...Gonorrhea, sometimes called "clap", is a very common Sexually Transmitted Disease (STD) in the United States. It is caused by the bacterium Neisseria gonorrhea. The mucous membranes in the genital region become inflamed without the development of any other symptoms. More than 350,000 cases of gonorrhea are reported to the CDC (Center of Disease Control) in 1998(Yancey). Sexually active teens living in high-density urban areas are at greatest risk at contracting gonorrhea. There are quite a few people who contract this horrible disease. The incidence of gonorrhea has steadily declined since the 180’s, mostly because of public awareness campaigns and the risk of contracting other STD’s. Still, current estimates range from 400,000 to as many as man one million cases of gonorrhea in the United States each year. But of course, these estimates vary due to the private nature of the disease and the consequent underreporting that occurs. The majority of reported cases of gonorrhea come from public health clinics. Gonorrhea is transmitted through contact with an infected vagina, penis, anus, or mouth. It is spread through semen or vaginal fluids during unprotected sexual contact with a partner who has gonorrhea. Touching infected sex organs, like the vagina or penis, and then touching your eyes can also cause an eye infection. The bacteria are carried in infected discharge, semen, and vaginal fluids. However, gonorrhea cannot be passed on inanimate objects such as a toilet seat or towel...
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...letter p). Jack Hartmann Chorus Clap your hands to the beat Sing these tongue twisters with me Pink pig plays in his pen Pink pig plays in his pen Plays, plays in his pen Plays, plays in his pen Little lizard leaps by the lake Little lizard leaps by the lake Leaps, leaps by the lake Leaps, leaps by the lake Slithery snails slide so slow Slithery snails slide so slow Slide, slide, slide so slow Slide, slide, slide so slow Repeat chorus Wiggly worm wiggles in the water Wiggly worm wiggles in the water Wiggles, wiggles, wiggles in the water Wiggles, wiggles, wiggles in the water Creeping caterpillar crawls by the creek Creeping caterpillar crawls by the creek Crawls, crawls by the creek Crawls, crawls by the creek Diving dolphin dives so deep Diving dolphin dives so deep Dives, dives, dives so deep Dives, dives, dives so deep Repeat Chorus Starfish Song for Teaching About Compound Words and Syllables Fran Avni Each object named can be followed by claps, snaps, or any repeated rhythmic pattern. The door can be knocked on, the bell can be rung, teeth can be brushed, the cow can moo, etc. This song can be used to teach compound words, concepts of word and concepts of syllables There's a starfish hidden under my bed, Starfish (clap, clap) starfish (clap, clap) Someone took the star, what's left instead? Someone took the star, what's left instead? It's just a fish (clap, clap), a fish (clap, clap). There's a cowboy hidden under...
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...Dog preschool lesson plans. Arts and crafts, games, math, science, group time activities, songs and snack ideas. Amazon.com Offers: Books to Read: Walter, the Farting Dog Dog Heaven Sheetzucacapoo Farting Fred & The Dog Show Where's Spot? Good Dog, Carl The Pokey Little Puppy Good Night Blue Go, Dog. Go! Touch and Feel - puppy Clifford The Big Red Dog Theme Books: ***Creative Resources for the Early Childhood Classroom *** The GIANT Encyclopedia of Theme The Weekly Curriculum Book Theme Kits Made Easy Themes Teachers Use Totline Alphabet Theme-A-Saurus ~ Kindergarten Themes Teaching Young Children Using Themes... Dog Themed Toys: Toddlerz Toddlin' Tunes Puppy Barking Dogs Family K9 Unit Playset Brenda Blue, Brenda's Mother and Kin... Baby Pets Jum Bo Knob - puzzle CarePlay Riding Puppy - ride on toy Jack The Dog Tin Jack In The Box Art Torn Paper Dogs Supply the children with a full sheet of white paper and half sheet of brown paper. Ask them to make a dog by tearing pieces of the brown paper and gluing them onto the white paper. Small amounts of other colored paper may be used. Dog Ear Headbands Have the children cut out two strips of paper that when connected will fit around their head. Connect the strips with glue or tape, (staples will catch the child's hair). Supply the children with brown paper for ears and have them cut the paper however they want to and tape them on the outside of the headband...
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...by: Bri Let's get physical Get down, get hard, get mean Let's get physical And beat that other team! Submitted by: Bri Hey, Hey Hey hey are you ready?(clap, clap) Are you ready?(clap,clap) To play(clap) Say go team(clap) Go team(clap) Panthers all the way! Submitted by: Cheerlvr_94 You might be good at basketball You might be good at track But when it comes to football You might as well step back Might as well step back Say what? You might as well step back Can't hear you Might as well step back Go (team name)! Submitted by: JayT (repeat 4x)Y-E-L-L Everybody YELL YELL BJH BJH Go BJH! Submitted by: Bubblez47 Let's get fired up Get rough, get tough, get mean Let's get fired up and roll right over that team! (repeat 3 times) Submitted by: Jasmine Hey Hey You get out of our way Today is the day We will put you away! Submitted by:Tia We're number one Can't be number 2 And we're going to beat The whoopse out of you! Submitted by: Miranda Hold that line, Defense, It's party time, Defense Push em back Sack that quarterback! Submitted by: AshleyNicole Hey Hey it's time to fight Everybody yell blue and white(or any colors) BLUE AND WHITE! Hey hey let's do it again Everybody yell GO FIGHT WIN Go, Fight, Win! Go, Fight, Win! Submitted by: Tea D,D,D Defense, Defense Get that ball! Submitted by: Chantal Hey, You *Black Knight* fans, Stand up and clap your hands! Go *Knights* Go, Go *Knights* Go! Hey, You *Black Kngiht* Fans Now let's see you wave your hand! Go *Knights* Go, Go *Knights* Go! Go *Knights*...
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...LATERO STORY (clap) All: We are twentieth-century welfare recipients (stomp), moonlighting in the sun as lateros. a job invented by national and state laws designed to re-cycle (sound) aluminum cans. (Jasper) I collect from garbage cans in outdoor facilities, congested with rancid wastes my hands shelving themselves, opening plastic bags (sound) never knowing what to encounter…. several times a day i touch evil rituals, (Anna) slit throats of chickens (stomp) (Janine) tongues of poisoned rats (s) (Mika) salivating on my index finger (s) (Jannah) smells of month old rotten food (Edward) next to pamper's diarrhea (s3) (Inder) slimy grease blood hazardous waste materials but we cannot use rubber gloves (s) (Jasper) they undermine my daily profit. ALL: We are twentieth-century welfare recipients (s), moonlighting during the day as lateros. (s3) (Steffi) Making it big in america Someday, I might become experienced enough to offer technical assistance to other lateros. (clap) I’m thinking of publishing my own guide to latero collecting and my own autobiography. (clap) We are twentieth-century welfare recipients, moonlighting at night as lateros (s3) (Mika) i am considered some kind of expert i can now hire workers at 25 cents-an-hour guaranteed salary (Anna) and fifty percent of two and a half cents profit on each can collected (clap) We are twentieth-century welfare recipients, moonlighting at midnight as lateros (s3) ...
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...Don’t you worry nae shingyeong kkeo eoseolpeun wironeun deo doumi an dwae Don’t worry naebeolyeodwo nan honjaga pyeonhae I’m OK geudaeyeo dodaeche waeyo nan andoenayo tto honja neyo geunde geogi geudaeyeo dodaeche waeyo honjain gayo na cheoreom Clap Clap Clap your hands neo i bami oerob damyeon nae nae naege buteo (da gati soneul wiro) Clap Clap Clap your hands neo chan baram bureo ol ttae nae nae naege buteo (da gati soneul wiro) nan oeroumboda bagjarang rideumeul deo jal tago isseo Oh Ye Dynamic hage ssaekkeun hae bamhaneul saegkkal boda jiteo ilsan guro hongdae eodil gadeun nan sanggwan eobseo sollo yeoseo shiru tteog Boyz (with me with me) baesongi wanryodoen ot heeo seutaireun manjog haetgo wanbyeoghan nalsshiwa Time na honja gibun So fine bamui Fashionistar wanjeon dod boineun namja honjaraseoi georieseo dod boineun geonga Don’t you worry nae shingyeong kkeo eoseolpeun wironeun deo doumi an dwae Don’t worry naebeolyeodwo nan honjaga pyeonhae I’m OK geudaeyeo dodaeche waeyo nan andoenayo tto honja neyo geunde geogi geudaeyeo dodaeche waeyo honjain gayo na cheoreom Clap Clap Clap your hands neo i bami oerob damyeon nae nae naege buteo (da gati soneul wiro) Clap Clap Clap your hands neo chan baram bureo ol ttae...
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...bingo was his name-o. There was a farmer had a dog and bingo was his name-o(Clap)-I-N-G-O(Clap)-I-N-G-O(Clap)-I-N-G-OAnd Bingo was his name-o. Head and ShouldersHead and shoulders, (touch the parts of body as named)Knees and toes,Knees and toes. Head and shoulders,Knees and toes,Knees and toes. Eyes and ears,And mouth and nose. Head and shoulders,Knees and toes,Knees and toes. The Itsy Bitsy Spider The itsy, bitsy spider went up the water spout.(make spider movements with fingers)Down came the rain and washed the spider out.(twinkle fingers down like rain)Out came the sun and dried up all the rain.(put arms up over head forming a circle)And the itsy, bitsy spider went up the spout again.(make spider movements with fingers) | Hokey PokeyYou put you right hand in, (put hand in front of you)You put your right hand out, (put hand behind you)You put your right hand in, (put hand in front of you)And you shake it all about. (shake hand)You do the hokey pokey, (put hands up and shake them)And you turn yourself around. (turn around)That's what it's all about! (put arms up) Repeat with:left hand right footleft footheadwhole self If You're Happy and You Know ItIf you're happy and you know it, clap your hands.(clap, clap)If you're happy and you know it, clap your hands.(clap, clap)If you're happy and you know it, then your face will surely show it.If you're happy and you know it, clap your hands.(clap, clap) Repeat with:stomp your feetpat your headjump up and downshout hurray |...
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...feet for a total of four times to the lyrics "Now kick, now kick, now kick, now kick." 4 Walk in place slowly while twisting your body a quarter turn to the left to the lyrics "Now walk it by yourself." 5 Repeat all four steps throughout the duration of the song. The Hokey Pokey Instructions 1 Gather several people into a group and form a circle. 2 While singing the "Hokey Pokey" song, follow the directions. 3 Put your left leg into the circle. 4 Put your left leg out behind you. 5 Put your left leg in again and shake it all about. 6 Put your elbows at your sides with your hands about shoulder height and do the hokey pokey, turning clockwise in a circle and alternately raising your hands a few inches. 7 Stop turning and clap your hands while singing, "That's what it's all about." 8 Repeat the entire dance, but change the body part to your right leg, then left arm, followed by your right arm, head, and finally your backside. The Wobble Instructions 1 Begin by shaking your hips to the beat, in order to feel the rhythm of the music. 2 Take a step forward and wobble in place for four beats. The wobble is where the dance gets its name, and it merely refers to shaking your hips and shoulders to the beat, while you stand in place. 3 Take a step back and wobble for four beats. When you take a step back, you should be back in the place where you started. 4 Take a step to the right and drop your right shoulder, while...
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...Classroom Management: Special Needs Students Managing a special education classroom means consistency and routines from the start. By Harry K. Wong, Rosemary T. Wong * Grades: PreK–K, 1–2, 3–5, 6–8 Robin Barlak, a special education teacher in Parma, Ohio, works with preschool children who have a variety of disabilities: autism, speech and language delays, ADHD, severe behavior issues, and physical and developmental handicaps. Yet despite the added challenges of working with this group of children, “the school year got off to a great start,” says Barlak. “My students quickly became very familiar with the procedures and routines. No stress for them and no stress for me.” The Need for Structure More than any other group, special education students at any grade level need structure. To create a caring atmosphere, a safe environment, and a positive learning climate, Barlak teaches her students procedures beginning on the first day of school, and she reinforces them daily. She works with a teaching assistant, three nurses, and five therapists. They function as a team, ensuring that every child can say, “I like coming to school because everyone knows what to do. No one yells at me, and I like to learn.” Structure for the Day Robin establishes consistency in the routine of the classroom with a schedule for all to follow. The many people assisting the students rely on this schedule to maximize their time with the students. 8:20–9:15 a.m. – Free Play Students work on developmentally...
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...you know about him? [Student responses will be written on the board.]” 3. Teacher will provide an enlarged image of the Boston Massacre on the SMARTBoard in order to make sure small details are visible to students. Students will be instructed to turn and talk with a seat partner and discuss what they are observing. “Now that we shared our ideas about the Boston Massacre and John Adams, I am going to display and image of the Boston Massacre, which was a famous painting by Paul Revere. I would like you to turn and talk with your seat partner and discuss what you are observing. After one minute we will share our observations aloud.” 4. Teacher with employ quiet signal. Teacher will have students share their observations aloud. “[Clap, clap, clap clap clap] What observations did you and your partners make? [Students share observations] Great observations! So we can see that some people are wearing read coats with black hats and they have weapon. We can also see that the people standing on the left side aren’t wearing fancy clothes and some have been wounded. There is a dog at the bottom of the image and there are building in the background. 5. Teacher will begin to pass out “The Boston Massacre” play to students. Students will be assigned roles. Teacher will explain directions to students on how to follow their skit and how to know which roles they play. Some students will have speaking roles and some students will have non-speaking roles. Students with non-speaking roles will still...
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...Brief Lesson Plan in English V (Using 2C2IA Approach) I. Level: Grade 1 II. Objectives a. Identify the new words through its meanings b. Answer wh questions from the story listened to. c. Use the comparative and superlative degrees of objectives. d. Write examples of comparative and superlative degrees of adjectives. e. Sustain interest in giving examples of the degrees of adjectives. f. Respond to the story through the following activities: Group 1: Acting out the ways does Mariang Makiling in showing her kindness to the hunters. Group 2: Tell the revenge of Mariang Makiling. Group 3: Describe Mariang Makiling. g. Get information from the three parts of a paragraph. III. Topic: Using the comparative degrees of objectives. References: English Expressways 5, Language, Evelyn Angeles et.al, pp. 184-199 English 5, Alexes Anne F. Cruz, pp. 184-197 IV. Skill: Listening V. Materials: Flashcards, pictures, laptop, projector VI. Procedure: Pre 1. Present a puzzle and the students are going to arrange the puzzle to form picture. 2. Ask the students on “What did you see in this picture that you have formed?” 3. Ask the students on “What if you have a chance to meet a fairy, what is the thing that you would wish for?” 4. Ask the students if they know the story of Mariang Makiling. 5. Start reading the story. Post Reading The teacher ask question. ...
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...organization is one of the communities that I’ve been a consistent member of at James Bowie High School. We value leadership, teamwork, and academics which can be used in real life situations. Student Council is significant to me because it helped me become optimistic and challenged me to do better in life. I am an accepted member of Student Council. When joining STUCO, which is short terminology for Student Council, I had to learn all types of communication, such as mastering what we like to call “The STUCO Clap”. The STUCO Clap was a chant or more so a beat, that everybody in the class had to participate in. Starting off as a newbie, I had no idea what I was doing. I was always off beat, missing a step, or even saying the wrong words. I wanted to be able to master this skill and be good at it, so I could show and help those who would be joining the class next year. I would always practice whenever I got home. After about three to four weeks, I finally was able to do the clap without stumbling...
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...Тема: Домашні тварини. Мета: навчити зображати за допомогою асоціативних символів команди, назви домашніх тварин та їх місцезнаходження; розвивати образну пам’ять та увагу; виховувати працелюбність та активність. Хід уроку I. Організаційний момент T: Сьогодні наш урок незвичайний. Ми будемо гратися, перевтілюватися в тваринок, виконувати різні рухи, показувати частини тіла і мандрувати в різні місця, які тваринкам дуже подобаються. А щоб нам було цікаво, давайте разом придумувати та зображати мовою жестів різноманітні дії , предмети та створювати образи до них. II. Введення ігрових команд: stand, sit, go, run, fly, swim, lie down, fall down, crawl, hop, jump, eat, drink, sing, dance, clap, stamp, skip. 1. Створення асоціативних символів до виконання дій і рухів T: Уважно дивіться на мене та запам’ятовуйте (учитель домовляється з учнями про техніку виконання дій): стояти – встаємо; сидіти – сідаємо; ходити – двома пальцями, ніби ногами, імітуємо ходьбу; бігати – імітуємо біг на місці; літати – змахами рук імітуємо політ птаха; плавати – зімкнуті почергово руки розводимо в сторони та зводимо, імітуючи плавання; скакати – руку переставляємо вперед невеликими ривками; стрибати – руку переставляємо вперед великими ривками; повзати – лежачу на площині руку рухаємо вперед, послідовно і повільно переставляючи пальці; лягати – нахиляємо голову вбік; падати – дві руки швидко опускаємо донизу; їсти – підносимо до рота уявну...
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...I remembered a time when my school is having a singing competition. After the participant's performance, all the audiences start to clap. Even though I am clapping too, the sound of my clap was small. I was lazy and tired of making a warm applause, hence, I did not clap hard since other people are clapping already. I felt that since there are a lot of people clapping for the participant, it won't be much difference whether I clap or not. Another example happened to be a dinner event. Me and my friend are having a dinner together at a food court. I was talking to a friend about a drama we just watched, thus did not go order our food. Another friend then just asked us what we would like to eat and ordered the food for us. These two examples proved Tavris' theory of "social loafing" because I did not do the amount of efforts I put in a work when I was in a group were little, and even let other people to do the job for...
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...Behavior Management Cycle Paula Martin Grand Canyon University EDU 536 October 15, 2012 Behavior Management Cycle It is a Tuesday morning and the bell has just rung. Most students are making their way to their classroom lines preparing to be escorted to class. The kindergarten playground that was once buzzing with activity is now quiet with six lines slowly being formed. Ms. M. has moved through the crowd of parents and has found her line. Ms. M. claps her hands three times and pauses. Students are familiar with this routine and begin looking in Ms. M.’s direction. She claps her hands three times again and several students clap three times in return. She then walks along the line and claps three times again. This time the entire class turns their bodies to the front of the line and they all clap three times in unison. Students are waiting for Ms. M. to speak and give the class direction. This paper will explain how Ms. M. addresses a situation created using Canter’s Behavior Management Cycle. This particular student often has difficulty transitioning and following directions. Explicit Directions Ms. M. stands in the front of her line and signals for her class to quiet their voices by placing her hand in the air in the peace symbol, this is a signal students are familiar with and have practiced from day one of school. She now has the class’ attention and she is now ready to give her students their first direction of the day. “Yesterday my class had a very...
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