In one sentence, describe what the following article is about: " This can be found by selecting the Start Icon, then "Control Panel," and then selecting "Network and Internet." In this method, you will be deleting temporary internet files, which accumulate when you visit certain websites. They serve as your browser's cache and save pages and content like videos and music so that the next time you visit that site it will load faster. " Under Browsing History, select "Delete." This will prompt a window that will ask you to confirm that you wish to delete these files. Select "Delete All" and then "Yes." " This will delete all of the Temporary Internet Files folder on your computer in order to free up space on your disk. Once you have done this, exit out of the program and determine the amount of space you have freed up on your hard drive. You can do this by going to Computer and then clicking on your hard drive. The amount of space you have will be in the bottom of the window.
Summary: Go to "Internet Options. Select the "General Tab. Click "Ok. Finish up.

In one sentence, describe what the following article is about: Clarify to your students that an inference is not a random guess, but a guess based on observations and a logical conclusion about what is happening. Explain to them that there are many inferences we can draw from images, then show them a few pictures and ask them to make inferences. You can also describe inferencing to students as “reading between the lines.” Students will need to look at facts and evidence they’re presented with (in literature or their daily lives) and infer a logical conclusion. When students state the obvious, they rely only on their powers of perception. Making an inference requires students to go a step farther. In fact, making an observation and stating the obvious is a step that comes right before making an inference. If students look at a specific image, inferencing requires more than just describing the photo.  For example, a student could state the obvious by saying, “That woman in the picture is wearing a square hat on her head.” From this obvious statement, the student could construct a correct inference: “The woman in the picture is graduating from high school or college.” This works best if the context of the picture is not immediately clear. For example, show students a picture of a person wearing a bathing suit and suspended in midair. Ask them to make observations about the picture. Eventually they’ll infer that the person is diving.  Remind students that their answers must make sense and be logical to form a good inference. If a student suggests, “He’s flying!” remind the student that people can’t fly. If a student suggests, “She’s skydiving,” point out that the person is not wearing a parachute, and that people don’t skydive in swimwear. Inference and prediction are related but not the same. When students predict, they make an educated guess about what will happen next. When students infer, they make an educated guess about what is currently happening. Explain this to students with the visual aid. When looking at the image of a person diving, a logical student prediction would be, “this person is about to land in the water.” A logical student inference would be, “this person is in the act of taking a dive.” As you work through this activity, clarify to students that, although inferences can be subjective, it’s possible to draw incorrect inferences too. Urge students to make logical connections to avoid incorrect inferences.  For example, if a student looked at the picture of the diver and said, “He’s performing in a circus,” the student would be making an inference, but an incorrect one. You could say, “His swimsuit could be part of a costume, but I don’t see any clowns or acrobats in the picture, so he’s probably not part of a circus.”
Summary: Tell students that inferencing is like making an educated guess. Distinguish inferencing from stating the obvious. Show students a photo and ask them to infer what’s going on. Distinguish inferencing from making a prediction. Explain that inferences can be wrong.

In one sentence, describe what the following article is about: At 10 or 11, they should, but good rules are:  No fighting No swearing Don't be rude Don't answer back  If you are still going to spank, follow these guidelines:  Don't do it in anger, wait for the next day. Don't do it bare. Their 'front - bottoms' will have started developing, and it will be embarrassing, humiliating and cruel. To some people this may seem the point of a spanking, but a spanking is to stop a child from doing something. See How to Give a Spanking for more information. Don't do it to hard. Don't use an implement. It is abusive and indeed illegal in some places.
Summary:
Make sure they know the rules. Make sure they know the punishment for breaking rules. At 10 or 11, spanking should not be necessary, and in some areas is illegal. Grounding, or taking away things like toys, electronics or favourite books is often a good enough punishment.