Pache.co Information Technologies

Santa Cruz Secretary of Health and Human Development Fernando Pacheco told the media that it decided to declare a red health alert

#Pets #funny #cats
Welcome to the Cutie Pets where you can find lots of cute, funny and adorable videos about Cats. If you are an animal lover, you are in the right place. Because we will bring you daily videos of cutest Pets in the world. Are you ready for that?
🐾Subscribe for more videos

Now available on Amazon Prime! https://amzn.to/34UAJ1v

Twelve-year-old Abe (Noah Schnapp) is an aspiring chef, but his family—half-Israeli, half-Palestinian—have never had a meal together without a fight. But when Abe ditches his traditional summer camp to spend time with radical street chef Chico (Seu Jorge), his mentor’s fusion cuisine inspires him to unite his family through food. Abe decides to cook a meal that will bring everyone to the table, but he’s about to learn that the kitchen can’t heal some age-old divides.

Distributor: Blue Fox Entertainment
Production Companies:  Spray Filmes, Gullane Filmes
Producers: Carlos Eduardo Ciampolini, Noberto Pinheiro Jr., Caio Gullane, Fabiano Gullane
Directed by: Fernando Grostein AndradeWriters: Screenplay by Lameece Issaq & Jacob Kade – (Story by: Fernando Grostein Andrade, Thomaz Souto Correa, Lameece Issaq, Jacob Kader, Christopher Vogler)
Cast: Noah Schnapp, Seu Jorge, Mark Margolis, Dagmara Dominczyk, Arian Moayed, Tom Mardirosian, Salem Murphy, Daniel Oreskes, Alexander Hodge

Drones have been an important weapon on both sides of the Ukraine war. The unmanned aircraft do many jobs, from providing video images from the sky, to launching missiles to destroy military or civilian targets. Reports say the US is now sending ultra-light switchblade ‘suicide drone’ devices to help Ukraine. But will it make a difference in the war against Russia?

Subscribe: https://www.youtube.com/user/deutschewelleenglish?sub_confirmation=1

For more news go to: http://www.dw.com/en/
Follow DW on social media:
►Facebook: https://www.facebook.com/deutschewellenews/
►Twitter: https://twitter.com/dwnews
►Instagram: https://www.instagram.com/dwnews
Für Videos in deutscher Sprache besuchen Sie: https://www.youtube.com/dwdeutsch
#Russia #Ukraine #Drones

The looks on the math teachers’ faces told me they were puzzled, and a little concerned. I was a teacher at a new, alternative high school in Pacifica, California in the 1990s and we were planning our approach to curriculum and instruction. Our small school would have a block schedule,  interdisciplinary team-teaching, community service, a required senior project for graduation, and project-based learning (PBL). 

It was ambitious, especially in math. My math colleagues had a traditional view of how math should be taught. They worried that a PBL approach wouldn’t let them cover enough of the curriculum and that projects wouldn’t be academically rigorous. They also thought a certain amount of basic procedural skills and mathematical concepts had to be practiced before applying them to real-world problems. These were legitimate concerns then, and they’re still debated by math educators now. 

Like many high schools, we began using project-based learning in other subject areas like science, social studies, English, the arts, and even world languages, but never in math.

The Challenges of Project-Based Math

The concerns expressed by my colleagues back then have deep roots. The progressive education movement has wrestled with the issue of how to teach math since the early 20th century. John Dewey, the grandfather of PBL who advocated learning by doing, didn’t have much to say about math specifically. Progressive educators who moved Dewey’s vision forward—from Ted Sizer and his Coalition of Essential Schools (of which my high school was a member), to today’s “deeper learning” schools and organizations—find it tricky to navigate how math should be taught. 

Additionally, more research on a project-based approach to math is needed. As Uri Treisman, professor of mathematics at The University of Texas at Austin told XQ, “It’s still new. We don’t have enough studies to show whether it’s working.” Apart from one well-known (but limited) study by Jo Boaler in the late 1990s that found a project-based approach to math worked better than traditional instruction, the jury is still out.

However, many educators today are rethinking how math is taught. Our nation’s math test scores are disappointing and have not shown improvement in recent years. Students in math classes continue to ask the perennial question, “why do I need to know this?” For them, classroom math seems abstract and disconnected from the real world. And students who don’t respond to the traditional methods of teaching math may find the subject a barrier to college and many career possibilities. These days, K-12 schools are setting goals for graduates that not only include a strong academic foundation but also include skills like problem solving, collaboration, original thinking, and lifelong learning.

Five Barriers to Project-Based Math

For many years I’ve observed, read about, and listened to math teachers considering or doing PBL. I’ve also asked math experts at progressive schools and networks about how they’ve tried to address the issues. These conversations have led me to identify five barriers to project-based math: 

The time issue. “There’s too much to cover and not enough time; doing projects would slow things down. I have to get them ready for the next course and for college!”

The testing issue. “Our district and state tests are multiple-choice and focus on procedural knowledge, not on the conceptual thinking and mathematical modeling that a project-based approach involves.”

The standardized curriculum issue. “I have to follow a standardized curriculum (whether it’s a textbook or other materials) and it doesn’t align with a project-based approach.”

The application issue. “I can’t think of enough ideas for projects with real-world applications. And some math content, especially at the secondary level, just cannot be taught that way.”

The readiness issue. “Students need a certain amount of basic knowledge in a math course before they can even begin thinking about a project with real-world applications. So I have to teach the content first, then maybe we can do a project to apply it at the end of the semester.”

Some of these challenges have been overcome by progressive schools and networks, and sometimes compromises have had to be made. Let’s look at some examples.

How PBL Schools Have Attempted to Address  the Challenges of Project-Based Math 

Some independent or alternative schools that do not have to worry about state test scores have found ways to teach math in more progressive ways, often including the use of PBL. And some highly skilled, innovative teachers can be found in “regular” schools who have done it, too: all respect to them!

But even in schools and networks that have developed a school-wide project-based program, math has generally proved challenging. In these schools, math is taught through a combination of some traditional methods and more progressive approaches that emphasize conceptual understanding and mathematical modeling. Many experienced PBL schools and networks use problem-based learning for math, which is typically more limited in scope than project-based learning but still involves inquiry, real-world applications, and “thinking with math.” 

In these schools, math teachers may sometimes design a project—often a “capstone” type of project after a unit or near the end of a semester —-in which students apply math they have already learned. Math may be included in an occasional interdisciplinary project. However, a challenge with that approach is making sure math is not just tagging along and letting other subjects drive the project. It’s all too common, especially at the secondary level, to see math reduced to simple calculations or statistics, while science,social studies, or some other disciplines get to focus on important content for their subject. (Advice for handling this: be sure math takes the lead for some projects!)

I recently reached out to educators at some of the major PBL-focused school networks in the U.S., which serve students with a variety of demographics, and heard how they are approaching math at the high school level. Generally speaking, they use the above approach: teach math in progressive ways, and do occasional projects. Here are some nuances and insights I gleaned from these conversations.

High Tech High and its spinoffs in southern California are probably the most famous PBL-infused schools. I spoke with Sarah Strong, who has been a math teacher and instructional coach at HTH for many years and a mentor to other math teachers. She’s also the co-author of a forthcoming book on teaching math in a PBL environment, “Dear Math,” which she wrote with students. She noted:

New Tech Network now includes more than 200 schools across the U.S., mostly high schools but with some middle and elementary schools. Their program is “wall-to-wall PBL” in all subjects, all the time, but in math they use a problem-based approach. I spoke with Megan Pacheco, Chief Learning Officer at NTN, who said:

Envision Education has three high schools in the San Francisco Bay Area, all of which feature PBL as the dominant but not exclusive pedagogy. I heard about their approach to math from Vinci Daro, director of STEM learning at Envision Learning Partners. Here are the highlights:

These networks, certainly, have made progress on the progressive education front when it comes to math. Now, XQ Institute is designing a fully project-based high school math course, starting with Algebra 1 (and soon, Geometry).

XQ Labs, a new team within XQ Institute, developed seven new modules to give students the chance to solve problems about issues in their real world. Students at 360 High School in Rhode Island explored environmental changes through data analysis. At Washington Leadership Academy in DC, students planned for a financial decision by designing an algebraic model. In the midwest, students at Grand Rapids Public Museum High School, students found how many notes a self-made instrument can play using best-fit lines (showing a relationship between actual instrument and the possible notes it can play). And at Purdue Polytechnic High School’s North campus, students figured out how a TikTok video goes viral using exponential growth. 

In just one year of piloting these modules, XQ’s Research and Learning Coordinator Lennex Cowan said he’s seen that students like to be creative with showcasing their math thinking. “That creativity, plus autonomy in how and when they engage in learning math topics, are components of an ideal math classroom,” he added. With student and teacher feedback, he said XQ Labs is continuing to create a culturally responsive curriculum that ensures every child can learn math that piques their genuine interest. 

Sign up to Pilot XQ Math: Join us to pilot an XQ Math module in the 2021-2022 academic year. We are also looking for teachers to pilot modules for the 2022-2023 academic year. To sign up, visit: https://xqsuperschool.org/math/

Stay tuned: Look for more details, including some sample projects, in our third post in this series about math and PBL! For more in the series, see:

I do live streaming every Sunday at 2am(UTC).Please come and watch.

👕 T-shirts and goods
https://www.zazzle.com/store/saori_utsumi

🐦Twitter
https://twitter.com/hideaki_utsumi/

🌅Instagram
https://www.instagram.com/hideaki_utsumi/

🌲TikTok

@hideaki_utsumi

🎼SoundCloud
https://soundcloud.com/hideaki-utsumi/

خب موفق شدیم این یکی رو هم بسازیم و باید بگم خیلی خوشمزه و مشتی شد 🔥
****************************************
مرسی از همه حمایت‌هاتون ♥️ خوشحال میشم اگه سابسکرایب کنید و کامنت هم بذارید تا یوتیوب سابسکرایبون رو نپرونه 🤦🏻‍♂️
اگه نظری دارید حتما تو کامنتا بنویسید میخونم و اگه بتونم جواب هم میدم 🤘 عشقید ❤
****************************************
بقیه سوشال مدیاها هم هستم:
INSTAGRAM: https://instagram.com/armanthefreak

TELEGRAM: https://t.me/armanthefreak

#kirstv #нателлакирс #українамаєталант

ЯКЩО ВАМ ПОДОБАЄТЬСЯ МІЙ КОНТЕНТ, ПІДПИШІТЬСЯ НА КАНАЛ
https://www.youtube.com/channel/UC5osgOqDHFfOdXlaAhNG7bA?view_as=subscriber

ТЕМИ ВИПУСКУ:
– учасниця 11 сезону “ХОЛОСТЯК” Юлія Зайка вийшла заміж за ведучого та актора Богдана Юсипчука
– головні герої шоу “ХОЛОСТЯК” Нікіта Добринін, Михайло Заливако, Сергій Мельник та Дмитро Черкасов відправилися знімати тревел шоу
– чому Ксенія Мішина стала україномовною та до чого тут Сергій Притула і Євген Кот
– “Україна має талант” повертається на СТБ
– 1+1 знімає другий сезон шоу “МАСКАРАД”
– Ілона Гвоздьова більше не вийде на паркет “Танці з зірками”

Заходь на мій інстаграм, та спостерігай за всім нажимо:
https://www.instagram.com/natella_kirs/?igshid=2e10j89yzunn

ЗА МНОЮ МОЖНА СТЕЖИТИ:
На сторінці у Фейсбук
FB: https://www.facebook.com/natella.kirs
МІЙ ТЕЛЕГРАМ: https://t.me/kirs_tv

💰ГРОШОВИЙ ГАМАНЕЦЬ для розвитку каналу⚡️
Буду вдячна за будь-яку фінансову підтримку каналу : 4441114423715950

СПІВПРАЦЯ – [email protected]

_______________________________________________________________

As momentum grows around the country for the suspension of state gas taxes, the state Senate on Thursday rejected a Republican-led push to pause gas tax collections through Labor Day even as Gov. Charlie Baker signaled he was warming to the idea.

The vote in the Senate came the same day Gov. Ned Lamont signed a bill to suspend Connecticut’s 25-cent gas tax through June 30 after the Legislature voted unanimously in favor of the pause.

“Clearly, we have an obligation to respond,” Senate Minority Leader Bruce Tarr said. “This Senate has not historically witnessed such economic pain and not tried to intervene.”

After Russia’s invasion of Ukraine, gas prices in Massachusetts shot up to an average high of $4.36 a gallon on March 11, but have been slowly ticking downward averaging $4.25 across the state on Thursday, according to AAA.

Republicans in Massachusetts have been pushing for weeks to suspend the state’s gas tax in the face of those price spikes, but have met resistance from Democrats who have called it a “gimmick” and raised concerns about violating the terms of the state’s bond agreements.

“I know it might sound good and feel good, but you are not providing any real relief,” Senate Ways and Means Chairman Michael Rodrigues told his colleagues.

Rodrigues, a Westport Democrat, said not only would Wall Street and the bond rating agencies look unfavorably on a move to backfill lost gas tax revenue with future surplus funds, but he said there was no guarantee that the savings would get passed on to motorists.

“Do you all trust the oil companies?” Rodrigues asked.

The bill Lamont signed in neighboring Connecticut suspends that state’s tax on gasoline from April 1 to June 30, suspends fares on public buses statewide during that same period, and creates a one-week sales tax holiday on clothing and footwear under $100 from April 10 to April 16.

After the House cast aside a proposal two weeks ago to suspend the gas tax until prices fell to $3.70, the Senate voted 11-29 against an amendment offered by Republican Sen. Ryan Fattman, of Sutton, that attempted to address some of the concerns of Democrats.

Fattman’s amendment would have suspended collection of the gas tax through Sept. 5, and given the Department of Revenue 30 days to notify the state comptroller how much tax revenue was lost during that period. The comptroller would be authorized to transfer an equal sum to the Commonwealth Transportation Fund to replace any lost revenue that had been put up as collateral for state borrowing.

Eight Democrats, mostly from border districts, joined the Senate’s three Republicans in supporting the Fattman amendment. All four Democrats running for statewide office — Sens. Sonia Chang-Diaz, Adam Hinds, Eric Lesser and Diana DiZoglio — voted against suspending the gas tax.

Sens. Paul Feeney, Barry Finegold, Anne Gobi, Mark Montigny, Michael Moore, Marc Pacheco, Walter Timilty and John Velis — all Democrats — joined Tarr, Fattman and Sen. Patrick O’Connor, a Weymouth Republican, in support of the suspension.

“I think the proposal the Senate Republicans have made is a very clever one and it deals with all the issues people have about how we continue to maintain our coverage ratios on our bond covenants,” Baker said earlier in the day at an event in Holyoke.

Baker noted the bipartisan vote in Connecticut, and expressed concern that Massachusetts drivers could get caught in the middle of states where cheaper gas was available. In addition to Connecticut, which is controlled by Democrats, New Hampshire Gov. John Sununu, a Republican, has said he supports suspending that state’s gas tax.