The Skin You Live In By Michael Taylor

In chapter 2 entitled “Living is for Everyone,” Davidson presents Jimmy Teyechea, a cancer fighter who has shown the readers an important yet neglected issue of the life on the border. The health problems found among the people who live in the borderland has raised questions of industrial contaminations since various cases of cancer happened. The waste disposal from the factories has apparently become a big issue and the fact that “properly disposing hazardous waste cost several hundred dollars a barrel” (62) opens an interstice to some irresponsible acts which in the long run pollute the environment and affect people’s health. With LIFE, an organization he formed with other cancer victim, Jimmy tries to look for the answer of the mystery within

Nicholas Kristof attempts to be humorous in his article “Let them Sweat,” however Kristof ends up hurting his ethos significantly. Kristof attempts to lighten the mood by cracking several jokes, and statements that are unheard of and unexpected to the reader. While this attempts to create pathos, the reader is unable to relate to his statements, causing the verbiage used to harm his ethos, thus causing the reader to question his credibility. For example, “The Gentle Reader will think I've been smoking Pakistani opium” clearly shows that Kristof expects that the reader will think that he is insane, automatically creating a damaged reputation at the beginning of his article.

The author explains how many students, especially those in the focused-upon second grade class, have difficulty explaining their “mathematical thinking process”. While they may provide correct answers using memorized calculations, they are unable to demonstrate their conceptual understandings or explain how they achieved the right results. As stated by the researcher, “it is important for students to be able to demonstrate their mathematical thinking as well as their method of solving a problem” (Kostos & Shin, 2010, p.223).

Most people in the West are commonly users of alcohol, and most people use this substance, this drug, to spice up their lives. Some of the people who drinks occasionally are also users of other drugs such as cocaine or MDMA or something else. And even though the majority of the population is able to be in control of their intake, some people has let the alcohol and the drugs taken over their lives. Now these drugs aren't only being used to spice up their existence, and the cocaine is now maybe being dosed up to heroine, and now these substances will be used to fill some sort of gap one cannot escape from other ways. 
 In the article my life without drugs, written by Russel Brand, we get to know Brands view on drugs by first letting us

“The Skin You Live In”, is the title of the book I chose. It is written by Michel Tyler and illustrated by David Lee Csicsko. I thought this was the perfect book for this activity, because it explains that each child is a different color. It says how each child has a unique color and that’s what makes them special. It tells the children we are all different and special all in the same. They talk about it’s the skin you have fun it, it’s the skin you jump in, and it’s the skin you run in. It’s paying tribute to skin tones such as “Your Coffee and Cream skin, your warm cocoa dream skin, and your chocolate chip skin. It shows the children the different skin color by engaging in different activities.

At the end of the lesson, I felt my lesson did give the visual understanding of the concepts and ideas pertaining the presentation and analysis of data using tally charts and bar graphs enabling the students to improve their mastery of the concepts learned. However, in the future, I would scaffold a mini-lesson for the students that had trouble with understanding the question based on the data, especially considering that some of the students were not able to differentiate if the word problem necessitated addition or subtraction. I also feel it would also be effective to guide using demonstrations and help them in rephrasing the current challenges and concepts. By doing so will help them prepare to do so in future so when problems such as this arise they are prepared. This strategy can help them retain the concepts and approaches to solve such problems and have a better understanding of the concepts taught currently and apply them in the

Nina Raine’s play uses image in the title of her play. The title Tribes is an image because it has a different meaning in regards to what the play is about. It does not mean what one would typically think it means. The known of the image is the word tribe. According to the Merriam-Webster Dictionary, tribe is “a social group comprising numerous families, clans, or generations together with slaves, dependents, or adopted strangers” or “a group of persons having a common character, occupation, or interest.” The unknown of the image is that Billy wants to feel a part of a “tribe.” He wants to be surrounded by people who understand him. His family is his “tribe” but they do not understand what it’s like to be ignored because of the language

As an educator it is important to be aware of the various learners in the classroom as well as being able to shift lessons accordingly to adapt to a greater number of students. In addition it is essential that culturally responsive practices is adapted in the classroom in order for all students to have a sense of belonging and are able to participate. For this reason, a teacher must actively use culturally responsive practices to engage students and their families because it helps to develop a relationship and maintain a level of communication. Learning “facts” about different cultures is not enough, it is more important that we make

The story starts out in Coca, a city in Ecuador. The author Joe Kane is explaining how oil is everywhere in this city and that every outsider wants to get their hands on it to make money. He explains how the Ecuadorian government is in control of all natural resources even though certain tribes own the land. This means that the tribes own the land but cannot profit from all of the oil on their land. Joe mentions that among the different native groups the Huaorani consider themselves never to have been conquered. The Huaorani are a very fierce group and have driven away invaders time after time for many years.

Station 1 is an art integrated project creating paper Math Mountains, adding pompom Tiny Tumblers, and writing the correct addition math sentence. Station 2 is a tech-integrated station in which students explore and play various math addition apps on iPads. Station 3 allows students to use a spinner to find, write, draw, and compare which two different numbers are less or more. Station 4 will use dauber markers as a means of finding teen numbers on various worksheets. Station 5 is another hands-on activity, where students will shake and spill 10 red and yellow sided coins. They will color coins in a ten frame and write the corresponding math addition sentence. For example, color 4 yellow and 6 red coins then write 4+6=10.Throughout the three lessons, students will use Math Mountains and Tiny Tumblers as a powerful visual representation of number bonds and create math sentence relating to addition Each lesson allows students to work for whole and small, group, with peers, and individually on recording and adding sets of partners that equal whole

In his 2003 article for The Harvard Business Review titled “I.T Doesn’t Matter”, Nicholas Carr – the Executive Editor at the time, submitted to the public his views on the utility of IT in acquiring a competitive edge (Carr N. G., 2003). Carr looks at the commonly held view that the strategic value afforded by IT as a resource increases with its effectiveness and pervasiveness; a view he sees as based on a flawed premise. He posits that a resource’s value is determined by its scarcity rather than ubiquity; that having what your competitors do not puts you at an advantage. A true enough statement in any competitive marketplace, but a point easily overlooked thanks to the article’s provocative title.

Decimals can be tricky for students, so the use of visual models like grids, +/- boards, and number lines can be beneficial. A 10 × 10 grid model provides a picture for students and can help them understand the numbers that the decimal system represents. While using the grid model, the students in the article were able to represent 0.34 as 34 hundredths by shading in 3 of ten equal parts then 4 of 100 equal parts. The students were then able to explain that what they shaded in meant 3/10 and 4/100, making it 34 hundredths. The grid method can also help students understand that adding zeros to the end of a decimal does not change its value. For example, in the article a student was asked to determine whether 0.11 and 0.110 were equal or if one

Using the Renaissance Learning Software: Math Facts in a Flash. Students spent 10 minutes-a-day practicing multiplication facts from 1-10. The software program first tests students’ knowledge of multiplication facts in on a baseline test. The facts are grouped in two facts per level. (1,2 – 3,4 – 5,6 – 7,8 – 9,10 – 11,12). Students then practice a variety of facts on that level including facts that were missed in the baseline test. In the practice portion of the software, students are given instant feedback on problems if they are correct it moves on, while when they answer incorrectly it provides them the correct answer. When the student is ready to test again they are given a timed test. They must correctly answer 40 facts in 2 minutes to advance to the next

The authors state that, “Multicultural literature helps children identify with their own culture, exposes children to other cultures, and opens the dialogue on issues regarding diversity”, (Colby & Lyon, p. 1). By having students of theirs reflect on their reading of, African American children’s literature that helps students find themselves: Selection guidelines for grades K-3” (Hefflin & Barksdale-Ladd, 2001), the authors have given several probable ideas and summations to support their research. They go on to examine beliefs and practices based on the importance of using such literature in today’s classrooms that will provide a student with a variety of cultural understandings and views, along with themes of the issues held by the public in which these students are now living in.

Educators can better their mathematical instruction by providing real-world connections, utilizing manipulatives, observing student learning, allowing students time to talk, reflect and problem solve. These strategies will allow students to build upon their understanding and knowledge of fractions and apply their learning to various situations (Naiser, Wright, Capraro, 2004). In order to create a variety of meaningful learning experiences many educators attempt to use mathematical manipulatives. Manipulatives have the power to make fraction lessons more active, motivational, and concrete (Naiser, Wright, Capraro, 2004). In addition, these tools allow students to learn by discovering. Manipulatives