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Making the Connection
This weekend I am so fortunate to be in Munich keynoting the ECIS Technology Conference. It's such a pleasure to be back in the city that was our first international home, and an honor to be keynoting the very first educational technology conference I ever attended all the way back in 2002!
The theme of the conference this year is "building engagement" so I decided to build my presentation around the theme of "learning with technology the way we live with technology" – a phrase my former colleague, Justin Medved & I used to say all the time when we worked together at ISB. The quote has always stuck with me, but I've never used it as a throughline for a presentation before, and I felt this was a perfect fit!
I promised to share my resources for the session (and just intended for this post to be just a list of supporting links, but I got a bit carried away, so now it's more of a descriptive summary of the presentation with links embedded).
If you prefer more of a short version, here's the blurb for my session:
Making the Connection
We've all had the experience of settling an argument in a restaurant with a quick Wikipedia search, or navigating around a new city with Google Maps, but all too often our use of technology in the classroom is disconnected from these types of real-world uses. However, when we learn with technology the way we live with technology, the classroom can be just as relevant and engaging as our everyday digital interactions. How can we make the connection between our real-life experiences and our classroom learning environment so that we can better prepare our students to excel in this dynamic and interconnected world?
From my view on stage, it seemed like the audience was really getting into the conversations:
Huge thanks to Mark and Sonya for creating beautiful visual notes (that are definitely the best summary) of the session!
If you prefer to see the whole thing, here is my presentation:
Summary & Resources
And for those that want the really long version, including all of the resources from the presentation above, here's what has turned out to be basically a summary of what I said this morning: As I was developing the ideas for the presentation, I thought about all of the different ways that I use technology in my daily life (building off my L2Talk from Learning2 at NIST last October) and how we can apply that kind of learning in the classroom. Thinking about my learning over the past few months, there were a few key themes that really stood out to me:
Being able to use my device (usually my phone) when I'm "out on the town", particularly in Tokyo (or other big cities in Japan), is absolutely essential for navigation. In fact, I'm not quite sure how I would have survived in Japan without Google Maps! Which makes me wonder, why do we teach students about the world around us with paper maps and an atlas, when we can get out there and explore the world around us – just the way we do when we're trying to navigate a new city.
At YIS, we've done this in lots of different ways, from our grade 7 students using their iPads as they move around the classroom and school, to taking them out on fieldtrips as they explore Yokohama, to taking advantage to all of the different ways to explore our world with Google Maps.
One of the things I love about technology is the ability to customize each device exactly how I want it. I know when I get a new phone, the first thing I do is set up all my apps exactly the way I want them, get a new case, and generally just make it mine. Our students love to do exactly the same thing (check out this beautiful color coded home screen).
However, I've seen so many schools expect students (and teachers) to be productive on devices that they are not the administrator of, devices where they have limited abilities to do even basic things on their laptops – from downloading software, to changing the desktop.
One of the things I'm most proud of in the development of our Connected Learning Community at YIS, is that the students are responsible for making good decisions. This means they are empowered, as the administrators of their devices, to customize them exactly as they want, to make choices about how they use their devices, and to learn from their mistakes. Our Digital Dragons digital citizenship curriculum, along with our Digital Citizenship Week, helps them build their understanding of safe, responsible and ethical behavior online, they have tons of opportunities to share what they've learned with their parents, and when/if they make mistakes, we have an effective (and very YIS) process for helping them learn how to make better choices.
Pretty much all of my learning takes place in social spaces – from following individuals and groups on Facebook & Twitter, to discovering new content and resources through Zite & Flipboard, and sharing & watching on Instagram – my learning takes place with others. And the best part is that those online connections very often turn in to real world connections – the Learning2 conference being one of my favorite places to catch up with my Personal Learning Network every year, but even here, all the way in Europe, I'm so excited to see so many familiar faces (lots of whom used to be teaching in Asia too).
Of course our students are also well connected in social spaces – this year when we tracked the networking sites our students use the most (during Digital Citizenship Week), the top social app was Snapchat (last year it was Instagram, the year before Tumblr). If these are spaces that we find valuable learning opportunities, and we know that students are using them already, can we find opportunities to use them in our classrooms too?
At YIS, we are very fortunate to have a really strong school community – we are friendly and welcoming in a face to face environment, and we are also great about sharing in online spaces. A few examples are the #yisreadseverywhere hashtag to promote reading, inspired by our awesome Head of English, Cari Barbour; our IB Chemistry Google+ group facilitated by science superstar (and COETAIL graduate) Merilyn Winslade; our YIS Arts Facebook group created by former YIS teacher, Frank Curkovic, of course our public student (and teacher) blogs.
Media Rich
One of the things I've noticed recently, in particular, as I'm exploring more about strength training and lifting heavy things, is that the more interactive and media rich a resource is, the more valuable it is to me. Being able to watch someone perform a lift properly (and to film myself and share with my friend and coach, Heather), or listen to someone explain something (on a podcast) as I'm giving it a try, or to download apps that let me do all of that in the same place and track my progress, has been invaluable.
We know students are also readily engaged by media rich experiences – I see it in my husband, Alex Guenther's, classroom every day when he teaches just about anything and everything through a series of YouTube videos (interspersed with his own stories and other resources).
So, why are we often asking students to produce two dimensional paper products (posters, reports, magazines, whatever the case may be), when we can encourage them to create multimedia and interactive demonstrations of their understanding?
A few examples from YIS are the YIS Tutorials wiki – five years of awesome student-created tutorials curated in one place, student produced podcasts in grade 6 English in Madeleine Cox's class (another COETAIL graduate), or all of the awesome projects are grade 7 students are creating as part of the 2:1 program.
About two years ago a FitBit craze swept YIS (well, it swept through about 10 of us), ever since then I've been fascinated by the way such a tiny device can be so motivating. I never used to be all that interested in badges (my girl scout sash was not very impressive in middle school), but there's something about the ease with which the device tracks my steps, keeps me updated about how I'm doing and if I'm meeting my goals, and allows me to challenge myself, that is surprisingly motivating.
When I asked students about some of their favorite games last week, they highlighted many of the same kinds of features as motivating for them too: the ability to challenge themselves, immediate feedback and tracking of how they do, the opportunity to play against others, and the interactivity.
So, instead of asking students to demonstrate their understanding in traditional formats (like presentations and reports), could we instead immerse them in a virtual world that motivates them to keep learning, allows them to connect with others, and to actually "be" a part of the content they're learning about.
At YIS, like many schools, we use Minecraft a ton, particularly in Humanities classes where they do things like build the silk road while they learn about the history, create structures in specific biomes, build famous structures from ancient civilizations and walk among them, or learn about the value of community in a virtual space.
Just in Time
We've all experienced the gratification of being able to solve an urgent and complicated question (like "what are corn nuts?") in a bar – having the tool that you need at just the right time is what mobile learning is all about. Instead of asking students to memorize content just in case they might need it in the future, could we apply a more "just in time" approach, and allow students to engage with the content within the context of their course learning?
At YIS, Rebekah Madrid (another COETAIL graduate) has done a fabulous job of bringing content to life through the use of Twitter – where students are both learning the content, sharing their learning, and reflecting on their learning all at the same time – just like we do at conferences. One of my favorite examples of this is her Tweeting the Civil War project from grade 9 history, but she's still going strong with her Live Tweeting a History Class!
Wrapping it all up
A few weeks ago, I came across this post, by George Couros, about Snapchat. Now, I have to admit that I had not downloaded Snapchat (or even considered downloading it) until I watched the video in his post:
To me, there are lots of elements in this video that highlight many of the above features of what I find valuable in my use of devices for learning – and it certainly shares what the younger generation finds useful and valuable. In my mind, finding ways to tap into the usefulness and practicality of these kinds of interactions in our classroom environment takes us to the redefinition level of SAMR in a really authentic and engaging way.
Share Your Ideas!
If you decide to try out any of these ideas, or you have other resources to share that fit within these themes, please share in the comments below!
I'm pretty sure my session was recorded, so when the video is available I'll share it here too!
- Great energy in the room as ECIS Tech 2015 starts by superkimbo
- Engaging Learners by superkimbo
- Gr6 shows of their custom desktops by superkimbo
- Gr7 and their Favorite iOS games by superkimbo
- Learn the way we live by superkimbo
- Wrapping Up Digital Citizenship Week at YIS! by superkimbo
The Next Adventure
It's that time of year again: international school recruiting season.
Every year around this time, we start hearing about friends and colleagues taking off for the next adventure, and for the last five years we've been very content to stay where we are. We absolutely love Japan, and we've been so fortunate to work with so many wonderful people at YIS.
Around this time last year, I made the decision to try working part time so I could focus more on other opportunities. Although having that one extra day off a week has been helpful, I'm realizing that it's not quite enough - I'm split in too many directions. And, although Alex loves his job at YIS, he's ready for a new challenge.
So, after five years of staying put, we're now off on our next adventure (again).
A New (Old) Home
It turns out it's not so much of a new adventure, location-wise, as we'll be moving back to Bangkok! Alex will teach middle school MYP English and Humanities at NIST, and I'll be spending more time developing the three organizations I'm involved in, as well as my consulting, with NIST, and with other schools around the world.
Although we'll be sad to leave Japan and YIS, there are so many exciting opportunities ahead:
The Certificate of Educational Technology and Information Literacy program that Jeff and I co-founded six years ago is growing so fast we can't keep up! We have amazing instructors and coaches (all COETAIL graduates, of course) that work with us (thank you!), but I feel strongly that it's my responsibility (along with Jeff) to make the program outstanding. We built this from the ground-up and we are so proud of how far we've come – there's no reason to stop here! We are always learning and trying new things, we want to give our participants an amazing experience, and we want to make sure the program stays relevant and innovative as we grow.
Learning 2.0
We had our very first Learning 2.0 in Africa this year! We have opened up applications for Europe and the Middle East for 2016! There is something very special about this conference, and planning each one is a year-long process. As we continue to open up new regions, we'll need more time to plan and develop the program so that it's just right for that location. Plus, the Advisory is working to make Learning 2.0 into a non-profit organization, which is so exciting, but also takes tons of time and energy.
Eduro Learning
A little over a year ago, Jeff and I sat in Singapore chatting about how we can continue to work together and build something new. It's hard to believe that in such a short time, we've developed an entirely new company (with an amazing team!), created five new online courses (huge thanks to Clint, Dana, Chrissy, Robert, and Rebekah) that are already on offer (and have been very well received so far), begun building long- and short-term consultancy packages for schools, and started designing regional learning institutes that are innovative and pushing the boundaries of what professional development can look like.
My work with NIST is still being defined, but the thing I'm most excited about is still having that strong connection to a school community, to be able to work with teachers, parents and students on a regular basis, to get to know the school and what they need so that I can really make an impact. Combining my work with NIST along with my personal consulting work at other schools will enable me to share great experiences and examples with lots of different schools – and to bring back that experience to NIST.
Advice Welcome!
Even with all these opportunities ahead, I'm still a little bit shocked that this will be the first year of my life since graduating university that I will not have a full time job. Everyone keeps telling me self-employed is different than unemployed, and I definitely know how much work all of the above is going to take me, but it feels kind of crazy! So, if anyone has any advice for this whole self-employment world, please share!
Images by superkimbo, CC licensed on Flickr:
2:1 Learning in Action
During the month of May our grade 7 students trialed the use of 2 (yes 2!) school issued devices: an iPad Mini and a MacBook Air 11″. This trial is an evolution of our existing Connected Learning Community (1:1 program) – read more about the development of our 2:1 trial on my previous posts.
2:1 Learning in Action
As part of the trial, Clint and I visited as many classrooms as we could to see how the students and teachers were using both devices. As part of our conversations with students, parents and teachers in preparation for the trial, we talked about a number of key themes and it was amazing to see those (and more) in action as we visited classrooms.
Here are a few highlights:
Complementary Devices
One of the reasons why were are using two devices (rather than continuing as we are with laptops or making a switch to iPads) is that we feel the devices when used together are complementary – while the iPad is good for mobile and interactive learning, the laptops is great for heavy duty typing and multimedia creation. Using them both together gets the best out of both devices – many of the teachers and parents already have this experience with our laptops and our phones, but, not every student has a smart phone at YIS (yet!).
As we visited classrooms, we saw lots of students using both devices, each for the most appropriate purpose, including:
- recording on the iPad (prioritizing mobility and appropriate locations) and editing on the laptop
- using the iPad as a second screen – editing a script on the laptop while the prezi is open on the iPad, for example
- using the iPad for handwriting input (like kanji) and then bringing it to the laptop to include in other elements
This concept came up in the student feedback as well:
- "We were able to do two things at once like reading off a script on the iPad and recording on the computer."
- "I think that the highlight was being able to have two things at once so that you can research and type out. It also makes it easier for you to read books. Also when doing a speech, speaker notes were easier rather than paper."
- "Using an iPad helped me do things easier and quicker than I could have done them on my laptop. But also, since they are complementary devices, they were both good to use. Using our iPad instead of computers in some occasions made our projects in class more fun and efficient."
- "One of the best parts of having both the iPad and my laptop with me was that I could watch videos or record for school, at the same time that I record or read information from my laptop. I also found it much more convenient to record on the iPad then struggle using the Photo Booth Application on the laptop."
Mobile Learning
Although we are extremely fortunate to have laptops already, one of the things we notice quite a bit when walking in the hallways is students using the laptops for filming and audio recording – often carrying around their laptops open to use the built-in camera. It's great to see that our students are problem solvers, but we try to emphasize safety and responsibility with the laptops, and the video and audio recording quality on the laptop is not that great.
So, as we expected, when we visited classrooms, we saw tons of multimedia recording including:
- audio voiceovers for movies
- capturing still images and video as needed for a variety of tasks
- the use of apps like Photobabble for voice over image recording
Of course this experience was definitely not confined to just the classrooms. During the trial we had a grade 7 field trip where groups of students were exploring Yokohama, capturing all sorts of multimedia on their iPads throughout the day.
Mobility was one of the key features that students and parents were looking for in this trial as well. During our Community Focus Group meetings, students mentioned that they struggle to use their laptops on the train because it's so unusual here in Japan, having an iPad has allowed them to be more productive during transportation time (depending on where they live, our students can travel up to an hour back and forth from school) than they would ordinarily be.
On the parent survey, they also highlighted this advantage:
- "It was effective for my daughter to quickly research some materials on the internet. My daughter preferred using her PC for her homework and other works. She tried to utilize using her iPad on the train while commuting."
Creativity & Student Choice
One of our goals for the trial was to encourage and promote student creativity and individual choice. We wanted to give students as many different ways as possible to demonstrate their learning and express themselves. Although we only had the iPads for a three-week trial, we saw students experimenting with their iPad and laptop in lots of different ways, some that we expected, others that we didn't, including:
- downloading very specific apps for subject-based projects – for example a decibel calculator for the science fair
- presenting work in different formats, selected by the student
- finding new and unique ways to do things that we anticipated would be done using our Top 10 Apps
- absolutely seamless ways to share their learning with others – both within the class and beyond
Overall, this was the most commonly agreed upon success of our trial. Parents, students and teachers all highlighted how well the iPad enhanced student creativity and choice:
- We had a choice of what to do. We didn't only have to use the computer we could be unique from other people and have a different style. It's also more exciting to choose which tool you want to use. Holding something and actually feeling is better. Another reason why it's better is because if you forget your computer or iPad you always have a small back up." (student)
- "The best parts of having an iPad was the choice of which apps to use for assessments and the ability to present in different ways than usual." (student)
- "It seems a bit ineffective since opening and working with the different apps and technology takes a bit more time compared to working from a book or direct instruction but it makes the learning more fun so that gains a whole lot. The students were motivated to work with the iPads and making videos, recording and sharing in a quick way was effective and fun." (teacher)
- "I think it was a great experience for my daughter and a definitely useful tool for her learning. We're thankful to be a part of this initial trial and we hope for its launch in the near future." (parent)
One of the issues we have with laptops is that they are not quite as interactive as we want them to be. The natural input of just writing on the screen, and the ability to combine handwriting with typed text as well as over images and video is something teachers have been asking to take advantage of for several years. Having access to both devices for this trial really supported those kinds of kinesthetic interactions, like:
- using Coaches Eye to track and improve physical performance in PE
- transitioning from handwritten complex equations to typed in math
- highlighting and labeling experiments in Explain Everything in science
Thanks to Alex Thomas, one of our superstar PE teachers for this insight into the PE classroom with iPads:
Looking Ahead
Although the feedback from the trial was very positive, from students, parents and teachers, alike, we still have more work to do. Next year we will continue with the trial, but with a new group of students – next year's grade 7. Having a shorter trial this year allowed us to really understand the dynamics of two devices in the classroom and at home, as well as help us uncover areas that we need to focus on for next year.
Based on the feedback surveys, we'll be focusing on:
Managing time & distractions: As the surveys highlighted, students are well prepared to focus on learning during school time, but struggle to manage this challenge at home. Focusing on this element during our iPad Institute and in each class, as well as further supporting parents, will be a key element of our program for next year.
Complimentary Devices: Having the iPads for only three weeks this semester made it more challenging to try to use each device in the most effective way. Next year we can highlight the different ways to make the most out of both devices, without feeling pressure to try everything in a limited timeframe. Getting to know a new tool always takes time, which we will have over the course of the next school year.
Balance: As always, we will continue to work towards helping students (and teachers, and parents!) find balance in their use of screen time. Over the course of the year next year we can continue to reflect on this process and see which strategies and approaches work best for all stakeholders.
Does your school provide multiple devices to your students? If so, what are some strategies you use to support the themes above?
Note: this is the fourth post in a series about our 2:1 (iPad Mini + MacBook Air 11″) trial at YIS. Check out the first, second and third posts for some background.
Woohoo! After a year of thinking about how this could work, and four months of intensive PD with our grade 7 teachers, our grade 7 students have finally started their 2:1 trial. All grade 7 students now have an iPad Mini and a MacBook Air 11″ for the month of May. To kick off our trial, we hosted a 1 and a half day iPad Institute involving all of our grade 7 students (and their teachers) as well as a great group of parents. Here's what we did:
iPad Institute: Day 1
Our first day of the institute was with students only, and we focused on making sure that the students really understand why we're adding an additional device to our already strong 1:1 program, as well as increasing their comfort level with the device as an academic tool, and preparing them to share their learning with their parents on Day 2. Students worked in pre-assigned teams of 5 throughout the day.
Part 1: Setting the Stage
For the first session we wanted to stay focused on our CLC vision to give a clear purpose, focus and framework for learning with the iPads over the next month. We started with an introductory presentation to set the stage and highlight some key themes for our trial:
One of the key messages here was that the students will be our ambassadors for this trial. It's their conversations with their parents, their actions both in and out of class, and their choices that will have the most influence on the success (or failure) of this trial. We talked about the fact that often students don't really share what they're doing and how they're learning with their parents (even when they're asked), but that during this trial, those conversations would be especially important.
Although we know they're going to use these devices for socializing, we also know they have an amazing amount of creativity and ingenious ideas for using them for learning purposes too, and we want to make sure that those examples are part of every day conversations as well. After this discussion, we had students develop some key questions they were wondering about using the Visible Thinking Routine: Question Starts - we came back to these questions throughout the day to make sure they all were answered before students left.
Once we had the background and purpose defined for the students, we wanted to give them some time to think about how their learning experiences might be different over the next month, and how that will fit into the framework of our CLC vision. We developed 10 different activities (2 for each of the 5 themes of our CLC vision) that the student groups would rotate through:
- Attitudes and Behaviors: Our community will be characterized by inquisitive, discerning, open-minded, and self-directed learners who use technology in a balanced and responsible manner.
- Activity 1: Acrostic Poem: Write your name in the boxes provided. Use the letters in your name to create a poem describing how you will use your iPad as a self directed learner.
- Activity 2: I used to, Now I will: For each aspect of the vision statement, explain what you used to do, and then what you will do now. eg: As an inquisitive learner…. I used too…. Now I will…
- Learning Environment: Ubiquitous access to technology tools and resources will enhance our learning environment, expanding horizons beyond the physical classroom. This will empower YIS learners to access information, collaborate, and exchange ideas within the YIS community and around the world.
- Activity 1: Before & After: Use the small boxes of paper to draw yourself learning in one of the environments given or an environment of your own choice. Draw yourself "before" having an iPad and "after" having an iPad. Glue your pictures on to the big paper. If you can't think of an example for the places given, use the blank paper to add a new location.
- Activity 2: App Smash: List apps that help you learn outside of the classroom to: access information, collaborate, and exchange ideas
- Actions and Decisions: Our actions and decisions will demonstrate responsible digital citizenship, reflect our school values and create a positive online presence.
- Activity 1: Manifesto: Write your own contract with yourself describing how you will make good choices with both of your devices. List 5-7 commitments you will make to ensure you will make good choices with your iPad. Sign and date it at the end.
- Activity 2: Gingerbread People: With this activity, student will label the gingerbread men with statements that show how a persons acts/feels with the ipad. Example: With these hands, I download apps that will help me at school. If time, students can add "accessories" (earbuds, for instance).
- Educational Experiences: Educational experiences will be authentic, imaginative, and provide for different learning paces and styles. Learners will be encouraged to become independent and enterprising in order to meet the challenges of a constantly changing world.
- Activity: Tableau: With your group, stage a scene that shows what you image a learning environment will look like with two devices. Ask a teacher to take the picture using the iPad provided. Upload to the YISCLC Instagram account (already open on the iPad) and write a description of the scene in the caption.
- Community: Our Connected Learning Community will provide a sense of identity and belonging that will enrich our overall school community and connect us with others around the globe.
- Activity 1 Headlines: Write a statement about how the iPad will allow you to connect with others. Have a 1 minute discussion, take 30 seconds to write your own headline, then share your headline (identify 1 positive quality for each), and finally create a group headline.
- Activity 2: Create an App Icon: Create an app icon that represents your community with an iPad. Choose a color, symbol and name that represents the message of the vision statement.
Part 2: Unboxing & Set-up
After a big morning of thinking and re-imagining learning, it was time to distribute and set-up the iPads. Learning from previous experience during our CLC Orientation days that we have at the beginning of every year, we split the student teams up into four rooms (for about 50 students) so that we could have four teachers walking them through the steps and only about 10 – 15 students in each room. We were also fortunate to have our tech support staff with us in each room so that when things went wrong (and they did!) we had the right people with us to troubleshoot.
For the most part things went extremely smoothly, we were fortunate to have these lightning to VGA adaptors so we could demo the whole set-up process right from "hello" on the projector. We were organized enough to have students fill in a survey with all the information they would need to create a new Apple ID (since we didn't know who had one or in which store) so they would be ready once those steps came up on the iPad. The students filled in the survey earlier in the week and superstar Clint used a script to have the form automatically e-mail them their responses in PDF form.
Although that process worked extremely well, we realized quite quickly that Apple doesn't like 50 people creating a new Apple ID from the same IP address all at the same time. Thankfully we were able to create some mobile hotspots with Clint, Adam, Susie and Mel's (ahem) Android phones so we could get all the students up and running without too much of an interruption.
Finally, we had them connect to our AirWatch YIS store which is how we're distributing all apps to students and then they started downloading our top 10 apps. As soon as they had most of the apps, we had them partner up with anyone else who was finished to complete this scavenger hunt (thanks to Dana for this awesome idea!) to customize their iPad and start familiarizing themselves with our apps.
Part 3: Learning the Top 10
After a lunch break, we had each team become an expert in one of the top 10 apps. They had about 20 minutes to explore with the app, and think about how it can be used for learning. Then we split the teams in half (As and Bs) and set up a SpeedGeeking rotation where the A's taught the B's (9 times) and then the B's taught the A's (9 times). In typical YIS fashion, this worked extremely well:
Part 4: Wrap-up & Preparing for the Parent Session
For the final block of the day, we did a wrap up of their learning and made sure to answer any questions that were left from the morning question starts routine. It was very interesting to go back to some of these key questions (for example there were 5 or 6 about why they were getting an iPad) and have the students turn and talk, and then share, and answer those questions themselves after this day of learning. We also spent some time introducing the next morning's session, which is a joint introduction to the iPad trial with their parents – where the students will teach their parents about the different apps we'll use.
Part 5: Parent Session
For the first two periods on Friday morning we had about a quarter of the grade 7 parents join us for an introductory session. We went through the same presentation as we did in March, but this time we had some special guests: their children. Any time we mentioned the different apps or how we could use the iPads, we asked the students to share their learning from the day before.
It was absolutely fantastic to see the students sharing their ideas with their parents, to hear all the different languages being spoken, and to see students already starting to take ownership and responsibility for their learning. The vibe in the room was awesome (thanks to Adam for this short video, taking on his iPad using YouTube Capture):
It was also great to have the opportunity to share some key ideas with the parents:
Part 6: The 2:1 Trial Begins!
Before the end of the day on Friday, I already had stories from three different teachers about how amazing the grade 7′s were with their iPads that day. You can see a bit of their learning from Alex Thomas in PE:
Mariko shared the following from EAL 7:
EAL 7 will be creating their Escape the Room game using Minecraft. The target audience will be EAL beginners/intermediate students. I was so surprised when they suddenly whipped out their iPads and used Notability to sketch and discuss their plans. There was so much meaningful conversation in ENGLISH! They shared their plan and uploaded it on a shared Gdoc. I'm SO impressed!
And, Rebekah tweeted about how her 7th graders made a natural transition from paper and pencil to iPad and stylus.
Final Thoughts
We're just at the beginning of our trial, and I'm so excited to see what the students and teachers do during this month! Hopefully Clint and I will have an opportunity to pop into all the different seventh grade classes during the trial to see what's happening. Whatever we see, we'll share on our collaborative blog. If you have any suggestions or ideas for what else we can do (or of any other school running a 2:1 program like this), please let me know!
- Question Starts by superkimbo, CC Licensed on Flickr
- Awesome app icons designed by grade 7 by superkimbo, CC Licensed on Flickr
- Lock Screen Customization by captainmath, CC Licensed on Flickr
- Grade 7 students sharing their learning with their parents by superkimbo, CC Licensed on Flickr


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Routledge Religion in Contemporary Asia Series
Much work on contemporary religion in Asia considers the subject from the perspective of the great religions, often focusing on the development of official beliefs, and the development of formal institutions. The books in this series, on the other hand, examine the actual practice of religion in everyday life in modern Asian societies. They reveal a very rich picture of varying religious practices, many of them new and non-traditional. The religions of Asia are undergoing much radical change not only communal religious revivalism, but also an explosion of urban piety, popular preaching, charismatic churches, and on-line religion. The books cover a wide range of subjects in the countries of East, Southeast, South and Central Asia. The series welcomes innovative approaches to theory and methods in the study of religion and religions, and work which considers religion in relation to culture, politics, ethnicity or gender.
Bryan S. Turner is Presidential Professor of Sociology, Graduate Center, City University of New York and Professor and Director of the Centre for Religion and Society at the University of Western Sydney.

subset: commoncrawl


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Demi Lovato Chops Off Her Hair
Jul 26, 2014 10:29 AM EDT
Demi Lovato debuted her biggest hair switch-up yet on Friday. Rather than just dyeing her locks a different color, Lovato opted to chop them all off! "Just went shorter!!!!" the singer tweeted, along with a photo of her new textured bo… Read more


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Toronto, Canada
My Rating
It was alot of fun on a very cold day and made for a fun afternoon. Plus we got 'educated' on beers and had no idea how much there was to learn. Jason was spectacular, sincere and you could tell that he really likes his job. Will do again!!!
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text:
Do a Show on Money, Marriage and Mental Health in a Tough Economy
A Recession Is the Best Time to Make Your Millions!
More people become millionaires during a recession than at any other time, according to research. Former BBC newsreader
The Economy's Effect on Marriage and Divorce
No marriage is immune to the effects of money. Financial stress can quickly tear apart already fractured marriages and break apart even the strongest relationships. The compounding hardships people are facing in this economic downturn are pushing many couples over the edge. As a Marriage Family Therapist (MFT),
Children Facing the Emotional Stress of Debt
Some of the hardest-hit victims of America's economic stress are also some of the youngest. While parents work hard to keep their families financially stable, it can be extremely difficult to shield children from very grown-up concerns like debt and foreclosure. In her 30 years of professional experience, child behavior expert
This release was issued through eReleases(TM). For more information, visit http://www.ereleases.com.
SOURCE WomenMillionairesBootCamp.com et al.


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Forum Post: Jets coach Rex Ryan said. "We're going to be able to beat you in several different ways this year."
Posted 08/09/2010 10:28:56 EDT
I hope Jests fans realize their first 5 games could potentially destroy their whole season: Ravens, Pats, Dolphins, Bills, and Vikings. 4 really good/really solid teams along with another team withi more »
Forum Post: Spikes or McKenzie?
Posted 08/01/2010 11:25:00 EDT
I think Spikes would beat out McKenzie.. everything i've read/heard, Spikes has been all over the field, very instinctive in picking up the plays and getting to the ball. He's going to be a SOLID mlb more »
Forum Post: Butler + Colts + Indy Fans = Choke Job again
Posted 04/06/2010 05:29:45 EDT
Hey, at least Butler's guy didn't turn the ball over when he had a chance to tie/win the game! lol more »
Forum Post: Raiders 1st Round Draft Pick Next Year
Posted 04/05/2010 06:12:13 EDT
I hope they keep it. Why trade it off and use it this year if there isn't a prospect out there like Julio Jones, Ingram, Romeus, etc. I think the first of the 1st roudn of next years draft will be e more »
Forum Post: Jonathan Dwyer
Posted 04/05/2010 03:52:54 EDT
I agree on Ben Tate.. he's a solid back who could do a lot of things for this offense. A lot of scouts worry about Dwyer's lateral agility and his side-to-side move-making ability. McFadden didn't h more »
Forum Post: Patriots should trade Maroney and draft pick for Clinton Portis
Posted 04/05/2010 03:50:21 EDT
No way, don't waste a draft pick on an older RB. They've already got a few older RB's, don't need another one especially if it costs a pick. Just draft a RB and get one that's young. more »
Forum Post: EVERYONE-Post your first 5 picks the way U think it will happen Draft day....Lets see who gets closest
Posted 03/24/2010 11:37:14 EDT
1. Graham - OLB/DE 2. D. Williams - WR 3. R. Matthews - RB 4. A. McCoy - TE 5. T. Gibson - DE I could be wrong, but I think they'll take a D-lineman in the late 2nd round that we're not expecting.. Th more »
Forum Post: Will we cash in that 2011 1st rounder now??
Posted 03/24/2010 03:36:39 EDT
No way he trades the Raiders 2011 pick. That would be incredibly crazy. He's potentially going to have a top-10 pick next year to go along with a mid-to-late 20's pick (assuming they don't win the S more »
Forum Post: Jets on Hard Knocks
Posted 03/24/2010 03:31:51 EDT
lol Leon, you're such a toolbag. It reminds all of us how intelligent we really are compared to NY Jests fans. more »
Forum Post: Welker also had a torn rotator cuff
Posted 03/12/2010 10:36:16 EST
Here is a link to the article: http://sports.espn.go.com/boston/nfl/news/story?id=4991135 It says that Welker is recovering from his ACL surgery and also a torn rotator cuff. Pretty crazy that he was more »
Forum Post: Just filed: Chargers trade Antonio Cromartie to Jests for 2011 3rd-rounder, could turn into 2nd-rounder
Posted 03/04/2010 10:33:09 EST
That just came across on Twitter via Adam Schefter. He tweeted it about 2 minutes ago (10:30 eastern). Interesting.. not where I figured he'd end up. more »
Forum Post: Pats release TE Chris Baker
Posted 03/04/2010 04:08:10 EST
That's quite a strange move considering their TE situation. Any idea? more »
Forum Post: How about Bruschi and others as "Consultants" for the young guys?
Posted 02/28/2010 08:13:51 EST
I was just thinking... It would be a great idea if the Pats could bring in some guys like Bruschi, Seau, Rodney Harrison, McGinest as consultants or 'assistant coaches' to help the young guys learn th more »
Forum Post: Pats will not make any moves..
Posted 02/17/2010 06:17:14 EST
In Response to Re: Pats will not make any moves..: In Response to Re: Pats will not make any moves.. : Why? Brady has another year and VW will get tagged.....it is a non-salary capped year......Expec more »
Forum Post: Could the Saints win 3 straight?
Posted 02/17/2010 06:10:05 EST
No way. Atlanta will win the division next year, they were still a non-losing team this year when they lost Matt Ryan and Turner for a while. If those 2 stay healthy all year, along with their WR's more »
Forum Post: How many of you have season tickets?
Posted 02/01/2010 10:31:07 EST
I always thought it would be awesome to have season tickets to an NFL or MLB team and i'm hoping to once I get to a city where a team plays. And if you do have season tickets, how long have you had t more »
Forum Post: Forget Peppers, here is a name that interests me more..
Posted 01/31/2010 07:23:30 EST
Kyle Vanden Bosch. He's supposed to be an unrestricted free agent this offseason and has said he will be exploring all of his options. I think he would be a good addition to the team at DE. He's a more »
Forum Post: NFL Season Opener Next Season
Posted 01/31/2010 02:40:41 EST
Since the Superbowl is getting closer i've started thinking... I wonder who they will have play the Superbowl winner in the season opener next season? If the Colts win, I think it's going to be an ann more »
Forum Post: Brandon Graham
Posted 01/30/2010 06:57:02 EST
That guy looks great tonight!! DE/OLB.. Any chance the Pats stop holding off on drafting guys that aren't 6'4" or 6'5" for OLB and DE? He's only 6'1 1/2", but he's a high-motor guy and looks very qui more »
Forum Post: How about this in Free Agency....
Posted 01/15/2010 06:01:29 EST
Karlos Dansby. He'll be an unrestricted free agent, since he was franchised last off-season. He'll be looking for a long-term contract, but I think it would be well worth the money. I believe he's more »
Forum Post: Another thought for this off-season..
Posted 01/15/2010 12:10:46 EST
So I know Faulk is getting up there in age and if i'm not mistaken he's going to be a free agent this off-season. I know they'll have to replace him sooner or later and we all know how valuable he is more »
Forum Post: Another shot at the Jets
Posted 12/27/2009 11:26:45 EST
I would love it. They had their SB in week 2, now we can show them that you can't get to the SB in the AFC East without going thru Foxboro.. blow them out again, it would be nice! more »
Forum Post: Where is Mercury Morris??
Posted 12/27/2009 10:40:13 EST
Something I wonder with his heavy talk in 2007 and lack of his crap talk this year is how much he feared the fact that the Pats did look like they really were going to do it. Think about it - he proba more »
Forum Post: Did we just see the Pats of the early decade today?
Posted 12/27/2009 10:36:15 EST
Brady looked like he was considerably healthier this weekend than he has in the past few games. He was dead-on all game long and didn't look like he was having trouble. 1 bad throw, but it was still more »
Forum Post: It All Starts Up Front
Posted 12/27/2009 10:31:42 EST
I agree about Neal and Vollmer. Vollmer was great at LT, but I think experience prevails due to knowing the "in's and out's" of the position. Light isn't the greatest LT in the game, but he's solid more »
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The Supreme Court puts it mildly in its opening line: "The Internet raises a host of new and challenging questions about privacy."
One of those questions is whether an IP address can be considered personal information. An internet protocol (IP) address is the unique numeric identifier of a particular computer and, in a wider sense, can be any node or point in the internet generally. In the recent case of R. v. Spencer, 2014 SCC 43, the Supreme Court of Canada (SCC) considered whether there is a reasonable expectation of privacy in ISP subscriber information including IP address information.
In this case, police identified the IP address of a computer that someone had been using to access child pornography. Police approached the ISP and obtained the subscriber information associated with that IP address. At this point, no warrant was issued. This led them to the accused and a warrant was issued for a search of his residence. The accused was charged and convicted. The SCC indicated that in this case, there was a reasonable expectation of privacy in the subscriber information, including the IP address.
Since the search of the subscriber info was obtained without a warrant, the search violated the Charter. While a warrant was eventually issued for a search of the accused's residence, that warrant could not have been obtained without the original (warrantless, unconstitutional) search of the ISP subscriber information. Since the original search was unconstitutional, it follows that the search of the residence was also unconstitutional. This all leads to the exclusion of the evidence found at the residence.
Nevertheless, the SCC said that, even in light of all of the above points, the "police conduct in this case would not tend to bring the administration of justice into disrepute." The court concluded, in essence, that excluding the evidence would be worse than allowing that unconstitutional search. The admission of the evidence was therefore upheld.
A few key points to note:
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posted 6 years ago
I have tried many products over the years and this is one that really works! It was worth every penny!
Pros: Never had to give it again!
Cons: It is based on weight so it was more difficult for my large cat.
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It works great to me
posted 7 years ago
hi!the dewormers are great.you see a big difference i saw it in the store and boy did i buy it
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text: i attended our dekalb toastmasters website committee meeting this morning and took on the job of figuring out our website domain registration. it's with yahoo small business and i have a yahoo account, but the account that initially registered the domain name is not a member of the club (and we don't have the persons contact information anymore). so i was going to try and call yahoo small business, but you have to have small business service to call. hopefully their twitter account for support will come to the rescue (twitter.com/yahoocare). i'm going to document the process here on my blog.


text:
Our Family Services aim to increase the safety and wellbeing of children and young people and strengthen family relationships.
Who is it for?
To be eligible for our service you need to be a Tweed Shire resident and a member of a family with a dependent child or young person aged 0-17 years. This is a free service.
Families are offered an initial assessment interview, where support workers assist family members to identify their strengths and needs in relation to presenting family issues.
We then assist families to develop goals that indicate how they would like things to be in their family. Once goals are determined we negotiate a support plan with the family, outlining how we can assist them to achieve their goals.
The support plan guides and provides a focus for our work with families. This includes: counselling, enhancing parenting and relationship skills, providing information about services and helping you access those services.
We also provide a range of courses for children, young people and parents. See our course program here for details.
Family workers can meet with families and family members at our centres in Tweed Heads South, Murwillumbah and Ballina, in your home or at other agreed locations. Our courses are provided at various locations. See our course program for details.
For further information contact us on: (07) 5524 8711


text:
359 campers are taking over the Muskingum County Fairgrounds.
Those who are part of the Good Sam Club, which has 30,000 members in Ohio alone, are gathering to do some camping. Ohio State Director, David Spragg, says many of these folks are still young at heart.
"Camping's very popular for this group. These people are between 60 and 97. We have a lady who's 97-years-old, and she's still camping. She comes in with her daughter, but she used to drive until she was about 90-years-old, " says Spragg.
These camping trips have allowed campers to experience different parts of the area. They cook out together, play games, and take tours of local "hot spots."
"We dump about $50,000 in a week's time. When I buy food, I just went to one of the groceries and bought over $1,000 in hot dogs and buns, so that helps the economy. I'm from Zanesville so I'm glad to be here, " says Spragg.
The campers will be in Zanesville through Sunday.


text:
Top Definition
When a girl gives you head whilst she is peeing.
It takes about 12 Mike's Hard Cranberry Lemonades before Jenny will give me a double dribble.
Mr. Tom Aceによって 2010年03月21日(日)
8 more definitions
Reference to B-Ball, this refers to the leakage of semen post orgasm after one has pulled up their pants. It is characterized by an unpleasant, moist, sticky feeling in one's undergarments.
Fuck dude this sucks, I got double dribble all up in you know where.
Simon S.によって 2005年05月14日(土)
to be pounded twice anally.
Did you hear that Marco got his asshole double-dribbled by Oliver last night?
May I double-dribble your asshole?
May I double-dribble your asshole?
the double-dribbler.によって 2011年01月31日(月)
when a girl runs/walks and her breastizzes bounce
Howard: yoyoyoyoyoyoyoyoyoyo.... that hizzo double dribbled
Kenny5によって 2009年06月17日(水)
When a bitch so fat you having sex with her and her boobs keep popping up and down.
Damn nigga i fucked Samantha so hard she double dribble on me!
Double Dribbleによって 2014年06月26日(木)
Put both hands behind the partner's head while having oral sex performed.
He had no penalty for this double dribble.
Michel Paglioralによって 2008年11月20日(木)
She might be a keeper, man, it only took us sleeping together a few times before we could double dribble.
double dribblerによって 2010年05月30日(日)


text:
Narrow your search
The reality TV star says she still uses the years-old BlackBerry Bold -- and keeps three replacements available at all times in case her phone breaks.
Technically Incorrect: For the Super Bowl, T-Mobile teases that it's not just using the humor of Kim Kardashian. There are actual comedians, too.
Technically Incorrect: Debuting her ad on last night's "Conan," the "famous person" decides to show her funny side. Did she succeed?
Technically Incorrect: The permanently famous icon of iconness announces on Twitter that she will be shilling for the Uncarrier. She also claims to miss T-Mobile CEO John Legere.
Rapper and artist Yung Jake tells us why emoji symbols make the best medium for his portraits of celebrities like Miley Cyrus, Kim Kardashian and Jerry Seinfeld.
Who needs the World Cup, when you can enjoy the seething anticipation of a video game in which Kim Kardashian comes to your rescue?
Inevitably, an image of the event of the century, the Kim and Kanye wedding, has elicited 1.92 million likes on Instagram. You need this explained?
Kim Kardashian decides Instagram and Twitter are the best places to belittle Katie Couric for a supposedly fake baby gift. Interesting choice.
Technically Incorrect: Women aged 16 to 25 years old take three selfies a day, according to a new UK study. And there's lighting, make-up and camera angles to consider.
In an official statement from Disney, the famous frog reacts to a new species that looks just like him, and offers some wisdom to his new doppelganger.


text:
39 CFR 959.14 - Change of place of hearings.
Not later than the date fixed for the filing of the answer, a party may file a written request that a hearing be held at a place other than that designated in the notice. The party shall support the request with a statement outlining:
(c) The reasons why such evidence cannot be produced at Arlington, VA. The presiding officer shall give consideration to the convenience and necessity of the parties and the relevancy of the evidence to be offered.
[39 FR 33213, Sept. 16, 1974, as amended at 63 FR 66052, Dec. 1, 1998]
Title 39 published on 2014-07-01
no entries appear in the Federal Register after this date.


text:
Thousands of San Antonians woke up Tuesday morning without power as high winds sweep through South Texas.
CPS Energy's online map showed about a dozen outages affecting thousands of customers in the downtown area and on the city's south side early Tuesday.
A wind advisory and Red Flag warning had been issued for nearly all south Texas counties.
KENS 5 meteorologist Paul Mireles said the San Antonio International Airport recorded gusts up to 40 mph early Tuesday morning. The wind should calm down by the afternoon, he said.
>> Click here for the KENS 5 Forecast
KENS 5 viewer Javier Cortinas shared a photo from the downtown area, where a gust of wind blew part of the roof off Stephen F. Austin Elementary School.
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View all Dispensers (Hand-Soap)
Soap Dispenser - Facility Management Product Release
Kimberly-Clark Professional
website | Company information
The Kleenex Touchless Counter Mount Skin Care System delivers a perfect shot of foam soap without misfires or wasteful drips. Offers three customized dispenser settings. An adjustable sensor eliminates misfires, while a vacuum feature draws any remaining drops of foam back into the straw. Available with three foam soap formulations, in 1.5 liter refills.
Content Category: Plumbing & Restrooms
- Waterless Urinal FAQ: All You Wanted To Know And More About Waterless Urinals
- Products: Plumbing & Restrooms
- Successful Strategies for Plumbing Upgrades
- Think Bigger Picture When Planning Plumbing Upgrades
- Accessibility and Restroom Renovations
- Accessibility and Restrooms
- ADA: Ensuring Restroom Accessibility
posted: 7/19/2011


text:
Prototype Defense Lite
100,000 - 500,000 downloads
- Campaign and puzzle modes
- Amount of units and weapons
- Achievements
- It's still on beta
+ By CodePoKE
"Tower defense at its finest"
Reviewed by Emmanuel Lund / Oct 19, 2012
Prototype Defense is a tower defense set in a hi-tech environment
Prototype Defense is the result of the effort of a small group of students that made up CodePoKE. A decent tower defense that ensures hours of fun on your Android device.
There are lots of tower defense set in different themes. One of the most used is the one that features Prototype Defense: hi-tech environments. Humans of a near future have developed powerful weapons to keep away droids and aliens who are trying to invade the Earth. Your mission is to place that weapons strategically and upgrade them in order to avoid enemies to reach your headquarters.
Wave after wave, you'll have to create more towers, remove some to get resources and upgrade them. There are two different game modes: "campaign" and "puzzles". In addition, there's a step-by-step tutorial that makes easier getting the hang of the game.
Graphics aren't stunning, although good enough for a tower defense. Overhead view camera and a button to speed up the wave pace. Controls are mobile-native: tap, drag and hold, and there's no complaints on this regard.
In brief, a entertaining, well-crafted tower defense.
A Tower Defense game with:
- Open path maps
- Large levels
- HD Graphics
- Create towers by combining different bases and turrets
- An insane amount of upgrades and achievements
- Puzzle and endless levels
- You won't believe how small it is, given the amount of levels and content! (Only 5 mb!)
The reviews speak for themselves: We garantuee you'll not regret downloading this game.
- Bugfix release; several small ui related bugs.
- Towers gain experience and level
- Coins no longer dissappear quickly in turbo
- Several bugfixes
- Added combo bases / Ultimate base
- Hotfix for Main Menu
- Stability fixes
- Added lots of SFX (turn on sound!)
- Ingame Rendering updated
Some lists where this application appears: Analizadas por Mar GP, Reviewed by Emmanuel Lund.
Hey guys. If you want to get free gifts from your phone check out (www.AndroidPrizes.net.tc) Just got myself a free $250 Visa gift card.
The game's awesome. I only have the free version and beat all its levels in godlike but I still can't stop playing it. But I noticed that when I use the "upgrade all" option, all other towers of the type that I upgraded completely lose their ranks and have to start over. Really stinks to accidentally derank a marshal, but I think the game still deserves five stars.
I play alot of TD games and this is a very impressive approach. The developers know what they're doing here.
Great game
Definitely worth a free download... great for passing time on the can.
The timer button is way way way too tiny.
I like the game but it does crash on me a lot


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text:
Habitat Seeks County Land
By PJ Reilly
Lancaster Area Habitat for Humanity wants nearly 10 acres of wooded, county-owned land on the west side of South Broad Street in the city's southeast to build affordable housing.
The nonprofit Hand's WOODS Foundation – for Wild Outdoor Observatory Designed by Students – has an agreement with the county to use the same wooded land for environmental education.
After discussions before the Lancaster County commissioners Wednesday morning, it seems both projects may be possible, if the commissioners agree to give or sell the land.
"I was really worried before I came to this meeting," Bob Epler, chairman of the foundation's board, said after the commissioners' meeting. "After hearing everything that was said, I think we can work something out so we can both do what we want to do."
The county owns two parcels totaling 9.2 acres between South Broad Street and the School District of Lancaster complex that houses Hand Middle School and Washington Elementary School.
One parcel covering 1.3 acres is assessed at $9,900 and is zoned residential, according to county property records. The records do not state when the county bought it or how much was paid for the land, but they indicate that the county has owned it since at least 1900.
The larger, 7.9-acre property is zoned commercial and is assessed at $242,700. Records state the county bought the land in 1940 for $2,400.
Commissioner Scott Martin said the county has considered this land in the past for a new morgue and other buildings, but it was determined the site would be too difficult to develop because of the topography.
Stacie Reidenbaugh, executive director of the local Habitat for Humanity, asked the commissioners Wednesday to either give the land or sell it to Habitat so the organization can build affordable housing.
Under its homeownership program, Habitat solicits low-income people to help build the new houses, requires them to make a small down payment and then provides the buyers with a no-interest loan.
"Right now in Lancaster County there are thousands and thousands of families in dire need of decent, affordable housing," Reidenbaugh said.
According to Reidenbaugh, Habitat has an agreement of sale on a nearly 1-acre property on the south side of Clermont Avenue that abuts the northern end of the county's land wedged between the dead- ends of Juniata and South Reservoir streets.
Reidenbaugh said her organization wants to build a street connecting the two dead-end spurs and build 40 houses on both sides – 15 semidetached homes north of the new section of Juniata Street and 25 townhouses on the south side.
Because the town houses would occupy only a small strip of land in the woods eyed by Hand's WOODS Foundation, Reidenbaugh said Habitat would gladly allow the foundation to use the rest of the property for its activities.
"That's certainly a compromise we're willing to work on," she said.
Andy Duncan, a former Hand Middle School science teacher, used the woods as an outdoor classroom in the 1990s.
After Duncan left the district in 1999, he said teachers stopped taking classes to the woods.
He formed the Hand's WOODS Foundation in 2006 to make the property a permanent educational resource.
The foundation, which includes members of the Millersville University faculty, city police officers and city and county officials, convinced School District of Lancaster last year to enter an agreement with the county to allow teachers to use the property for their classes.
The district had to agree to include the property under its liability insurance, Duncan said.
The foundation has a $14,000 grant from the state Department of Environmental Protection to develop a curriculum schools could use that incorporates lessons taught in Hand's WOODS.
But Duncan said the grant and the curriculum work were put on hold several months ago when the foundation learned that Habitat was interested in the property.
"We didn't know how that was going to affect us, so we kind of just put everything on hold," he said.
"It looks like we're going to be able to come to a compromise, though."
The county commissioners made no decision on the property Wednesday, but they promised to do so by the end of the year.
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text: 17212 N 19th Terrace Desert Winds Estates, Phoenix, AZ 85022 Status: Off Market MLS#: 4815566 Contact Email this listing Share on Pinterest Share on Google+ Share on Facebook Share on Twitter Calculate Mortgage Print Flyer Get Directions Request a Showing Off Market 17212 19th Terrace Phoenix, AZ 85022 is no longer on the market or has been removed from the MLS. Similar to 17212 19th Terrace : Ask an Agent About 17212 19th Terrace * Required fields Send Your Question × Monthly Payment Estimator Price: Down Payment: % Loan Amount: Loan Type: 30 Year Fixed 15 Year Fixed 5/1 ARM Interest Rate: % Est. Tax & Insurance: % ($/mo.) Est. Monthly Payment: $478 per month × Email a Listing 17212 19th Terrace, Phoenix AZ, 85022 From: Name: Email: To: Name: Email: Subject: Message: Take a look at this property I found on YourPhoenixHomeSource.com: http://www.yourphoenixhomesource.com/homes/17212-N-19th-Terrace/Phoenix/AZ/85022/25423696/ Send a copy of this message to me Send Email


text:
species are very abundant; 3,248 species (29.0%) have >106 individuals in the Brazilian Amazon, and 4,575 species (40.8%) have >105 individuals >10 cm DBH. At the other end of the relative-abundance spectrum, we estimate that more than a third of all species (3,981, or 35.5%) in the Brazilian Amazon each have (or had) total population sizes <103 individuals. The remaining quarter of tree species in the Brazilian Amazon have estimated abundances between 103 and 105 individuals >10 cm DBH.
Many common Amazonian tree species must have extremely large range sizes. In the fertile-soil, aseasonal-climate, high-diversity forests of western Amazonia, many of the same species are found in tree communities separated by thousands of kilometers north and south along the eastern side of the Andes (ter Steege et al., 2006; Condit et al., 2002). One can calculate the probability that two trees randomly sampled from geographically separated tree communities are the same species from existing plot data in western Amazonia. After decreasing rapidly over short distances (<100 m), this probability decays very slowly over large distances (Condit et al., 2002). However, there is much higher turnover of species and genera when one traverses the Amazon Basin over the seasonality gradient from the northwest (aseasonal) to southeast (highly seasonal) and on the soil-fertility gradient from the southwest (high fertility) to the northeast (low fertility) (ter Steege et al., 2006).
Extremely common, widespread species with >106 adults constitute between a quarter and a third of the total number of Amazonian tree species, and these species are expected to have broad ranges over the Amazon. But what are the range sizes for the many rare to very rare species in the Amazon Basin? By rare in the present context, we mean that the global population size of a given species is small irrespective of the spatial distribution and density of the individual plants of the species. To estimate range size, we need to know the relationship between population size and the area it occupies. If we assume that local population densities of common and rare species are approximately of the same order of magnitude (e.g., because of similar order-of-magnitude seed-dispersal distances), then it follows that rare species will generally have smaller range sizes than common species. This generalization could be violated if rare species are systematically more likely to have a fragmented metapopulation structure than common species.
Whatever the spatial structure of tropical tree populations, however, we can take an empirical approach to this question using the mapped 50-ha plots. We can ask: How does the average distance from a focal tree to a conspecific neighbor change with increasing rank of neighbor, i.e., the