1. There are free online calculators to find the sun angle for a given location and time of year. 2. Use the Pythagorean Theorem. 3. Width of the tree will be the width of the shade. Well, within a millionth of an inch. 4. The angle of the tree should be 90 degrees. Measuring from the house to the trunk would be a good estimate of the distance of the tree's crown since it should be directly above the trunk. So using the letters from the free online calculator A = 77 degrees. That's the altitude angle of the sun for Phoenix on June 1 at 12 noon. a = height of tree minus the height of whatever you wanted shaded. So say a 40' (50' - 10' wall). Hit "Calculate" and you get b, the distance to plant the tree from the house, 9.23 feet. I'm not sure what you're asking in #3, but the azimuth angle will tell you how the shadow moves throughout the day. You use the right triangle calculator again, but this time a = distance of tree to house.

It's been a year since we moved into our house, and I do believe that there was bad energy in it at the beginning. After I posted here, I read more and decided to do some things to turn the energy around and it seems it worked! I think a big part of it was just working on my inner energy and bringing this up with my partner. He's not the type of person who would believe in bad energy and haunted places, but he agreed that something was off here and that we should try to do something about it. It can't hurt, right? I cleaned the whole house very thoroughly, and while I was doing it, I was repeating my intentions and good thoughts about the house and the life we want to build here. I also repainted some walls and added a few details that bring good memories. Then I bought sage and went through all rooms and corners to clear the air. It also helped when I added a few green plants that should clear the air. I think that adding something alive to the space helps, too. This was a newly built house and I don't think it was as bad as it could be with the houses that are here for generations and accumulating a lot of energy (good and bad), so that's why I think these small things we did, helped us to live happier here. I started to believe that places have energy when I was driving through Poland a few years ago and not even knowing where exactly I was, I started to feel that something is wrong and dangerous. We were actually passing by Auschwitz which we realized after a few minutes of that "feeling"... Maybe I'm the one who's more sensitive to this, but I believe that we all have some sort of antenna for these kinds of things, someone recognizes it, someone denies it.

maybe they've changed the rules of math since the 70's, but you "always" solve the equations in parenthesis first. Then if the equation calls for multiplication directly to the left of the parenthesis, then you multiply that number by the equation in parentesis. Once that is concluded, then you move to the farthest left of the problem and begin to solve each equation until the entire problem is solved. In this problem, you begin with the equation (1+2). Then you find that it wants to be multiplied, so you multiply the equation by 2. Then you go to the furthest left (the beginning) and see that the solved equation (6) must be divided into 6. Therefore, the concluded answer can only be 1. I understand why some solve the equation in parenthesis first, then move to the beginning and divide 2 into six, and then multiplication last; to come up with nine. Although division and multiplication are equal in their operation, multiplication "ALWAYS" preceeds division in the operation of any mathematical conclusion to a problem. All mathematical equations within this problem must be solved by doing the multiplication before doing the division: if the division preceeds the multiplication. Here's why. What if the problem were: 2 divided by 2(1+1)= X What would your answer be? Those who said that the answer to this site's problem was 9, would say the answer to this problem is 2. However, the answer should be one half or .5 Remember, both problems began by asking you to take a (whole) number and dividing it by the results of solving the proceeding equations. Instance: 6 divided by .... = X Some said 9; while others said 1. How do you get an increase of 3 after adding 2 + 1 together, but then never ordering it to be added to 6? Notice that the problem ordered that 2 be multiplied to the equation (1 + 2); not 3. You would have to re-write the problem: 6 divided by 2 + 2(1 + 2) in order to get 9. The problem asked: What is 6 divided by 2 x (1 + 2)? The answer then correctly would be 1.

Yes, it really is that bad - particularly for children who have language-based difficulties. It teaches too many different ways to calculate for the average K-5 student. It allows NO time for mastery. It is a rebirth of the "new math" that totally flabbergasted me in the 1970's. I was unable to even contemplate math at an algebraic level until I was 25 years old. I blame that directly on the type of math that was being taught to me then. I hated it! I practically had "flashbacks" when our school began using Everyday Math. My children are frustrated at every turn. The only good thing I have to say about it is that some of the games are good to introduce concepts. The remainder of the program however, is no less than ridiculous. My second-grade daughter just tonight finished her math paper in a 1/2 an hour. She also has spelling and reading left to do. She's seven years old. How "wacked" is that? Children are being taught to test. That is absolutely no way to learn! When I substituted in my son's first-grade class, we had math centers. This is where I learned first-hand how frustrated the kids were with this math. It was ridiculous. I see much more benefit to teaching basic arithmetic BEFORE teaching 15 different "shortcuts" to calculations. For one thing, basic arithmetic teaches children how to SLOW DOWN and follow distinct "steps" to gain an appropriate answer. AFTER they MASTER that, THEN we can teach them a shorter way to do things. We wouldn't want our engineers to "short-cut" our bridges now would we? Yet many students who could otherwise develop fantastic ideas will be frustrated out of doing so by this mind-numblingly foolish math. Oh, and as a side-note, following the passage of a recent assessment, my son completely forgot how to do "partial sums." Hmmmmmm....this is probably a good thing considering my friend (who is a physician's assistant) teaches nursing students complicated dosage calculations at a local college yet can't help her 4th grader with her Everyday Math. Her husband (who is a technician in a cardiac catherization clinic at a local hospital) won't even look at it much less attempt to do it. If they are struggling with it, I have hope that my son will come to learn to like plain "old-fashioned" math, and at the least, be able to calculate his checkbook without following 4 different steps to do it.