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KM Anderson

KM Anderson's Public Library

  • 1. Reinforce AAAWWUBBIS — 
     subordinate conjunctions as “comma causers.”

      

     2. Connect/develop concepts and learn patterns with an invitational attitude towards writing.

      

     3. Participate by listening to musical selection and discuss how the lyrics use clauses as a form of “comma causers.”

      

     4. Imitate the AAAWWUBBIS pattern by following each dependent clause with a comma.

  • By choosing to focus on the practice and on doing the things we need to do to get better instead of focusing on results, we can lift some of the weight off of our shoulders and really enjoy what we are doing.  By focusing on the process over the product, we can learn to love the journey of getting better. 

  • On their first assignment, published as The Norfolk Mystery, they got caught up in a murder. Death in Devon, the second in the series, takes place a week after the events of the previous book, as Morley is invited to give a speech at a school run by an old friend. Naturally, there is another murder. Or was the death of a schoolboy whose body is found on the beach, having apparently driven off the cliff in the dark, an accident?

    Of course it wasn't. Don't be silly.

    The 'Golden Age' of cosy English crime fiction is fashionably maligned these days. There's no point trying to persuade anyone of its merits at this stage. You either get the appeal or you don't.

    Ian Sansom, an English writer based in Northern Ireland, has embarked on a series for those of us who do "get" it, and it really couldn't have been done better.

  • Then I heard an interview with the renowned evolutionary biologist E. O. Wilson in which he addressed why, as a senior professor—and one of the most famous biologists in the world—he continued to teach non-majors biology at Harvard. Wilson explained that non-majors biology is the most important science class that one could teach. He felt many of the future leaders of this nation would take the class, and that this was the last chance to convey to them an appreciation for biology and science. Moved by Wilson’s words, and with the knowledge that William Funkhouser once held the job I was now contemplating, I accepted the position. The need to do well was unnerving, however, considering that if I failed as a teacher, a future Scopes might leave my class uninspired.
  • As the renowned geneticist Theodosius Dobzhansky said: “Nothing in biology makes sense except in the light of evolution.” In other words, how else can we explain why the DNA of chimps and humans is nearly 99 percent identical, and that the blood and muscle proteins of chimps and humans are nearly identical as well? Why are these same proteins slightly less similar to gorillas and orangu­tans, while much less similar to goldfish? Only evolution can shed light on these questions: we humans are great apes; we and the other great apes (gibbons, chimps, gorillas, bonobos, and orangutans) all evolved from a common ancestor.
  • My classes provide an abundance of examples of how evolutionary theory explains biological phenomena, with evolutionary medicine surfacing toward the end of the semester. I focus on four basic points: our evolutionary legacy influences present-day health problems; overuse of antibiotics is causing pathogens to evolve resistance; treating conditions (fever, coughing, sneezing, diarrhea, vomiting) as symptoms of an illness can harm our health, while treating these conditions as adaptations and leaving them to run their course (unless they’re acute) can benefit our health; and how the ecological phenomenon of “corridors” (not washing hands, openly sneezing and coughing, shaking hands, unprotected sex) causes pathogens to spread easily, permitting them to evolve greater virulence, while maintaining “barriers” (washing hands, covering your mouth when sneezing and coughing, not shaking hands, using condoms) causes pathogens to evolve lower virulence.

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Apr 21, 15

Quarbonia Baritone fiddle "indestructible" K: sounds like a cello!

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