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Let's say you have to match 6 numbers, in any order, out of balls numbered 1 through 50. you pick 6 numbers hoping to match all 6 of the balls pulled from the tumbler. When the first ball is pulled, you have a 6 in 50 chance of being correct with one of your numbers. That is pretty clear common sense thinking right?OK, so you actually get lucky and one of the numbers you had is pulled from the tumbler!lucky you!Now on to ball two. So the first ball is drawn and now there are 49 balls left. You still have 5 numbers to match.

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4 wherein the red auxiliary lights on the rear window of the vehicle blink whenever the brake pedal is pressed. FIG. 6 discloses another embodiment of an electric circuit which also is connected to the regular automobile light system in such a way that all the lights in the vehicle including the red auxiliary lights on the rear window of the car start to blink when the brakes are pressed, or when the gear shift lever is put in reverse. Referring now to FIG. 1 of the drawings, the rear of a motor vehicle 10 has a plurality of auxiliary indicator lights 12, 14, 16, and 18 mounted on its rear window. Light 12 is green and when lit indicates to following drivers that the motor vehicle is proceeding ahead in a normal manner. Indicator light 14 is yellow or amber and when it is lit it indicates that the driver of the motor vehicle 10 has taken his foot off the accelerator pedal and is in process of either braking, or accelerating again. Red lights 16 and 18 indicate to the following vehicles that the car is braking. In the embodiment shown in FIG. 4, the auxiliary lights are mounted in a housing 20 which adheres to the inner surface of the rear window of the vehicle 10 by means of mastic edge around its periphery. The segments of the glass or plastic lenses 21 covering the rear of housing 20 may be colored red, green, or yellow.

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Klaus Kronenberg, a professor at the California State Polytechnic University, has found that the use of magnetized swimming pool water essentially eliminates the deposits formed where the top surface of the water meets the sides of the pool13 15. Researchers at the Medical University of South Carolina recently reported that cleaning the teeth with water from a magnetized irrigator can reduce calculus formation by over 60 per cent and improve overall gum health16. Israeli agricultural researchers found that the use of magnetized water increased farm yields by anywhere from 5 to 20 per cent. Cows drinking magnetized water produced more milk and were healthier than cows drinking untreated water. Sheep produced more wool and meat, hens laid more eggs and all farm animals survived longer when drinking magnetized water9,10,17. Anecdotal evidence of the health benefits of magnetized water abounds. Magnetized water is claimed to be energy building, activating, cleansing and detoxifying. There are reports of people resolving bladder problems, recovering quickly from a stroke, alleviating arthritis pain and reducing blood pressure by drinking magnetized water. It is perhaps reasonable to assume that if scientific studies on animals have proven that magnetized water has health benefits, then it should also be beneficial to humans. However, so far there have been no systematic, clinical trials done to prove or disprove the healing effects of magnetized water in humans1,17,18. Revitalizing Our WaterThe vitalizing and healing properties of magnetized water are believed to be intimately tied in with its "memory".

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It is a common practice in TCRWP classrooms to find teachers engaged in brief periods of explicit instruction, demonstrating the practices and habits of reading and writing as a model for students to follow. During a minilesson, conference or while teaching a small group in reading or writing workshop, or while reading aloud, a teacher is apt to pause in the midst of the act, and make their thinking visible to the students to model the active use of the strategy and skill. The teacher often debriefs following the think aloud to name out the steps of the strategy so that students are able to see that the steps are replicable and can be applied to their own reading and writing work. The Teachers College Reading and Writing Projects approach encourages teachers to draw on several different methods of instruction in their teaching during whole class mini lessons, small group work, and individualized conferring. While there are multiple methods to draw on in our teaching, a method that teachers tend to access when introducing a new skill or strategy that requires a good deal of scaffolding is demonstration. When teachers first learn the the Teachers College Reading and Writing Projects approach, a good deal of time is spent in helping teachers craft explicit teaching points that help them to communicate the reading skill along with a replicable strategy to access the skill, and the reading context where it would make sense for students to apply the strategy. After learning how to craft explicit teaching points, teachers will spend a good deal of time practicing a demonstration of the skill in order to make the invisible mind work of reading transparent. For further discussion and research around the effectiveness of demonstration as method of teaching, which scaffolds students toward greater independence with learned skills and strategies, here are some of the sources we recommend reading:Berkeley, S. , Mastropieri, M. A. , and Scruggs, T.

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