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msmarco_v2.1_doc_10_1616799255#11_2649946386
|
Title: Impact of the Civil Rights Laws
Headings: U.S. Department of Education
Removing Racial Barriers to Educational Opportunity
Removing Gender Barriers to Educational Opportunity
Removing Disability Barriers to Educational Opportunity
Removing Age Barriers to Educational Opportunity
Content: and news release from the Bureau of Labor Statistics, May 1, 1998, page 4.] 65 percent of Latino high school graduates (class of 1997) enrolled in college (2-year and 4-year colleges) immediately after their high school graduation. A decade earlier, about 45 percent of Latino high school graduates went on to college without a break in their education. [ Ibid.] 10.5 percent of all college students (undergraduate, graduate, and professional education) were African American in fall 1996. Four years earlier, only 9.6 percent of all college students were African American. [ unpublished data from the survey of Fall Enrollment in Postsecondary Education, 1996.] 8.1 percent of all college students (undergraduate, graduate, and professional education) were Latino in Fall 1996. Four years earlier, only 6.6 percent of all college students were Latino. [ Ibid.]
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http://www2.ed.gov/about/offices/list/ocr/docs/impact.html
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msmarco_v2.1_doc_10_1617169886#1_2650502986
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: Will the results of a child's tests be private? On what subjects are students tested and when? How is testing handled for children with disabilities? How is it handled for those with limited English proficiency? Some say that testing causes teachers to teach to the test. Is that true? Nevertheless, state assessments sound like they could take a lot of time and effort. What will be gained? Do tests measure the progress of schools? How does testing help teachers?
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
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msmarco_v2.1_doc_10_1617169886#2_2650503751
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: Is that true? Nevertheless, state assessments sound like they could take a lot of time and effort. What will be gained? Do tests measure the progress of schools? How does testing help teachers? How does testing help principals? How can parents find out if their child's school uses information gathered from testing to improve teaching and learning? What about the National Assessment of Educational Progress (NAEP)? 1. What impact does testing have on children?
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
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msmarco_v2.1_doc_10_1617169886#3_2650504514
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: How does testing help principals? How can parents find out if their child's school uses information gathered from testing to improve teaching and learning? What about the National Assessment of Educational Progress (NAEP)? 1. What impact does testing have on children? Although testing may be stressful for some students, testing is a normal and expected way of assessing what students have learned. The purpose of state assessments required under No Child Left Behind is to provide an independent insight into each child's progress, as well as each school's. This information is essential for parents, schools, districts and states in their efforts to ensure that no child--regardless of race, ethnic group, gender or family income--is trapped in a consistently low-performing school. TOP
2. Will student results be made available to parents?
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
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msmarco_v2.1_doc_10_1617169886#4_2650505659
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: Although testing may be stressful for some students, testing is a normal and expected way of assessing what students have learned. The purpose of state assessments required under No Child Left Behind is to provide an independent insight into each child's progress, as well as each school's. This information is essential for parents, schools, districts and states in their efforts to ensure that no child--regardless of race, ethnic group, gender or family income--is trapped in a consistently low-performing school. TOP
2. Will student results be made available to parents? Yes. State assessments will produce reports on each student that will be given to parents. TOP
3. Will the results of a child's tests be private? Absolutely.
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
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msmarco_v2.1_doc_10_1617169886#5_2650506695
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: Yes. State assessments will produce reports on each student that will be given to parents. TOP
3. Will the results of a child's tests be private? Absolutely. Only the parents and school receive the results of an individual child's tests. Individual student scores will not be made public. They are not a part of student achievement data on report cards issued by districts and states. TOP
4. On what subjects are students tested and when?
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
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msmarco_v2.1_doc_10_1617169886#10_2650512318
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: States must provide reasonable accommodations for students with disabilities or limited English proficiency. For the latter, accommodations may include native-language versions of the assessment; however, in the area of reading and language arts, students who have been in U.S. schools for three consecutive years will be assessed in English. For more information on accommodations in a particular state, contact the appropriate state education agency. TOP
6. Some say that testing causes teachers to teach to the test. Is that true? State assessments are expected to measure how well students meet the state's academic standards, which define what students should know and be able to do in different subject areas at different grade levels. Under the previous reauthorization of the Elementary and Secondary Education Act in 1994, states were required to develop or adopt standards in mathematics and in reading or language arts; No Child Left Behind requires states to do the same with science standards by 2006.
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
|
msmarco_v2.1_doc_10_1617169886#11_2650513636
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: Some say that testing causes teachers to teach to the test. Is that true? State assessments are expected to measure how well students meet the state's academic standards, which define what students should know and be able to do in different subject areas at different grade levels. Under the previous reauthorization of the Elementary and Secondary Education Act in 1994, states were required to develop or adopt standards in mathematics and in reading or language arts; No Child Left Behind requires states to do the same with science standards by 2006. Curriculum based on state standards should be taught in the classroom. If teachers cover subject matter required by the standards and teach it well, then students will master the material on which they will be tested--and probably much more. In that case, students will need no special test preparation in order to do well. TOP
7. Nevertheless, state assessments sound like they could take a lot of time and effort.
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
|
msmarco_v2.1_doc_10_1617169886#12_2650514910
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: Curriculum based on state standards should be taught in the classroom. If teachers cover subject matter required by the standards and teach it well, then students will master the material on which they will be tested--and probably much more. In that case, students will need no special test preparation in order to do well. TOP
7. Nevertheless, state assessments sound like they could take a lot of time and effort. What will be gained? The point of state assessments is to measure student learning. A key principle of quality management is the importance of measuring what is valued (e.g., production rates; costs of materials, etc.). Such measures enable an organization to identify where and how to improve operations.
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
|
msmarco_v2.1_doc_10_1617169886#14_2650516865
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: In the same manner, if schools and school systems are to continuously improve, they must measure growth in student achievement. After all, the core of all activity in schools and school systems is teaching and learning, and the key question is: Are the students learning? TOP
8. Do tests measure the progress of schools? Annual state assessments required under No Child Left Behind produce data on student performance at individual schools; and this information is used to gauge whether each and every school is meeting the state's standard of "adequate yearly progress." Parents can check progress made in improving student performance at their child's school by checking the annual district report card. ( See above section on Accountability .) If their school is not making adequate yearly progress and has been identified as needing improvement, corrective action or restructuring, No Child Left Behind requires that districts notify parents and offer options. (
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
|
msmarco_v2.1_doc_10_1617169886#15_2650518137
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: Annual state assessments required under No Child Left Behind produce data on student performance at individual schools; and this information is used to gauge whether each and every school is meeting the state's standard of "adequate yearly progress." Parents can check progress made in improving student performance at their child's school by checking the annual district report card. ( See above section on Accountability .) If their school is not making adequate yearly progress and has been identified as needing improvement, corrective action or restructuring, No Child Left Behind requires that districts notify parents and offer options. ( See section on Choice and Supplemental Educational Services .) TOP
9. How does testing help teachers? Annual testing provides teachers with a great deal of information. For example, overall poor results could indicate that the curriculum needs to be reviewed and aligned with the content upon which state standards are based;
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
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msmarco_v2.1_doc_10_1617169886#16_2650519414
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: See section on Choice and Supplemental Educational Services .) TOP
9. How does testing help teachers? Annual testing provides teachers with a great deal of information. For example, overall poor results could indicate that the curriculum needs to be reviewed and aligned with the content upon which state standards are based; poor results could also mean that teachers need to modify their instructional methods. Another likely indicator of the same problems would be if teachers saw poor performance by their students in certain areas. Test results could also help teachers to clarify those areas in which they may need professional development. Finally, teachers gain a great deal of information about the performance of individual students that enables them to meet the particular needs of every child. TOP
10.
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
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msmarco_v2.1_doc_10_1617169886#17_2650520532
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: poor results could also mean that teachers need to modify their instructional methods. Another likely indicator of the same problems would be if teachers saw poor performance by their students in certain areas. Test results could also help teachers to clarify those areas in which they may need professional development. Finally, teachers gain a great deal of information about the performance of individual students that enables them to meet the particular needs of every child. TOP
10. How does testing help principals? Annual tests show principals exactly how much progress each teacher's students have made. They can use this information to guide decisions about program selection, curriculum arrangement, professional development for teachers and school resources they might need. Tests also show principals the strengths and weaknesses of students--in terms of the whole school, various subgroups and as individuals--and enable them to make plans that bolster strengths and address weaknesses. TOP
11.
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
|
msmarco_v2.1_doc_10_1617169886#18_2650521844
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: How does testing help principals? Annual tests show principals exactly how much progress each teacher's students have made. They can use this information to guide decisions about program selection, curriculum arrangement, professional development for teachers and school resources they might need. Tests also show principals the strengths and weaknesses of students--in terms of the whole school, various subgroups and as individuals--and enable them to make plans that bolster strengths and address weaknesses. TOP
11. How can parents find out if their child's school uses information gathered from testing to improve teaching and learning? Parents can ask the principal how their school makes decisions about teaching and learning. They can ask such questions as: Does the faculty meet regularly; review performance data;
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
|
msmarco_v2.1_doc_10_1617169886#19_2650522971
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: How can parents find out if their child's school uses information gathered from testing to improve teaching and learning? Parents can ask the principal how their school makes decisions about teaching and learning. They can ask such questions as: Does the faculty meet regularly; review performance data; and identify weaknesses to be targeted? Do programs and curricula follow state content standards defining what students should know and be able to do in a given subject, at a given grade level? How is the school using test data to guide decisions about teaching and learning (e.g., how do those data influence professional development, tutoring, and selection of materials)? Is there a schoolwide plan that uses testing to evaluate performance, determine areas of strengths and weaknesses in instruction and respond to targeted needs of students? Have test data revealed weaknesses at the school (e.g., low math scores in the fifth and sixth grades)?
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
|
msmarco_v2.1_doc_10_1617169886#20_2650524228
|
Title: Testing: Frequently Asked Questions
Headings: U.S. Department of Education
NCLB STRONGER ACCOUNTABILITY
Content: and identify weaknesses to be targeted? Do programs and curricula follow state content standards defining what students should know and be able to do in a given subject, at a given grade level? How is the school using test data to guide decisions about teaching and learning (e.g., how do those data influence professional development, tutoring, and selection of materials)? Is there a schoolwide plan that uses testing to evaluate performance, determine areas of strengths and weaknesses in instruction and respond to targeted needs of students? Have test data revealed weaknesses at the school (e.g., low math scores in the fifth and sixth grades)? What are the teachers and principal doing to assess such problems and address them? These are important questions for parents to ask about how their child's school is using testing and the data obtained from it. TOP
12. What about the National Assessment of Educational Progress (NAEP)? Since 1969, NAEP has been the only nationally representative and continuing assessment of what American students know and can do in major academic subjects.
|
http://www2.ed.gov/nclb/accountability/ayp/testing-faq.html
|
msmarco_v2.1_doc_10_1617231082#2_2650628048
|
Title: Archived: Introduction: No Child Left Behind
Headings:
Supports learning in the early years, thereby preventing many learning difficulties that may arise later
Provides more information for parents about their child's progress
Alerts parents to important information on the performance of their child's school
Gives children and parents a lifeline
Improves teaching and learning by providing better information to teachers and principals
Ensures that teacher quality is a high priority
Gives more resources to schools
Allows more flexibility
Focuses on what works
Why No Child Left Behind Is Important to America
Federal Spending on K-12 Education under the Elementary and Secondary Education Act and NAEP Reading Scores (Age 9)
United for Results
Because of No Child Left Behind:
Content: They will provide parents with objective data on where their child stands academically. Alerts parents to important information on the performance of their child's school
No Child Left Behind requires states and school districts to give parents easy-to-read, detailed report cards on schools and districts, telling them which ones are succeeding and why. Included in the report cards are student achievement data broken out by race, ethnicity, gender, English language proficiency, migrant status, disability status and low-income status; as well as important information about the professional qualifications of teachers. With these provisions, No Child Left Behind ensures that parents have important, timely information about the schools their children attend--whether they are performing well or not for all children, regardless of their background. Gives children and parents a lifeline
In this new era of education, children will no longer be trapped in the dead end of low-performing schools. Under No Child Left Behind, such schools must use their federal funds to make needed improvements. In the event of a school's continued poor performance, parents have options to ensure that their children receive the high-quality education to which they are entitled. That might mean that children can transfer to higher-performing schools in the area or receive supplemental educational services in the community, such as tutoring, after-school programs or remedial classes. Improves teaching and learning by providing better information to teachers and principals
Annual tests to measure children's progress provide teachers with independent information about each child's strengths and weaknesses.
|
http://www2.ed.gov/nclb/overview/intro/index.html
|
msmarco_v2.1_doc_10_1617231082#12_2650650440
|
Title: Archived: Introduction: No Child Left Behind
Headings:
Supports learning in the early years, thereby preventing many learning difficulties that may arise later
Provides more information for parents about their child's progress
Alerts parents to important information on the performance of their child's school
Gives children and parents a lifeline
Improves teaching and learning by providing better information to teachers and principals
Ensures that teacher quality is a high priority
Gives more resources to schools
Allows more flexibility
Focuses on what works
Why No Child Left Behind Is Important to America
Federal Spending on K-12 Education under the Elementary and Secondary Education Act and NAEP Reading Scores (Age 9)
United for Results
Because of No Child Left Behind:
Content: Parents will know their children's strengths and weaknesses and how well schools are performing; they will have other options and resources for helping their children if their schools are chronically in need of improvement. Teachers will have the training and resources they need for teaching effectively, using curricula that are grounded in scientifically based research; annual testing lets them know areas in which students need extra attention. Principals will have information they need to strengthen their schools' weaknesses and to put into practice methods and strategies backed by sound, scientific research. Superintendents will be able to see which of their schools and principals are doing the best job and which need help to improve. School boards will be able to measure how their districts are doing and to measure their districts in relation to others across the state; they will have more and better information on which to base decisions about priorities in their districts. Chief state school officers will know how the schools in their states and in other states are doing; they will be better able to pinpoint where guidance and resources are needed.
|
http://www2.ed.gov/nclb/overview/intro/index.html
|
msmarco_v2.1_doc_10_1617349625#3_2650904440
|
Title: Working with Teachers and Schools -- Helping Your Child Succeed in School
Headings:
About ED OVERVIEW
Q: What do I do first?
Q: When should I talk with my child's teacher?
Q: What if my child has a problem, such as with homework or not understanding what's happening in class?
Q: How do I get the most out of parent-teacher conferences?
Q: What if I don't agree with a school rule or with a teacher's assignments?
Q: What's the best way for me to stay involved in my child's school activities?
Q: What if I don't have time to volunteer as much as I would like?
Content: How does the school measure student progress? Does it meet state standards? What are the school's rules and regulations? Ask about specific teaching methods and materials—are the methods based on evidence about what works best in teaching reading or math? Are the science and history textbooks up to date? Sharing information is essential and both teachers and parents are responsible for making it happen. Ask if the school has a Web site and, if so, get the address. School Web sites can provide you with read access to all kinds of information—schedules of events, names of people to contact, rules and regulations and so forth. Keep informed throughout the school year. If your schedule permits, attend PTA or PTO meetings.
|
http://www2.ed.gov/parents/academic/help/succeed/part8.html
|
msmarco_v2.1_doc_10_1617358530#2_2650942312
|
Title: Archived: Guide to the Individualized Education Program
Headings: U.S. Department of Education
Laws & Guidance SPECIAL EDUCATION & REHABILITATIVE SERVICES
Guide to the Individualized Education Program
Credits
Step 1. Child is identified as possibly needing special education and related services.
Step 2. Child is evaluated.
Step 3. Eligibility is decided.
Step 4. Child is found eligible for services.
Step 5. IEP meeting is scheduled.
Step 6. IEP meeting is held and the IEP is written.
Step 7. Services are provided.
Step 8. Progress is measured and reported to parents.
Step 9. IEP is reviewed.
Step 10. Child is reevaluated.
IEP Forms in Different Places
The Regular Education Teacher as Part of the IEP Team
Related Services
Transition Services
Special Factors To Consider
Will Parents Need an Interpreter in Order to Participate Fully?
Parents’ Permission
Look at Those Factors Again!
OSEP Monitoring
Individualized Education Program (IEP)
Statement of Transition Service Needs--34 CFR §300.347 (b) (1)
Present Levels of Educational Performance
Statement of Present Levels of Educational Performance--34 CFR §300.347 (a) (1)
Measurable Annual Goals (Including Benchmarks or Short-Term Objectives)
Special Education and Related Services [ space to write ]
Supplementary Aids and Services [ space to write ]
Program Modifications or Supports for School Personnel [ space to write ]
Statement of the Special Education and Related Services, Supplementary Aids and Services, Program Modifications, and Supports For School Personnel--34 CFR §300.347 (a) (3)
Explanation of Extent, if Any, to Which Child Will Not Participate with Nondisabled Children
Statement Of Any Individual Modifications in Administration of State or District-wide Assessments 34--CFR §300.347 (a) (5) (i)
If IEP Team Determines That Child Will Not Participate In A Particular State Or District-Wide Assessment
If Child Will Not Participate in State or District-wide Assessment--34 CFR §300.347 (a) (5) (ii)
How Child's Progress Toward Annual Goals Will Be Measured
How Child's Progress Will Be Measured--34 CFR §300.347 (a) (7) (i)
How Child's Parents Will Be Regularly Informed Of Child's Progress Toward Annual Goals And Extent To Which Child's Progress Is Sufficient To Meet Goals By End of Year
How Parents Will Be Informed of Their Child's Progress--34 CFR §300.347 (a) (7) (ii)
Statement of Needed Transition Services, Including, If Appropriate, Statement Of Interagency Responsibilities Or Any Needed Linkages
Statement of Needed Transition Services--34 CFR §300.347 (b) (2)
Definition of "Transition Services"--34 CFR §300.29
The student has been informed of the rights under Part B of IDEA, if any, that will transfer to the student on reaching the age of majority. Yes [box to check]
Age of Majority--34 CFR §300.347 (c)
Office of Special Education Programs
Office of Special Education and Rehabilitative Services
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-7100
(202) 245-7531 (Voice/TTY)
Web: www.ed.gov/about/offices/list/osers/osep/
Final Regulations for IEPs:
§§ 300.340--300.350
§ 300.340 Definitions related to IEPs.
§ 300.341 Responsibility of SEA and other public agencies for IEPs.
§ 300.342 When IEPs must be in effect.
§ 300.343 IEP meetings.
§ 300.344 IEP team.
§ 300.345 Parent participation.
§ 300.346 Development, review, and revision of IEP.
§ 300.347 Content of IEP.
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
§ 300.348 Agency responsibilities for transition services.
§ 300.349 Private school placements by public agencies.
§ 300.350 IEP-accountability.
Content: Lisa Küpper, NICHCY
Production: Jean Kohanek, NICHCY
Disability Art: Madison, Moore, www.disabilityart.com
Additional copies of this guide are available from: ED Pubs
Editorial Publications Center
U.S. Department of Education
P.O. Box 1398
Jessup, MD 20794-1398
(877) 4-ED-PUBS
(877) 576-7734 TTY
(301) 470-1244 Fax
http://www.ed.gov/pubs/edpubs.html
To obtain this publication in an alternate format (braille, large print, audio cassette, or disk), please contact Katie Mincey, Director of the Alternate Format Center, at (202) 260-9895, or via e-mail at [email protected]. This document is also available online at: PDF (549K) MS Word (145K)
TOP
2. Introduction
Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.
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http://www2.ed.gov/parents/needs/speced/iepguide/index.html
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msmarco_v2.1_doc_10_1617358530#3_2650947633
|
Title: Archived: Guide to the Individualized Education Program
Headings: U.S. Department of Education
Laws & Guidance SPECIAL EDUCATION & REHABILITATIVE SERVICES
Guide to the Individualized Education Program
Credits
Step 1. Child is identified as possibly needing special education and related services.
Step 2. Child is evaluated.
Step 3. Eligibility is decided.
Step 4. Child is found eligible for services.
Step 5. IEP meeting is scheduled.
Step 6. IEP meeting is held and the IEP is written.
Step 7. Services are provided.
Step 8. Progress is measured and reported to parents.
Step 9. IEP is reviewed.
Step 10. Child is reevaluated.
IEP Forms in Different Places
The Regular Education Teacher as Part of the IEP Team
Related Services
Transition Services
Special Factors To Consider
Will Parents Need an Interpreter in Order to Participate Fully?
Parents’ Permission
Look at Those Factors Again!
OSEP Monitoring
Individualized Education Program (IEP)
Statement of Transition Service Needs--34 CFR §300.347 (b) (1)
Present Levels of Educational Performance
Statement of Present Levels of Educational Performance--34 CFR §300.347 (a) (1)
Measurable Annual Goals (Including Benchmarks or Short-Term Objectives)
Special Education and Related Services [ space to write ]
Supplementary Aids and Services [ space to write ]
Program Modifications or Supports for School Personnel [ space to write ]
Statement of the Special Education and Related Services, Supplementary Aids and Services, Program Modifications, and Supports For School Personnel--34 CFR §300.347 (a) (3)
Explanation of Extent, if Any, to Which Child Will Not Participate with Nondisabled Children
Statement Of Any Individual Modifications in Administration of State or District-wide Assessments 34--CFR §300.347 (a) (5) (i)
If IEP Team Determines That Child Will Not Participate In A Particular State Or District-Wide Assessment
If Child Will Not Participate in State or District-wide Assessment--34 CFR §300.347 (a) (5) (ii)
How Child's Progress Toward Annual Goals Will Be Measured
How Child's Progress Will Be Measured--34 CFR §300.347 (a) (7) (i)
How Child's Parents Will Be Regularly Informed Of Child's Progress Toward Annual Goals And Extent To Which Child's Progress Is Sufficient To Meet Goals By End of Year
How Parents Will Be Informed of Their Child's Progress--34 CFR §300.347 (a) (7) (ii)
Statement of Needed Transition Services, Including, If Appropriate, Statement Of Interagency Responsibilities Or Any Needed Linkages
Statement of Needed Transition Services--34 CFR §300.347 (b) (2)
Definition of "Transition Services"--34 CFR §300.29
The student has been informed of the rights under Part B of IDEA, if any, that will transfer to the student on reaching the age of majority. Yes [box to check]
Age of Majority--34 CFR §300.347 (c)
Office of Special Education Programs
Office of Special Education and Rehabilitative Services
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-7100
(202) 245-7531 (Voice/TTY)
Web: www.ed.gov/about/offices/list/osers/osep/
Final Regulations for IEPs:
§§ 300.340--300.350
§ 300.340 Definitions related to IEPs.
§ 300.341 Responsibility of SEA and other public agencies for IEPs.
§ 300.342 When IEPs must be in effect.
§ 300.343 IEP meetings.
§ 300.344 IEP team.
§ 300.345 Parent participation.
§ 300.346 Development, review, and revision of IEP.
§ 300.347 Content of IEP.
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
§ 300.348 Agency responsibilities for transition services.
§ 300.349 Private school placements by public agencies.
§ 300.350 IEP-accountability.
Content: PDF (549K) MS Word (145K)
TOP
2. Introduction
Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability. To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork. This guide explains the IEP process, which we consider to be one of the most critical elements to ensure effective teaching, learning, and better results for all children with disabilities.
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http://www2.ed.gov/parents/needs/speced/iepguide/index.html
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msmarco_v2.1_doc_10_1617358530#4_2650953026
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Title: Archived: Guide to the Individualized Education Program
Headings: U.S. Department of Education
Laws & Guidance SPECIAL EDUCATION & REHABILITATIVE SERVICES
Guide to the Individualized Education Program
Credits
Step 1. Child is identified as possibly needing special education and related services.
Step 2. Child is evaluated.
Step 3. Eligibility is decided.
Step 4. Child is found eligible for services.
Step 5. IEP meeting is scheduled.
Step 6. IEP meeting is held and the IEP is written.
Step 7. Services are provided.
Step 8. Progress is measured and reported to parents.
Step 9. IEP is reviewed.
Step 10. Child is reevaluated.
IEP Forms in Different Places
The Regular Education Teacher as Part of the IEP Team
Related Services
Transition Services
Special Factors To Consider
Will Parents Need an Interpreter in Order to Participate Fully?
Parents’ Permission
Look at Those Factors Again!
OSEP Monitoring
Individualized Education Program (IEP)
Statement of Transition Service Needs--34 CFR §300.347 (b) (1)
Present Levels of Educational Performance
Statement of Present Levels of Educational Performance--34 CFR §300.347 (a) (1)
Measurable Annual Goals (Including Benchmarks or Short-Term Objectives)
Special Education and Related Services [ space to write ]
Supplementary Aids and Services [ space to write ]
Program Modifications or Supports for School Personnel [ space to write ]
Statement of the Special Education and Related Services, Supplementary Aids and Services, Program Modifications, and Supports For School Personnel--34 CFR §300.347 (a) (3)
Explanation of Extent, if Any, to Which Child Will Not Participate with Nondisabled Children
Statement Of Any Individual Modifications in Administration of State or District-wide Assessments 34--CFR §300.347 (a) (5) (i)
If IEP Team Determines That Child Will Not Participate In A Particular State Or District-Wide Assessment
If Child Will Not Participate in State or District-wide Assessment--34 CFR §300.347 (a) (5) (ii)
How Child's Progress Toward Annual Goals Will Be Measured
How Child's Progress Will Be Measured--34 CFR §300.347 (a) (7) (i)
How Child's Parents Will Be Regularly Informed Of Child's Progress Toward Annual Goals And Extent To Which Child's Progress Is Sufficient To Meet Goals By End of Year
How Parents Will Be Informed of Their Child's Progress--34 CFR §300.347 (a) (7) (ii)
Statement of Needed Transition Services, Including, If Appropriate, Statement Of Interagency Responsibilities Or Any Needed Linkages
Statement of Needed Transition Services--34 CFR §300.347 (b) (2)
Definition of "Transition Services"--34 CFR §300.29
The student has been informed of the rights under Part B of IDEA, if any, that will transfer to the student on reaching the age of majority. Yes [box to check]
Age of Majority--34 CFR §300.347 (c)
Office of Special Education Programs
Office of Special Education and Rehabilitative Services
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-7100
(202) 245-7531 (Voice/TTY)
Web: www.ed.gov/about/offices/list/osers/osep/
Final Regulations for IEPs:
§§ 300.340--300.350
§ 300.340 Definitions related to IEPs.
§ 300.341 Responsibility of SEA and other public agencies for IEPs.
§ 300.342 When IEPs must be in effect.
§ 300.343 IEP meetings.
§ 300.344 IEP team.
§ 300.345 Parent participation.
§ 300.346 Development, review, and revision of IEP.
§ 300.347 Content of IEP.
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
§ 300.348 Agency responsibilities for transition services.
§ 300.349 Private school placements by public agencies.
§ 300.350 IEP-accountability.
Content: To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork. This guide explains the IEP process, which we consider to be one of the most critical elements to ensure effective teaching, learning, and better results for all children with disabilities. The guide is designed to help teachers, parents and anyone involved in the education of a child with a disability-develop and carry out an IEP. The information in this guide is based on what is required by our nation's special education law--the Individuals with Disabilities Education Act, or IDEA. The IDEA requires certain information to be included in each child's IEP. It is useful to know, however, that states and local school systems often include additional information in IEPs in order to document that they have met certain aspects of federal or state law. The flexibility that states and school systems have to design their own IEP forms is one reason why IEP forms may look different from school system to school system or state to state.
|
http://www2.ed.gov/parents/needs/speced/iepguide/index.html
|
msmarco_v2.1_doc_10_1617358530#5_2650958604
|
Title: Archived: Guide to the Individualized Education Program
Headings: U.S. Department of Education
Laws & Guidance SPECIAL EDUCATION & REHABILITATIVE SERVICES
Guide to the Individualized Education Program
Credits
Step 1. Child is identified as possibly needing special education and related services.
Step 2. Child is evaluated.
Step 3. Eligibility is decided.
Step 4. Child is found eligible for services.
Step 5. IEP meeting is scheduled.
Step 6. IEP meeting is held and the IEP is written.
Step 7. Services are provided.
Step 8. Progress is measured and reported to parents.
Step 9. IEP is reviewed.
Step 10. Child is reevaluated.
IEP Forms in Different Places
The Regular Education Teacher as Part of the IEP Team
Related Services
Transition Services
Special Factors To Consider
Will Parents Need an Interpreter in Order to Participate Fully?
Parents’ Permission
Look at Those Factors Again!
OSEP Monitoring
Individualized Education Program (IEP)
Statement of Transition Service Needs--34 CFR §300.347 (b) (1)
Present Levels of Educational Performance
Statement of Present Levels of Educational Performance--34 CFR §300.347 (a) (1)
Measurable Annual Goals (Including Benchmarks or Short-Term Objectives)
Special Education and Related Services [ space to write ]
Supplementary Aids and Services [ space to write ]
Program Modifications or Supports for School Personnel [ space to write ]
Statement of the Special Education and Related Services, Supplementary Aids and Services, Program Modifications, and Supports For School Personnel--34 CFR §300.347 (a) (3)
Explanation of Extent, if Any, to Which Child Will Not Participate with Nondisabled Children
Statement Of Any Individual Modifications in Administration of State or District-wide Assessments 34--CFR §300.347 (a) (5) (i)
If IEP Team Determines That Child Will Not Participate In A Particular State Or District-Wide Assessment
If Child Will Not Participate in State or District-wide Assessment--34 CFR §300.347 (a) (5) (ii)
How Child's Progress Toward Annual Goals Will Be Measured
How Child's Progress Will Be Measured--34 CFR §300.347 (a) (7) (i)
How Child's Parents Will Be Regularly Informed Of Child's Progress Toward Annual Goals And Extent To Which Child's Progress Is Sufficient To Meet Goals By End of Year
How Parents Will Be Informed of Their Child's Progress--34 CFR §300.347 (a) (7) (ii)
Statement of Needed Transition Services, Including, If Appropriate, Statement Of Interagency Responsibilities Or Any Needed Linkages
Statement of Needed Transition Services--34 CFR §300.347 (b) (2)
Definition of "Transition Services"--34 CFR §300.29
The student has been informed of the rights under Part B of IDEA, if any, that will transfer to the student on reaching the age of majority. Yes [box to check]
Age of Majority--34 CFR §300.347 (c)
Office of Special Education Programs
Office of Special Education and Rehabilitative Services
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-7100
(202) 245-7531 (Voice/TTY)
Web: www.ed.gov/about/offices/list/osers/osep/
Final Regulations for IEPs:
§§ 300.340--300.350
§ 300.340 Definitions related to IEPs.
§ 300.341 Responsibility of SEA and other public agencies for IEPs.
§ 300.342 When IEPs must be in effect.
§ 300.343 IEP meetings.
§ 300.344 IEP team.
§ 300.345 Parent participation.
§ 300.346 Development, review, and revision of IEP.
§ 300.347 Content of IEP.
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
Additional Guidance
§ 300.348 Agency responsibilities for transition services.
§ 300.349 Private school placements by public agencies.
§ 300.350 IEP-accountability.
Content: The guide is designed to help teachers, parents and anyone involved in the education of a child with a disability-develop and carry out an IEP. The information in this guide is based on what is required by our nation's special education law--the Individuals with Disabilities Education Act, or IDEA. The IDEA requires certain information to be included in each child's IEP. It is useful to know, however, that states and local school systems often include additional information in IEPs in order to document that they have met certain aspects of federal or state law. The flexibility that states and school systems have to design their own IEP forms is one reason why IEP forms may look different from school system to school system or state to state. Yet each IEP is critical in the education of a child with a disability. TOP
3. The Basic Special Education Process Under IDEA
The writing of each student's IEP takes place within the larger picture of the special education process under IDEA. Before taking a detailed look at the IEP, it may be helpful to look briefly at how a student is identified as having a disability and needing special education and related services and, thus, an IEP. Step 1.
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http://www2.ed.gov/parents/needs/speced/iepguide/index.html
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msmarco_v2.1_doc_10_1618244172#10_2652144259
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Title:
Headings:
Content: Scholars from the dialectical perspective concern themselves not
only with the contradictions that exist in relationships but also
with the process of how contradictions produce developmental change
(Baxter, 1990; Wood, Dendy, Dordek, Germany, & Varallo, 1994). Process refers to the notion that relationships involve opposing
forces that are dynamic, ever changing, and continuous (Baxter, 1990; Bruess & Pearson, 1997; Conville, 1991, 1994; Cornforth, 1968; Cupach, 1992; Rawlins, 1983a, 1989; Werner & Baxter 1994). Stamp (1992) claims that process implies dialectics as always
being present within relationships and experienced to various degrees
by relationship interactants.
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http://www2.edutech.nodak.edu/ndsta/pawlowski.htm
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msmarco_v2.1_doc_10_1619638525#2_2653724469
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Title:
Headings:
Content: Within the plant kingdom the dominance of phases varies. Nonvascular
plants, the mosses and liverworts, have
the gametophyte phase dominant. Vascular
plantsshow a progression of increasing
sporophyte dominance from the ferns and "fern allies" to
angiosperms. The above image is reduced from gopher://wiscinfo.wisc.edu:2070/I9/.image/.bot/.130/Angiosperm/Angiosperm_life_cycle. Follow that link to view a larger image. A diagram series is available by clicking on the following links: lifecycle
1lifecycle
2lifecycle
3. The life cycle of a flowering plant. Images
from Purves et al., Life:
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http://www2.estrellamountain.edu/faculty/farabee/biobk/BioBookflowers.html
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msmarco_v2.1_doc_10_1620135442#5_2654617317
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Title: What is Retailing?
Headings:
Content: On-line retailers, like Amazon.com, bring together assortments of products for consumers to buy in the same way that bricks-and-mortar retailers do. In addition, traditional retailers with physical stores will continue to be necessary. Of course, retailers who offer personal services, like hair styling, will need to have face-to-face interaction with the consumer. But even with products, consumers often want to see, touch and try them before they buy. Or, they may want products immediately and won't want to wait for them to be shipped. Also, and perhaps most importantly, in many cases the experience of visiting the retailer is an important part of the purchase. Everything that the retailer can do to make the shopping experience pleasurable and fun can help ensure that customers come back.
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http://www2.fiu.edu/~retail/whatis.html
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msmarco_v2.1_doc_10_1620695860#1_2655410844
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Title: Chapter four: Pure Capitalism and the market system
Headings:
Content: How will be produced? The problem is what combination or mix of productive resources or inputs should be used in order to produce a desired product. That is to use more labor and less capital or vice versa, to more skilled labor and less units of unskilled labor or vice versa. In a price system, the combination or mix of inputs should be based on least-combination method. This method maximizes the profit and minimizes the cost. In other words, the least-cost combination is the level of input use that produces a given level of output at minimum cost. On the other hand, in a price system, competition will force firms to use the least cost combination method. Competition means there are large numbers of buyers and sellers in each market that are acting independently. Therefore, those firms that use the least cost combination method will be able to lower the price of their products and make a profit. For whom it will be produced?
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http://www2.gsu.edu/~ecomaa/Lecture3.htm
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msmarco_v2.1_doc_10_1620695860#2_2655412025
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Title: Chapter four: Pure Capitalism and the market system
Headings:
Content: In other words, the least-cost combination is the level of input use that produces a given level of output at minimum cost. On the other hand, in a price system, competition will force firms to use the least cost combination method. Competition means there are large numbers of buyers and sellers in each market that are acting independently. Therefore, those firms that use the least cost combination method will be able to lower the price of their products and make a profit. For whom it will be produced? The distribution of goods and services depends on the distribution of money income. Money income, in turn, depends on the quantity, quality and the types of resources and the prices of the product. Therefore, the distribution of finished goods and services will depend on consumers� ability and willingness to pay the market price. In fact, relative prices ration the available resources, goods and services. Resources may be allocated by tradition, by markets, or by planning.
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http://www2.gsu.edu/~ecomaa/Lecture3.htm
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msmarco_v2.1_doc_10_1621308857#0_2656602699
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Title:
Headings:
Content: The History of Japanese Immigration to the United States
KCC Alterna-TV
News
BACK to Alterna-TV Home
News Article: The History of Japanese Immigration to the United States
by Laura Ichise
In recent years, foreign nationals visiting Japan and Japanese nationals going abroad are rapidly increasing, due to the progress in internationalization of the world community. There are various histories about Japanese immigration to foreign countries. First of all, the start of the great period of Japanese immigrantion to the United States was in the 1880s. On May 17,1868, the Scioto set sail out of Yokohama for Hawaii, carrying 153 Japanese migrants bound for employment in the sugar plantations. These adventurers constituted the first mass emigration ofJapanese overseas. As theJapanese arrived, discrimination toward the new immigrants. AsJapanese immigrants willing to work hard for low wages, many American people were afraid Japanese would take away jobs from American people. Between 1886 and 1911, more than 400,000 men and women left Japan for the U.S. Over 28,000 Japanese migrated to Hawaii. Main reasons for this, were because immigrants said the relationship between different races was better in Hawaii, like the Chinese immigrants in Hawaii.
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http://www2.hawaii.edu/~sford/alternatv/s05/articles/laura_history.html
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msmarco_v2.1_doc_10_1621308857#1_2656604190
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Title:
Headings:
Content: These adventurers constituted the first mass emigration ofJapanese overseas. As theJapanese arrived, discrimination toward the new immigrants. AsJapanese immigrants willing to work hard for low wages, many American people were afraid Japanese would take away jobs from American people. Between 1886 and 1911, more than 400,000 men and women left Japan for the U.S. Over 28,000 Japanese migrated to Hawaii. Main reasons for this, were because immigrants said the relationship between different races was better in Hawaii, like the Chinese immigrants in Hawaii. The white people understood how a diversity of ethnicities could cause major competition and change their present success rate. Also, the reason why a lot of Japanese migrated to foreign countries was a dream for better opportunities for others and to search for peace and prosperity, and they left unstable homeland for the life of the demanding job and a chance to provide a better future for their children. Also people thought the immigrants would discover a new and radically different way of life. Next, a very significant matter occurred to the history. The attack of Japan to the Pearl Harbor was set in the history of the American of Japanese on December 9, 1941.
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http://www2.hawaii.edu/~sford/alternatv/s05/articles/laura_history.html
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msmarco_v2.1_doc_10_1621308857#2_2656605644
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Title:
Headings:
Content: The white people understood how a diversity of ethnicities could cause major competition and change their present success rate. Also, the reason why a lot of Japanese migrated to foreign countries was a dream for better opportunities for others and to search for peace and prosperity, and they left unstable homeland for the life of the demanding job and a chance to provide a better future for their children. Also people thought the immigrants would discover a new and radically different way of life. Next, a very significant matter occurred to the history. The attack of Japan to the Pearl Harbor was set in the history of the American of Japanese on December 9, 1941. And the stage was set to traumatic sign. In retaliation for the attack, which occurred in the midst of negotiations seemingly aimed at peace, anti-Japanese feelings ran high, especially on the US mainland. In Hawaii. The attack happened, the American of the Japanese of less than 1,500 people was detained as enemy aliens, compared to the 100,000 on the mainland were interned. And after that, a lot of broken careers were not able to be restarted easily afterwards.
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http://www2.hawaii.edu/~sford/alternatv/s05/articles/laura_history.html
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msmarco_v2.1_doc_10_1621308857#3_2656607006
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Title:
Headings:
Content: And the stage was set to traumatic sign. In retaliation for the attack, which occurred in the midst of negotiations seemingly aimed at peace, anti-Japanese feelings ran high, especially on the US mainland. In Hawaii. The attack happened, the American of the Japanese of less than 1,500 people was detained as enemy aliens, compared to the 100,000 on the mainland were interned. And after that, a lot of broken careers were not able to be restarted easily afterwards. Thus, there are various history about Japanese immigration. The old Japanese people who migranted to US experiensed many difficult things like discrimination, low wages, war and so on. But they migrated for new development and for the following generation. Site Menu
Video Stories
Radio Stories
News Articles
Immigrant
History Links
Student Intro
Teacher Intro
"Making of"
Bloopers
Archives
BACK to Alterna-TV Home
© KCC - ESOL 92S-0 Students, Spring 2005
|
http://www2.hawaii.edu/~sford/alternatv/s05/articles/laura_history.html
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msmarco_v2.1_doc_10_1621557851#11_2657014732
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Title: Common Myths and Facts about the Causes of Sexual Violence | Title IX & Discrimination, Harassment, & Retaliation Prevention
Headings: Common Myths and Facts about the Causes of Sexual Violence
Common Myths and Facts about the Causes of Sexual Violence
Quick Links
Content: Fact: The belief that only young, pretty women are sexually assaulted stems from the myth that sexual assault is based on sex and physical attraction. Sexual assault is a crime of power and control. Offenders often choose people whom they perceive as most vulnerable to attack or over whom they believe they can assert power. Men and boys are also sexually assaulted, as well as persons with disabilities. Assumptions about the “typical” victim might lead others not to report the assault because they do not fit the stereotypical victim. Myth: It’s only rape if the victim puts up a fight and resists. Fact: Many states do not require the victim to resist in order to charge the offender with rape or sexual assault.
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http://www2.humboldt.edu/titleix/content/common-myths-and-facts-about-causes-sexual-violence
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msmarco_v2.1_doc_10_1621592910#2_2657078988
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Title:
Headings: Art Spiegelman's
MAUS
: Working-Through The Trauma of the Holocaust
Art Spiegelman's MAUS: Working-Through The Trauma of the Holocaust
Robert S. Leventhal
Trauma, Working-Through, and the Problem of Historical Understanding
The Postmodern Melancholia
Cultural Besetzung: The Canon and Canonical Texts
Spiegelman's Maus: The Intentional Subversion of Genre and Cultural Norm
Content: In mourning, the subject grieves for the loss of the beloved, and gradually comes to terms with that loss through the sustained reflection regarding the multiple meanings of that loss. Mourning is characterized by an initial withdrawl from the external world of things and events, and centers upon the subject's feeling of the loss of a significant aspect of one's life. In melancholia, however, there has usually been a highly ambivalent relation to the beloved object, and the subject becomes isolated, depressed, and experiences this loss of the Other as the loss of him or herself. The melancholic reaction to the traumatic loss of a beloved is characterized by extreme self-devaluation, to the extent that the subject might actually believe that he or she is responsible for the death or departure of the Other, that he or she is a "murderer" him or herself responsible for the "killing off" of the Other. Or, conversely, the subject views him or herself as the abandoned object, having been "left" by the dead Other, and might view him or herself as a victim, as the wounded or hurt recipient of this traumatic loss that the Other has "imposed." In the Neo-Freudian Theories of Winicott, the attempt has been made to articulate the process of "working-through" the traumatic loss of the beloved object more precisely. Winicott's famous phrase "Mourning without empathy leads to madness" has often been cited as the key to his theory, which is that there must be an empathetic witness to the pain of this traumatic loss, that the person who suffers this loss must be able to give testimony to someone as a way of working-through or processing this loss, and that finally certain "transitional" or "intermediate" objects might be necessary in order to move from the state of dependence and reliance on the Other to a renewed state of self-sufficiency after the traumatic severance. The difficulty with this type of understanding is its insistence on a singular empathetic Other who hears the testimony of the witness, and thereby bears witness to the traumatic loss in a therapeutic manner. What does it actually mean to "work-through" a traumatic loss? and what does this mean with regard not to an individual, but to an entire people?
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http://www2.iath.virginia.edu/holocaust/spiegelman.html
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msmarco_v2.1_doc_10_1622039414#15_2657960650
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Title: A Visual Biography of Diego Rivera
Headings: Visual Biography of Diego Rivera
Diego:
Infancy:
Parents:
Diego goes to Europe:
Angelina Belloff:
Artistic style:
Mural Art:
Diego gets involved in mural art:
Creation:
Guadalupe Marín:
Frida Kahlo:
Religion:
Contradictions:
Communist party:
National Palace:
Death:
Anahuacalli:
Content: This decision proved costly to his reputation as a modernist, but not to the evolution of his aesthetics (Dawn 106) The situation, however, forced Diego to go back to Mexico on July of 1921. Diego Rivera's style, was the product of the influence of many different art styles, such as cubism, impressionism, classical European style and Aztec art. His murals had a busyness that remind us the Baroque, covering Churches with images and details. Some critics referred to Diego's particular style as "agoraphobic" because he seemed to be afraid of having open space in his paintings (Espejo 66). In his murals he uses many symbols that come from Aztec codices. For example, he uses the colors and figures of idols, as well as the way in which the Indians used images to narrate myths and historical events. In some of his work we can see a use of space that comes from cubism (in Creation, for example) and a use of perspective that comes from his early classical studies. In the sketches of the murals we can see how he used architectural skills as well as a lot of geometry. Rivera was a very skilled painter, and as José Vasconcelos says, "everything could be forgiven to Diego because he knew how to paint with exact drawing and perfect coloring when he wanted" (Vasconcelos 227). Mural Art:
|
http://www2.kenyon.edu/Depts/Mll/Spanish/Projects/Trejo-Zacarias/english.htm
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msmarco_v2.1_doc_10_1622039414#16_2657962541
|
Title: A Visual Biography of Diego Rivera
Headings: Visual Biography of Diego Rivera
Diego:
Infancy:
Parents:
Diego goes to Europe:
Angelina Belloff:
Artistic style:
Mural Art:
Diego gets involved in mural art:
Creation:
Guadalupe Marín:
Frida Kahlo:
Religion:
Contradictions:
Communist party:
National Palace:
Death:
Anahuacalli:
Content: For example, he uses the colors and figures of idols, as well as the way in which the Indians used images to narrate myths and historical events. In some of his work we can see a use of space that comes from cubism (in Creation, for example) and a use of perspective that comes from his early classical studies. In the sketches of the murals we can see how he used architectural skills as well as a lot of geometry. Rivera was a very skilled painter, and as José Vasconcelos says, "everything could be forgiven to Diego because he knew how to paint with exact drawing and perfect coloring when he wanted" (Vasconcelos 227). Mural Art: The birth of Mexican mural art in the 1920's was one of the most revolutionary events the government has done for the country because it recognized the power of political art. The new regime had a general consciousness of the power of art as an agent of change and subversion. The movement of Mexican mural art was a new kind of Modernism, it did not use the modern styles, like cubism and surrealism. Instead, its innovative quality was to go back
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http://www2.kenyon.edu/Depts/Mll/Spanish/Projects/Trejo-Zacarias/english.htm
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msmarco_v2.1_doc_10_1622901535#1_2658962277
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Title:
Headings:
Content: The more remote a story is from
the original source, the less reliable it is. This story is similar to
the stories of the hook and the kidney. He makes his story remote from
something we can rely on. Rip Van Winkle is the American icon of someone lazy, shiftless, and low
class. Americans sometimes don't love the lower class but have negative
portrayals of them, especially during the last couple of decades. This story is sympathetic to the lower class. Irving creates a loveable
scoundrel - Huck Finn is a similar hero. Rip is a good ole' boy who
doesn't like to do much work. Or any at all. He responds to his nagging
wife by running away, and she responds to this by nagging more.
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http://www2.latech.edu/~bmagee/212/irving/winkle_notes.htm
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msmarco_v2.1_doc_10_1622901535#2_2658963211
|
Title:
Headings:
Content: This story is sympathetic to the lower class. Irving creates a loveable
scoundrel - Huck Finn is a similar hero. Rip is a good ole' boy who
doesn't like to do much work. Or any at all. He responds to his nagging
wife by running away, and she responds to this by nagging more. Theirs
is a dysfunctional household. The story is not sympathetic to Dame Van
Winkle, but who would want a husband or father who did not provide? Generally
we don't respect this kind of man. There is an ironic tone; we know that
he is shiftless and sorry, but we still like the man.
|
http://www2.latech.edu/~bmagee/212/irving/winkle_notes.htm
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msmarco_v2.1_doc_10_1622901535#3_2658964013
|
Title:
Headings:
Content: Theirs
is a dysfunctional household. The story is not sympathetic to Dame Van
Winkle, but who would want a husband or father who did not provide? Generally
we don't respect this kind of man. There is an ironic tone; we know that
he is shiftless and sorry, but we still like the man. He goes hunting and finds Dutch dwarves. The dwarves are an etiologicalmyth explaining the source of thunder. Mythology believes Zeus caused
thunder. To the Dutch, thunder was caused by a game of nine pins. Rip Van
Winkle gets drunk or ripped.
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http://www2.latech.edu/~bmagee/212/irving/winkle_notes.htm
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msmarco_v2.1_doc_10_1623697975#1_2659924552
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Title: Monogenic Disorders (Single Abnormal Gene) — University of Leicester
Headings: Monogenic Disorders (Single Abnormal Gene)
Monogenic Disorders (Single Abnormal Gene)
Autosomal Dominant Inheritance
Autosomal Recessive Inheritance
X-Linked Recessive Inheritance
X-Linked Dominant Inheritance
Mitochondrial Inheritance
Imprinted Genes
Content: Autosomal Dominant Inheritance
Autosomal Recessive Inheritance
X-Linked Recessive Inheritance
X-Linked Dominant Inheritance
Mitochondrial Inheritance
Imprinted Genes
Autosomal Dominant Inheritance
Monogenic autosomal dominant disorders occur through the inheritance of a single copy of a defective gene. Because these conditions are carried on the autosomes, males and females are equally affected. Because this inheritance pattern is dominant, the chance of it being passed on during pregnancy is 50% for each pregnancy. If the faulty gene is inherited, it will result in an affected individual. Autosomal dominant diseases include many of the serious and more common genetic disorders of adults like, such as Huntington's Chorea, polysystic kidney disease and Tuberous Sclerosis. However, penetrance may not be complete in some individuals and this results in a milder form of the condition. Sometimes, the mutation occurs in sperm or eggs and in these cases, the autosomal dominant condition arises with no preceding history. Autosomal Recessive Inheritance
Monogenic autosomal recessive disorders occur when two of the defectives genes are inherited. Usually in these cases the parents are carriers of the mutated gene. The risk of an affected child being born is 25% for each pregnancy.
|
http://www2.le.ac.uk/departments/genetics/vgec/healthprof/topics/patterns-of-inheritance/patterns-of-inheritance-conditions
|
msmarco_v2.1_doc_10_1623697975#7_2659936109
|
Title: Monogenic Disorders (Single Abnormal Gene) — University of Leicester
Headings: Monogenic Disorders (Single Abnormal Gene)
Monogenic Disorders (Single Abnormal Gene)
Autosomal Dominant Inheritance
Autosomal Recessive Inheritance
X-Linked Recessive Inheritance
X-Linked Dominant Inheritance
Mitochondrial Inheritance
Imprinted Genes
Content: However, the pattern of inheritance is not always predictable because there is some chance element involved in just how much cytoplasm is passed on, and therefore just how much mitochondrial DNA is passed on is also not predictable. Mitochondrial DNA is passed on solely via the egg, as the sperm nucleus is the only part involved in fertilization, and this does not contain any cytoplasm. The pattern with mitochondrial inheritance is therefore only via transmission through an affected female to a variable number of male and female offspring, but there is no transmission from an affected male. An example of a condition that is caused by mitochondrial inheritance is Leber's hereditary optic neuropathy (LHON). LHON causes a painless loss of central vision between 12 and 30 years of age. Both eyes are affected at the same time. Males will not pass the gene to any of their children, but females with the mutation will pass it to all of their children, regardless of whether they are sons or daughters. Imprinted Genes
In most cases it does not matter if the defective copy of a gene is inherited from the mother or the father - the effect remains the same. However, there are some genes and chromosome regions where there will be a different effect depending on which parent carries the mutated copy of the gene. One example of this is on Chromosome 15.
|
http://www2.le.ac.uk/departments/genetics/vgec/healthprof/topics/patterns-of-inheritance/patterns-of-inheritance-conditions
|
msmarco_v2.1_doc_10_1625926485#12_2663314183
|
Title:
Headings:
Content: Feminist Criticism
Feminist
criticism places its focus on the questions of how gender
affects a literary work, writer, or readerthrough a
critical approach. Questions
to ask from the feminist approach: 1. How
are women portrayed in the work? As stereotypes? As individuals? 2. How
is the woman’s point of view considered? 3. Is
male superiority implied in the text?
|
http://www2.nkfust.edu.tw/~emchen/CLit/study_criticism.htm
|
msmarco_v2.1_doc_10_1625926485#14_2663315468
|
Title:
Headings:
Content: 4. In
what way is the work affected because it was written by a woman? Or a man? A major
concern of feminist criticism is the masculine biasin literature. Historically, most works were written from a
masculine point of view and for male audiences. The feminist
critic looks for societal misconceptions that treat the
masculine viewpoint as the norm and the feminine viewpoint
as a deviation. The
feminist approach questions a text’s underlying
assumptionsabout differences between men and women that
usually posit women as inferior. It makes the reader more
aware of the complexity of human interaction.
|
http://www2.nkfust.edu.tw/~emchen/CLit/study_criticism.htm
|
msmarco_v2.1_doc_10_1626662943#8_2664555917
|
Title:
Headings: Post-lecture Questions I.1 – Psychology as an Empirical Science
Post-lecture
Questions
I.1
–
Psychology
as
an
Empirical
Science
Content: As
mentioned
before,
we
must
agree
on
the
facts. We
can
argue
about
their
meaning
or
implications
–
in
terms
of
which
theories
are
supported
or
ruled
out
–
but
we
must
agree
on
the
facts. Weak
determinism
is
just
the
idea
that
events
have
causes. No-one
(I
hope)
has
a
problem
with
this. Strong
determinism
is
the
idea
that
if
you
knew
everything
(that
was
relevant),
then
you
could
predict
exactly
what
will
happen
next. A
lot
of
people
seem
to
think
that
science
assumes
strong
determinism,
but,
ever
since
quantum
theory
appeared
(and
the
Heisenberg
Uncertainty
Principle,
in
particular),
most
scientists
don’t
(or,
at
least,
shouldn’t)
assume
this. This
brings
us
to
the
middle-ground
idea: stochastic
determinism
is
a
slight
step
back
from
strong
determinism,
but
it’s
more
specific
than
weak
determinism. It
doesn’t
claim
that
you
can
predict
exactly
what
will
happen
next
(even
if
you
knew
everything
that
was
relevant),
but
it
does
allow
you
to
make
probabilistic
statements
about
what
will
happen
next. In
fact,
you
can
specify
the
entire
distribution
of
next
events,
which
is
a
fancy
way
of
saying
that
you
can
assign
a
probability
to
every
possibility.
|
http://www2.psychology.uiowa.edu/faculty/mordkoff/Methods/part1/I-1%20quest.pdf
|
msmarco_v2.1_doc_10_1627323174#4_2665744219
|
Title: The Cold War
Headings: The Cold War
The Cold War
Why did the Soviets establish control over most of Eastern Europe at the
end of World War II?
Content: It also created a stark contrast between the recovering economies of western Europe and the depressed economies of eastern Europe. Most importantly, it brought about a rapid return to prosperity in western Europe and built the foundations for a booming Atlantic economy in the next two decades. It also set the stage for the the establishment of the European Common Market, begun in
the 1950,s. A "brain drain" from eastern to western Germany through Berlin led to the Berlin blockade and the Berlin airlift, a confrontation between east and west which brought the two sides to the brink of military conflict and led to the re-asssignment of U.S. troops to west Germany. By 1948, the United States was the leader of a coalition of western nations, opposed to the Soviet Union, and forming a military alliance. The North Atlantic Treaty Organization, NATO, committed the United States to go to war if any of the member nations were attacked. The lines of the Cold War were now drawn. How did the Cold War develop in Asia? A quite separate development in Asia, a civil war between the nationalist and communist Chinese, resulted in a communist victory in 1949. This brought to power a government which effectively unified China and restored it to a position of complete independence after a century of European colonial domination.
|
http://www2.sunysuffolk.edu/westn/coldwar.html
|
msmarco_v2.1_doc_10_1627338477#5_2665779377
|
Title: Effects of World War II
Headings: Effects of World War II
Effects of World War II
Content: Spared the physical destruction of war, the U.S. economy dominated the world economy. After 4 years of military buildup, the U.S. had also become the leading military power. The position of the United States as world leader was now more obvious than ever. WHAT WERE THE EFFECTS OF THE WAR UPON THE NON-EUROPEAN WORLD? The struggle for national independence of non-European peoples was greatly enhanced and stimulated by the war. The weakness of England and France, the two major European imperial powers, provided opportunities. The stage was set for the collapse of European empires in the 3 decades following the war. New technology, developed during the war to fight disease, would, when applied to the non-European world, result in sharply lower mortality rates and soaring population growth. WHAT EFFECTS DID THE WAR HAVE UPON SCIENCE AND TECHNOLOGY? Enormous technological progress was made during the war.
|
http://www2.sunysuffolk.edu/westn/effectww2.html
|
msmarco_v2.1_doc_10_1627338477#6_2665780558
|
Title: Effects of World War II
Headings: Effects of World War II
Effects of World War II
Content: The weakness of England and France, the two major European imperial powers, provided opportunities. The stage was set for the collapse of European empires in the 3 decades following the war. New technology, developed during the war to fight disease, would, when applied to the non-European world, result in sharply lower mortality rates and soaring population growth. WHAT EFFECTS DID THE WAR HAVE UPON SCIENCE AND TECHNOLOGY? Enormous technological progress was made during the war. The English developed radar which would be the forerunner of television. Progress in electronics and computers, made during the war, provided a foundation for further development which fundamentally transformed the postwar world. The development of the atomic bomb by European and American scientists during the war, not only transformed the nature of potential future wars, it marked the beginning of the nuclear power industry. WHAT POLITICAL CHANGES OCCURRED IN REGARD TO THE PROSPECT OF
FUTURE WARS? World War II had appeared to pose an unprecedented threat to human civilization and gave impetus to the renewal of Wilson's vision of an international organization to keep the peace.
|
http://www2.sunysuffolk.edu/westn/effectww2.html
|
msmarco_v2.1_doc_10_1628529049#10_2666692734
|
Title:
Headings:
Content: Beside the existence of a model, other factors that have to be noted when selecting a descriptive research method are the target of the study and the nature of the activity to be studied. These come into surface especially in the following questions: Setting and disturbances. Many activities normally take place "in the field" in noisy environments where various factors which are not interesting in the study instigate variation in the activity and its recording. In order to avoid this disturbing variation you might wish to arrange the empirical study in a secluded room or laboratory, in the form of systematic observationor experiment. However, when weeding out possibly influential factors you should have at least an approximation of their effects on the activity, otherwise your observation will become biased in a way you cannot know. In that case it can be better to leave the activity to happen in its original setting and use non-systematic observation. Manipulation. The activity you wish to study is sometimes so infrequent that you perhaps will want to stimulate the object to initiate the activity to be studied, for example by asking people to start the activity. Indeed, manipulation is usual in systematic observationand in experiments.
|
http://www2.uiah.fi/projects/metodi/162.htm
|
msmarco_v2.1_doc_10_1628575526#1_2666725217
|
Title: Descriptive Observation and Experiment
Headings: Descriptive Observation and Experiment
Descriptive Observation and Experiment
Non-systematic Observation
Systematic Observation
Degree of Manipulation
Indirect Methods of Recording an Activity
Content: Descriptive observation means that you do not wish to modify the activity in any way, you just want to register it such as it would take place without your presence. An activity can interest a researcher because all professions and all industrial production are essentially chains of activities. Besides, the product itself can be a process of activities, such as a computer program, course of education, drama or other presentation on stage or on TV. Also when the product is a static object with no action of its own, its use is an activity that you perhaps will want to study in its empirical setting. There are many activities that can be difficult or expensive to study especially in their original setting "in the field", and before starting an empirical project it can be advisable to spend a minute in considering whether the information that you need could be reachable without direct empirical operations. Such methods might include: Finding the information in already existing texts and literature,
Interrogating people that know about the activity,
Indirect or "unobtrusive" study where you will not observe the activity itself but events or traces that the activity brings about, such as erosion or consumption of energy. If these approaches, however, seem fruitless and you have concluded that you have to gather your data with empirical observation, one of the first questions to resolve is the extent of your empirical material. There are two decisions that you have to make: Demarcate the study by asking yourself which is the set or the entire multitude of those cases of activity where you want to say that your future findings are true?
|
http://www2.uiah.fi/projekti/metodi/162.htm
|
msmarco_v2.1_doc_10_1628575526#9_2666738283
|
Title: Descriptive Observation and Experiment
Headings: Descriptive Observation and Experiment
Descriptive Observation and Experiment
Non-systematic Observation
Systematic Observation
Degree of Manipulation
Indirect Methods of Recording an Activity
Content: Hypothesis based Study. Your starting point is a credible theory and a hypothesis that asserts that a certain cause (or "stimulus") produces - at least usually - a certain effect ("reaction"). The target of your project is to verify the hypothesis. The most simple and effective method for this is usually to arrange a series of experiments where you only observe and record two characteristics of the activity: the stimulus and the reaction. Beside the existence of a model, other factors that have to be noted when selecting a descriptive research method are the target of the study and the nature of the activity to be studied. These come into surface especially in the following questions: Setting and disturbances. Many activities normally take place "in the field" in noisy environments where various factors which are not interesting in the study instigate variation in the activity and its recording. In order to avoid this disturbing variation you might wish to arrange the empirical study in a secluded room or laboratory, in the form of systematic observation or experiment.
|
http://www2.uiah.fi/projekti/metodi/162.htm
|
msmarco_v2.1_doc_10_1628575526#10_2666739804
|
Title: Descriptive Observation and Experiment
Headings: Descriptive Observation and Experiment
Descriptive Observation and Experiment
Non-systematic Observation
Systematic Observation
Degree of Manipulation
Indirect Methods of Recording an Activity
Content: Beside the existence of a model, other factors that have to be noted when selecting a descriptive research method are the target of the study and the nature of the activity to be studied. These come into surface especially in the following questions: Setting and disturbances. Many activities normally take place "in the field" in noisy environments where various factors which are not interesting in the study instigate variation in the activity and its recording. In order to avoid this disturbing variation you might wish to arrange the empirical study in a secluded room or laboratory, in the form of systematic observation or experiment. However, when weeding out possibly influential factors you should have at least an approximation of their effects on the activity, otherwise your observation will become biased in a way you cannot know. In that case it can be better to leave the activity to happen in its original setting and use non-systematic observation. Manipulation. The activity you wish to study is sometimes so infrequent that you perhaps will want to stimulate the object to initiate the activity to be studied, for example by asking people to start the activity. Indeed, manipulation is usual in systematic observation and in experiments.
|
http://www2.uiah.fi/projekti/metodi/162.htm
|
msmarco_v2.1_doc_10_1628828417#13_2667055348
|
Title: The American Civil War Center at Historic Tredegar
Headings: What Caused the Civil War?
What Caused the Civil War?
Union. Home. Freedom. (transcript)
Union, Confederate and African American.
B. Competing Economies and Cultures (Industrial vs. Farming): Was it simply a fight over money and different cultures?
A. Disagreement over Federal vs. States powers
B. Competing Economies and Cultures (Industrial vs. Farming)
C. Westward Expansion
D. Slavery
Content: Within a few months war had begun and four more states had left the Union. Even though most Northerners didn't fight primarily to end slavery and most Southerners didn't fight primarily to preserve it, take slavery out of the mix and it's hard to believe there would have been a war. A war that almost no one really wanted. What caused the Civil War is not a story that ended in 1861.The Civil War forever changed the balance of powers among the federal government, the states, and the individual. A balance that we continually strive to adjust even today, even with slavery out of the picture. As you move through the web site, think about the importance of these three ideals...
what they meant to Americans then...how the war and its aftermath changed the balance� and how we still strive to balance them today�
Union, home and freedom. Lincoln3
Liberty
US Constitution
Railroad
Missouri Compromise
Heading West
Gold Rush
Slavery
Emancipation
|
http://www2.vcdh.virginia.edu/civilwar/index.php?section=Exhibits&page=film_causesofwar
|
msmarco_v2.1_doc_55_4462231#10_11329260
|
Title: Yucca Plant: Indoor Care & Growing Guide
Headings: How to Grow Yucca Plant Indoors
How to Grow Yucca Plant Indoors
Yucca Plant Care
Light
Soil
Water
Temperature and Humidity
Fertilizer
Is Yucca Plant Toxic?
Symptoms of Poisoning
Yucca Plant Varieties
Potting and Repotting
Propagating Yucca Plant
Pruning
Watch Now: 19 Timelapses Perfect for Plant Lovers
Content: The leaves are up to 20 inches long and can be dangerously sharp. This is not a plant for homes with small children. Potting and Repotting
Yuccas do well if they are slightly pot-bound, as long as they don't become heavy enough to tip over their containers. You won't need to bother with repotting for at least two or three years. Repotting larger yucca plants can be difficult, so larger plants can be refreshed with new potting soil by digging out the top two inches of the container and adding new soil. During typical repotting, remove the yucca plant from its container and increase by one container size. Always use fresh potting soil. Propagating Yucca Plant
The easiest way to propagate yucca is with offsets of older plants. Divide the plant during repotting or carefully slice away the offset and pot up into a separate container. They can also be propagated by stem cuttings, using pieces of stem measuring at least four inches.
|
https://www.thespruce.com/grow-yucca-inside-1902500
|
msmarco_v2.1_doc_55_4462231#11_11330757
|
Title: Yucca Plant: Indoor Care & Growing Guide
Headings: How to Grow Yucca Plant Indoors
How to Grow Yucca Plant Indoors
Yucca Plant Care
Light
Soil
Water
Temperature and Humidity
Fertilizer
Is Yucca Plant Toxic?
Symptoms of Poisoning
Yucca Plant Varieties
Potting and Repotting
Propagating Yucca Plant
Pruning
Watch Now: 19 Timelapses Perfect for Plant Lovers
Content: During typical repotting, remove the yucca plant from its container and increase by one container size. Always use fresh potting soil. Propagating Yucca Plant
The easiest way to propagate yucca is with offsets of older plants. Divide the plant during repotting or carefully slice away the offset and pot up into a separate container. They can also be propagated by stem cuttings, using pieces of stem measuring at least four inches. Treat the ends of the stem cutting with rooting hormone before planting it in a fresh pot. Stem cuttings will quickly root themselves if the potting soil is kept moist (but not soggy). Yucca grown indoors will likely not flower or bear seeds, so vegetative propagation is usually the only option. Pruning
Yucca occasionally needs to be pruned back when it grows too tall for the space. Remove the plant gently from its pot and use a saw or sharp pair of loppers to cut the trunk in half.
|
https://www.thespruce.com/grow-yucca-inside-1902500
|
msmarco_v2.1_doc_55_4462231#12_11332235
|
Title: Yucca Plant: Indoor Care & Growing Guide
Headings: How to Grow Yucca Plant Indoors
How to Grow Yucca Plant Indoors
Yucca Plant Care
Light
Soil
Water
Temperature and Humidity
Fertilizer
Is Yucca Plant Toxic?
Symptoms of Poisoning
Yucca Plant Varieties
Potting and Repotting
Propagating Yucca Plant
Pruning
Watch Now: 19 Timelapses Perfect for Plant Lovers
Content: Treat the ends of the stem cutting with rooting hormone before planting it in a fresh pot. Stem cuttings will quickly root themselves if the potting soil is kept moist (but not soggy). Yucca grown indoors will likely not flower or bear seeds, so vegetative propagation is usually the only option. Pruning
Yucca occasionally needs to be pruned back when it grows too tall for the space. Remove the plant gently from its pot and use a saw or sharp pair of loppers to cut the trunk in half. Repot the rooted end of the trunk, and water it well. If you want to prune the flowers of a yucca, you can do so at any time, even if it's not blooming. Use a sharp pair of pruning shears to cut the stalk off 3 to 4 inches above where the stalk grows from the main trunk. Watch Now: 19 Timelapses Perfect for Plant Lovers
Article Sources
The Spruce uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles.
|
https://www.thespruce.com/grow-yucca-inside-1902500
|
msmarco_v2.1_doc_55_6190550#5_15648513
|
Title: A Guide to Beef Roasts and the Best Ways to Cook Them
Headings: A Guide to Beef Roasts and the Best Ways to Cook Them
A Guide to Beef Roasts and the Best Ways to Cook Them
Watch Now: The Guide to Popular Beef Roasts
Chuck Roast
Eye of Round Roast
Rib Roast
Top Round Roast
Rump Roast
Sirloin Tip Roast
Article Sources
Content: Top round roast can also be braised, roasted, stewed or cooked in a slow cooker. You can even slice it for use in sandwiches . Continue to 5 of 6 below. 05 of 06
Rump Roast
Armstrong Studios / Photolibrary / Getty Images
Rump roast is a triangular cut from the upper part of the round or the hindquarters. Like other well-exercised muscles, the beef is lean and flavorful, but because it can be quite tough, the rump roast should be cooked slowly at lower temperatures (such as the pictured pot roast), which allows time for the cut's connective tissue to soften and melt. 06 of 06
Sirloin Tip Roast
Debbie Smirnoff / Getty Images
The sirloin tip roast (also known as round tip roast) is cut from the hindquarters, adjacent to the sirloin. The sirloin tip roast is flavorful, but like most lean cuts, it can be tough and should be braised or stewed. The sirloin tip roast can also be used for kebabs or slowly oven-roasted at a low temperature. Article Sources
The Spruce Eats uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our editorial process to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.
|
https://www.thespruce.com/guide-to-beef-roasts-2313275
|
msmarco_v2.1_doc_55_6259478#16_15857381
|
Title: The Ultimate Guide to Painting a House
Headings: The Ultimate Guide to Painting a House
The Ultimate Guide to Painting a House
Before You Start
Are You Ready For a Long-Term Project?
Why Are You Painting the House?
Do-It-Yourself House Painting
Hiring Professional Painters
Choosing a Color
When to Paint the House
Exterior Painting Costs
House Painting Tips and Tricks
Tools and Materials
Instructions
Inspect the Home's Siding
Measure For Paint
Remove or Cover Obstructions
Fix Major Problems
Remove Loose Paint
Clean the House and Mask
Caulk and Patch
Lay Down the Paint Coat
Paint the Trim
Content: Use paint scrapers in a range of sizes and a heat gun. Place a drop cloth directly below the area and gently push into the flaking area. Keep pushing until the paint resists, pull off the remaining section of paint, and discard. If dealing with lead-based paint, take appropriate safety measures . Clean the House and Mask
Washing down a house by hand is tedious but produces the best results. Most professionals, though, use a pressure washer. Set the spray to its widest. Begin at the top and slowly work your way downward in horizontal rows. After the house has thoroughly dried, mask off windows, doors, lights, vents, and anything else that has not been previously removed and which will not be painted. Caulk and Patch
Load your caulking gun with the caulking tube and squeeze the caulk into thin cracks around windows, doors, vents, and other intrusion points.
|
https://www.thespruce.com/guide-to-exterior-painting-4172776
|
msmarco_v2.1_doc_55_6259478#17_15859061
|
Title: The Ultimate Guide to Painting a House
Headings: The Ultimate Guide to Painting a House
The Ultimate Guide to Painting a House
Before You Start
Are You Ready For a Long-Term Project?
Why Are You Painting the House?
Do-It-Yourself House Painting
Hiring Professional Painters
Choosing a Color
When to Paint the House
Exterior Painting Costs
House Painting Tips and Tricks
Tools and Materials
Instructions
Inspect the Home's Siding
Measure For Paint
Remove or Cover Obstructions
Fix Major Problems
Remove Loose Paint
Clean the House and Mask
Caulk and Patch
Lay Down the Paint Coat
Paint the Trim
Content: Most professionals, though, use a pressure washer. Set the spray to its widest. Begin at the top and slowly work your way downward in horizontal rows. After the house has thoroughly dried, mask off windows, doors, lights, vents, and anything else that has not been previously removed and which will not be painted. Caulk and Patch
Load your caulking gun with the caulking tube and squeeze the caulk into thin cracks around windows, doors, vents, and other intrusion points. Let the caulk cure for over two hours or as recommended on the product packaging. Fill nail or screw holes with wood putty or wood filler. Apply primer to patched areas. Lay Down the Paint Coat
Enlist a helper for this part. One person uses the paint sprayer to lay down a coat of paint on the house, as the other person follows behind with the paint roller.
|
https://www.thespruce.com/guide-to-exterior-painting-4172776
|
msmarco_v2.1_doc_55_6259478#18_15860706
|
Title: The Ultimate Guide to Painting a House
Headings: The Ultimate Guide to Painting a House
The Ultimate Guide to Painting a House
Before You Start
Are You Ready For a Long-Term Project?
Why Are You Painting the House?
Do-It-Yourself House Painting
Hiring Professional Painters
Choosing a Color
When to Paint the House
Exterior Painting Costs
House Painting Tips and Tricks
Tools and Materials
Instructions
Inspect the Home's Siding
Measure For Paint
Remove or Cover Obstructions
Fix Major Problems
Remove Loose Paint
Clean the House and Mask
Caulk and Patch
Lay Down the Paint Coat
Paint the Trim
Content: Let the caulk cure for over two hours or as recommended on the product packaging. Fill nail or screw holes with wood putty or wood filler. Apply primer to patched areas. Lay Down the Paint Coat
Enlist a helper for this part. One person uses the paint sprayer to lay down a coat of paint on the house, as the other person follows behind with the paint roller. Never dip the roller in the paint. Instead, start with a dry roller cover and pick up paint that has been laid down by the sprayer. Known as back-rolling,
|
https://www.thespruce.com/guide-to-exterior-painting-4172776
|
msmarco_v2.1_doc_55_6331624#6_16017399
|
Title: Maize (Corn) in Mexican Cuisine
Headings: Maize (Corn) in Mexican Cuisine
Maize (Corn) in Mexican Cuisine
A Fundamental Ingredient From Appetizers to Dessert
Corn Varieties
Hominy (Pozole) and Masa
Masa Harina
Corn Starch
Cornmeal
Corn Flour
Content: Ground nixtamal becomes masa, the corn dough that will eventually be made into tortillas, tamales, and other delicious items. Masa Harina
Masa harina, or dough flour, is made from nixtamal. After the hulls are removed, the kernels are ground into masa, which is then dehydrated. The dried dough is ground again into a very fine flour that can be packaged and kept shelf stable for a long time. Masa harina needs to be mixed with water or another liquid to form a dough, which can be used to make tortillas, tamales, and other dishes. Corn Starch
Corn starch is the very finely ground white powder made from grinding the starchy part of maize kernels. It is most often used in baked goods and as a thickener for some sauces and cream soups. The proper name for corn starch in Spanish is fécula de maíz, but colloquially it is most often called Royal, after a very popular brand name of this product. Corn starch is called corn flour in the United Kingdom. Cornmeal
Sweet corn that has been dried and ground to a coarse flour is known as cornmeal.
|
https://www.thespruce.com/guide-to-mexican-corn-2342817
|
msmarco_v2.1_doc_55_8963470#6_22768747
|
Title: How to Build a Temporary Wall Inside Your Home
Headings: How to Build a Temporary Wall Inside Your Home
How to Build a Temporary Wall Inside Your Home
What Is a Temporary Wall?
Uses For a Temporary Wall
Codes, Regulations, and Permits
Safety Considerations
Warning
What You'll Need
Equipment / Tools
Materials
Instructions
Locate Wall and Measure the Ceiling Height
Cut the Wall Studs
Cut the Foam Spacers
Dry-Fit the Wall Together
Fasten the Bottom and Top Plates
Tip
Glue the Bottom Spacer
Raise and Secure Wall to the Ceiling
Secure the Wall to the Floor
Hang the Drywall
Tip
Disassembling Your Temporary Wall
Content: For this project, it is assumed that the ceiling height is 8 feet. In addition to locating the wall on top of a solid base, you should locate it below an area that allows for a minimum of four attachment points. For example, this can be perpendicular to joists or directly below and parallel to a joist or beam. Cut the Wall Studs
For vertical wall studs, use the miter saw or circular saw to cut seven of the two-by-fours at 92-1/2 inches. This length is designed to account for the top and bottom plates and for the foam spacers. Adjust your wall stud cuts accordingly for your own ceiling height. Cut the Foam Spacers
Use one of the 8-foot two-by-fours as a guide to mark off three sections of rigid foam to 8 feet by 3-1/2 inches. Cut with the utility knife. Dry-Fit the Wall Together
Lay the two 96-inch two-by-fours on the floor, parallel and about 93 inches apart. These will be the wall's top and bottom plates.
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https://www.thespruce.com/how-to-build-a-temporary-wall-inside-your-home-5075171
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msmarco_v2.1_doc_55_9884964#3_25280773
|
Title: How to Clean Soot Off of Walls
Headings: How to Clean Soot Off of Walls
How to Clean Soot Off of Walls
What You'll Need
Equipment / Tools
Materials
Instructions
Wear Protective Gear
Empty the Room or Cover Furniture and Carpets
Ventilate the Room
Vacuum the Walls
Warning
Use a Dry Cleaning or Soot Sponge
Create a Wet Cleaning Solution
Warning
Wash the Ceiling and Walls
Rinse and Dry the Surfaces
Tip
Remove Protective Materials and Vacuum
Content: If that is not possible, use tarps or drop cloths to protect everything you don't want to become soot-covered. Ventilate the Room
Open the windows to provide fresh air. Use circulating fans and turn on venting fans to help draw as many of the soot particulates out of the room. Once your cleaning is complete, you will need to change filters or clean the fans to remove soot particles. Vacuum the Walls
If you have a vacuum with a hose and a dusting brush, you can use it to vacuum away some of the soot particles. This is a delicate operation because soot can smear. Start at the top of the wall and hold the vacuum brush at least one-half inch from the wall or ceiling surface to capture loose soot particles and dust. Do not make contact with the wall or smearing can occur. Warning
No matter what method you use to remove soot stains, if they are located above your head, always use a sturdy step stool or ladder to reach them. Work slowly and move the ladder frequently to prevent falls.
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https://www.thespruce.com/how-to-clean-soot-off-of-walls-5080447
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msmarco_v2.1_doc_55_10237832#4_26222399
|
Title: How to Master Cutting-In Painting
Headings: How to Master Cutting-In Painting
How to Master Cutting-In Painting
When and Why to Cut In
What You'll Need
Equipment / Tools
Materials
Instructions
Fill the Bucket
Load the Brush
Apply Paint to the Line
Broaden the Paint Line
Wipe up Mistakes
Content: Putting down floor cloths and removing wall switch and outlet covers can feel like wasted time, but these are unavoidable steps if you want to prevent messy accidents and achieve clean results. On the other hand, applying painter's tape alongside window and door trim, above baseboards, and below crown molding is considered optional prep work, and you may be better off skipping this masking work altogether. A painting technique often associated with professional painters and less so with DIYers promises to eliminate masking. It uses no gimmicky paint edgers, either. Involving only a steady hand and a brush, this technique is called cutting in. The practice involves using your paintbrush to manually applying straight lines of paint alongside elements that do not get painted, eliminating the need for masking tape or painter's masking film. When and Why to Cut In
Imagine that you want white trim around your windows, surrounded by darker colored walls. First, you paint the trim. Then, when you paint the walls you're faced with the challenge of bringing the darker paint right up to the edge of the trim. You could mask off the trim with tape, but if you have a steady hand, you can simply "draw" the line of colored paint, freestyle.
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https://www.thespruce.com/how-to-cut-in-interior-trim-paint-1822824
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msmarco_v2.1_doc_55_10237832#5_26224148
|
Title: How to Master Cutting-In Painting
Headings: How to Master Cutting-In Painting
How to Master Cutting-In Painting
When and Why to Cut In
What You'll Need
Equipment / Tools
Materials
Instructions
Fill the Bucket
Load the Brush
Apply Paint to the Line
Broaden the Paint Line
Wipe up Mistakes
Content: The practice involves using your paintbrush to manually applying straight lines of paint alongside elements that do not get painted, eliminating the need for masking tape or painter's masking film. When and Why to Cut In
Imagine that you want white trim around your windows, surrounded by darker colored walls. First, you paint the trim. Then, when you paint the walls you're faced with the challenge of bringing the darker paint right up to the edge of the trim. You could mask off the trim with tape, but if you have a steady hand, you can simply "draw" the line of colored paint, freestyle. This is the technique of cutting in . Window trim is just one example. You can cut in along baseboards and other types of trim, as well as the corners where walls meet ceilings or where they meet walls of a different color. The benefits of cutting in include: The opportunity to begin painting immediately with minimal preparations
The instant gratification of seeing the colors right away, allowing you to make adjustments, if necessary
Reducing your cost because you are not buying expensive painter's tape
No time spent waiting for the paint to dry before you remove the tape
The only specialty supplies you need for cutting in are a 2-inch brush and a "cut bucket."
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https://www.thespruce.com/how-to-cut-in-interior-trim-paint-1822824
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msmarco_v2.1_doc_55_10860518#3_27793049
|
Title: How to Get Free or Cheap Halloween Costumes
Headings: How to Get Free or Cheap Halloween Costumes
How to Get Free or Cheap Halloween Costumes
Attend a Halloween Costume Swap
Scour Freecycle or Craigslist
Print a Free Halloween Mask
Tip
Use What You Have to Create a Costume
Consider Other Inexpensive Ideas
Content: A method that's virtually free is to simply print a Halloween mask from an online template. There are many options to choose from in varieties that are suitable for all ages. You can find cute pumpkins and bats, spooky skulls, and more. There are even templates to print popular superhero and other character masks. Coordinate clothing you already have with the mask theme, and your costume will only cost what you spent on the paper and printer ink. Tip
If you don't want to wear a paper mask, you always can use face paint to mimic a mask template. Use inexpensive Halloween makeup kits or makeup you already have on hand. 04 of 05
Use What You Have to Create a Costume
Isabel Pavia / Getty Images
With a little ingenuity, you probably already have everything you need to create an original Halloween costume. Take a look around your home, and see whether something inspires you. For instance, if you have a cardboard box, tinfoil, paper, and markers, you can easily make yourself a robot costume.
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https://www.thespruce.com/how-to-get-free-halloween-costumes-1357645
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msmarco_v2.1_doc_55_10860518#4_27794570
|
Title: How to Get Free or Cheap Halloween Costumes
Headings: How to Get Free or Cheap Halloween Costumes
How to Get Free or Cheap Halloween Costumes
Attend a Halloween Costume Swap
Scour Freecycle or Craigslist
Print a Free Halloween Mask
Tip
Use What You Have to Create a Costume
Consider Other Inexpensive Ideas
Content: Tip
If you don't want to wear a paper mask, you always can use face paint to mimic a mask template. Use inexpensive Halloween makeup kits or makeup you already have on hand. 04 of 05
Use What You Have to Create a Costume
Isabel Pavia / Getty Images
With a little ingenuity, you probably already have everything you need to create an original Halloween costume. Take a look around your home, and see whether something inspires you. For instance, if you have a cardboard box, tinfoil, paper, and markers, you can easily make yourself a robot costume. Cover the box in foil, and add some design touches, such as eyebrows and a mouth, with paper and markers. Then, cut out holes for your eyes. The box will be your costume's headpiece. Complete your costume with matching gray or silver clothes if possible. Continue to 5 of 5 below.
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https://www.thespruce.com/how-to-get-free-halloween-costumes-1357645
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msmarco_v2.1_doc_55_12974461#1_33209765
|
Title: 9 Different Ways to Make Empanadas
Headings: 9 Different Ways to Make Empanadas
9 Different Ways to Make Empanadas
Empanada Dough
Step-By-Step Empanadas
Beef Empanadas
Chicken and Turkey Empanadas
Chorizo and Pork Empanadas
Fruit Empanadas
Vegetable Empanadas
Fish and Seafood Empanadas
Cheese Empanadas
Content: One is simple flour dough much like a pie crust and the other is reddish yellow dough made with yuca. You can use either dough interchangeably, but for beginners, try the simple flour dough first . Note: Empanada dough is available in specialty markets in the form of frozen discs, usually 10 discs per pack. 02 of 09
Step-By-Step Empanadas
Lara Hata / Getty Images
If you are eager to make your own dough but don't know where to start, follow this empanada step-by-step guide. In this tutorial, we show you how to make home-made pizza empanadas from start to finish. You can use these steps to prepare any empanada recipe. 03 of 09
Beef Empanadas
sarasang / Getty Images
Beef is possibly the most popular empanada filling. Then there's also the popular beef picadillo filling. You can also substitute corned beef for ground beef.
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https://www.thespruce.com/how-to-make-empanadas-2137780
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msmarco_v2.1_doc_55_12974461#2_33211105
|
Title: 9 Different Ways to Make Empanadas
Headings: 9 Different Ways to Make Empanadas
9 Different Ways to Make Empanadas
Empanada Dough
Step-By-Step Empanadas
Beef Empanadas
Chicken and Turkey Empanadas
Chorizo and Pork Empanadas
Fruit Empanadas
Vegetable Empanadas
Fish and Seafood Empanadas
Cheese Empanadas
Content: In this tutorial, we show you how to make home-made pizza empanadas from start to finish. You can use these steps to prepare any empanada recipe. 03 of 09
Beef Empanadas
sarasang / Getty Images
Beef is possibly the most popular empanada filling. Then there's also the popular beef picadillo filling. You can also substitute corned beef for ground beef. 04 of 09
Chicken and Turkey Empanadas
FoodPhotography Eising / Getty Images
Shredded or ground chicken and turkey make excellent empanada fillings, too. Continue to 5 of 9 below. 05 of 09
Chorizo and Pork Empanadas
Joanne Schmaltz / Getty Images
Chorizo is a highly seasoned pork sausage popular in the Spanish-speaking islands. You can also use pulled pork or ground sausage. 06 of 09
Fruit Empanadas
Edsel Little / Flickr / CC BY-SA 2.0
Empanadas can be filled with sweet fillings, such as fruit.
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https://www.thespruce.com/how-to-make-empanadas-2137780
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msmarco_v2.1_doc_55_13033799#3_33377472
|
Title: How to Make Homemade French Fries—Recipe With Photos
Headings: How to Make Homemade French Fries
How to Make Homemade French Fries
Click Play to See These Easy Homemade French Fries Come Together
Cut the Potatoes
Soak the Potatoes
Drain and Dry the Potatoes
Fry the Potatoes
Drain and Cool the Half-Done Fries
Fry the Potatoes Again
Drain the Fries
Serve Your Homemade French Fries
Content: Stack these slices and cut them into the same width sticks to make matchstick fries. Repeat with the remaining potatoes. 02 of 08
Soak the Potatoes
The Spruce / Cara Cormack
Put the cut potatoes in a large bowl and cover with cool water. Soak for at least 20 minutes or up to an hour. This step gets rid of excess starch, resulting in fluffier and crispier fries. 03 of 08
Drain and Dry the Potatoes
The Spruce / Cara Cormack
Drain the potato sticks and pat them dry with paper towels or a clean kitchen towel. Arrange them in a single layer to air-dry for a bit. The drier they are before frying, the better. 04 of 08
Fry the Potatoes
The Spruce / Cara Cormack
Bring at least 2 inches of oil in a large heavy pot to 325 F. Once the oil is hot, fry the potatoes for about 5 minutes. Work in batches if you're making more than one or two potatoes' worth.
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https://www.thespruce.com/how-to-make-homemade-french-fries-2215971
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msmarco_v2.1_doc_55_13039139#4_33390545
|
Title: How to Make Homemade Potato Chips
Headings: How to Make Homemade Potato Chips
How to Make Homemade Potato Chips
The Joy of Homemade Potato Chips
Peel the Potatoes (If You Like!)
Slice the Potatoes
Soak the Potato Slices
Dry the Potato Slices Thoroughly
Heat the Oil & Fry the Potatoes
Drain the Potato Chips
Serve and Enjoy Homemade Potato Chips
Content: You can use a kitchen mandoline for this if you have one, but a sharp knife and steady, patient hand work just as well. Continue to 4 of 8 below. 04 of 08
Soak the Potato Slices
Molly Watson
Rinse the potato slices and then soak them for about half an hour in a large bowl of cold water. You may be tempted to skip this step; don't. Soaking the potato slices removes excess starch and is a key element to ensuring that the potato chips fry up crispy. Continue to 5 of 8 below. 05 of 08
Dry the Potato Slices Thoroughly
Molly Watson
Drain the potato slices and dry them thoroughly with a clean kitchen towel or layers of paper towels. Water will make the oil splatter, creating a mess and potentially causing burns. Dry potato slices will cook faster and more evenly, with less mess, so don't skip this step.
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https://www.thespruce.com/how-to-make-homemade-potato-chips-2217401
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msmarco_v2.1_doc_55_13039139#5_33391916
|
Title: How to Make Homemade Potato Chips
Headings: How to Make Homemade Potato Chips
How to Make Homemade Potato Chips
The Joy of Homemade Potato Chips
Peel the Potatoes (If You Like!)
Slice the Potatoes
Soak the Potato Slices
Dry the Potato Slices Thoroughly
Heat the Oil & Fry the Potatoes
Drain the Potato Chips
Serve and Enjoy Homemade Potato Chips
Content: Soaking the potato slices removes excess starch and is a key element to ensuring that the potato chips fry up crispy. Continue to 5 of 8 below. 05 of 08
Dry the Potato Slices Thoroughly
Molly Watson
Drain the potato slices and dry them thoroughly with a clean kitchen towel or layers of paper towels. Water will make the oil splatter, creating a mess and potentially causing burns. Dry potato slices will cook faster and more evenly, with less mess, so don't skip this step. Continue to 6 of 8 below. 06 of 08
Heat the Oil & Fry the Potatoes
Molly Watson
In a large, heavy pan or pot (the high sides of a pot help keep the oil from splattering too much), heat about 1/2 inch of vegetable oil, canola oil, grapeseed oil, or lard to about 350 F.
If you don't have a candy or frying thermometer, don't worry. Just drop a (dried off!) slice of potato in the oil, if it sizzles immediately but gently, the oil is the right temperature. If it doesn't sizzle or sizzles slowly, the oil is too cold;
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https://www.thespruce.com/how-to-make-homemade-potato-chips-2217401
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msmarco_v2.1_doc_55_13039139#7_33394972
|
Title: How to Make Homemade Potato Chips
Headings: How to Make Homemade Potato Chips
How to Make Homemade Potato Chips
The Joy of Homemade Potato Chips
Peel the Potatoes (If You Like!)
Slice the Potatoes
Soak the Potato Slices
Dry the Potato Slices Thoroughly
Heat the Oil & Fry the Potatoes
Drain the Potato Chips
Serve and Enjoy Homemade Potato Chips
Content: if it sizzles violently, the oil is too hot. Add a single layer of potato slices to the oil. Fry the potato slices until they are golden or brown, as you like, on both sides, about 3 minutes per batch. Continue to 7 of 8 below. 07 of 08
Drain the Potato Chips
Molly Watson
Use a slotted spoon or tongs to transfer the potato chips either to layers of paper towels or to a cooling rack set over a baking sheet to drain. Sprinkle the chips with salt or other seasonings, if you like. Note that while a potato chip fresh from the pot sounds fabulous, potato chips crisp up as they cool, so "fresh" ones won't be crispy and will likely disappoint. Be sure to let them cool completely to room temperature before eating. Repeat frying the chips in batches until all the potato slices are cooked. Continue to 8 of 8 below.
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https://www.thespruce.com/how-to-make-homemade-potato-chips-2217401
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msmarco_v2.1_doc_55_13475553#4_34502978
|
Title: How to Paint Interior Walls Like a Pro
Headings: How to Paint Interior Walls Like a Pro
How to Paint Interior Walls Like a Pro
Tips For Painting Interior Walls
Use Top-Quality Paint
Use Wider Roller Covers
Use Masking Film
Use a Canvas or Fabric Drop Cloth
Learn the Cut-In Technique
What You'll Need
Equipment / Tools
Materials
Instructions
Remove Obstructions
Tape Around Large Obstructions
Turn on a Light Source
Apply the Painter's Tape
Apply the Primer
Mix the Paint
Paint the Edges
Roll the Paint
Let the Paint Dry and Paint a Second Coat
Clean the Work Area
Content: Use Masking Film
Professional painters often use plastic masking film to cover adjacent walls, ceilings, and windows. Static electricity holds this ultra-thin plastic to the surface. Some masking film comes with an attached edge of painter's tape. Use a Canvas or Fabric Drop Cloth
Plastic sheeting is fine for covering furniture and other areas where you will not be walking. But for underfoot, a canvas drop cloth provides a more solid place to stand. In addition, a canvas or fabric drop cloth can be reused. Learn the Cut-In Technique
While taping the edges with painter's tape is effective, professional painters tend to use the freehand cutting-in method. This tape-free procedure requires a steady hand and a trim brush to draw a smooth band of paint. What You'll Need
Equipment / Tools
Extension pole for roller
Metal spiral power mixer (optional)
Cordless drill (optional)
6-foot ladder
Work lights
Paint comb (optional for clean up)
Screwdrivers (to remove light plates)
Materials
Primer, preferably tinted
Acrylic-latex interior paint
Roller frame in desired size
Roller cover in desired size
Paint can pour spout
Drop cloth, canvas or fabric
Plastic sheeting
Paint trays and liners
Painter's tape
2 inch Angled paintbrush or paint edging tool
Wood paint stirring stick
Latex or nitrile gloves
Instructions
Remove Obstructions
Remove as many items and pieces of furniture you can from the room you are painting. By removing as many items as possible, you'll have more room to do a better job of painting.
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https://www.thespruce.com/how-to-paint-your-walls-4160963
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msmarco_v2.1_doc_55_13475553#5_34505299
|
Title: How to Paint Interior Walls Like a Pro
Headings: How to Paint Interior Walls Like a Pro
How to Paint Interior Walls Like a Pro
Tips For Painting Interior Walls
Use Top-Quality Paint
Use Wider Roller Covers
Use Masking Film
Use a Canvas or Fabric Drop Cloth
Learn the Cut-In Technique
What You'll Need
Equipment / Tools
Materials
Instructions
Remove Obstructions
Tape Around Large Obstructions
Turn on a Light Source
Apply the Painter's Tape
Apply the Primer
Mix the Paint
Paint the Edges
Roll the Paint
Let the Paint Dry and Paint a Second Coat
Clean the Work Area
Content: In addition, a canvas or fabric drop cloth can be reused. Learn the Cut-In Technique
While taping the edges with painter's tape is effective, professional painters tend to use the freehand cutting-in method. This tape-free procedure requires a steady hand and a trim brush to draw a smooth band of paint. What You'll Need
Equipment / Tools
Extension pole for roller
Metal spiral power mixer (optional)
Cordless drill (optional)
6-foot ladder
Work lights
Paint comb (optional for clean up)
Screwdrivers (to remove light plates)
Materials
Primer, preferably tinted
Acrylic-latex interior paint
Roller frame in desired size
Roller cover in desired size
Paint can pour spout
Drop cloth, canvas or fabric
Plastic sheeting
Paint trays and liners
Painter's tape
2 inch Angled paintbrush or paint edging tool
Wood paint stirring stick
Latex or nitrile gloves
Instructions
Remove Obstructions
Remove as many items and pieces of furniture you can from the room you are painting. By removing as many items as possible, you'll have more room to do a better job of painting. With the correct screwdriver, remove light switch plates, outlet plates, pictures, hanging hooks or nails, and hooks for towels or clothes. After the plates have been removed, place tape over the remaining switches and outlets to avoid slopping paint on them. Tape Around Large Obstructions
Some wall obstructions, such as trim, require too much time and effort to remove and later replace. Or you may cause damage to the walls by removing them. Unless you are making extensive whole-room remodels, you may find it easier to mask off baseboards, crown molding, or trim around windows and doors.
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https://www.thespruce.com/how-to-paint-your-walls-4160963
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msmarco_v2.1_doc_55_13475553#8_34511517
|
Title: How to Paint Interior Walls Like a Pro
Headings: How to Paint Interior Walls Like a Pro
How to Paint Interior Walls Like a Pro
Tips For Painting Interior Walls
Use Top-Quality Paint
Use Wider Roller Covers
Use Masking Film
Use a Canvas or Fabric Drop Cloth
Learn the Cut-In Technique
What You'll Need
Equipment / Tools
Materials
Instructions
Remove Obstructions
Tape Around Large Obstructions
Turn on a Light Source
Apply the Painter's Tape
Apply the Primer
Mix the Paint
Paint the Edges
Roll the Paint
Let the Paint Dry and Paint a Second Coat
Clean the Work Area
Content: If the wall has a door or window, run the tape around the door or window trim to protect them from spattering paint. Apply the Primer
You do not always have to use a primer when painting a wall. This is particularly true when you are re-painting a wall the same color, and the existing paint quality is good. Always use a drywall primer when the surface is bare drywall paper. Professional painters often request the paint store to pre-tint the primer to bring it closer to the intended wall color than stark white. This reduces the number of color coats needed. Mix the Paint
Unless the paint was mixed at the store a couple of hours before you start painting, it will need to be mixed again. Either use a wooden paint stirring stick or chuck a metal spiral power mixer attachment into your electric drill. Paint the Edges
Paint a 4-inch wide swath along the edges with a 2-inch trim brush by dipping the brush lightly into the paint can, wiping off the excess, then painting alongside and slightly on the painter's tape. Or, if using the cutting-in technique, paint the edges about 4 inches inward, as well.
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https://www.thespruce.com/how-to-paint-your-walls-4160963
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msmarco_v2.1_doc_55_13475553#9_34513408
|
Title: How to Paint Interior Walls Like a Pro
Headings: How to Paint Interior Walls Like a Pro
How to Paint Interior Walls Like a Pro
Tips For Painting Interior Walls
Use Top-Quality Paint
Use Wider Roller Covers
Use Masking Film
Use a Canvas or Fabric Drop Cloth
Learn the Cut-In Technique
What You'll Need
Equipment / Tools
Materials
Instructions
Remove Obstructions
Tape Around Large Obstructions
Turn on a Light Source
Apply the Painter's Tape
Apply the Primer
Mix the Paint
Paint the Edges
Roll the Paint
Let the Paint Dry and Paint a Second Coat
Clean the Work Area
Content: This reduces the number of color coats needed. Mix the Paint
Unless the paint was mixed at the store a couple of hours before you start painting, it will need to be mixed again. Either use a wooden paint stirring stick or chuck a metal spiral power mixer attachment into your electric drill. Paint the Edges
Paint a 4-inch wide swath along the edges with a 2-inch trim brush by dipping the brush lightly into the paint can, wiping off the excess, then painting alongside and slightly on the painter's tape. Or, if using the cutting-in technique, paint the edges about 4 inches inward, as well. With either method, paint at least two coats. Roll the Paint
Now you will roll paint on the inner part of the wall. Dip the roller in the tray and thoroughly squeeze it out by rolling it on the tray. Place the roller on the wall and paint in "W" shapes in order to fill small sections of about 4 feet high by 4 feet wide. Finish a section before moving onto an adjacent section.
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https://www.thespruce.com/how-to-paint-your-walls-4160963
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msmarco_v2.1_doc_55_13759230#8_35228863
|
Title: Proper Paintbrush Technique for Painting Walls
Headings: Proper Paintbrush Technique for Painting Walls
Proper Paintbrush Technique for Painting Walls
Watch Now: Proper Paint Brush Technique for Painting Walls
Loading the Paint Brush
Applying and Distributing Paint
Applying and Distributing Paint for Larger Flat Areas
Tip
Smoothing Out the Paint
How to Store a Paintbrush During a Temporary Pause
Content: A paintbrush is typically used to cut in because it gives you the most control. If you are rolling the main areas of a wall, you'll begin by cutting in the edges and around woodwork first, before beginning with your roller. If you are right-handed, cut in the wall at the ceiling corners from left to right. If you are left-handed, paint right to left. This will give you visual control over how well the paint is flowing. Holding the brush as you would grip a pencil, press the brush against the wall just enough to flex the bristles, and use the narrow edge of the paintbrush when cutting in. The best cutting-in motion is a series of overlapping strokes, gradually moving along the edge you're painting. Convention has it that if the cut-in corner has two colors (wall/ceiling for example), then you first paint the lighter color, allowing it to slightly extend into the adjoining color area. Then you will cut the darker color over the top of the lighter color. This method ensures that you don't have to worry about the darker color showing through the lighter.
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https://www.thespruce.com/how-to-properly-use-a-paint-brush-1824840
|
msmarco_v2.1_doc_55_14373606#11_36901643
|
Title: How to Replace a Subfloor Under a Wall
Headings: How to Replace a Subfloor Under a Wall
How to Replace a Subfloor Under a Wall
Wall and Floor System Basics
Removing the Subfloor Under Walls
What You'll Need
Equipment / Tools
Instructions
Turn Off Electricity and Water
Remove the Baseboard
Remove Sections of Drywall
Remove the Floor Covering
Remove Any Underlayment
Cut Away the Nails
Cut Away the Subfloor
Remove the Subfloor From Under the Wall
Remove Subfloor From Other Side (Optional)
Content: For laminate flooring foam or felt underlayment, cut away a section with the utility knife. For 1/4-inch luan underlayment board, set the circular saw at the correct depth to cut only into the luan but not into any materials beneath it. Cut Away the Nails
Attach the metal-cutting blade to the oscillating multi-tool. While wearing eye and hearing protection, turn on the tool and insert the blade under the wall bottom plate. Cut away all nails that run downward from the bottom wall plate. Cut Away the Subfloor
Set the circular saw to the proper depth to cut only the subfloor but none of the materials below the subfloor. The circular saw cannot cut flush with the wall, so cut as close as you can get to it. Most circular saws will let you cut as close as an inch or two. Continue two more cuts with the hand saw along the side of the cut-out square until you reach the wall's bottom plate. Remove the Subfloor From Under the Wall
If the subfloor is heavily rotted out, you may be able to pull back on the remaining section of subfloor and remove it.
|
https://www.thespruce.com/how-to-replace-a-subfloor-under-a-wall-5081829
|
msmarco_v2.1_doc_55_14373606#12_36903416
|
Title: How to Replace a Subfloor Under a Wall
Headings: How to Replace a Subfloor Under a Wall
How to Replace a Subfloor Under a Wall
Wall and Floor System Basics
Removing the Subfloor Under Walls
What You'll Need
Equipment / Tools
Instructions
Turn Off Electricity and Water
Remove the Baseboard
Remove Sections of Drywall
Remove the Floor Covering
Remove Any Underlayment
Cut Away the Nails
Cut Away the Subfloor
Remove the Subfloor From Under the Wall
Remove Subfloor From Other Side (Optional)
Content: Cut Away the Subfloor
Set the circular saw to the proper depth to cut only the subfloor but none of the materials below the subfloor. The circular saw cannot cut flush with the wall, so cut as close as you can get to it. Most circular saws will let you cut as close as an inch or two. Continue two more cuts with the hand saw along the side of the cut-out square until you reach the wall's bottom plate. Remove the Subfloor From Under the Wall
If the subfloor is heavily rotted out, you may be able to pull back on the remaining section of subfloor and remove it. If not, attach a 3/4-inch auger bit to the drill and drill to a depth of 3 1/2 inches underneath the wall bottom plate on both sides of the rotted area. The auger bit effectively acts as a saw to cut away the wood. If the edge of the subfloor rests on the joist, the section of subfloor should pull out. If not, proceed to the next step. Remove Subfloor From Other Side (Optional)
If the subfloor is a continuous sheet that extends beyond the wall, you will not be able to pull out the section that you are working on.
|
https://www.thespruce.com/how-to-replace-a-subfloor-under-a-wall-5081829
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msmarco_v2.1_doc_55_17001071#2_43516735
|
Title: How to Cut Drywall To Run Electrical Wires
Headings: How to Cut Drywall To Run Electrical Wires
How to Cut Drywall To Run Electrical Wires
What You'll Need
Equipment / Tools
Materials
Instructions
Preparing for Cuts
Turn Off the Power
Protect Room From Drywall Dust
Pinpoint the Wire
More Tricks of the Trade
Small Runs: Cut Between Alternating Studs
Make Long, Narrow Cuts
Find Studs
Drill Holes
Fish Wire
Larger Runs: Cutting Entire Walls
Using a Multi-Tool
Snap Lines
Cut Wall for Access
Final Step: Patch the Drywall
Create Patches
Bevel Cut Patch Method
Glue Backer Supports
Compound the Patches
Content: Rather, you want to remove the smallest section of drywall possible, while maintaining a large enough opening to insert tools and hands. However, sometimes you'll need to cut drywall across an entire room to adequately run wires. Handling the electrical wiring takes priority over the aesthetics of cutting into drywall, but it helps to know the best ways to minimize the damage you'll inevitably inflict on the walls to run the wire. Understanding the nature of drywall, studs, and electrical wire and how they interact lets you push through this side project with greater ease. It's also important to note that most electrical work, including running new wires, requires an electrical permit in most communities. If you are uncomfortable tackling DIY electrical wiring projects, it is always best to hire an electrician. 8 Electrical Testers Used by Electricians
What You'll Need
Equipment / Tools
Voltage tester
Stud finder
Drywall jab saw
Chalk line
Circular saw
Multi-tool (optional)
Fish tape
Hot glue
Materials
Plastic sheeting/drop cloth
Painter's tape or electrical tape
Drywall for patching
Paper drywall tape
Drywall compound tape
Backer supports
Medium-grit sandpaper
Fine sanding sponge (optional)
Instructions
Preparing for Cuts
Walls can contain electrical wires, plumbing pipes, insulation, cross-bracing, and construction debris. First and foremost before cutting, protect yourself first by wearing eye, hearing, and breathing protection before cutting into the wall. Turn Off the Power
Whenever working with cutting tools, closed spaces, and electrical wire, the first rule is always to turn off the electrical circuit that supplies power to that area. Shut off all power to that area of your home, even if you think that the wall has no wires.
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https://www.thespruce.com/installing-wires-closed-walls-1821551
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msmarco_v2.1_doc_55_17001071#3_43519344
|
Title: How to Cut Drywall To Run Electrical Wires
Headings: How to Cut Drywall To Run Electrical Wires
How to Cut Drywall To Run Electrical Wires
What You'll Need
Equipment / Tools
Materials
Instructions
Preparing for Cuts
Turn Off the Power
Protect Room From Drywall Dust
Pinpoint the Wire
More Tricks of the Trade
Small Runs: Cut Between Alternating Studs
Make Long, Narrow Cuts
Find Studs
Drill Holes
Fish Wire
Larger Runs: Cutting Entire Walls
Using a Multi-Tool
Snap Lines
Cut Wall for Access
Final Step: Patch the Drywall
Create Patches
Bevel Cut Patch Method
Glue Backer Supports
Compound the Patches
Content: If you are uncomfortable tackling DIY electrical wiring projects, it is always best to hire an electrician. 8 Electrical Testers Used by Electricians
What You'll Need
Equipment / Tools
Voltage tester
Stud finder
Drywall jab saw
Chalk line
Circular saw
Multi-tool (optional)
Fish tape
Hot glue
Materials
Plastic sheeting/drop cloth
Painter's tape or electrical tape
Drywall for patching
Paper drywall tape
Drywall compound tape
Backer supports
Medium-grit sandpaper
Fine sanding sponge (optional)
Instructions
Preparing for Cuts
Walls can contain electrical wires, plumbing pipes, insulation, cross-bracing, and construction debris. First and foremost before cutting, protect yourself first by wearing eye, hearing, and breathing protection before cutting into the wall. Turn Off the Power
Whenever working with cutting tools, closed spaces, and electrical wire, the first rule is always to turn off the electrical circuit that supplies power to that area. Shut off all power to that area of your home, even if you think that the wall has no wires. This is vitally important because the process of locating the electrical wire can often be hit-or-miss. Protect Room From Drywall Dust
Erect a dust barrier from floor to ceiling using plastic sheeting and painter's tape to reduce drywall dust when cutting. Lay down a drop cloth under the cutting area that will be rolled up and discarded after the project is completed. Pinpoint the Wire
Construction professionals use scanners with radar technology to locate hidden wires. A conventional stud finder will not locate wires but it will help you locate studs, which is valuable information that can help you find the wire without the need for a scanner.
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https://www.thespruce.com/installing-wires-closed-walls-1821551
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msmarco_v2.1_doc_55_17001071#6_43525521
|
Title: How to Cut Drywall To Run Electrical Wires
Headings: How to Cut Drywall To Run Electrical Wires
How to Cut Drywall To Run Electrical Wires
What You'll Need
Equipment / Tools
Materials
Instructions
Preparing for Cuts
Turn Off the Power
Protect Room From Drywall Dust
Pinpoint the Wire
More Tricks of the Trade
Small Runs: Cut Between Alternating Studs
Make Long, Narrow Cuts
Find Studs
Drill Holes
Fish Wire
Larger Runs: Cutting Entire Walls
Using a Multi-Tool
Snap Lines
Cut Wall for Access
Final Step: Patch the Drywall
Create Patches
Bevel Cut Patch Method
Glue Backer Supports
Compound the Patches
Content: Small Runs: Cut Between Alternating Studs
To run electrical wire horizontally in walls, it is helpful to know that most wall studs run either 16 inches or 24 inches on-center. Make Long, Narrow Cuts
Since electrical cables run in lines, it is helpful to make long, narrow cuts with a manual jab saw. But electrical wire often runs through long walls which requires more than manual cuts. Find Studs
Locate and mark with painter's tape or electrical tape the location of every stud, as you will be cutting between studs. For interior walls or any walls to do not contain insulation, it is possible to cut only between alternating studs cavities. This halves the number of holes you need to make in the wall. Drill Holes
Create access holes in the drywall that are roughly 4 inches by 4 inches, enough so you can insert your hands and a drill to cut a hole in the studs for fishing through the wire. Fish Wire
Use fishing tape to direct the wire blindly through the closed-up cavity into the bored holes you've made in the stud . Often it is possible to blindly hit the hole with the wire itself.
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https://www.thespruce.com/installing-wires-closed-walls-1821551
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msmarco_v2.1_doc_55_17001071#7_43527444
|
Title: How to Cut Drywall To Run Electrical Wires
Headings: How to Cut Drywall To Run Electrical Wires
How to Cut Drywall To Run Electrical Wires
What You'll Need
Equipment / Tools
Materials
Instructions
Preparing for Cuts
Turn Off the Power
Protect Room From Drywall Dust
Pinpoint the Wire
More Tricks of the Trade
Small Runs: Cut Between Alternating Studs
Make Long, Narrow Cuts
Find Studs
Drill Holes
Fish Wire
Larger Runs: Cutting Entire Walls
Using a Multi-Tool
Snap Lines
Cut Wall for Access
Final Step: Patch the Drywall
Create Patches
Bevel Cut Patch Method
Glue Backer Supports
Compound the Patches
Content: For interior walls or any walls to do not contain insulation, it is possible to cut only between alternating studs cavities. This halves the number of holes you need to make in the wall. Drill Holes
Create access holes in the drywall that are roughly 4 inches by 4 inches, enough so you can insert your hands and a drill to cut a hole in the studs for fishing through the wire. Fish Wire
Use fishing tape to direct the wire blindly through the closed-up cavity into the bored holes you've made in the stud . Often it is possible to blindly hit the hole with the wire itself. To do this, the hole in the stud must be generously sized. Cut off any loose wires from the end of the cable to form as sharp an end as possible. Larger Runs: Cutting Entire Walls
When you have much larger runs to handle, you will inevitably need to cut across the entire wall, even over the studs. While messy, this is the fastest method of cutting out long, narrow sections of drywall.
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https://www.thespruce.com/installing-wires-closed-walls-1821551
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msmarco_v2.1_doc_55_17001071#8_43529233
|
Title: How to Cut Drywall To Run Electrical Wires
Headings: How to Cut Drywall To Run Electrical Wires
How to Cut Drywall To Run Electrical Wires
What You'll Need
Equipment / Tools
Materials
Instructions
Preparing for Cuts
Turn Off the Power
Protect Room From Drywall Dust
Pinpoint the Wire
More Tricks of the Trade
Small Runs: Cut Between Alternating Studs
Make Long, Narrow Cuts
Find Studs
Drill Holes
Fish Wire
Larger Runs: Cutting Entire Walls
Using a Multi-Tool
Snap Lines
Cut Wall for Access
Final Step: Patch the Drywall
Create Patches
Bevel Cut Patch Method
Glue Backer Supports
Compound the Patches
Content: To do this, the hole in the stud must be generously sized. Cut off any loose wires from the end of the cable to form as sharp an end as possible. Larger Runs: Cutting Entire Walls
When you have much larger runs to handle, you will inevitably need to cut across the entire wall, even over the studs. While messy, this is the fastest method of cutting out long, narrow sections of drywall. Using a Multi-Tool
A multi-tool fitted with a wood blade is a cleaner, slower method. Plunge cut straight into the drywall, even atop studs. Snap Lines
To cut across an entire room, hallway, or other long distances, snap two chalk lines 4 inches apart. Cut Wall for Access
Fit a cordless circular saw with an old, used blade and set the depth to about 5/8-inch (for 1/2-inch thick drywall). Final Step:
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https://www.thespruce.com/installing-wires-closed-walls-1821551
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msmarco_v2.1_doc_55_17001071#9_43530851
|
Title: How to Cut Drywall To Run Electrical Wires
Headings: How to Cut Drywall To Run Electrical Wires
How to Cut Drywall To Run Electrical Wires
What You'll Need
Equipment / Tools
Materials
Instructions
Preparing for Cuts
Turn Off the Power
Protect Room From Drywall Dust
Pinpoint the Wire
More Tricks of the Trade
Small Runs: Cut Between Alternating Studs
Make Long, Narrow Cuts
Find Studs
Drill Holes
Fish Wire
Larger Runs: Cutting Entire Walls
Using a Multi-Tool
Snap Lines
Cut Wall for Access
Final Step: Patch the Drywall
Create Patches
Bevel Cut Patch Method
Glue Backer Supports
Compound the Patches
Content: Using a Multi-Tool
A multi-tool fitted with a wood blade is a cleaner, slower method. Plunge cut straight into the drywall, even atop studs. Snap Lines
To cut across an entire room, hallway, or other long distances, snap two chalk lines 4 inches apart. Cut Wall for Access
Fit a cordless circular saw with an old, used blade and set the depth to about 5/8-inch (for 1/2-inch thick drywall). Final Step: Patch the Drywall
After installing the electrical wire and testing circuits and devices, shut off the electric again so you can close up the drywall using patches with backers. Create Patches
For each hole, create a patch piece so that it is the size of the hole in the wall. Do not cut at a bevel; cut straight in at a 90-degree angle. Bevel Cut Patch Method
Another way of patching drywall involves beveling the hole in the wall to a 45-degree angle, then beveling the patch piece at a reverse 45-degree angle.
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https://www.thespruce.com/installing-wires-closed-walls-1821551
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msmarco_v2.1_doc_55_17014547#7_43565600
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Title: Rigid Foam Board Insulation Between Studs
Headings: Rigid Foam Board Insulation Between Studs
Rigid Foam Board Insulation Between Studs
When to Install Rigid Foam Insulation Between Studs
Rigid Foam Board Insulation Basics
Rigid Foam Board Sizes
Rigid Foam Water-Resistance
Rigid Foam R-Value
Continuous Insulation Makes a Perfect Basement Wall
Preventing Thermal Bridges and Breaks
Pros and Cons: Rigid Foam Between Studs
Pros
Cons
How to Install Rigid Foam Insulation Between Studs
Measure the Project Area
Measure Individual Cavities
Mark and Cut the Rigid Foam
Install the Rigid Foam Insulation
Seal the Gaps in the Insulation
Content: As an exterior sheathing, rigid foam is installed on the outside of the house, just under the siding. The foam sheets are butted next to each other and taped to prevent air infiltration. On basement walls, continuity is important, too. With sheets tightly placed end-to-end, there is no chance of a thermal bridge. Preventing Thermal Bridges and Breaks
A thermal bridge is any avenue that unwanted temperatures, hot or cold, are given to come into your home. A thermal break can be as obvious as a crack or hole in the wall. Surprisingly, it can also be a solid material that has high thermal conductivity. Metal easily transfers cold. If you have any kind of unbroken metal that runs from the exterior to the interior, such as a pipe, you have a thermal bridge. Wood can also be a thermal bridge, though not as pronounced as metal since wood is not a good conductor of temperatures.
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https://www.thespruce.com/insulate-between-walls-with-rigid-foam-4008019
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msmarco_v2.1_doc_55_19571525#0_50025965
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Title: Dangers of Volatile Organic Compound (VOC) in Paint
Headings: Should I Avoid VOC-Containing Paint?
Should I Avoid VOC-Containing Paint?
What Are the Risks?
Warning
Avoiding VOCs and "Green" Paints
Should I Buy Eco-Friendly Paints?
Where to Buy VOC-Free Paints
Content: Dangers of Volatile Organic Compound (VOC) in Paint
Cleaning & Organizing Green Living
Should I Avoid VOC-Containing Paint? Written by
Marc Lallanilla
Marc Lallanilla is a sustainable living and green design expert. As a member of the Society of Environmental Journalists, he also covers science, health, and environmental topics. Learn about The Spruce's Editorial Process
Marc Lallanilla
Updated 10/14/19
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Paul Bradbury / Caiaimage / Getty Images
VOC stands for volatile organic compound –any of several chemical additives found in numerous consumer products, from gasoline and glue to correction fluid and colored markers. Even cosmetics, mothballs, air fresheners, and household cleaning supplies contain VOCs. Because they're volatile, these compounds vaporize and emit gasses, even long after they've dried. Paint, for example, emits only half of its VOCs in the first year. What Are the Risks? VOCs are linked to a range of health problems, including some very serious diseases. Benzene, for example, is one of several VOCs that's known to cause cancer.
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https://www.thespruce.com/lets-talk-about-voc-containing-paint-1708635
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msmarco_v2.1_doc_55_19571525#1_50027527
|
Title: Dangers of Volatile Organic Compound (VOC) in Paint
Headings: Should I Avoid VOC-Containing Paint?
Should I Avoid VOC-Containing Paint?
What Are the Risks?
Warning
Avoiding VOCs and "Green" Paints
Should I Buy Eco-Friendly Paints?
Where to Buy VOC-Free Paints
Content: Because they're volatile, these compounds vaporize and emit gasses, even long after they've dried. Paint, for example, emits only half of its VOCs in the first year. What Are the Risks? VOCs are linked to a range of health problems, including some very serious diseases. Benzene, for example, is one of several VOCs that's known to cause cancer. It's not suspected, it's known, beyond any doubt. Other health effects besides cancer include kidney damage, liver damage, damage to the central nervous system (including the brain), as well as minor complaints like headaches and eye, throat, and nose irritation. The health effects of VOCs vary from source to source and from person to person. Professional painters have been found to have a range of serious health problems, especially liver and kidney damage. Warning
People with pre-existing conditions, pregnant and nursing women, small children, and other sensitive people are at particular risk.
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https://www.thespruce.com/lets-talk-about-voc-containing-paint-1708635
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msmarco_v2.1_doc_55_19571525#2_50028949
|
Title: Dangers of Volatile Organic Compound (VOC) in Paint
Headings: Should I Avoid VOC-Containing Paint?
Should I Avoid VOC-Containing Paint?
What Are the Risks?
Warning
Avoiding VOCs and "Green" Paints
Should I Buy Eco-Friendly Paints?
Where to Buy VOC-Free Paints
Content: It's not suspected, it's known, beyond any doubt. Other health effects besides cancer include kidney damage, liver damage, damage to the central nervous system (including the brain), as well as minor complaints like headaches and eye, throat, and nose irritation. The health effects of VOCs vary from source to source and from person to person. Professional painters have been found to have a range of serious health problems, especially liver and kidney damage. Warning
People with pre-existing conditions, pregnant and nursing women, small children, and other sensitive people are at particular risk. Even an occasional painting project can increase your risk of physical problems. Levels of VOCs inside your house can increase up to 1,000 times after doing something like painting or paint stripping. Paint and paint products, in fact, are the second-largest source of VOCs after cars. The VOCs in paint can seriously affect the indoor air quality of even a well-ventilated home or office, and they're a major cause of "sick building syndrome." Avoiding VOCs and "Green" Paints
First of all, follow all the manufacturer's recommendations regarding safe paint use.
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https://www.thespruce.com/lets-talk-about-voc-containing-paint-1708635
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msmarco_v2.1_doc_55_19571525#3_50030595
|
Title: Dangers of Volatile Organic Compound (VOC) in Paint
Headings: Should I Avoid VOC-Containing Paint?
Should I Avoid VOC-Containing Paint?
What Are the Risks?
Warning
Avoiding VOCs and "Green" Paints
Should I Buy Eco-Friendly Paints?
Where to Buy VOC-Free Paints
Content: Even an occasional painting project can increase your risk of physical problems. Levels of VOCs inside your house can increase up to 1,000 times after doing something like painting or paint stripping. Paint and paint products, in fact, are the second-largest source of VOCs after cars. The VOCs in paint can seriously affect the indoor air quality of even a well-ventilated home or office, and they're a major cause of "sick building syndrome." Avoiding VOCs and "Green" Paints
First of all, follow all the manufacturer's recommendations regarding safe paint use. Paint only in well-ventilated areas, for example, and keep paint and paint products away from children and pets. And look for paints that are no- or low-VOCs . Lots of manufacturers are now claiming to make eco-friendly paint, but some of these claims are dubious and may be just greenwashing. For paint to actually call itself "low-VOC," the EPA requires that it have no more than 250 grams per liter (g/l) of VOCs for flat and latex paint--oil-based paints can have up to 380 g/l. ( Some places, like California, have even stricter standards.)
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https://www.thespruce.com/lets-talk-about-voc-containing-paint-1708635
|
msmarco_v2.1_doc_55_19571525#6_50035155
|
Title: Dangers of Volatile Organic Compound (VOC) in Paint
Headings: Should I Avoid VOC-Containing Paint?
Should I Avoid VOC-Containing Paint?
What Are the Risks?
Warning
Avoiding VOCs and "Green" Paints
Should I Buy Eco-Friendly Paints?
Where to Buy VOC-Free Paints
Content: They just don't volatilize (emit gasses) as much. In any case, follow safety recommendations and use common sense. If you are concerned because you have small children or chemical sensitivities, consider a paint that has the Green Seal label on it. These paints have no cancer-causing agents, reproductive toxins, or heavy metals. And if you're really ambitious or just want to be super-green, try making your own paint. People have had good luck with milk-based paints that contain eggs, flour, and natural pigments and dyes from plants. Where to Buy VOC-Free Paints
Fortunately, awareness of VOCs and paint's health risks has grown so much recently that high-quality brands of low- and no-VOC paints are available at retailers everywhere, and at reasonable prices. Some final advice: All paints, even greener paints, still need to be disposed of properly. Take old cans of paint–along with your old compact fluorescent lights, old mercury-containing thermostats, and other hazardous materials–to your local processing center for disposal.
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https://www.thespruce.com/lets-talk-about-voc-containing-paint-1708635
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msmarco_v2.1_doc_55_26295909#2_67243233
|
Title: Plume Poppy: Playing Devil's Advocate With a Plant Thug
Headings: Plume Poppy: Aggressive Spreader Too Risky for Many Gardeners
Plume Poppy: Aggressive Spreader Too Risky for Many Gardeners
Stately Plant Invasive in Some Areas
Botanical Basics
Why Plume Poppy Is Risky to Grow
Playing Devil's Advocate
The Bottom Line
Content: But, first, let's take a quick look at exactly what a plume poppy is. Botanical Basics
In botanical lingo, plume poppy is called Macleaya cordata (which has taken over for the older name, Bocconia cordata ). The genus was named for Alexander McLeay (1767 to 1848), an entomologist. The species name refers to the heart-shaped leaf base. Macleaya cordata is not a true poppy plant, because it does not belong to the genus, Papaver, as does Oriental poppy, for example. It does, however, belong to the same family (Papaveraceae, the poppy family) as do the true poppies. A cultivar of the plant is Kelway's Coral Plume. Plume poppy is an herbaceous perennial, and its suggested growing zones are 3 to 8. Full sun is recommended in the North, partial shade in the South. Its most interesting features are its size and shape.
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https://www.thespruce.com/plume-poppy-profile-2131884
|
msmarco_v2.1_doc_55_26809763#1_68647371
|
Title: What Is Postmodern Architecture?
Headings: What Is Postmodern Architecture?
What Is Postmodern Architecture?
History of Postmodern Architecture
Key Characteristics of Postmodern Architecture
Notable Examples of Postmodern Architecture
Content: The Portland Building Steve Morgan / Wikimedia Commons
History of Postmodern Architecture
Postmodernism arose in the 1960s and '70s as an architect-driven critical reaction and response to the prevailing Modern architecture of the mid-20th century, which postmodern architects perceived as placeless and rigid, built from sleek modern materials like steel and glass and lacking in ornament and emotion. Postmodern architects believed that the utopian ideals of Modernism as a democratic form of accessible architecture for the masses had failed and that its cultural moment had passed (an assertion which, judging by the enduring 21st century popularity of modernist aesthetics, has not weathered the test of time). Whereas Modernism was devoted to order and simplicity, postmodernism embraced complexity and contradiction, as argued in an influential 1966 book by American postmodern architect Robert Venturi titled: Complexity and Contradiction in Architecture . The most successful postmodern buildings exude personality, wit, and an ironic take on past architectural elements and movements, eschewing conventional beauty and notions of what constitutes good taste. Using a pastiche of disparate styles, postmodern buildings can be challenging for the uninitiated, veering toward kitsch and camp. Postmodernism flourished during the economic boom of the 1980s and continued into the 1990s, leaving any number of loud, proud, genre-defying architectural monuments in its wake, first in the United States, and then around the world in places like Europe, Japan, and Australia where its influence spread. Postmodernism influences contemporary architecture to the present day. VictorHuang / Getty Images
Key Characteristics of Postmodern Architecture
Mishmash of architectural styles and periods
Sculptural forms
Frequent embrace of bright color, sometimes in the form of ceramic tiles or colored glass
Liberal use of classical ornamental details taken from past architectural movements, often mixed and matched in unconventional ways
Use of abstraction
Characterized by playfulness, whimsy, humor, irony
Use of trompe l'oeil
Idiosyncratic rule-breaking forms that defied the dogmatic codes of Modernism
Wikimedia Commons
Notable Examples of Postmodern Architecture
The Portland Building, designed by the late architect Michael Graves, is a municipal office building in Portland, Oregon that made waves for its unconventional use of color, surface materials, and decorative flourishes when it opened in 1982, challenging the definition of what an office building was supposed to look like. It was placed on the National Register of Historic Places in 2011.
|
https://www.thespruce.com/postmodern-architecture-4846959
|
msmarco_v2.1_doc_55_26809763#2_68650471
|
Title: What Is Postmodern Architecture?
Headings: What Is Postmodern Architecture?
What Is Postmodern Architecture?
History of Postmodern Architecture
Key Characteristics of Postmodern Architecture
Notable Examples of Postmodern Architecture
Content: Using a pastiche of disparate styles, postmodern buildings can be challenging for the uninitiated, veering toward kitsch and camp. Postmodernism flourished during the economic boom of the 1980s and continued into the 1990s, leaving any number of loud, proud, genre-defying architectural monuments in its wake, first in the United States, and then around the world in places like Europe, Japan, and Australia where its influence spread. Postmodernism influences contemporary architecture to the present day. VictorHuang / Getty Images
Key Characteristics of Postmodern Architecture
Mishmash of architectural styles and periods
Sculptural forms
Frequent embrace of bright color, sometimes in the form of ceramic tiles or colored glass
Liberal use of classical ornamental details taken from past architectural movements, often mixed and matched in unconventional ways
Use of abstraction
Characterized by playfulness, whimsy, humor, irony
Use of trompe l'oeil
Idiosyncratic rule-breaking forms that defied the dogmatic codes of Modernism
Wikimedia Commons
Notable Examples of Postmodern Architecture
The Portland Building, designed by the late architect Michael Graves, is a municipal office building in Portland, Oregon that made waves for its unconventional use of color, surface materials, and decorative flourishes when it opened in 1982, challenging the definition of what an office building was supposed to look like. It was placed on the National Register of Historic Places in 2011. The Vanna Venturi House in Chestnut Hill, Philadelphia was completed in 1964 by architects Robert Venturi and Denise Scott Brown. Built for Venturi's mother, with its unconventional scale and broken gable roof, it was one of the first acknowledged works of postmodern architecture. “ I like elements which are hybrid rather than pure, compromising rather than clear, distorted rather than straightforward,” the architect wrote. The Neue Staatsgalerie in Stuttgart, Germany opened in 1984 after five years of construction. It was designed by James Stirling, Michael Wilford and Associates and houses a collection of 20th-century modern art.
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https://www.thespruce.com/postmodern-architecture-4846959
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msmarco_v2.1_doc_55_35400924#2_90846790
|
Title: How to Tenderize Steaks and Tough Cuts of Meat
Headings: How to Tenderize Steaks and Tough Cuts of Meat
How to Tenderize Steaks and Tough Cuts of Meat
Use one or a combination of three preparation techniques
Consider the Source
Distinguish Tough From Chewy
Tenderize Meat With Heat
Tenderize Meat With Brawn
Tenderize Meat With Finesse
What About Marinating?
Content: This is where the expression "high on the hog" comes from, but it applies equally to beef. Muscles also toughen with age, so a younger animal yields more tender meat. Additionally, overcooking meat, even meat that comes from the more tender muscles, can make it tough. That's because heat causes the proteins in the meat to firm up. Overcooking also basically squeezes the moisture out of the meat, making it dry as well as tough. Distinguish Tough From Chewy
Tough meat can certainly be chewy. But toughness and chewiness are not really synonymous. Chewiness is related to connective tissue and the length of the muscle fibers. Connective tissue can mean thick pieces of gristle in between muscles, or it can mean the sheets of fibrous collagen that surround muscle fibers. Either way, connective tissue is chewy.
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https://www.thespruce.com/tenderize-tough-cuts-of-meat-995834
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msmarco_v2.1_doc_55_35400924#3_90848171
|
Title: How to Tenderize Steaks and Tough Cuts of Meat
Headings: How to Tenderize Steaks and Tough Cuts of Meat
How to Tenderize Steaks and Tough Cuts of Meat
Use one or a combination of three preparation techniques
Consider the Source
Distinguish Tough From Chewy
Tenderize Meat With Heat
Tenderize Meat With Brawn
Tenderize Meat With Finesse
What About Marinating?
Content: Distinguish Tough From Chewy
Tough meat can certainly be chewy. But toughness and chewiness are not really synonymous. Chewiness is related to connective tissue and the length of the muscle fibers. Connective tissue can mean thick pieces of gristle in between muscles, or it can mean the sheets of fibrous collagen that surround muscle fibers. Either way, connective tissue is chewy. And it only gets chewier when it's cooked improperly. Finally, not all muscles have the same structure. Muscles are composed of fibers, basically long strands of protein grouped together in bundles, that are in turn wrapped in sheaths of collagen. Some bundles have more fibers in them than others, making the grain of the meat coarser, such as with a brisket. Long, thick muscle fibers will be tougher to chew.
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https://www.thespruce.com/tenderize-tough-cuts-of-meat-995834
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msmarco_v2.1_doc_55_35400924#4_90849531
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Title: How to Tenderize Steaks and Tough Cuts of Meat
Headings: How to Tenderize Steaks and Tough Cuts of Meat
How to Tenderize Steaks and Tough Cuts of Meat
Use one or a combination of three preparation techniques
Consider the Source
Distinguish Tough From Chewy
Tenderize Meat With Heat
Tenderize Meat With Brawn
Tenderize Meat With Finesse
What About Marinating?
Content: And it only gets chewier when it's cooked improperly. Finally, not all muscles have the same structure. Muscles are composed of fibers, basically long strands of protein grouped together in bundles, that are in turn wrapped in sheaths of collagen. Some bundles have more fibers in them than others, making the grain of the meat coarser, such as with a brisket. Long, thick muscle fibers will be tougher to chew. Tenderize Meat With Heat
Meat with a lot of connective tissue can be tenderized by cooking it until the collagen melts away, which starts to happen between 160 and 200 F. When the connective tissue melts, it turns into gelatin, which is soft and jiggly rather than tough and chewy. This doesn't happen right away; it can take hours. Tenderizing in this manner requires patience, but your patience will be rewarded. Liquefied gelatin coats and surrounds the muscle fibers, giving the meat a moist, succulent texture—even though it's been cooked to well-done.
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https://www.thespruce.com/tenderize-tough-cuts-of-meat-995834
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msmarco_v2.1_doc_55_40040164#2_103109210
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Title: How to Clean Cigarette Smoke Odors
Headings: How to Clean Cigarette Smoke Odors
How to Clean Cigarette Smoke Odors
Tip
What You'll Need
Equipment / Tools
Materials
Instructions
Prepare the Cleaner
Tip
Clean the Walls and Ceiling
Clean the Carpets
Clean the Floors and Doors
Clean the Drapes and Blinds
Tips to Eliminate Cigarette Smells for Good
Content: If there are smokers, however, you will have to clean the walls and floors regularly to ward off the odors. What You'll Need
Equipment / Tools
Rubber gloves
Safety glasses
Bucket
Cleaning rags
Vacuum
Materials
Ammonia- and glycol-based cleaners
Rug cleaning solution
Wood cleaner
Vinegar
Instructions
Prepare the Cleaner
Use cleaning products that contain ammonia and glycol, both key ingredients for neutralizing the smell. Mix the product (as needed), following the package instructions. Test an area of the walls and ceiling first just to see how the paint will withstand the cleanser. Tip
Wear rubber gloves when mixing and cleaning with chemical cleaners. When cleaning ceilings, wear safety glasses to protect your eyes from drips. Clean the Walls and Ceiling
Thoroughly clean the walls and ceiling in each affected room. Let the surfaces dry, then smell the walls. If you still smell cigarette smoke, repeat the cleaning process. Keep checking after a day or two, as the smell of the cleaner may be masking the smoke.
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https://www.thespruce.com/unwanted-smells-in-your-home-2435796
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msmarco_v2.1_doc_55_43802617#0_112499004
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Title: What Is Minimalist Design?
Headings: What Is Minimalist Design?
What Is Minimalist Design?
Brief History of Minimalist Design
Key Characteristics of Minimalist Design
Famous Quotes About Minimalist Design
Content: What Is Minimalist Design? Home Decor Interior Decorating Design Ideas by Style
What Is Minimalist Design? Written by
Kristin Hohenadel
Kristin Hohenadel has covered architecture, interiors and decor for publications including the New York Times, Interior Design, Lonny and the international editions of Elle Decor. Learn about The Spruce's Editorial Process
Kristin Hohenadel
Updated 08/04/20
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The Spruce / Michelle Becker
Minimalism has become a modern lifestyle buzzword with its own media gurus who promise that decluttering our homes and simplifying our lives will help us cope with an overwhelming world. Minimalist design, on the other hand, is an influential visual style with an established history in the realms of architecture, interiors, art, graphics, fashion, and virtually every other facet of design. Minimalist design is about prioritizing the essential. A minimalist building, object, or interior design is stripped to its core function, realized using limited materials, neutral colors, simple forms, and avoiding excess ornamentation to achieve a pure form of elegance. While the final expression of a minimalist design might appear effortlessly simple, as spare as a poem and as clear as a bell, achieving this kind of powerful simplicity is anything but easy. Minimalist design has continued to grow in popularity throughout the last century, but for every fan there is a maximalist critic who dismisses it as boring or sterile, lacking in imagination and heart. While minimalist architecture and product design can sometimes be cost-effective, eco-friendly, and may ultimately contribute to the democratization and accessibility of good design, it has also become synonymous with a rarified quest for the perfect object, a luxury that only the privileged few can afford and that can lead to its own form of perpetual excess.
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https://www.thespruce.com/what-is-minimalist-design-4796583
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msmarco_v2.1_doc_55_43802617#1_112501278
|
Title: What Is Minimalist Design?
Headings: What Is Minimalist Design?
What Is Minimalist Design?
Brief History of Minimalist Design
Key Characteristics of Minimalist Design
Famous Quotes About Minimalist Design
Content: Minimalist design is about prioritizing the essential. A minimalist building, object, or interior design is stripped to its core function, realized using limited materials, neutral colors, simple forms, and avoiding excess ornamentation to achieve a pure form of elegance. While the final expression of a minimalist design might appear effortlessly simple, as spare as a poem and as clear as a bell, achieving this kind of powerful simplicity is anything but easy. Minimalist design has continued to grow in popularity throughout the last century, but for every fan there is a maximalist critic who dismisses it as boring or sterile, lacking in imagination and heart. While minimalist architecture and product design can sometimes be cost-effective, eco-friendly, and may ultimately contribute to the democratization and accessibility of good design, it has also become synonymous with a rarified quest for the perfect object, a luxury that only the privileged few can afford and that can lead to its own form of perpetual excess. The Spruce / Michelle Becker
Brief History of Minimalist Design
Minimalist design emerged in the 20th century as a reaction to and rejection of the highly decorative styles of the past, from frilly Victorian architecture to Abstract Expressionist art. Some design historians trace the origins of minimalism to the simplified forms epitomized by the Dutch De Stijl movement of 1917 to the early 1930s and it is widely acknowledged to have been influenced by the zen simplicity of traditional Japanese gardens and interiors and the clean aesthetics of Scandinavian design. The less is more mantra of minimalist design is a quote from legendary German architect Mies Van Der Rohe, who in post-war Europe and the U.S. was one of the notable architects associated with the Bauhaus and modernism who responded to the availability of new materials such as glass, steel, and concrete combined with the building processes brought about by mass production to create minimalist structures that often look as fresh and of the moment as they did decades ago. Minimalist design shares DNA with Modern Architecture, Bauhaus Architecture, Brutalist Architecture, and mid-century modern design . Minimalist graphic design, art, theater, and fashion came into its own in the 1960s.
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https://www.thespruce.com/what-is-minimalist-design-4796583
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