type of yarn, rather than thread. a kind of needlework in which loops of a yarn are interwoven by means of a single hooked needle, or crochet hook. a specialized needle with a hook at one end used to create crochetwork. to knit or crochet stitches at an angle, producing a pattern in which the stitches overlap ; crosses can be in the back or front of a stitched fabric. a type of needlework, usually done with thread, in which stitches are crossed in the form of an x on some surface. a band or fold at the end of a sleeve. removing stitches from a crocheted or knitted row to create a piece with sophisticated shaping ; abbreviated dec. one of the most common crochet stitches, it ' s about twice as tall as a single crochet ; abbreviated dc. compare with single crochet. decreasing 2 stitches at the same time ; abbreviated dbl dec. increasing 2 stitch in the same place ; abbreviated dbl inc. a long space in filet crochet that crosses over the two blocks or spaces, or the one lacet, below it. a tall crochet stitch that creates a loose and holey fabric. knitting needle that has a point at each end. how a knitted or crocheted fabric falls, including how much movement the fabric allows. adding loops to your crochet hook by crocheting a row onto a foundation chain. a knit stitch or purl stitch that has fallen off the knitting needle, leaving that stitch unworked. a simple way of adding an additional color to your knitting without actually knitting with that color ; instead, you embroider the additional color on the fabric, mimicking the stitch it covers. the batch of dye with which a certain yarn was colored. the quality or condition of being elastic, meaning springy, flexible, and resilient. to decorate a fabric with a design in needlework, usually by using embroidery floss. a style of knitting in which the knitter holds the yarn in his or her right hand and wraps it around the right - hand ( rh ) needle as he or she creates stitches. 1. a small hole through which you pass something, such as a button. 2. a type of lace pattern characterized by small openwork motifs distributed over a solid fabric. a liquid medium that you apply to a worked piece during blocking, which dries invisible and makes your fabric rigid. a kind of knitted lace pattern composed of nothing


a type of lace pattern characterized by small openwork motifs distributed over a solid fabric. a liquid medium that you apply to a worked piece during blocking, which dries invisible and makes your fabric rigid. a kind of knitted lace pattern composed of nothing but the simplest lace - making unit — a yarn over followed ( or preceded ) by a decrease. knitting technique, also called stranding, that involves color patterns using more than one color in a row. you can work with two strands of yarn, carrying them along the back of your work, and picking up and dropping them as needed. a filet crochet stitch that looks somewhat like a v and is worked across five stitches or the width of two spaces. to cut the yarn in a crocheted piece and then draw it through a loop on the crochet hook at the end of the design or the end of that particular yarn ' s use in the design. to transform knitting or crochetwork into a dense, sturdy fabric by running the finished piece through the washing machine. a crochet technique that imitates a 17th - century form of lace worked on mesh netting stretched across a frame, which has evolved into a series of blocks and spaces that form a design. wool from a sheep or similar animal. the strand on the wrong side of loose stitches that connects those stitches. a soft, loosely twisted thread or yarn used in embroidery. a crochet stitch pattern abbreviation for front loop only. a crochet or knitting stitch pattern abbreviation meaning follows or following. a series of chain stitches that creates your first row of crochet. a border or trimming of cords or threads, hanging loose or tied in bunches. to knit or crochet stitches at an angle on the front ( or right ) side of a fabric, producing a pattern in which the stitches overlap. a type of crochet stitch in which you insert your hook around the post of a stitch that ' s one or more rows below the current row, creating raised patterns on the surface of the fabric facing you. a knitting stitch that you create by simply knitting ( or purling ) every row. the number of knitted or crocheted stitches and rows there are to an inch of fabric. a way to join two knitted pieces that mock knits by using a tapestry needle, creating a very stretchy and almost invisible join. a crochet stitch in between a single crochet and a double crochet in height, which you work by drawing the yarn through


pieces that mock knits by using a tapestry needle, creating a very stretchy and almost invisible join. a crochet stitch in between a single crochet and a double crochet in height, which you work by drawing the yarn through three loops on the crochet hook. a knitting stitch that creates a fabric that looks and feels like a woven fabric. a technique used to make combination stitches, such as the puff or cluster. the stitch is worked only partway, and then finished at the end of the combination. a large circle of yarn twisted into a figure - 8 shape. a type of yarn that has been blended from a number of different - colored or - dyed fleeces, and then spun ; muted in color. a border on a garment or piece of cloth, usually made by folding the edge and sewing it down. a technique used to knit a cord that curls in on itself. to add stitches to a row so that the row has more stitches than the previous row. a knitting technique that works with different colors without using floats ; instead, each color area has its own strand of yarn, and you intertwine the yarns when it ' s time to work in another color. to connect separate pieces of knitting or crochet by using one of a variety of techniques. a knitting stitch pattern abbreviation for knit 2 stitches together. a knitting stitch pattern abbreviation for knit in stitch below an explanation of symbols used in a stitch chart. 1. ( verb ) to make cloth by interconnecting loops of yarn or thread in rows of stitches by using a pair of special needles. 2. ( noun ) a particular stitch in knitting that goes into the stitch from front to back. a crochet stitch that looks like rows of vs nesting in the row below, much like a knitting knit stitch. a knitting stitch pattern abbreviation for knit stitch through the back of the loop. a knitting stitch pattern abbreviation for knitwise ( as if to knit ). a fabric knitted or crocheted in ornamental designs with various - sized holes. a fancy crochet stitch that looks somewhat like a v and is worked across five stitches or the width of two spaces. left - hand needle ; the knitting needle that you hold in your left hand. a slick, smooth strand of floss or yarn that you thread with a tapestry needle through the last row of stitches below a mistake you ' ve made in knitted lace, which allows you to put stitches back on your needle if you rip out too many when correcting the


of floss or yarn that you thread with a tapestry needle through the last row of stitches below a mistake you ' ve made in knitted lace, which allows you to put stitches back on your needle if you rip out too many when correcting the mistake. a yarn, cloth, or thread made of flax, a plant fiber. description of a stitch that ' s still on the knitting needle. a single crochet stitch that you work into either the tops of stitches or spaces between stitches one or more rows below the current row, creating a vertical spike of yarn that extends over several rows of stitches. 1. the section of yarn wrapped around your crochet hook or knitting needle with which you work to form new stitches. 2. three or more crochet chain stitches worked in a row. a knitting increase in which you create a new, separate stitch between 2 stitches that are already on the needle. a type of plied yarn in which the plies are different colors. a type of knitting stitch that creates a practically invisible and nicely flexible seam for joining pieces side by side. a crocheting and knitting stitch pattern abbreviation for main color, used in multicolored patterns. a fuzzy yarn made from the long, silky hair of the angora goat, often mixed with other fibers. a knitting pattern of repeating geometric shapes. a knitting stitch that ' s an elongated version of seed stitch, in which you work 2 rows of the same sequence of knits and purls, then alternate them. a crocheting or knitting design with a repeating figure or shape. a knitting needle ; an eyeless, usually long, needle of metal or plastic that has a blunt point at one or both ends, used in pairs when knitting by hand. a synthetic fiber with great strength and elasticity. a lace pattern that has more openings than solid spaces in its composition. a knitting stitch pattern abbreviation for purl 2 stitches together. the sequence of crochet or knit stitches that, when repeated, create a certain fabric ; either written out with abbreviations or presented in a chart. abbreviated as pat. a knitting stitch pattern abbreviation for purl in the stitch below. 1. to use knitting needles and yarn to pull up new loops along a knitted edge and knit a border on that edge. 2. to fix a dropped stitch. a little round - shaped crochet stitch that add a decorative touch to an edging or fill an empty space in a mesh design. 1 ( noun ) a small, thin piece of rust


that edge. 2. to fix a dropped stitch. a little round - shaped crochet stitch that add a decorative touch to an edging or fill an empty space in a mesh design. 1 ( noun ) a small, thin piece of rustproof metal, often t - shaped. 2. ( verb ) to secure a knitted or crocheted fabric to the blocking board by using rustproof, non - plastic pins. a finished slit on a garment that has a fastener, such as on the collar of a shirt, to make it easy to put on and take off. the number of smaller strands twisted together to form the larger single strand of yarn. a type of synthetic compound, such as nylon. a fabric made from synthetic material also used in making plastics. an ornamental ball or tuft of yarn often attached to garments and curtains. a crochet stitch that forms a rounded, compact oval that stands out from the fabric. a crochet stitch made by inserting your hook around the post of a stitch that ' s one or more rows below the current row ; can be worked in the front or back of the post. a knitting stitch pattern abbreviation for pass slipped stitch over ; used for decreasing. a crochet stitch that gently puffs up into an oval shape. a knitting stitch that you create by working a knit stitch backwards, going into the stitch from back to front. a crochet stitch that looks like rows of rounded bumps, much like a knitting purl stitch. a synthetically produced textile fiber produced by pressing a cellulose solution through small holes and solidifying it into filaments. a crocheting and knitting stitch pattern abbreviation for remains or remaining. a given stitch sequence or combination. stitch patterns are based on stitch repeats and row repeats. a given stitch sequence repeats horizontally across a row. a series of rows of given stitch sequences repeats vertically. together they make up a stitch pattern that makes the fabric smooth, bumpy, cabled, or striped. right - hand needle ; the knitting needle that you hold in your right hand. a crochet or knit stitch pattern that creates textured vertical stripes. to undo knitted stitches by removing the loops from the needle and pulling the yarn to unravel the stitches. a knitting stitch pattern in whcih purl stitches make wavy lines. a single line of stitches crocheted or knitted in the round ; abbreviated rnd. a single line of stitches crocheted or knitted in a flat pattern. a cr


stitch pattern in whcih purl stitches make wavy lines. a single line of stitches crocheted or knitted in the round ; abbreviated rnd. a single line of stitches crocheted or knitted in a flat pattern. a crocheting and knitting stitch pattern abbreviation for right side, meaning the side that will be displayed when used / worn. the horizontal strand of yarn that connects the first stitch on each needle when working a make 1 increase. a small outline drawing of each piece of a knitted or crocheted project pattern. 1. ( verb ) joining two pieces of material with a line of stitches. 2. ( noun ) the line along which two pieces of material are joined. a knitting stitch that has a regular texture of little bumps that look a bit like seeds. an extra stitch at the edge of your knitted fabric that ( in combination with others ) serves to create an even, stable border. also spelled selvage. to join or fasten with stitches using a sewing needle and thread. the portion of a crochet hook that holds the loops you ' re working with ; its diameter largely determines the size of the stitches. a projection, such as a ring, on the back of a button by which you sew it onto a fabric. a crochet stitch that involves working from 3 to 5 double crochet stitches all in the same stitch ; the pattern looks like a seashell. a yarn material made from the soft, shiny fiber produced by silkworms from their cocoons. a long crocheted strip of very short vertical single crochet rows. a compact, fundamental crochet stitch that creates a tight, dense fabric. compare with double crochet. the most common form of yarn packaging ; an oblong, machine - wound bundle of yarn. to move a stitch from one knitting needle to the other without working that stitch. the first stitch you form on your knitting needle or crochet hook to begin a project. a flat or small knitting or crochet stitch that you use mostly as a utility stitch or a technique for activities like making a seam or joining a new ball of yarn. the opening in a piece of crochetwork created by working 1 or more chain stitches in between other stitches. a process to block your crochetwork or knitting by spraying the fabric with water to dampen it, then laying the fabric in the intended shape. a knitting stitch pattern abbreviation for slip, slip, knit the slip stitches together, which creates a


a process to block your crochetwork or knitting by spraying the fabric with water to dampen it, then laying the fabric in the intended shape. a knitting stitch pattern abbreviation for slip, slip, knit the slip stitches together, which creates a left - slanting decrease. a tasteless, odorless substance used to stiffen and shape fabrics. using a steam iron to block the shape of a knitted or crocheted piece. a shortcut used to open up a knitted tube in which you sew or crochet two vertical lines of stitches an inch or so apart, then cut the stitches that fall between those lines. a small ring that you add to your knitting or crochet work to remind you where you need to make a change to your needlework, such as the beginning of a round or the spot to work an increase. a single loop of yarn worked off a needle in knitting or crocheting. a knitting stitch which you create by alternating a knit row with a purl row. to crochet, generally with yarn, onto a crocheted background ; resembles embroidery. 1. ( verb ) to make a sample of knitted fabric for various reasons, including measuring gauge and practice. 2. ( noun ) the knitted fabric sample created by swatching. a tool that looks like a wooden umbrella, which is specially designed to help untwist a hank of yarn. the loose bit of yarn left after you finish knitting or crocheting your pattern. a large - eye needle with a blunt point that you use to sew knitted pieces together. an ornamental tuft of threads of equal length, hanging loosely from a knob or from the knot by which they ' re tied together. 1. ( noun ) a light, fine, string - like length of material made up of two or more spun fibers. 2. ( verb ) to put a thread through the eye of a sewing or tapestry needle, or to work that threaded needle through a fabric. the part of a crochet hook that does the actual hooking of the yarn and pulls that yarn through a stitch. a crocheting and knitting stitch pattern abbreviation for together. a type of closure that has a ring on one end and bar on the other ; the bar slides through the ring vertically and then lays on the ring horizontally to keep it from coming back through. a crochet stitch which is slightly longer than the double crochet and which creates longer openings between the stitches, producing a very loose fabric.


slides through the ring vertically and then lays on the ring horizontally to keep it from coming back through. a crochet stitch which is slightly longer than the double crochet and which creates longer openings between the stitches, producing a very loose fabric. a crochet stitch that involves creating a length equivalent to 5 chain stitches by using a yarn over 4 times. reversing your crochet work so that you can start a new row of stitches. the 1 or more chain stitches that you crochet after you ' ve turned your work and are about to begin your next row so that your yarn is at the height necessary to work the first stitch of the next row or round. a wool yarn with a background color flecked with bits of fiber in different colors. a smaller version of a knit cable that consists of 2 stitches, 1 crossing over its neighbor. dyed in several different colors or shades, such as yarn. a synthetic material often used to make rayon and other synthetic yarns. a crochet stitch made up of a double crochet, chain, and double crochet stitch all in the same stitch, forming a v shape. to work the remaining bit of yarn into already - created stitches to hide the tail. the thickness of a yarn. an ancient name for a knitted horizontal stripe. getting a piece of knitting or crochetwork completely wet in a sink or basin of water before laying it out to shape it. a stitch used to join crocheted rows of short stitches, such as single crochet, worked with a tapestry or sewing needle and yarn or thread. a machine with a crank that turns a spindle, which can wind and unwind a skein of yarn attached to the winder. yarn spun from the fibers of sheep, goat, llama, or other animal hair. an adjustable wooden frame with arms that you can dress with your wet, knitted or crocheted garment to block that garment. crochet a designated stitch or stitches across the whole length of a row. a smooth, firmly twisted thread or yarn made from long - staple wool combed to make the fibers lie in the same direction. a crocheting and knitting stitch pattern abbreviation for wrong side, meaning the side that will be hidden when used / worn. any fiber, such as wool or nylon, spun into strands for knitting or crocheting. the hand that ' s feeding the yarn from the ball or skein. in crochet, the hand not holding the hook.


famous women in astronomy part of the astronomy for dummies cheat sheet when you ’ re studying astronomy don ’ t forget the women that made an impact in the field. check out this list of amazing achievements by women astronomers and astrophysicists : caroline herschel ( 1750 – 1848 ) discovered eight comets. annie jump cannon ( 1863 – 1941 ) devised the basic method for classifying the stars. henrietta swan leavitt ( 1868 – 1921 ) discovered the first accurate method for measuring great distances in space. sally ride ( 1951 – 2012 ) a trained astrophysicist, she is the first american woman in space. jocelyn bell burnell discovered pulsars in her work as a graduate student. e. margaret burbidge pioneered modern studies of galaxies and quasars. wendy freedman leader in measuring the expansion rate of the universe. carolyn c. porco leads the cassini imaging science team in the study of saturn and its moons and rings. nancy g. roman as nasa ’ s first chief astronomer, she led the development of telescopes in space. vera c. rubin investigated the rotation of galaxies and detected the existence of dark matter. carolyn shoemaker discovered many comets, including one that smashed into jupiter. jill tarter leader in the search for extraterrestrial intelligence.


how to enter basic formulas in excel 2007 as entries go in excel 2007, formulas are the real workhorses of the worksheet. if you set up a formula properly, it computes the right answer when you first enter it into a cell. from then on, it keeps itself up to date, recalculating the results whenever you change any of the values that the formula uses. you let excel know that you ’ re about to enter a formula in the current cell by starting the formula with the equal sign ( = ). some formulas follow the equal sign with a built - in function, such as sum or average. many simple formulas use a series of values or cell references that contain values separated by one or more of the following mathematical operators : + ( plus sign ) for addition - ( minus sign or hyphen ) for subtraction * ( asterisk ) for multiplication / ( slash ) for division ^ ( caret ) for raising a number to an exponential power for example, to create a formula in cell c2 that multiplies a value entered in cell a2 by a value in cell b2, enter the following formula in cell c2 : = a2 * b2 to enter this formula in cell c2, follow these steps : select cell c2. type the entire formula = a2 * b2 in the cell. select cell c2. type = ( equal sign ). select cell a2 in the worksheet by using the mouse or the keyboard. this action places the cell reference a2 in the formula in the cell. to start the formula, type = and then select cell a2. type * ( shift + 8 on the top row of the keyboard ). the asterisk is used for multiplication in excel. select cell b2 in the worksheet by using the mouse or the keyboard. this action places the cell reference b2 in the formula. to complete the second part of the formula, type * and select cell b2. click the enter box ( the check mark in the formula bar ) to complete the formula entry, while at the same time keeping the cell cursor in cell c2. excel displays the calculated answer in cell c2 and the formula = a2 * b2 in the formula bar. click the enter box, and excel displays the answer in cell c2 while the formula appears in the formula bar above. if you select the cell you want to use in a formula, either by clicking it or moving the cell pointer to it, you have less chance of entering the wrong cell reference. after creating


in 1990, the u. s. set the example for protection of the rights of people with disabilities in its americans with disabilities act. the ada became the template for many nationsi laws on disability rights and was recently the model used to design the united nationsi treaty on disabilities rights. knowing this, it is difficult to understand why the u. s. senate recently failed to pass that very treaty. the u. n. treaty on disabilities, first adopted in december 2006, sets a standard for all nations in assuring full human rights for people with disabilities. the guiding principles include such ideals as respect for inherent dignity ; individual autonomy ; the independence of all people ; nondiscrimination ; full and effective participation and inclusion in society ; equality of opportunity ; accessibility ; and respect for difference and acceptance of people with disabilities as part of human diversity. the u. n. treaty sets forth a set of articles that specify for every nation the benchmarks for protecting the human rights of people with disabilities. anyone familiar with the ada will recognize the origins of these articles, which address such issues as reasonable accommodations, equal recognition under the law and the right to vote, access to the justice system, free and public education, the right to fair employment practices, the right to habilitation and rehabilitation. as with any rights, it is the responsibility of the governmental body to protect these rights and the choice of each individual whether to exercise them. u. s. citizens with disabilities who have travelled internationally attest to the need for many other nations to come to the standards of our country when it comes to accessibility for people with disabilities. the u. n. treaty establishes those standards. it does not change any nationis laws or constitutions. a variety of nations have specified their own application of the treatyis principles and excluded any clause that appeared to be in conflict with their own constitution or practices. yet it was not because of this flexibility in interpretation that the u. s. senate voted against ratification of the u. n. treaty on disabilities. those who opposed it claimed to do so because of their fear that the treaty would affect the ability of american people with disabilities and their parents to make their own choices about how to live and educate their children. a particular fear was the fear of some parents that the treaty would prevent them from choosing to home - school their children. the u. n. has no such powers, nor do the rights afforded through the treaty compel any person with a disability to exercise those rights. on dec. 4, 38 senators opposed ratification


the alarm went off at 7 a. m. the morning my wife and i were leaving for hawaii some years ago – but i was already awake. i had been hit early in the evening with severe nausea and stomach cramps. the ride to the airport was pretty rough, but the eight - hour flight to the island paradise was near misery. i spent most of my time at cruising altitude out of my seat and, shall we say, indisposed. pretty soon, i knew that i had been struck by the dreaded norovirus. in retrospect, i recalled a similar illness among co - workers the previous week. noroviruses are actually a whole family of viruses, which collectively are responsible for more than 20 million cases of gastroenteritis in the united states each year. gastroenteritis is a viral infection of the stomach and intestines. the main symptoms include nausea, vomiting, stomach cramps and frequent watery diarrhea. norovirus is extremely infectious. it is passed along in fecal matter ( yes, that means poop ), typically on the hands of infected persons or on the inanimate objects they touch ( think doorknobs, phones and countertops ), where it can survive for many hours. once the virus reaches the hand of a new victim, it takes only a little itch to bring it to the mouth, and then there ’ s no going back. nearly everyone who becomes infected gets sick – unlike other viruses. for most otherwise healthy people, norovirus is only an inconvenience. its symptoms typically last only a couple of days and resolve as quickly as they start. it does contribute to lost workdays and, as in my case, has ruined many a vacation. cruise ship outbreaks are the stuff of legend. however, for infants, the elderly and those with chronic illness, norovirus can lead to dangerous levels of dehydration. norovirus accounts for 70, 000 hospitalizations and 800 deaths each year in the united states. previous infection does not confer much protective immunity because norovirus constantly mutates into new forms. perhaps you have heard reports of a new norovirus strain from australia, which is circulating this season. it seems especially potent and difficult to kill. because it ’ s new, most people do not have immunity. infected people should avoid food preparation for at least three days and up to two weeks after resolution of symptoms. in all cases, food preparation surfaces should be thoroughly cleansed


ten steps to better student engagement project - learning teaching strategies can also improve your everyday classroom experience. tristan de frondeville credit : courtesy of pbl associates as a teacher, my goal was to go home at the end of each day with more energy than i had at the beginning of the day. seriously. now, as i travel the country coaching teachers on how to successfully use project learning, my goal remains the same. and i try to teach educators the strategies they need to achieve this goal in their own classrooms. a teacher in one of my workshops said, " when my students and i are in the flow, then i don ' t feel like i have to work as hard. " i heartily agree. when 90 to 100 percent of my students are excitedly engaged in their tasks and asking deep and interesting questions, i experience joy, and joy is a lot less tiring than the frustration that comes with student apathy. project - based classrooms with an active - learning environment make such in - the - flow moments more common. yet these same classrooms require many teacher and student skills to work well. as teachers, we can feel overwhelmed when we try something new and experience chaos instead of flow. the good news is that the strategies for creating and managing high - quality project - learning environments are productive in any classroom, whether project learning is a central part of the curriculum or not. here are ten ideas that you can start practicing in your classroom today to help you create more moments of flow. create an emotionally safe classroom students who have been shamed or belittled by the teacher or another student will not effectively engage in challenging tasks. consider having a rule such as " we do not put others downs, tell others to shut up, or laugh at people. " apply it to yourself as well as your students. this is the foundation of a supportive, collaborative learning environment. to learn and grow, one must take risks, but most people will not take risks in an emotionally unsafe environment. create an intellectually safe classroom begin every activity with a task that 95 percent of the class can do without your help. get your students used to the fact that when you say, " please begin, " they should pick up a pencil and start working successfully. this gets everyone on the bus. then make sure your students know that these initial easy tasks will always be followed by increasingly challenging ones. create rich and complex tasks so that various students have a chance to excel and take on the role of helping others. cultivate your engagement meter be acutely aware of


your students know that these initial easy tasks will always be followed by increasingly challenging ones. create rich and complex tasks so that various students have a chance to excel and take on the role of helping others. cultivate your engagement meter be acutely aware of when your students are paying strong attention or are deeply engaged in their tasks. master teachers create an active - learning environment in which students are on task in their thinking and speaking or are collaboratively working close to 100 percent of the time. such teachers notice and measure not only when students are on task but also the quality of their engagement. although it may take years to develop the repertoire of skills and lessons that enable you to permanently create this active - learning environment, you can begin by discerning which activities truly engage your students. the more brutally honest you are with yourself, the faster you will get there. create appropriate intermediate steps the first question i ask educators when i coach them on project learning is how many of their students say, " we can ' t wait to do another project, " versus " oh, no! not another project. " teachers tend to get the first response when they scaffold challenging tasks so that all students are successful. for example, take the typical task of interviewing an adult outside the classroom. some teachers assign the task on monday and expect it to be done the following monday, confident that by including the weekend, they are providing sufficient support. other teachers realize that finding, cold calling, and interviewing an adult are challenging tasks for most young people, so they create intermediate steps - - such as brainstorming, searching online for phone numbers, crafting high - quality interview questions, and role - playing the interview - - that train all students for success. practice journal or blog writing to communicate with students japanese teachers highly value the last five minutes of class as a time for summarizing, sharing, and reflecting. a nice way to change the pace of your class is to have students write regular reflections on the work they have done. encourage and focus their writing with a prompt, such as " the muddiest point and the clearest point : what was most confusing about the work you did today, and what new thing was the most clear? " use this approach to guide future lessons and activities. consider writing responses to student journal entries in order to carry on a conversation with students about their work. create a culture of explanation instead of a culture of the right answer you know you have created a rich learning event when all students are engaged in arguing about the best approach


to student journal entries in order to carry on a conversation with students about their work. create a culture of explanation instead of a culture of the right answer you know you have created a rich learning event when all students are engaged in arguing about the best approach to the assignment. when you use questions and problems that allow for multiple strategies to reach a successful outcome, you give students the opportunity to make choices and then compare their approaches. this strategy challenges them to operate at a higher level of thinking than when they can share only the " correct " answer. avidly collect problems and tasks that have multiple paths to a solution. as a math teacher, i create problems that have a lot of numbers instead of the usual two. for example, i can present this problem : 5 + 13 + 24 - 8 + 47 - 12 + 59 - 31 - 5 + 9 - 46 - 23 + 32 - 60 then i can say, " there are at least three fundamentally different strategies for doing the following problem. can you find them all? " teach self - awareness about knowledge all subjects build on prior knowledge and increase in complexity at each successive level of mastery. effective learning requires that certain skills and processes be available for quick recall. many students let too much of their knowledge float in a sea of confusion and develop a habit of guessing, sometimes without even knowing that they are guessing. credit : courtesy of tristan de frondeville to help students break this habit, paste the graphic at right next to each question on your assessments. after the students answer a question, have them place an x on the line to represent how sure they are that their answer is correct. this approach encourages them to check their answer and reflect on their confidence level. it is informative when they get it wrong but marked " for sure " or when they do the opposite and mark " confused " yet get the answer right. use questioning strategies that make all students think and answer pay a visit to many classrooms and you ' ll see a familiar scene : the teacher asks questions and, always, the same reliable hands raise up. this pattern lends itself to student inattention. every day, include some questions you require every student to answer. find a question you know everyone can answer simply, and have the class respond all at once. you can ask students to put a finger up when they ' re ready to answer, and once they all do, ask them to whisper the answer at the count of three. they can answer yes, no, or maybe with a thumbs - up, thumbs - down


students to put a finger up when they ' re ready to answer, and once they all do, ask them to whisper the answer at the count of three. they can answer yes, no, or maybe with a thumbs - up, thumbs - down, or thumbs - sideways gesture. that also works for " i agree, " " i disagree, " or " i ' m not sure. " numerical answers under ten are easy to show with fingers, but don ' t limit yourself to math questions. for instance, if you ' re teaching time management, have students let you know what their progress is halfway through the class by putting up one or more fingers to show whether they are one -, two -, or three - quarters done with the assignment, or finished. do these exercises at least two or three times per class. practice using the design process to increase the quality of work students in school get used to doing work at a consistent level of quality. unfortunately, low - performing students get used to doing poor - quality work. to help them break the habit, use a draft - and - revision process. many professionals use such a design process to increase the quality of their work. engineers build prototypes, respond to critical feedback, and refine their design before going into production. artists make sketches of big works and revise their ideas before creating their final piece. use the design process to drive your students to produce higher - quality work than they are used to doing when they create only a first effort. include peer evaluation as part of the feedback they receive. market your projects when your students ask, " why do we need to know this? " you must be ready with the best answer possible. great projects incorporate authentic tasks that will help students in their lives, jobs, or relationships. engage students by developing an inventory of big ideas to help you make the connections between your assignments and important life skills, expertise, high - quality work, and craftsmanship. the partnership for 21st century skills provides a good starter list. also, search out the powerful processes and ideas experts in your own subject use repeatedly. ( in math, for instance, my list includes generalizing and parts and wholes. ) keep a journal of the big ideas you ' ve discovered simply by teaching your subject. by continually referring to these big ideas, you will encourage students to think and act like subject - matter experts and develop skills they will use throughout their lives.


skip to main content more search options a member of our team will call you back within one business day. risk factors are habits and conditions that make heart disease more likely. the more you have, the higher your chances of heart attack, also known as acute myocardial infarction, or ami, and other problems. most risk factors can be managed to help make your heart healthier. below are factors that increase your risk for having heart disease. this is the biggest of all the risk factors you can change. smoking damages the lining of the blood vessels and raises blood pressure. research shows that smoking makes women up to 6 times more likely to have a heart attack. also avoid secondhand smoke ( smoke from other people ’ s tobacco products ). diabetes causes high blood sugar, which can damage blood vessels if not kept under control. having diabetes also makes you more likely to have a silent heart attack — one without any symptoms. you ’ re at risk if your blood sugar level is above 100 mg / dl. lipids are fatty substances in the blood. ldl cholesterol and triglycerides ( both bad lipids ) can build up in artery walls, narrowing the arteries. hdl cholesterol ( a good lipid ) helps clear bad lipids away. you ’ re at risk if you have : hdl cholesterol 50 mg / dl or lower ; ldl cholesterol 100 mg / dl or higher ; triglycerides of 150 mg / dl or higher. high blood pressure occurs when blood pushes too hard against artery walls as it travels through the arteries. this damages the lining of the blood vessels making them narrow and stiff. you ’ re at risk if your blood pressure is 120 / 80 or higher. excess weight makes your heart work harder. this raises your risk of a heart attack. being overweight also puts you at risk of developing diabetes. excess weight around the waist or stomach increases your risk the most. being obese puts you at risk for developing heart disease. without regular exercise, you ’ re more likely to develop other risk factors, such as being overweight and developing diabetes. high blood pressure and unhealthy lipid levels are also more likely. emotions such as stress and pent - up anger have been linked to heart disease. over time, these emotions could raise your heart disease risk. if you have heart disease, emotion such as anxiety and depression can make it worse. this is caused by a combination of certain risk factors. it puts you at extra high risk of heart


fungal nail infections what is a fungal nail infection? a fungal nail infection occurs when a fungus attacks a fingernail, a toenail, or the skin under the nail, called the nail bed. fungi ( plural of fungus ) can attack your nails through small cuts in the skin around your nail or through the opening between your nail and nail bed. see a picture of a fungal nail infection. if you are healthy, a fungal nail infection probably won ' t cause serious problems. but it may look bad, hurt, or damage your nail or nail bed. a fungal nail infection could lead to more serious problems if you have diabetes or a weak immune system. talk to your doctor about the best way to treat a nail infection if you have one of these problems. what causes a fungal nail infection? yeasts, molds, and different kinds of fungi can cause fungal nail infections. most are caused by the same type of fungus that causes athlete ' s foot. fungi grow best in warm, moist places, and they can spread from person to person. you can get a fungal nail infection from walking barefoot in public showers or pools or by sharing personal items, such as towels and nail clippers. if you have athlete ' s foot, the fungus can spread from your skin to your nails. you are more likely to get a nail infection if you : what are the symptoms? a nail with a fungal infection may : when you have a fungal nail infection, it can be uncomfortable or even painful to wear shoes, walk, or stand for a long time. the fungus could also spread to other nails or your skin. over time, the infection can cause permanent damage to your nail or nail bed. how is a fungal nail infection diagnosed? your doctor will diagnose a fungal nail infection by looking at the nail, asking about your symptoms and past health, and possibly doing tests to look for fungi. finding out what is causing the infection can help you get the best treatment. how is it treated? whether to treat a fungal nail infection is up to you. if it is not treated, it won ' t go away, and it might get worse. but fungal infections can be hard to treat. if you do treat it, you could spend a lot of money, and the treatment might not work. if you decide to treat a fungal nail infection, you can try an antifungal cream, lotion, or nail polish. you can buy some types without a prescription, or your doctor can prescribe a stronger one. you may need to use