Glenneisha Jones Music & Movement March 10‚ 2011 Music In The Classroom For my classroom observation‚ I chose the three year old room at my daycare. In this classroom‚ music and rhythm were utilized numerous times during my observational period. Upon entering the classroom‚ the children were working on their morning journals and listening to classical music. After the children were done it was time for them to transition and prepare for breakfast. To keep the students calm‚ the
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FISHING 7” LOCK SET PACKER IN DIRECTIONAL WELL HISTORY WELL } Set 7” Lock Set Packer at @4855’. } Dump sand 5 sacks & displace 15 BBLS. } Squeeze off interval & conduct DOC. } RIH 7” CSG Scrapper‚ than fished LSP; un success. } RIH Imp. Block & RIH wash pipe shoe. } Fished LSP; failed‚ than RIH over shot; un success. } RIH wash pipe shoe & RIH Imp. Block. } RIH Releasing tool + lower from 4886’-4899’; fished OK! DIRECTIONAL WELL CAUSE OF CASE } Wrong estimate when displace
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TP Lesson Number Level of group Number of Ss Minutes 01 Intermediate 20 Lesson Aims (By the end of the lesson Ss will be better able to…) Main aim (systems: pronunciation): By the end of this lesson‚ Ss will be better able to ask personal questions focusing on using stress‚ intonation and tone more accurately Sub aim (skills: speaking): By the end of the lesson‚ Ss will have practiced the phonological features aforementioned and will be more confident and accurate when asking personal
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Column-Level Security with Information Design Tool: Using Business Security Profiles to Secure Objects and Customize the Reporting Experience One of the new universe security features in Information Design Tool (IDT) is the Business Security Profile‚ which allows universe designers to assign column-level security on objects and apply profiles directly to users and groups. Business Security Profiles provide advanced and flexible object security‚ which is an overall improvement compared to the all-or-nothing
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Teaching Pronunciation Pronunciation involves far more than individual sounds. Word stress‚ sentence stress‚ intonation‚ and word linking all influence the sound of spoken English‚ not to mention the way we often slur words and phrases together in casual speech. ’What are you going to do?’ becomes ’Whaddaya gonna do?’ English pronunciation involves too many complexities for learners to strive for a complete elimination of accent‚ but improving pronunciation will boost self esteem‚ facilitate communication
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The book ‘Whoever You Are’‚ Written by: Mem Fox‚ and Published by: Hachette Children’s Books Australia (1998)‚ Sydney‚ N.S.W: uses simple everyday language to describe the immense similarities and differences shared between human beings. ‘Whoever You Are’ (Fox‚ 1998) is aimed at Kindergarten students aged five years and over. This book could be used by teachers to help develop children’s oral language skills in activities such as discussions prior to reading‚ about the ways in which children are
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Understanding Rhetorical Structures as they pertain to audience‚ purpose‚ and context Understanding Rhetorical Structure Colton Kiefer EN1420 This paper is about the understanding of the Rhetorical Structures as they pertain to audience‚ purpose‚ and context and how they affect the argument of whether taxes should be raised on higher income brackets in order to fund social programs for at-risk and underserved‚ low income children. I will discuss the relationship between the audience‚ purpose
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1. What factors determine the place and different degree of word stress? Phoneticians divide syllables into strong (heavy) and weak (light). A strong syllable contains a long vowel or a diphthong or a short vowel plus two consonants; syllables with a short vowel and no coda are weak ones. Only strong syllables can be stressed (although not all of them)‚ but weak syllables are never stressed. Factors that may determine the placement of stress are: the morphological structure of the word (whether
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3 FALLIN AND RISING OF TONES TONE: Tone is the change in the pitch of the voice. The pitch falls a little from stress to stress. Then‚ it finally falls at the last meaningful syllable. The pitch remains low for the remaining unstressed syllables. In the rising tone‚ the pitch rises at the last meaningful syllable. It continues to rise for the remaining unstressed syllables. STATEMENTS We can use the falling tone in most normal statements. When you are making a normal statement about which
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Manner of Articulation Stop - Complete closure of the oral cavity. [p]‚ [t]‚ and [k] are examples of oral stops because the nasal cavity is closed as well (i.e. there is no airflow through the nose). [m] and [n] are examples of nasal stops because the nasal cavity remains open allowing airflow through the nose. On a spectrogram oral stops are chracterized by a gap in the formants during the closure‚ followed by a sharp resumption at the release. Stops can be aspirated in which case the release
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