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Business & Biology of Raising Earthworms. Do you want to produce great compost for your plants and flowers? Many Texans are interested in raising earthworms as a hobby, for their own use, or as a source of income. Because the physical. Learn all you wanted to know about common earthworms with pictures, videos, photos, facts, and news from National Geographic. Read this before you invest money in raising. Exploring Profits in Worm Farming. Business Biology Raising Earthworms Pdf MergeThe Star Online NEWS Latest Nation BUSINESS Regional World SPORT TECH. Asian earthworms wreak. Bower, associate biology professor. The Earthworms of Business. Biological invasions belowground earthworms as invasive species pdf. Do you want to breed your own worms for fishing or feeding your fish and reptiles? Do you want to turn your worm farming hobby into a source of additional income? If so, then Business & Biology of Raising Earthworms is a must- have manual for you. It covers all of the technical and business aspects of raising earthworms so you can start your own home worm farm. Business & Biology of Raising Earthworms consists of 2 parts: Worm Farming Basics and Worm Farming As A Business. You'll learn about environmental requirements, worm diseases, setting up worm farming systems, what equipment you need to purchase and other worm basics. You'll also get a complete marketing plan, advertising ideas, contracts and information on all the legalities you need to consider. Major Elements Of A Balanced Literacy ProgramStructuring Your Literacy Classroom: A Balanced Literacy Block. The strongest elements of. Elements of Balanced Literacy by Kiley Best on Prezi. Five Elements of a Balanced Literacy Program Thanks for taking the time to view my presentation about the 5 elements of balanced literacy! Accelerated Reader (A. R.)~It facilitates. The software provides additional information to students regarding reading rates, amount of reading, and other variables related to reading. Renaissance Learning does not require or advocate the use of incentives with the assessment, although it is a common misconception. Teachers can use Response Journals and a rubric to determine the extent to which students have learned and can apply their comprehension strategies. Possible rubrics include: -I would use this one in my classroom: http: //www. U5. 36. B2& -This is perfect for grades 2- 3: http: //eworkshop. Mod. 17. Suggested teacher prompts: ? To be able to accurately understand written material, children need to be able to (1) decode what they read; (2) make connections between what they read and what they already know; and (3) think deeply about what they have read. One big part of comprehension is having a sufficient vocabulary, or knowing the meanings of enough words. Thus comprehension involves combining reading with thinking and reasoning. Diamond, L., & Gutlohn, L. Retrieved from http: //www. Jones, S. Retreieved from http: //www. Peabody Picture Vocabulary Test. The PPVT- IV, updated in 2. The test is given verbally and takes about 2. No reading is required by the individual, and scoring is rapid and objective. Developing an Effective Balanced Literacy Program. Developing an Effective Balanced Literacy. Balanced Literacy Is One Effective Approach. Components of a Balanced Literacy Program Reading Alouds: The teacher reads a selection aloud to students. Read alouds; Promote a love of reading, stimulate the. A Balanced literacy program strikes a balance between both whole language and phonics. The strongest elements of each are. For its administration, the examiner presents a series of pictures to each person. There are four pictures to a page, and each is numbered. The examiner states a word describing one of the pictures and asks the individual to point to or say the number of the picture that the word describes. Check the meaning of five to ten words.*Have students do partner quizzes on five - ten previously studied words.*Have an . Students may not even need the incentive of extra credit to start listening for them.*Have students answer questions that use the words For example: . Have students explain whether something is a good example of a word or not, and why they think so. For most groups, this activity should be practiced with familiar, concrete words first. It can be used to lay a solid foundation for . Remind students that learning is not about proving what you already know, but about asking questions to change what you don't know into what you do know. The most effective approaches to vocabulary development include: *active learning*connections to previous knowledge of concepts, related words*multiple repetitions (1. Illustrate the words Show pictures or video clips that demonstrate the meaning of a word. Have students draw and label something illustrating the meaning of the word. This is not limited to concrete nouns . The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as well as finely crafted caricatures. Be sure, though, that the student doesn't replace an abstract idea with a concrete example of it. This can be done by showing different ways that the idea is expressed and having the students discover what makes them valid illustrations ? See how quickly students can convey the essence of a words meaning on the board . This works especially well with words describing visual concepts, like many geography terms. Again, make sure students don't oversimplify things . Have a word bank with five vocabulary words and five sentences with blanks, and have the students decide which word goes in which blank. Your challenge will be constructing sentences which only match with one word, so small groups of words are better. These exercises are also opportunities for you to give a wider scope to a word, and discuss how that word fits into a sentence that the students might not have considered. According to Michael Graves (2. Reading Rockets) ~The knowledge of words and word meanings~Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word- learning strategies (Reading Rockets). Retrieved from http: //www. As the student is reading, complete the oral reading accuracy and reading fluency assessments. After the student finishes the passage, check for understanding through explicit and implicit questions. Also, ask open- ended questions about the vocabulary found in the passage. This assessment can be given to students in grades one through twelve. Students should be expected to master age- appropriate material. When should it be assessed? The informal reading inventory is an on- going assessment, and should be completed several times throughout the child's schooling. In kindergarten, perform the informal reading inventory twice per year, at mid- year and at the end of school. In first and second grades, it should be done three times, at the beginning of the school year, at mid- year, and at the end of the year. If a child is struggling, the inventory should be done more often in order to have an accurate picture of the child's progress. Experts say that children should have 7 readings or exposures to a text for optimal comprehension. Here are some of the ways to provide those 7 exposures: *Child read aloud*Teacher read aloud*Buddy read*Whisper read*Read in a phonics phone*Read silently*Make the text into a cloze passage (leave out the sight words) and have the children use context clues to add them back in.*Scramble it up and put in order* Have the students read to a lower grade.*Record student's reading into powerpoint, MP3, moviemaker. Listen to your recording! Listen to a friend's recording!*Re- enact the reading with friends*Volunteer (fireman, grandmas). After hearing the teacher read and discuss a selection, students reread the text together. Choral reading helps build students' fluency, self- confidence, vocabulary knowledge, motivation, and enjoyment of literature. Reading and rereading shared texts may have the additional benefit of building a sense of community in the classroom (Read. Strong). Choral Reading strategy in action! The ability to read words quickly, automatically, and accurately. Essential for students to be able to comprehend or gain meaning from text. Fluency is highly related to comprehension. According to the Center on Teaching and Learning at the University of Oregon, . STAR Early Literacy Computer- Adaptive Diagnostic Assessment. The cognitive elements supported in this assessment include: Reading Comprehension. Decoding. Cipher Knowledge. Knowledge of Alphabetic Principle. Letter Knowledge. Concepts About Print. Background Knowledge. Semantics (Vocabulary and Morphology)Phonological Awareness One of the subtests includes - - Phonics (PH) - - Student must demonstrate understanding of long vowels, short vowels, beginning and ending consonants, consonant and vowel replacement, word families (onset and rime), consonant blends, clusters and digraphs. Abecedarian Reading Assessment. These are just some of the skills assessed with this assessment: Letter Knowledge - - Students must quickly and correctly identify upper- case and lower- case letters (mixed) of the alphabet. Students must also not incorrectly identify . Letter Recognitionhttp: //www. GK- 1/P. There are also resources listed, strategies to use, and ways to differentiate your phonics instruction. When reading with an emergent reader: - Model finger- point reading. That means to follow the words with your finger from left to right as you read them. As your emergent reader starts to read, they will learn to do the same thing. When your child is finished with a book, be sure to talk about what happened in the story, and maybe . Talk about any interesting words or new concepts. By sharing a book with a child, you're sharing the joys and excitement of reading. Read. Write. Think activity (can be found online at the following link http: //www. This lesson uses whole- to- parts phonics instruction as an approach to beginning reading. Letter- sound correspondences are taught within a meaningful context in an explicit, systematic, and extensive manner. This lesson uses onset- rime analogy to present word families and spelling patterns. An onset is the consonant letter before the vowel in a given word or syllable, and a rime is the vowel and consonants that follow the vowel in a given word or syllable. Thus, in the word bill, the onset is the letter b and the rime is the letters ill. Furthermore, this lesson supports cooperative and integrative learning where students and teacher learn together and carry out tasks collaboratively. A plethora of phonics resources, activities, and instructional materials can be found by clicking the link below! ULQV5. 47o. BUA An understanding of the alphabetic principle and the ability to apply this knowledge in the decoding of unfamiliar words. The features of phonics include: letter- sound relationships, decoding strategies, and word recognition. Read Alouds Directions: Read and reread stories that play with language. Nursery rhymes, chants, and Dr. Seuss books usually play a large role in this development. Cunningham and Dorothy P. Carson- Dellosa) Some excellent book titles are: Any Dr. Seuss book Good Night Moon by Margaret Wise Brown I Was Walking Down the Road by Sarah Barchas Is Your Mama a Llama? By Deborah Guarino Jessie Bear, What Will You Wear? The ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds. Teachable, essential to learning to read, and a strong predictor of children who experience early reading success. Bloomington, IN: Marzano Reseach Laboratory. It's as Easy as ABC: The Essential Elements of a Balanced Literacy Program. Pre. K- 1., 2. 00. This book contains patterns and activities designed to supplement core literacy instruction, showing students how to work together within large- and small- group settings, independently in learning centers, or at home with their parents. It offers a listing, definition, and implementation ideas for integrated literacy instruction. These patterns may be used on hats, as flashcards, for alphabet or coloring books, puppets, alphabet strips, or word wall labels. Also contains activities and a student- made book pattern for each poem. Box 5. 00, Peterborough, NH 0. Item #7. 50. 2). Tel: 8. Toll Free); Fax 6. Web site: http: //www. Project management is the discipline of initiating, planning, executing, controlling, and closing the work of a team to achieve specific goals and meet specific success criteria. A project is a temporary endeavor designed to. 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NOTE - The use of the two remaining contacts will be defined in. Voltage and current values. Abbreviations: Vih : High level input voltage. Smart Card Magic.NET is a simple development environment for MIFARE- ISO/IEC 14443-und ISO/IEC 7816 smartcards. Smart Card Magic.Net is a powerful graphic user. It is easy to use, open to anyone, requires no special training, and competitively priced. This is a set of applications and a package of routines for talking to ISO 7816 smart cards. The application run on Unix (linux and bsd) and PalmOS. AT10700: Smart Card Interface using USART. Atmel-42641A-Smart-Card-Interface-using-USART-ISO7816-in. Smart Card Device Configuration The ISO/IEC 7816-3. The primary standards for smart cards are ISO/IEC 7816. Interindustry Smart Card Commands (ISO 7816-4) As was mentioned previously, in an effort to provide some standardization among smart cards, an interindustry command. Vil : Low level input voltage. Vcc : Power supply voltage at VCCVpp : Programming voltage at VPPVoh : High level output voltage. Vol : Low level output voltagetr : Rise time between 1. Fall time between 9. Iih : High level input current. Iil : Low level input current. Icc : Supply current at VCCIpp : Programming current at VPPIoh : High level output current. Iol : Low level output current. Cin : Input capacitance. Cout: Output capacitance. This contact is used as input (reception. Two possible states exist for I/O: mark or high state (State Z), if the. When the two ends of the line are in. Z. When the two ends are in non- matced. Duringoperations, the interface device and the card shall not both be. Table 1 - Electrical. I/O under normal operation conditions. This contact may be to supply the voltage. Two possible states. VPP: Idle state and active state, as defined in table 2. The. idle stateshall be maintained by the interface device unless the active. Table 2 : Electrical characteristics of VPP under normal. Rise of fall time : 2. The. rate of change of Vpp shall notexceed 2. V/us. The maximum power Vpp*Ipp shall not exceed 1. W when averaged. over anyperiod of 1s. The actual frequency, delivered by the. CLK, isdesignated either by fi the initial frequency during the answer. Duty cycle for asynchronous operations. Care shall be taken when. Table 3 - Electrical. CLK under normal operation conditions. Table 4 - Electrical. RST under normal operation conditions. This contact is used to supply the power. Vcc. Table 5 - Electrical. VCC under normal operation conditions. Symbol. Minimum Minimum Unit. Vcc. Icc 4. 7. 5 5. V m. A 2. 3. 3) Operating procedure for. This operating procedure applies to every integrated. The dialogue between the interface device. These operations are specified in the. NOTE : An active state on VPP. Connection and activation of. The electrical circuits shall not be. The activation of the contacts by the. RST is in state L; VCC shall be powered; I/O in the interface device shall be. VPP shall be raised to idle state. CLK shallbe provided with a suitable. The I/O line shall be setto state Z within 2. CLK (time t. 2 after T0). An internally reset card reset after a few. The. Answer to Reset on I/O shall begin between 4. CLK (time t. 1 after. T0). A card with an active low reset is reset. RST in state L forat least 4. CLK(time t. 3 after T0). Thus if no Answer to Reset begin within 4. RST in state L, RST is put to state H (at time. T1). The. Answer to Reset on I/O shall begin between 4. RST (time t. 1 after. T1). If the Answer to Reset does not begin. RST in state H (t. T1), the signal on RST shall be. L (at time T2) and the contacts shall be deactivated by the. Figure. 1 : Reset of the card. With a card answering synchronously, the interface device sets. L (See figure 2). VCC is the powered, VPP is set. CLK and RST remain in L state, I/O is put in reception. RST shall be maintained in state H for at. L again. The clock pulse is applied after an. The duration of the state H of the clock pulse. The time interval between the falling. CLKand RST is t. 11. The first data bit is obtained as an. I/O while CLK isin state L and is valid after an interval t. RST. Figure. 2 : Reset of the card when a synchronous answer is. NOTES: The internal state of the card is. Therefore the design of the card has to avoid improper. In order to continue the dialogue with. RST shall bemaintained in the state where an answer occurs on I/O. Reset of a card can be initiated by the. Interface devices may support one or. The priority of testing for asynchronous or. Deactivation of the contacts. When information exchange is terminated or. The deactivation by the interface device. State L on RST; State L on CLK; Vpp inactive; State A on I/O; VCC inactive; 2. Answer to Reset: Two types of transmissions are considered: Asynchronous transmission: In this type of transmission, characters are transmitted on. I/O linein an asynchronous half duplex mode. Each character includes. Synchronous transmission: In this type of transmission, a series of bits is transmitted. I/Oline in half duplex mode in synchronization with the clock. CLK. a - Answer to Reset in. The nominal bit duration used on I/O is. Elementary Time. Unit (etu). For cards having internal clock, the. For cards using the external clock, there. Elementary Time Unit used on I/O and the period. CLK. The initial etu is 3. Hertz. The initial frequency fi is provided by. CLKduring the Answer to Reset. In order to read the initial character. TS), all cards shall initiallybe operated with fi in the range of 1 MHz to 5 MHz. Character frame during answer. Prior to the transmission of a. I/O shall be in state Z. A character consists of ten consecutive. A; eight bits of information, designated. A data byte consists of 8 bits. Conventions (level coding, connecting. Z/A to digits 1 or 0: and abit significance, connecting ba.. TS, which is transmitted by the card in. Parity is correct when the number of ONES. Within a character, the time from the. When searching for a start, the receiver. I/O periodically. Thetime origin being the mean between last observation of level Z. A, the start shall be verified before 0. Parity is checked on. NOTE : When searching for a start, the. The delay between two consecutives. I/O is in state Z. A data byte consists of 8 bits designated. Thetime origin being the mean between last observation of level Z. A, the start shall be verified before 0. Parity is checked on. NOTE : When searching for. The delay between two consecutives. I/O is in state Z. Figure 3: Character frame. During the Answer to Reset, the delay between the start. Thismaximum is named initial waiting time. Error detection and character. During the answer to reset, the following characters. This procedure is. T=0; it is optional for the. The transmitter tests I/O (1. If I/O is in state Z, the correct. If I/O is in state A, the transmission. The disputed character shall be repeated after a. When parity is incorrect, from. A for 1 etu minimum and 2 etu maximum. The interface device shall be able to. Answer to Reset response sequence. Structures and content. A reset operation results in the answer from the card consisting. TS followed by at most 3. T0 .......... Interface. Optional) T1, T2, .. The. specification ofthe historical characters falls outside the scope of this part. ISO/IEC7. 81. 6. For national simplicity, T0, TAi, .. A bit. synchronization sequence (Z)AZZA isdefined for the start bit and bits ba bb bc (see figure 5). The last 3 bits bg bh bi shall be AAZ for. NOTE : This allows the. An alternate measurement of etu is a third of. TS. Transmission. The two possible values of TS (ten. Inverse convention : (Z)ZZAAAAAZwhere logic level ONE is A, ba is b. Fwhen decoded by inverse convention. Direct convention : (Z)ZZAZZZAAZwhere logic level ONE is Z, ba is b. Bwhen decoded by direct convention. Figure 5 : Initial character TSStructure of the subsequent characters in. Answer to Reset. The initial character TS is followed by a. The format character T0 and,optionally the interface characters TAi, TBi, TCi, TDi and thehistorical characters T1, T2, .. When TDi is not transmitted, T=0 is used. T=0 is the asynchronous half duplex. T=1 is the asynchronous half duplex block transmission protocol. T=2 and T=3 are reserved for future full duplex operations. T=4 is reserved for an enhanced asynchronous half duplex. T=5 to T=1. 3 are reserved for future use. T=1. 4 is reserved for protocols standardized by ISO. T=1. 5 is reserved for future extension. NOTE : If only T=0 is. TCK shall not be sent. In all othercases TCK shall be sent. Specifications of the global interface bytes. Among the interface bytes possibly transmitted by the card in. TA1,TB1, TC1, TD1. These global interface bytes convey. Parameters F, D, I, P, NThis initial etu is used during answer to reset is replaced by. F is the clock rate. D is the bit rate adjustment factor to determine the. For internal clock cards: initial etu = 1/9. D)*(1/9. 60. 0) s. For external clock cards: initial etu = 3. D)*(F/fs) s. The minimum value of fs shall be 1. MHz. The maximum value of fs is given by table 6. I and P define the active state at VPP.- Maximum programming current : Ipp = 1m. A- Programming voltage : Vpp = P. VN is an extra guardtime requested by the. Before receiving the nextcharacter, the card requires a delay of at least (1. N) etu from. thestart leading edge of the previous character. No extra guardtme. The default values of these parameters are: F = 3. D = 1 ; I = 5. 0 ; P = 5 ; N = 0. Integer values in global interface bytes. The global interface bytes, TA1, TB1, TC1. TB2 code integer values FI,DI II, PI1, N, PI2 which are either equal to or used to compute. F, D, I, P, N presented above. TA1 codes FI over the most significant. DI overthe least significant half byte (b. TB1 codes II over the bits b. PI1 over the 5 leastsignificant bits b. The most significant bit b. NOTE : The interface device may ignore the. TB1. TC1 codes N over the eight bits (b. TB2 codes PI2 over the eight bits (b. Table 6: Clock rate conversion. FFI0. 00. 0 0. 00. FIInternal clk. 37. RFUfs (max) MHz - 5. FI1. 00. 01. 00. 11. FIRFU5. 12. 76. 81. RFURFUfs (max) MHz - 5. RFU : Reserved for Future Use. Table 7: Bit rate adjustment. DDI 0. 00. 00. 00. DRFU1. 24. 81. 6 RFURFUDI 1. DRFURFU1/2. 1/4. 1/8. RFURFU : Reserved for Future Use. Programming voltage factor P. PI1 from 5 to 2. 5 gives the value of P in. ISO- 7. 81. 6 smartcard interface for Arduino – The Lair of Mako. Hmmmm. Kinda got distracted and didn’t post as much as I should’ve. Anyway, the next thing is an ISO- 7. Arduino. What is it? This Arduino sketch lets you talk to some ISO- 7. T=0 protocol at the usual baudrate and with the direct convention – in other words, quite a lot of them. In particular, it lets you speak to smartcards you’ve developed yourself using the open source SOSSE framework. It uses the same pinout as the Funcard programmer, so you can use the same hardware to program the cards with SOSSE as you do to communicate with them. What’s the catch? It only supports the T=0 protocol with direct convention, and only at one particular baud rate. It uses interrupts and timers in a very low- level way, which also means that you can’t easily change what pin is used for what. The protocol it uses to speak to the computer is oddball, and you need to write your own software to understand it. It has very little intelligence, leaving the host PC to do most of the work. Where do I get it from? You can download it from here for now. Buy Smart. Sketch today! In the U. S., please call 1. 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An example of how to turn a Java class into a Windows service using the open. Have you ever needed to run a Java class unattended on a Windows. On Windows systems, Java applications are run in a command prompt. The first step in turning our HelloWorldServer class into a service is configuring the Java Service Wrapper to run our application. Java Service Wrapper is the easiest way to make your product more reliable. Tanuki Software; Java Service Wrapper; Home; Product. Run a Java application as a Windows Service or UNIX Daemon; Java Application Reliability. Facebook; Google+; LinkedIn; Twitter; What is Apache Commons Deamon Procrun? Procrun is a set of applications that allow Windows users to wrap (mostly) Java applications (e.g. Tomcat) as a Windows service. Hello. World. App is not the same as helloworldapp. To do this in Notepad, first choose the File > Save As menu item. Then, in the Save As dialog box: Using the Save in combo box, specify the folder (directory) where you'll save your file. In this example, the directory is myapplication on the C drive. A lesson on compiling and running a simple program. To make a Java program that runs at certain time is not difficult, we can just use java.util.Timer and java.util.TimerTask classes, here is the code. In the File name text field, type . You can do this from the Start menu by choosing Run.. The shell window should look similar to. A shell window. The prompt shows your current directory. When you bring up the prompt, your current directory is usually your home directory for Windows XP (as shown in the preceding figure. To compile your source file, change your current directory to the directory where your file is located. For example, if your source directory is myapplication on the C drive, type the following command at the prompt and press Enter: Now the prompt should change to C: \myapplication>. Note: To change to a directory on a different drive, you must type an extra command: the name of the drive. For example, to change to the myapplication directory on the D drive, you must enter D: , as follows: C: \> D. D: \> cd myapplication. D: \myapplication> If you enter dir at the prompt, you should see your source file, as follows: C: \> cd myapplication. C: \myapplication> dir. Volume in drive C is System. Volume Serial Number is F2. E8- C8. CC. Directory of C: \myapplication. PM < DIR> . At the prompt, type the following command and press Enter. The compiler has generated a bytecode file, Hello. World. App. class. At the prompt, type dir to see the new file that was generated as follows: C: \myapplication> javac Hello. World. App. java. C: \myapplication> dir. Volume in drive C is System. Volume Serial Number is F2. E8- C8. CC. Directory of C: \myapplication. PM < DIR> . Run the Program. In the same directory, enter the following command at the prompt: You should see the following on your screen: C: \myapplication> java - cp . Hello. World. App. Hello World! Your program works! If you encounter problems with the instructions in this step, consult the. Common Problems (and Their Solutions). How to run Java Program as windows service? So for that I think the solution will be to run it as windows service, that is the first problem on how to do it. I hope that is clear enough . Multimedia and Graphics.
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