when having sexual intercourse, make sure that you thrust deep into your woman’s vagina. The amount of stimulation that deep penetration gives to women is amazing.
Deep penetration stimulates the pleasure nerves that are located deep inside the vaginal canal as well as the ones located around the opening of the vaginal canal. Asides that, deep penetration also allows for stimulation of your woman’s G-Spot during sexual intercourse, but you will have to use some certain sex positions to be able to stimulate the G-Spot properly.
2.) Stimulate Her Clitoris With Your Tongue, Lips and Fingers!
The easiest way to give your woman sexual climax is through oral sex and fingering. Licking and sucking your woman’s vagina can give her amazing sexual pleasure. While giving your woman oral sex, insert your fingers into her vagina to give her double sexual pleasure.
Just make sure you are noticing her body movements when you are giving her oral sex and fingering her, this is so that you can know which strokes and techniques that she likes best. Then you can keep stimulating her the way she likes it, this would give her mind blowing sexual climaxes and you would be proud of yourself afterward.
3.) Stimulate Your Woman’s G-Spot!
Your woman’s G-Spot is situated along the upper walls of her vaginal canal at about 2 inches from the opening of her vagina. The easiest way to stimulate your woman’s G-Spot is by using your fingers. Locating a woman’s G-Spot can be very tricky if you don’t know exactly where to look. This is one reason why the G-Spot is sometimes regarded as a “myth” by sexually inexperienced men.
Stimulating your woman’s G-Spot is capable of giving her powerful sexual climaxes. To stimulate her G-Spot, insert your well lubricated fingers (index and middle fingers) into your woman’s vagina while she is lying on her back. Your palm should be facing up. Move your fingers in a curly motion, just like you are doing the “coming over” here sign. As you do this, use your other fingers to stimulate her clitoris softly and gently. In a few minutes she would be experiencing body-shaking and thigh-quivering sexual climaxes.
When you focus on these 3 tips, you are on your way to becoming a “sex god”, but there is one thing you must have before women can see you as a master in lovemaking. This is no other than the issue of a having a big penis. Women love guys with big penises. 100% of women would prefer sexual intercourse with a man with a big penis than with a guy with a small penis. This tells you point blank that “PENIS SIZE MATTERS A LOT TO WOMEN”. If you have a small penis, don’t console yourself with the phrase “size doesn’t matter” because it does matter a great deal to women.
The Brother SE400 Embroidery and Sewing Machine has a USB cable port. This means you can connect the SE400 directly to your computer. You can then download embroidery designs saved on your computer into the SE400. This article explains step-by-step how to do this.
Choose .PES or .DST Embroidery Design File Format
You can buy additional embroidery designs for the Brother SE400 on CD or download them from the Internet. In addition, many online sites, including Brother.com, have designs you can download for free.
The Brother SE400 can only handle embroidery data files in .PES and .DST format. Be sure to get the right file format.
Check that hoop size is 4×4 inches.
Copy Or Download The Embroidery Data Files To Your Computer
I usually store all of my designs in a folder called “Embroidery Designs” on my Desktop. Then I organize them in sub-folders by type. For example, “Flowers” or “Sports.” Make sure that the file names don’t contain special characters. It’s safest to only use letters, numbers, hyphen (-), and underscore (_).
Connect Your Computer To The Brother SE400
Plug the included USB cable into the USB port on the right side of the SE400. Connect the other end of the cable to the USB port on your computer. Make sure both the computer and embroidery machine are turned on.
You should see the “Removable Disk” icon in “My Computer” on your computer.
Copy The Embroidery Design Data Files To “Removable Disk”
Copy the embroidery data files you want to use to “Removable Disk.” Do not put folders in “Removable Disk.” The SE400 cannot recognize folders or find embroidery patterns in folders.
Do not copy more than 12 patterns to “Removable Disk.”
Save the patterns to the machine’s memory. Otherwise the patterns in “Removable Disk” will be lost when you turn off the SE400, and you will have to copy them over from the computer again.
Select The Pattern You Want To Stitch
Press the USB icon on the LCD screen. The downloaded patterns are displayed. If you have a .PES file, you will see an image of the design. Move to the pattern you want using the Previous and Next page keys. Press the Retrieve key.
The Tajima ( .DST) Embroidery Data Files are limited. Only the first eight characters of the file name will be displayed in the pattern list, not the image of the design. Also the .DST format does not contain specific thread colors and will be displayed with Brother’ default color sequence. Check the preview and change the thread colors to what you like.
Embroider Your New Pattern
Edit the design and begin stitching.
For Macintosh Users
Even though Brother says the SE400 is only compatible with Windows, it works just fine with the Macintosh. Connect it to your Mac’s USB port. The SE400 will show up as an external hard drive, named “No Name.” Just drag and drop the embroidery files to this drive. The rest of the instructions should be the same as the PC.