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Tacfit Commando Review and Buyer's Guide. Includes Tacfit Commando program discounts and bonuses, firsthand user feedbacks and expert reviews. Tacfit Commando is a bodyweight-only training program that is pieced together from different training programs used by Israeli counter-terrorism groups and.
The Complete TACFIT Commando Review. How to Get a Commando Body Without Ever Going to the Gym*Note: this is the official TACFIT Commando Review featured on Physical. Living. com. See below for a FREE gift offer. Body by TACFIT Commando. Body by TACFIT Commando. Today, conditioning coaches to the elite Special Forces groups around the world are shaking their heads at fitness trainers who earn fortunes by regurgitating cookie- cutter exercise programs for all of their mis- informed clients. And today, these elite coaches are finally revealing the simple proven system for real life functional fitness that no one else will tell you about. Professional fighter, MMA conditioning coach, and creator of the Circular Strength Training system, Scott Sonnon, has teamed up with Ryan Murdock to teach you how to build go- muscle (not show muscle), burn off body fat, super- charge your metabolism, and do so while practicing the highest level tactical fitness program ever devised. Discover how they’ve taught thousands of people to build combat- ready, commando- like physiques faster than they ever thought possible. Even if you are not in the military, even if you’re not as fit as the “elite,” even if you have less- than- average genetics, and even if you don’t have a gym membership or a home gym to train in. It’s the same system that elite Special Forces groups around the world are using to build hard bodies and the functional fitness that goes with them. If you’d like to learn how to lose bodyfat, build muscle, and vastly improve your conditioning, then you absolutely must check out TACFIT Commando: http: //Physical. Living. com/TACFITI know what you’re thinking? Is this really relevant to ME??? YES! You see, TACFIT Commando isn’t being released to the public just so that our servicemen have yet another way to gain access to cutting- edge workout programs. TACFIT Commando is being released to the public because it was meant specifically FOR the public. That’s right, people like you and I. It’s true, the term Commando does seem a little cheesy unless you’re into that hardcore mentality, and I do feel that sometimes the marketing goes a little over the top, but there’s a reason for that. It works very well, in fact. I’ve used it, and know many people personally who swear by its effectiveness for achievingcommon fitness goals. Nobody is debating that it works better than practically any other functional fitness program available. But there’s something about it that makes it very unique. Not only does it require absolutely no equipment at all, which is amazing since it literally requires no further investment (it works right out of the box, actually a download, so you get it instantly – you don’t even have to wait for shipping), but TACFIT Commando is unique in that it is currently used by the Israeli counter- terrorism and secret services, American special ops personnel, Italian bodyguards to the Prime Minister, US federal agents, firemen, law enforcement agencies and even professional MMA fighters. These are the people whom not only are required to be in the best physical shape for their jobs, they’re also the very same people who have access to the latest and greatest resources to meet their basic needs – including their fitness and conditioning needs. That’s exactly why TACFIT is so unique, because it best serves the needs for those who truly need it most. Given that it works so well, and that’s it’s currently being used by our elite servicemen, there’s something you should probably know – a disclaimer of sorts. It’s not for everyone, and I mean that – it might not be right for you. I’ve tested the program extensively, and I can tell you with no uncertainty that this is one of the most difficult training program’s I’ve ever encountered. I would wager that 7. TACFIT not only depends on, but thrives on. I don’t say this to puff it up and make it look all tough and hardcore. I’m saying it to warn you. In the same breath, I don’t say this to scare you or deter you from trying it out, only to let you know that it’s not a sissy system for wannabes. When you get down to it, it’s not a flashy fitness program – it’s very hard work that requires dedication and discipline to truly benefit from. When you take away the catchy intro music and the cool graphics, what’s left is a pile of sweat, some fatigue, and an undeniable knowledge that you’ve done something wonderful for yourself. If you are familiar with Circular Strength Training, you’ll know right away that not only will this program work, but you’ll leave a TACFIT session feeling better and more energized than you were going into it – even though the workout was exhausting and challenging. Despite facing fatigue head- on, you’ll also experience second wind (aka flowstate) if you follow the program as outlined. One of the best things about TACFIT is its scalability. Anyone, regardless of fitness level, can begin a TACFIT Commando program because it has difficulty levels directly programmed into it. So, even though it can be brutally hard, the beginner level (recruit) routine will work for anyone who is healthy enough to exercise. Which leads me to my last point. It sounds too good to be true, and the package that Scott and Ryan are offering truly is outstanding. These guys are in the habit of over- delivering when they release something to the public, and this is no different. Now, I want you to go check out the TACFIT Commando package that is finally available for sale. Consider this a very strong recommendation. I would hope that all of my readers would benefit from using this program if it’s aligned with their goals. Physical. Living. TACFITAnd I assure you, much of what you’ll find in TACFIT Commando will be brand new to you – never- before- seen methods for functional fitness. You’d be hard pressed to find a program this original and innovative, and especially at such a low cost. Now, stop reading and go check it out immediately – that’s an order!*If you order through my referral link, please send me a copy of your receipt and I. This has been one of my favorite exercises for years. Thank you for supporting Physical. Living. com! To your health and success,CST, CST- KS, NSCA- CPTFitness Professional. More Information About TACFIT Commando. TACFIT Commando FAQ Page – I received some questions from a hesitant buyer about the TACFIT Commando program. They graciously allowed me to republish my response here on my blog. It ended up becoming more of a FAQ section – including a lot of comments from people who have used the program themselves. If you’ve got product- related questions, then chances are they’ve already been answered on that page. If not, please post your questions in the comments section there, and I’ll make sure someone gets you the answer you’re looking for. TACFIT Commando Workout Video – Check out the TACFIT Commando Israeli Challenge Workout if you’d like an idea of what the actual program is like. TACFIT Commando Review (updated 1. I wrote an updated product review that goes into much more depth than my original review above. A Systematic Review of Animal Studies and Human Clinical Trials. The Ritchie Centre, Monash Institute of Medical Research (MIMR- PHI), Monash University, Clayton Branch, P. O. Box 6. 17. 8, South Yarra, VIC 3. Australia. 2Departments of Surgery and The Ritchie Centre, Monash Institute of Medical Research (MIMR- PHI), Monash University, Clayton Branch, 2. Wright Street, Clayton, VIC 3. Australia. 3Proteobioactives Research Laboratories, P. O. Box 3. 5, Brookvale, NSW 2. Australia. 4Mesoblast Ltd, Melbourne, VIC 3. Australia. 5Department of Surgery, Monash University, Clayton, VIC 3. Australia. 6Department of Neurosurgery, Alfred Hospital, Level 5, The Alfred Centre, Commercial Road, Prahran, Melbourne, VIC 3. Australia. 7The Ritchie Centre, Monash Institute of Medical Research (MIMR- PHI), Monash University, Clayton Branch, 2. Diagnosis and Treatment of Low Back Pain: A Joint Clinical Practice Guideline from the American College of Physicians and the American Pain Society FREE. Home > American Journal of Roentgenology > Volume 188, Issue 3 > Sonography of the Neonatal Spine: Part 1, Normal Anatomy, Imaging Pitfalls, and Variations That May Simulate Disorders. During the 1990s and 2000s a large number of papers have been published on lumbar motor control training, led by researchers from the University of Queensland. Practitioners across the world now recognise that local (commonly. A lumbar puncture (LP), also known as a spinal tap, is a medical procedure in which a needle is inserted into the spinal canal, most commonly to collect cerebrospinal fluid (CSF) for diagnostic testing. The main reason for a. Cell-Based Therapies Used to Treat Lumbar Degenerative Disc Disease: A Systematic Review of Animal Studies and Human Clinical Trials. Objective To review the methods and complications of exposing the anterior aspects of the thoracic and lumbosacral spine. Data Sources PubMed (journals database of the National Library of Medicine), text books, the. Wright Street, Clayton, VIC 3. Australia. Copyright . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Low back pain and degenerative disc disease are a significant cause of pain and disability worldwide. The mechanism of action of transplanted cells, as well as the limitations of published studies, will be discussed. Introduction. Low back pain is the leading cause of disability in the developed world and has an enormous social impact on patients and their families, as well as a devastating economic impact on healthcare budgets . The annual cost of back pain in the United States is estimated to be as high as $5. Studies have shown that 7. Severe disc degeneration is associated with a twofold increase in chronic low back pain . There are many potential pain generators in the lumbar spine in addition to the disc. Moreover, differentiating the ageing disc from the symptomatically degenerate disc remains a major challenge . Thin hyaline cartilage endplates attach the disc to the adjacent vertebral bodies and disc nutrition passes through these end plates to the predominantly avascular IVD . The IVD functions to facilitate movement and flexibility of the vertebral column, whilst also having the ability to recover from deformation following axial loading. The native cell population of the disc represents approximately 1% of the disc tissue but is pivotal in maintaining disc metabolism . Cells of the NP and inner AF demonstrate chondrocytic morphology whilst cells in the outer AF are more fibroblastic- like . An imbalance between extracellular matrix degradation and synthesis results in progressive collapse and mechanical failure of the disc. An overall decrease in resident disc cell number and function and cellular responses to nutritional deficiencies leads to alterations in both the cartilaginous and proteoglycan matrix components of the disc . The loss of the pivotal water binding proteoglycan component leads to dehydration of the NP, impacting the discs ability to adequately distribute and recover from mechanical loading. As degeneration progresses neovascularisation, with concurrent neoinnervation, can occur within the degenerative AF and extend to within the NP . Endplate changes occur with thinning, calcification, and alterations in vascularity, as nutritionally deprived discs attempt to increase their nutrient supply. This creates a hostile environment that is a major challenge to maintain cell viability of both native cells or cells that are implanted in regenerative therapies. For citation purposes: Johnson TG, Von SJ, Hope WW. Clinical anatomy of the abdominal wall: hernia surgery. OA Anatomy 2014 Jan 25;2(1):3. Why is MRI not used as the routine initial test for patients with LBP? Related questions concern which patients should get MRI without radiography and the importance of the spinal stenosis and disk protrusion identified on the. 90% of patients will have improvement of symptoms within 3 months with nonoperative care. Moreover, changes within the adjacent vertebral bodies and endplates occur, including sclerosis and subchondral bone microfracture . Initial treatments include conservative therapies such as analgesics, physical therapies, and psychological pain management strategies. When these nonoperative treatments fail, surgical interventions, such as lumbar fusion or total disc arthroplasty, are commonly performed. These treatments are often successful; however they do not address the underlying cause and, despite these interventions, some patients remain with chronic pain and disability. Substantial progress has occurred in the fields of regenerative medicine, tissue engineering, and stem cell therapies, with the aim of treating and reversing disc degeneration, as well as augmenting and enhancing current treatments. Clinical trials have commenced utilising cell- based biological therapies to treat many common diseases, including those affecting the musculoskeletal system and, in particular, degenerative discopathies. Culture expanded disc chondrocytes and mesenchymal stem cells, isolated from bone marrow or other sources, are the two cell types most commonly used by researchers to biologically repair the degenerate disc. Other types of stem or progenitor cells, used in either an autologous or allogeneic fashion, have also been investigated in studies. Several small clinical trials have recently been published with another larger randomised phase- 2 trial currently underway . Significant positive and negative findings of trials published to date will be highlighted, and the relative benefits and limitations of various cell types and treatment strategies will be discussed. Animal models of disc degeneration and the applicability of these models to the human condition will also be addressed. Knowledge of what has been achieved to date, as well as the limitations of these achievements, is important to guide future trials as this exciting field of regenerative medicine translates toward the clinic. Methods. We performed a literature search using the MEDLINE online electronic database between 1. Google Scholar, and the Cochrane Database. The following keywords were queried in combination with intervertebral disc: stem cell, mesenchymal stem cell, progenitor cell, nucleus pulposus cell, disc chondrocyte, disc regeneration, and tissue engineering. The search was limited to articles published in English. Studies utilising either stem cells, progenitor cells, or intervertebral disc chondrocytes to regenerate the intervertebral disc were included in the analysis. The indexes of suitable articles were reviewed for further relevant published studies. Publications comprised of in vitro work only were excluded. Studies were then grouped into one of the following four categories for analysis: (1) studies utilising chondrocyte transplantation, obtained from intervertebral disc tissue or other cartilage sources, (2) studies utilising stem and progenitor cell transplantation, including mesenchymal stem cells (MSCs) and other cell types obtained from noncartilaginous tissues, (3) studies comparing chondrocyte and stem cell transplantation, and (4) human clinical trials utilising any form of cell- based therapy to repair degenerative discs, including chondrocytes and stem cell therapies. The flow diagram for our search is outlined in Figure 1. Figure 1: Flow diagram demonstrating the systematic analysis process. Studies Utilising Intervertebral Disc or Chondrocyte (or Chondrocyte- Like) Cell Transplantation. There were 1. 4 studies identified assessing the ability of disc derived and nondisc derived chondrocytes to regenerate IVDs, as shown in Table 1. Table 1: Studies assessing the ability of disc derived and non- disc derived chondrocytes to regenerate lumbar intervertebral discs. Animal Models Utilised. It should be noted that the amount of nuclear material removed in the nucleotomy procedure differed between studies and is listed in Table 1. Cell Types Utilised. NP cells into target discs. The remaining studies utilised AF cells, NP tissue, or whole disc. Allogeneic administration was performed in 1. NP cells were injected into the rabbit disc . Outcomes. In 1. 2/1. T2 signal on MRI. Gruber et al. No other cell related morbidity or negative outcomes were reported in any other study utilising chondrocyte transplantation. Studies Utilising Stem Cell and Progenitor Cell Transplantation. There were 2. 5 studies assessing the ability of different types of stem cells or progenitor cells to regenerate the IVD identified, as shown in Table 2. Table 2: Studies assessing the ability of different types of stem cells or progenitor cells to regenerate lumbar intervertebral discs. Animal Models Utilised. The remaining 2. 2/2. Cell Type Utilised. Bone marrow derived MSCs were the most commonly used stem cell treatment, used in 2. MSCs, 7/2. 5 used allogeneic administration, and 4/2. MSC xeno- transplantation to treat degenerate animal discs. MSCs, either autologous or xenogeneic human MSCs, whilst other cell types investigated included human embryonic stem cells (ESCs), autologous synovial derived MSCs, human olfactory neurosphere derived stem cells, and allogeneic mesenchymal precursor cells (MPCs). Puramatrix, or PFG- TGF- beta. Outcomes. The outcomes of these studies are summarized in Table 2. MRI T2 signal, following cell administration. GAG or collagen II content or measuring expression of genes known to be important for matrix restoration, such as Col. Sox- 9. 1. 2/2. 5 studies assessed the viability of cells following transplantation with varying survival times reported, ranging from 1. Several other studies, however, reported leakage or nonviability of cells following injection. Studies Comparing MSC and Chondrocyte Transplantation. Three studies directly compared the ability of MSCs and chondrocytes to regenerate IVDs . When used alone, however, both the MSCs and NPCs were equally ineffective in repairing the damaged rat disc. Table 3: Studies comparing the efficacy of MSCs and chondrocytes to regenerate lumbar intervertebral discs. These allogeneic MSCs were found not to be viable at 3 months and there was no evidence of proteoglycan production in their model. Clinical Trials Utilising Cell Based Disc Therapies. 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Why Not Teach Intensive Phonics? James A. Chapman's Grammar and Composition series and vocabulary books are used by Christian schools across the country: over 1. Grammar and Composition worktexts. Besides writing textbooks, he also taught English and Literature at Pensacola Christian College for 2. Chapman. Is the teaching of beginning reading so mysterious and complicated that we still do not know for sure how to proceed? Such is the conclusion of Robert C. A STUDY OF PHONICS INSTRUCTION: TEACHING PHONICS DANCE TO AT-RISK ELEMENTARY LEARNERS TO IMPROVE DECODING SKILLS A thesis submitted in partial fulfillment of the requirements for the degree of Masters of Education By BRITTANY. The National Reading Panel reviewed the findings of 38 published studies on phonics instruction. The effect size of synthetic phonics programs that teach letter-phoneme correspondences. From Sounds to Spelling: A teaching sequence. There have been several different studies done to show that the phonics reading programs work better than the old memorization method. The phonics method teaches children the sounds of the different letters and then shows them. Phonics: Theory and Practice Ching Kang Liu. Systematic Synthetic Phonics Programs What is the Best Phonics Program? Many government organizations around the word have published reports citing the various benefits of using systematic synthetic phonics. Aukerman after he reviewed 1. He says that he suspects that some of the 1. He says that until we can understand and apply the psychology of learning to the methods of research, we must be content with our “primitive means” and go ahead and do “the best we can”. He gives one note of optimism: “We certainly can do better than we are doing at present.”1. That we “can do better than we are doing at present” seems to be an understatement, considering the growing numbers of Americans who cannot read or write properly. An additional 3. 0 million are only marginally capable of being productive workers. Demographers say the number of illiterates is steadily mounting, swelled by 1 million school dropouts a year.”2 The National Assessment of Education Progress survey published in 1. The Adult Performance Level study of 1. As you can see, the illiterates plus the slow readers are now a majority of the U. S. But Professor Aukerman’s conclusions about what one must do in order to try to do better must be extremely disheartening to those who do not know the “secret” of teaching reading. He says that a “surprising number of . He thinks that it is necessary that we have knowledge of all of the new approaches, and that “each new approach deserves a chance to prove itself under reasonable research conditions and in normal classroom environments.” We must make “every effort to explore the good in each approach and give each a chance to prove itself in our own hands.” If we do otherwise, we “may be rejecting the very messiah for whom we have so long been watching and waiting.”5 Earlier, in his introduction, Professor Aukerman set the stage for his reviews by saying that any findings presented in his book “as evidence that one approach to beginning reading is superior to another, or that any approach is effectual as a means of helping children learn to read are, at best, educated guesses.”6 These are discouraging words, if true. Aukerman’s conclusions indicate that even if one were able to personally experiment with all known approaches to reading and listen to the ideas of experts from every field imaginable, one still would be able only to guess at how to go about teaching reading. But is this pessimism justified? Let us first point out that although Aukerman refers to 1. Within these two systems there are, of course, variations which may be difficult to evaluate, but the central elements of these two approaches not only can be evaluated but already have been. It is unconscionable and silly to pretend that we still do not know which of these two basic approaches is superior. The earlier whole- word (look- and- say or sight- reading) method has been thoroughly discredited and shown to be the major cause of the reading problems in America today (see the overwhelming evidence in the books by Blumenfeld, Chall, Flesch, and Terman and Walcutt listed at the end of this article). But now we have a modified whole- word approach that came into being after Rudolph Flesch and others made such a strong case for phonics. The whole- word establishment decided to camouflage their old approach to make it appear that they are now teaching phonics. In reality they are not. According to Aukerman, they are including some strands of phonics, but the phonics elements are only casually related to the whole- word approach which they still use. Flesch says, “In contrast to the phonics- first texts, which teach all of phonics; look- and- say materials teach only a small part. By now I estimate that on the average they offer 2. True phonics, in contrast, has been called “intensive phonics” because it teaches all of the main sound- symbol relationships intensively from the very beginning of reading instruction. Because of the “slick” promotion of this new method, many people may not realize that the method is still the whole- word (look- and- say or sight- reading) method. They may believe that since it has some phonics in it, it may now be all right. The intent of this article is to show why the whole- word (gradual- phonics) method should be scrapped, and intensive phonics put in its place. This method is predicated on the belief that a reader perceives new words as wholes (i. The devotees of this method assume that because adult readers see words as wholes and do not always have to analyze the parts, a beginning reader must learn new words as wholes. Walcutt, Lamport, and Mc. Cracken dispute that assumption. But the adult reader sees all the letters (never a mere shape or outline) because he has learned the words as left- to- right sequences of letters, and he understands them that way. Now he sees them as “whole- word units.” But he did not learn them that way. In 1. 84. 4, Samuel Stillman Greene wrote an excellent essay refuting the whole- word approach, which at that time was being vigorously advocated by Horace Mann. Mann, attempting to prove that printed words should be learned as whole objects, gave this example: “When we wish to give to a child the idea of a new animal, we do not present successively the different parts of it—an eye, an ear, the nose, the mouth, the body, or a leg; but we present the whole animal, as one object.”1. Professor Greene showed the flaws in Mann’s thinking with this reply. Grant, that he does not, in learning to distinguish a tree from a rock, or any other dissimilar object, form his idea of it by inspecting the parts separately, and then by combining trunk, bark, branches, twigs, leaves, and blossoms. In learning to read, however, he is to distinguish between objects which resemble each other, and in many instances, very closely, as in the case of the words, hand, band; now, mow; form, from; and scores of others. To make the illustration good, it would be necessary to place the child in a forest, containing some seventy thousand trees, made up of various genera, species, and varieties, among which were found many to be distinguished only by the slightest differences. Or, if it will suit the case any better, let him be placed in a grove, containing seven hundred trees, having, as before, strong resemblances; if, then, this general survey of each of them, as a whole object, will enable him to distinguish them rapidly from each other, whatever may be their size, or the order in which he may cast his eyes upon them, we will acknowledge the aptness of the illustration. The reader can easily see how Greene’s analogy applies to the perception of words. One can tell the difference between a word written on a page and a fly walking across the page without examining the parts of either one: he can perceive each of them as wholes. But one can reliably and consistently distinguish one word from another only by being able to recognize the parts that make up each word. Now, here is one final proof that we do not perceive words as wholes when learning to read. Everyone knows that our language is an alphabetic language; that is, the written words are made up of symbols that represent the sounds of audible words. If we can determine how we perceive audible words (whether as wholes or as individual sounds), we should be able to infer that we perceive written words (which represent the audible words) in the same way. After all, in both instances the brain is doing the same work of translation: in the first instance through the ear; in the second, through the eye. Recent scientific studies give conclusive answers to this question. Experimental results confirm that in the perception of speech we are ordinarily aware of discrete phonemic categories rather than of the continuous variation in each acoustic parameter: we perceive speech categorically. These mechanisms yield the forerunners of the phonemic categories that later will enable the child unthinkingly to convert the variable signal of speech into a series of phonemes and thence into words and meanings. There you have it. A human being perceives speech signals as separate sounds, and then converts the series of sounds into words. He does not perceive audible words as wholes. It should be clear that it would indeed be strange and unnatural if we do not perceive the written symbols of words in the same way that we perceive the audible sounds. Thus a system that makes children try to read by perceiving words as wholes must be viewed as grossly unnatural and pernicious. The intensive- phonics method has been proved successful everywhere it has been used. Many experienced teachers and administrators testify to its effectiveness. Burkhardt, director of the Department of Reading (K- 1. City School District Rochester, New York, tells about the tremendous results achieved when she got rid of the look- say and eclectic (combination phonics and sight- reading) programs and replaced them with intensive phonics programs. Now it is 3. 5,0. I am sure that you have often heard it said that the percentage of children who are minority influences the degree of reading failure in a given school or district. Reality is that whether children are “advantaged” or “disadvantaged,” black or white, rich or poor, does not have anything to do with how successfully children learn to read. Based on my professional experiences, such statements are only excuses for not teaching children to read. In spite of the teachers’ hard work and the children’s readiness and willingness to learn, children were having trouble learning to read. In fact, remedial readers were being generated in my school faster than I could remediate them. Phonics and Word Recognition Instruction in Early Reading Programs. Guidelines for Accessibility. Phonics and Word Recognition Instruction in Early Reading. Programs: Guidelines for Accessibility. David J. Chard University of Texas at Austin Jean Osborn Center for the Study of Reading University of Illinois. Learning Disabilities Research. Practice. A Publication of the Division for Learning Disabilities, Council for. Exceptional Children. Copyright 1. 99. 9, Lawrence Erlbaum Associates, Inc. Reprinted with permission. Many teachers will be using supplemental phonics and. This article examines the content and instructional. Information is provided about the content of effective word- . Guidelines are included based on this information as. These guidelines. The goals of reading instruction are many, but certainly. For example. children take part in oral language activities that concentrate on concept and. Other experiences focus on word recognition of printed. Children take part in phonics lessons and word- recognition. They learn that the sounds in spoken words relate to the. As they read books and other print materials, children learn to combine. It is evident that no one aspect of a beginning. WORD- RECOGNITION INSTRUCTIONMany publishers - both large and small - have developed. Some of the phonics and. Many teachers teach phonics and word recognition by using the. These programs often contain phonics and. These commercially published basal reading programs are. Recent. reviews of the major commercial programs (Smith et al., in press; Stein. Johnson, & Gutlohn, 1. These. programs are commonly used with students identified as having reading. Many parents seek out such programs to use at home if they are. There are literally hundreds of supplementary programs on the market. These programs take many forms. Many appear. in traditional print form that feature board and card games, flash cards, word. Some combine traditional instructional. The purpose of the article, however. Rather, the purpose of the article is to help. Such an examination can provide information about the content of. THE CONTENT OF PHONICS AND WORD- RECOGNITION. INSTRUCTIONAlthough the relation of systematic phonics and. Snow, Bums, &. Griffin, 1. 99. 8). The main goal of such instruction is to help children figure. English and become comfortable with that. Lyon, 1. 99. 8). The authors of Becoming a Nation of. Readers (Anderson, Hiebert, Scott, & Wilkinson, 1. The goal of phonics is not that children be able to state. Rather, the purpose. Phonics ought to be conceived as a technique for getting. It follows that phonics instruction should aim to teach only the most. Once. the basic relationships have been taught, the best way to get children to. Phonics then is the system of instruction used to teach. Snow et al., 1. 99. We do. want to warn the reader, however, that this term is entirely abused and has. A generally agreed on definition. THE ALPHABETIC PRINCIPLEAn important part of helping children with reading. Adams, 1. 99. 0; Ehri & Mc. Cormick. 1. 99. 8; Liberman, Shankweiler, & Liberman, 1. This means, to understand. English, words are composed of patterns of letters that. English words. Some children seem to figure out. They. also benefit from word - recognition instruction that offers practice with, for. Additionally. children with reading disabilities benefit from opportunities to apply what. Such. texts contain a high proportion of words that reflect the letters, sounds, and. Elements of Phonics and Word- Recognition Instruction. To help children map the relations between letters and. Each of these elements of phonics and word- recognition. Each discussion is followed by a set. We. relied on the following sources for determining what is most important to. The National Academy of Sciences. Preventing. Reading Difficulties in Young Children (Snow et al., 1. Beginning. to Read: Thinking and Learning About Print (Adams, 1. At this point, it is important to note that, although many of these. ALPHABETIC KNOWLEDGEChildren must become expert users of the letters they will. Lyon, 1. 99. 8). Children's. Adams, 1. 99. 0). That is, children who begin first grade able to quickly and. Children whose knowledge of letters is not well. Guidelines for Alphabetic Knowledge Instruction. A beginning reading program should include the following. A variety of alphabetic knowledge activities in which children learn. Games, songs, and other activities that help children learn to name. Writing activities that encourage children to practice writing the. A sensible sequence of letter introduction that can be adjusted to. PHONEMIC AWARENESSChildren's ability to think about individual words as. Liberman & Shankweiler, 1. Snow et al., 1. 99. Toward that. understanding, children learn to identify rhyming words and to create their own. They also learn that sentences are made up of separate words, words are. Finally, they learn that sounds. Some children have a great deal of difficulty learning to. O'Connor, Notari- Syverson, & Vadasy, 1. However, it is this very aspect. Smith, Simmons. & Karneenui, 1. It is important to make some clear distinctions: Phonemes. They are the smallest units of. The onset is the initial single phoneme or initial consonant cluster in. Rimes are. larger than phonemes, but smaller than syllables. For example, take bat and. In contrast: bat contains three phonemes - /b/. Most sequencing of phonemic awareness instruction begins. Not all programs include the same content. For example. some programs introduce onsets and rimes before requiring students to identify. Some. programs do not include onset and rime activities. In many programs. After practicing with initial sounds, the. Still other programs have children learn to segment and then. Phonemic awareness activities usually involve oral tasks. In some programs, however, the instruction directs the. Elkonin boxes, blocks) to. At the. more advanced levels of instruction (segmenting and blending), the relations of. Guidelines for Phonemic Awareness Instruction. A beginning reading program should include the following. Activities that follow a sequence of instruction that progresses. Rhyming words. Auditory (e. Activities to teach the relationship of letters to sounds in more. For children who are having difficulty, a sequence of instruction. Starts with continuous sounds (for example, m, s, i, f) that. SOUND- LETTER RELATIONSChildren's early reading development is dependent on their. English. Many. children with reading disabilities benefit from explicit and systematic. Children with reading disabilities benefit from a sequence of. Carnine, Silbert, & Kameenui, 1. Chard, Simmons, & Kameenui, 1. Phonics instruction is usually categorized as explicit or. In explicit phonics instruction, the sounds associated with the. For example, students. I. and /p/ can utilize a blending strategy. Typically, students are asked to. For example, in teaching the sound for m. Write man on the. Have the students say man. Elicit from the students that the letter m makes the sound /m/. In implicit phonics, children are often encouraged to. Most supplementary programs employ explicit. Rate and Sequence of Introduction. There is no set rule about how quickly or how slowly to. Obviously, it is important to gauge the rate. Furthermore, there is no agreed on order in which to. The advice most often given is to avoid. Rather, the sound- letter relations should be selected so that. That is, the initial. For. are of high utility, whereas gh as in through, ey. It should be noted that programs that present all of. An effective program may start with two or more single. The children can read words that are. Then, more single consonants and more short vowels. As each new sound- letter relation. For example. if the relationships for a, f, n, s, and t. Then if the relations for m. Stop sounds at the beginning. Consonant blends or clusters may be harder for some children to learn. For some children, being presented with consonant. The number of possible variations is enormous. The point. is that the order of introduction should be logical and consistent with the. Furthermore, the sound- letter relations. Guidelines for Examining Sound- Letter Relations. Instruction. Plan of instruction. A beginning reading program. I. Common sound- letter relations taught directly and explicitly. Advanced phonemic awareness activities combined with the presentation. Opportunities for children to practice sound- letter relations in. Practice opportunities that include new sound- letter relations as. Opportunities early and often for children to apply their expanding. A suggestion that the teacher or students point to the letters as. Rate of instruction. A beginning reading program. Recognize that children learn sound- letter relations at different. Introduce sound- letter relations at a reasonable pace (e. Encourage teachers to informally assess children's application of. Sequence of instruction. A beginning reading program. Introduce consonants and vowels in a sequence that permits the. Choose consonants and vowels that can be combined to make words for. Teach a number of high- utility sound- letter relations first and add. Introduce consonant blends or clusters in sepa- rate lessons. Provide blending instruction with words that contain the sound- letter. WORD- RECOGNITION STRATEGIESEffective word- recognition strategies permit children to. Vandervelden & Siegel, 1. Children must learn to. Stanovich, 1. 98. As children learn to read more and. Children should also have opportunities to work. More advanced word- identification strategies focus on structural. Children need to recognize some common words. The program should introduce some. These words should be. Presenting some words as sight words should not overshadow the importance. Guidelines for Addressing Word- ldentif ! Strategies. A beginning reading program should include. Opportunities to practice word recognition, including words with. Opportunities for children to learn to use word order (syntax) and. Adams, 1. 99. 8). The Best Anti Spyware Software of 2. Antispyware Software Review. Why Buy Antispyware Software? The top performers in our review are Bitdefender Antivirus Plus, the Gold Award winner; Norton Security Standard, the Silver Award winner; and Kaspersky Anti- Virus, the Bronze Award winner. Here's more on choosing a system to meet your needs, along with detail on how we arrived at our ranking of these 1. Of all the ways hackers attack your computer, spyware can be the most personally damaging. Spyware is exactly what it sounds like – a piece of malware that tracks your computer activity to harvest your important information. This puts you at risk of identity theft, banking fraud, and even having your personal email and social media accounts hijacked. There are many ways a piece of spyware can infect your computer. Sometimes it's hidden in applications you install or in free browser toolbars. Other times it comes via a USB device like a thumb drive or external hard drive. Unscrupulous websites start downloads to your computer automatically, without you knowing. Responsible internet usage can keep most spyware off your computer, but not all of it. And since it can take a lot of time, hassle and money to recover from a hack attack, it's very important to keep your computer free of spyware. Anti- spyware software combats this threat by searching your computer for malicious code and removing it when possible. Pest Removal Detect and eliminate unwanted programs from your system. Spyware Scanners These products simplify the detection and removal of common software parasites. It also continually scans your system for threats that could infect your system with spyware. Reviewing & Ranking Antispyware Software. We've rated and ranked the best antispyware software on the market today. Part of that evaluation was incorporating the results from AV- Test into our scores. AV- Test is an independent, impartial organization that tests the most popular spyware removal software. Every two months, the AV- Test lab subjects each program to a battery of tests that measures its protection, performance and usability. Test Results. Protection: This evaluation, conducted by AV- Test, puts antispyware up against more than 1. 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The antispyware software in the top tier of our side- by- side comparison chart all scored 1. Performance: AV- Test also tests antispyware programs' ability to protect your computer without slowing it down or disrupting your experience. Software that uses a lot of your system resources can bog it down, which can cause lag in other applications and games you're using. It can also cause downloads and uploads to drag as well as interrupt communication with other computers. The best spyware removal software uses as little processing power as possible, providing you protection without disturbing your other activity. Usability: Not only is it important for antispyware software to protect against threats, but also to keep false positives to a minimum. Sometimes antispyware software identifies something that is not a threat as spyware. AV- Test tracks how often this happens and assigns each program a score. The products in our lineup scored an average of 8. The top- ranked programs all scored 1. Detection & Removal. These days, it's not just your personal computer you need to worry about becoming infected with spyware. Our digital lives span multiple devices like smartphones, tablets and laptops. The best antispyware software protects multiple devices. Unfortunately, most of the programs we reviewed only protect a single computer. Some, like our Gold Award Winner, Bitdefender, can protect three devices. Only a single program in our review, Mc. Afee, offers protection for an unlimited number of devices. The best spyware removers on our lineup also protect your computer from a number of other threats, such as viruses, Trojans, rootkits and ransomware. These are serious threats to your machine. For example, ransomware seizes control of your computer and demands that you pay its makers before they release your system. So it's important for the software to protect against whatever security threat your computer faces. One common way for spyware to get on your computer is through an infected USB device like external hard drives. The best spyware removal software automatically scans any USB device as soon as it connects to your machine. The best programs also scan your email for potential threats, such as bad links or attachments. Furthermore, they have the ability to scan your computer or network for vulnerabilities against a hack attack. If you play a lot of games on your computer, you'll appreciate the gamer mode. The best spyware removal software allows you to put all the scans, pop- ups and alerts in the background while you play full- screen games or watch videos. This allows you to stay protected without interrupting your gaming experience. Help & Support. The makers of the best spyware remover software back up their products with customer and technical support via telephone. Some manufacturers offer round- the- clock support, others only during specific hours of the day. There are even some developers that have support available on the weekend. Several companies also offer live chat support on their websites. If you can't reach someone on the phone, you can simply log in and be connected with a customer service representative almost immediately. This is a great option if you need help when phone support is not available. Our Verdict & Recommendations. These programs ranked the highest in our review of the best antispyware software. Bitdefender Antivirus Plus – This program has earned the Top Ten Reviews Gold Award for many years. This program has every tool and feature we look for in the best spyware remover software. It also scored 1. AV- Tests that we take into account in our review. It allows you to protect up to three devices from all forms of malware, not just spyware. The only thing the service lacks is weekend phone support. Norton Security – As it's a well- known name in the computer security industry, it's not a surprise that Norton makes excellent antispyware software. This program scored near perfectly in every test AV- Test put it through. Unfortunately, it doesn't protect your system from ransomware – something Bitdefender does. It also has all the technical and customer support options we look for in this category, including phone support on weekends. But it only allows you to protect a single device from spyware. Kaspersky Anti- Virus – Rounding out our award winners is another program that scores extremely high with AV- Test. Like with Bitdefender, you can protect up to three devices, but Kaspersky also lacks weekend phone support. In addition to keeping spyware off your computer, Kaspersky Anti- Virus protects you from other threats like viruses and Trojans. The only kind of malware you have to worry about is ransomware. Keeping your computer free from spyware is important not only for your computer's health but also to protect your most sensitive data. The best antispyware software not only protects you from hackers stealing your information, but also from other threats such as viruses, Trojans and ransomware. For more information on keeping your computer safe, read our articles about antispyware software. Top 5 Spyware Adware Removal Software. Without any formal regulations and anonymity of the internet, it is becoming easier to fall prey to scammers and fraudsters. Despite many websites claiming to give you spyware removal software downloads, we discovered that some spyware removal programs actually contain spyware themselves! If you see that your computer is not running as well as it did when you first bought it, it is very likely that your PC is infected. Over 9. 8% of PCs today are infected by spyware and adware. We want to help you make the right choice, thus we have downloaded and tested all the spyware cleaning programs on the Internet. To help you save time, we then ranked all the programs based on 5 major criterias. They are the features set, ease of installation, ease of use, safety features and online help & support of the programs. The best 5 spyware cleaning software which have the highest scores are listed below. I strongly advise that you do not pay for any other Spyware Software other than the ones listed below! Whatever happens, I wish you a healthy and prosperous year. Make the wise, informed choice today. Remember to bookmark us! Donald Chambers, Spyware Software Reviewer. Duelyst Patch 1. 7. Duelystby Counterplay Games / August 3. Denizens of Shim’Zar. We’re proud to bring you Duelyst’s first expansion: Denizens of Shim’Zar! Published on: Mar 1, 2015 @ 9:50. Contributing authors: Anson C & Ryan Kirby. Now that Patch 1.1.1 just rolled out, some changes may heavily affect the way. Patch Notes - Game Guide - Diablo III. Patch 2.1.1; Patch 2.1.0; Patch 2.0.6. All Gargantuan attacks and abilities now correctly benefit from +% Elemental. Elemental weapon skills adjusted. Ver 2.1.0 Patch Notes. Patch Notes - Game Guide - Diablo III. Patch 2.1.1; Patch 2.1.0; Patch 2.0.6. Decoy explosion now deals the damage type of your highest +% Elemental Damage (4. Explore the new cards and new Battle Pet unit type here: https: //duelyst. Card Changes. Along with the release of Denizens of Shim. As always, we made these changes based on extensive community input, play testing, and data mining. Our aim is to improve overall gameplay, deck and card variety, and open up more space for future additions to the game. Core Mechanic Change: Shadow Creep. Shadow Creep tiles now always deal 1 damage, rather than scaling with the amount of friendly Shadow Creep tiles. The following Shadow Creep cards also changed: Shadow Nova: Cost reduced to 4 mana. Abyssal Crawler: Ability changed to: . Additionally, minions that hatch from eggs are. 1.0.0 Release Patch Notes. This patch includes six of these. Elemental Hit: Damage progression past level 1 has been reduced. As the name suggests, Patch 1.1: Elemental Destr. A major new update has gone live for Firefall, bringing with it new types of weapons and weapon damage types. Elemental: War of Magic Patch 1.1 Final Launches. How big are the patch notes? Patch Notes - Game Guide - Diablo III. Patch 2.1.1; Patch 2.1.0; Patch 2.0.6. The Barbarian continues to receive changes to increase elemental diversity. Elemental: Fallen Enchantress and Fallen Enchantress: Legendary Heroes are trademarks of Stardock Entertainment. Steam and the Steam logo are trademarks and/or. News: Elemental: War of Magic 1.1 patch. Sales for Elemental have been steadily increasing thanks. The patch notes are far too long to. Robot Check. Enter the characters you see below. Sorry, we just need to make sure you're not a robot. For best results, please make sure your browser is accepting cookies. Use this section of our site, to uncover detailed information about Keyboard Concerto no.1 in D minor BWV 1052 Bach piano music including free printable sheet music, piano tabs, mp3s, how to learn the piano part and other. Put &fmt=18 at the end of the url. Sorry to those people with really good speakers, I enhanced the bass by quite a bit. This is the new recording done by Glenn Gould in the 1980s. My favourite moment is from. Title: Piano Concerto No. 15 Subject: Public domain Created Date. Harpsichord Concerto No.7 in G minor, BWV 1058 (Bach, Johann Sebastian). 1.1.1 For Piano solo (Kivelidi) 2 Sheet Music. Harpsichord Concerto No.1 in D minor, BWV 1052. Bach piano concerto no. 1 in d minor bwv 1052 - Harpsichord Concerto No.1 in D minor. Composed by Johann Sebastian Bach Piano Reduction,Set of. 1 in D Minor BWV 1052. 1 in D Minor BWV 1052 & Beethoven: Concerto No.2 in B-flat Major Op.19. 1-5 - Gould Remastered. The seven fabulously inventive concertos for solo harpsichord and orchestra mark a key stage in the history of the concertante form. The set was compiled during Bach’s Leipzig years, when he directed the city’s. Download Harpsichord Concerto no. 1 in D minor, BWV 1052 and other music for free from Musopen.org. Royalty Free Music; Sheet Music; Radio. Johann Sebastian Bach Concerto Piano and orchestra Baroque: Johann Sebastian Bach. Find out more about Brahms' Piano Concerto No.1 in D minor. Watch and listen to different recordings and download your favourite. Bach; Beethoven; Brahms; Chopin; Debussy; Handel; Mozart; Rachmaninov; Tchaikovsky; Verdi. Harpsichord Concerto No.1 in D minor, BWV 1052 (Bach, Johann Sebastian). 2.3.1.4 For Piano 4 hands (Waldersee) 2.3.1.5 For Piano solo. Harpsichord Concerto No.1 in D minor, BWV 1052. How to change default programs in Windows 8 - How- To. Windows 8, reviewed, can feel quite different to previous versions of Windows. For example, when you double- click on a photo, it will open in the new Photos app rather than the old Photo Viewer. You can change this just as you did in Windows 7 or Vista, though. You can pick which program opens each type of file, or you can choose which file types are associated with each program. Sometimes you'll see a notification pop up in Windows 8 saying there are new programs which can open this type of file. In Microsoft Windows, each environment variable's default value is stored in the. In 64-bit editions of Windows (XP. The default is 'C:\Program Files\Common.If you click this, a list will appear where you can choose which program should open all files of that type. Alternatively, the first time you open a particular type of file, you may see the list pop up asking you to choose a default program.
However, if you don't see this, simply tap the Windows key (as long as you're not already on the Start screen) and type 'default' without the quotes. This searches for matching apps, and will display Default Programs on the left. Hit Enter if it's the top result or click on it to launch the Control Panel. It will open on the traditional desktop and display the options for default programs. Click the 'Associate a file type or protocol with a program' link. Scroll down the list until you find the file type you're after (there's no search facility). We're choosing . jpg here. Click Change program. Choose the program you want from the list, bearing in mind you may have to scroll down. Default Programs Editor: Yet Another Free Alternative to Windows. Yet Another Free Alternative to Windows Default File. If you are a Windows XP or. My preferred image editor Paint.net was not the default program. How To Change Default Programs In Windows. If you don't find the one you're after in the list, click More options and browse for the program. Add Jim Martin to your Google+ circles and follow Jim Martin and @PCAdvisor on Twitter. Default Programs Editor makes it easy to fix file association. Autoplay settings & Upgrade for 'File Types' options from Windows XP. |
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