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This Study Jams! Finding a Fraction of a Set interactive also includes: - Answer Key - Join to access all included materials Finding a fraction of a number is just multiplication in disguise. Young mathematicians can interact with this lesson to practice using multiplication to find a percent of a whole number. The narrator goes over how to put the number over one and multiply the numerators and denominators. After they have gone through the lesson, they can try the challenging questions in the test section. - Good variety of questions in test section - Goes step by step through the problems - There is an error for questions #3 in the Test Yourself, the feedback is correct but has the wrong answer selected

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DAY 3 - The Unit Circle - Mary H. Bruce - EMAT 6690 Objective: Students will be able to generate degrees, radians and coordinates of the unit circle and find exact values of trig functions using this knowledge. Recall from day 2 that radian measure is simply arc length. A unit circle is defined to be a circle of radius 1. Thus from circumference = 2Πr one can understand that 2Π is the radian measure that corresponds with one full revolution around the circle. Using this knowledge and that gained from the previous days' discussions, the radian measures and their corresponding degrees around the unit circle can be calculated. If the circle is a unit circle then the radius must be a length of 1, and dropping a perpendicular from a point on the unit circle to the x-axis creates a right triangle as discussed day 1. The radius of 1 equates to the hypotenuse of the right triangle formed having a length of 1. Using previous knowledge of 30-60-90 and 45-45-90 triangles from geometry, coordinates around the unit circle can be derived. The complete unit circle: Notice that the ordered pairs are based on the reference angles that go with each angle and signs of the coordinates correspond to the particular quadrant that contains the terminal side. Click here for a GSP animation. Based on the trigonometric ratios from day 1, with a hypotenuse of 1, we can see that the x-coordinate is simply the cosine of Θ (actually rcosΘ), and the y-coordinate is the sine of Θ (actually rsinΘ). The tangent ratio could be calculated by dividing the y-coordinate (opposite side) by the x-coordinate (adjacent side). Thus, tanΘ = sinΘ/cosΘ. Example 1: Find exact values of the following: RETURN to Instructional Unit Outline

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Comparing Fractions Printables includes 24 comparing fractions practice pages in which students create a visual representation of a given fraction. Using the visual fraction model, students will compare fractions to one half by reasoning about their size. Students will record the results of fraction comparisons with the symbols >, =, or <, and justify the conclusions. Students will represent fractions on a number line diagram, recognizing equivalent fractions as having the same point on a number line. Encourage students to justify their conclusions. For example, this fraction is equivalent to one-have because it is shares the same point on the number line. Check out the preview for a closer look. • Display the printables on an interactive whiteboard to use the printables as a whole group lesson, RTI intervention, or an interactive math center. The answer keys may be helpful for instruction as well. • Laminate or place printables in sheet protectors so that students may use dry erase markers to complete during math centers or small group instruction. • Print smaller versions for students to write on with colored pencils. Print 4 or 6 pages per sheet. Select pages to print __ to __ Under "paper sizing and handling click multiple. Then click the desired number of pages per sheet. Set orientation to landscape. • Select specific pages to print to use as an assessment. • Create your own fraction comparisons using the blank printable included. You may also like the following Fraction resources: Fractions: 3 Grade Bundle Fractions: Comparing Fractions Printables Fractions: Fraction Centers Fractions: Improper Fractions and Mixed Numbers Snowball Fight Fractions: Common Core Fraction Lesson Fractions: Fraction Picture Cards Fractions: Measuring Inches Snowball Fight Fractions: Fraction & Decimal Zombie Task Cards Fractions: Fraction Cootie Catchers Fractions: Comparing Fractions 3rd grade Fractions: Comparing Fractions Fractions: Fraction Teaching Slides and Printables Fractions: Improper Fractions and Mixed Numbers Roll and Color Bears Fractions: Improper Fractions and Mixed Numbers Roll and Color Spiders Fractions: Fractions on a Line Plot Fractions: Visual Number Line Fractions: Capacity Fractions of Ounces and Cups Fractions: Ordering Decimals Fractions: Spanish and English Fraction Picture Cards

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We’ve seen that if an object is less dense than water, it will float partially submerged. But a paper clip can rest atop a water surface even though its density is several times that of water. This is an example of surface tension: The surface of the liquid behaves like a membrane under tension . Surface tension arises because the molecules of the liquid exert attractive forces on each other. There is zero net force on a molecule within the interior of the liquid, but a surface molecule is drawn into the interior (Fig. 12.15). Thus the liquid tends to minimize its surface area, just as a stretched membrane does. Surface tension explains why raindrops are spherical (not teardrop-shaped): A sphere has a smaller surface area for its volume than any other shape. It also explains why hot, soapy water is used for washing. To wash clothing thoroughly, water must be forced through the tiny spaces between the fibers (Fig. 12.16). This requires increasing the surface area of the water, which is difficult to achieve because of surface tension. The job is made easier by increasing the temperature of the water and adding soap, both of which decrease the surface tension. Surface tension is important for a millimeter-sized water drop, which has a relatively large surface area for its volume. (A sphere of radius r has surface area 4pr2 and volume (4p/3)r3 . The ratio of surface area to volume is 3/r, which increases with decreasing radius.) But for large quantities of liquid, the ratio of surface area to volume is relatively small, and surface tension is negligible compared to pressure forces. For the remainder of this chapter, we’ll consider only fluids in bulk and ignore the effects of surface tension.

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The Generic Art Game was created by Project Muse (Museums Uniting with Schools in Education), at the Harvard Graduate School of Education. Grade(s)- Pre-K, Primary (K-2), Intermediate (3-5), Middle (6-8), Secondary (9-12) Subject(s) - Language Arts, Art Students will identify the basic elements of art in a work of art through discussion and writing. Students will have an enhanced understanding of art and observational skills. Art work (reproductions, or their own works) 1. Young children love this lesson and love discussing their work with classmates. With older students, hold a discussion critical of their art (try to keep it positive) or ask them to write responses to the following questions: Look at the art work in front of you. List the colors you see in the art work. What objects do you see in this art work? What is the main subject of this art? List what you find. Is there a story going on in this art? What exactly is going on? Write down what you see happening, no matter how small. Does anything in this art remind you of anything from your own life? List what you find in the art work that reminds you of this. (Colors, objects, or events) Why does it remind you? Write it down. Does this art look real or is it changed so that you pay more attention to feelings or stories? What ideas and emotions do you think this art expresses? How do you think the artist felt when they created this art work? Does the art work make you feel the same way the artist did? 2. If the class is looking at more than one piece of art work at once, you can ask: Take a look at the other works of art displayed in the room. Do any of them look alike? If so, what is the same? ( e.g. objects, feelings, events, and the way they are made) What is different? What title would you have called this work of art if you had made it yourself? Does the title of the work match what the artist was trying to say in their art? 3. Have students reflect on their observations. Think back on other times we've looked at art work in this class. Is there anything different from other times we've done this? Have you learned anything new about yourself or others? Do you like this work of art? Why or why not? Do you feel the same way about this that you did the first time you looked at it? Why? More Art Criticism Art criticism is the way people look at art. Everyone can tell if they love or hate a piece of art without being professional artists. It takes a little time to train your eyes to see things in art you normally don't pay attention to. Frequently, people aren't in touch with their feelings while examining art work. Learning how to criticize artwork properly will allow everyone to better understand works of art and why some might be important. This is especially true with abstract art. More people wouldn't reject abstract art if they were able to get in tune with the message the artist was giving. Art criticism involves four actions. They are: describe, analyze, interpret and decide. Some guidelines to help you are below: Describe - Tell us about the art work. What do you see? Where is the location of the subject in the art? What is the subject matter? What colors to you see? What style of art do you see? Analyze - Look for the elements of art in the art work. How does the artist treat lines, shapes, textures, forms, space, and values? Look for the principles of design in the art work. How does the artist use balance, color, size, variety, proportion, pattery, and rythm. How are the elements of art used in the art work? How are the principles of design used in the art work? Interpret - What is the message or story the artist is telling you? What activities do you see going on? Decide- After examining the art work, what do I think about it? Do I like it? Why or why not? Do you think the artist was successful in conveying an idea or story? If you are confused about the art work, it may help to take a look at the three common aesthetic theories below: Imitationalism/Realism - The artist drew, painted, or sculpted the images in a realistic manner. It is easy to make out the subject matter because of how much it looks like the object the art represents. Formalism/Composition - The artist used the elements and principles of design in the artwork very well. Emotionalism/Feelings- The artist did a good job of getting me to feel a certain way about the art. The message was an important message. Art Criticism Assessment Mrs. Larson's Art Class Rubric and Checklist I have described everything that I have seen in two examples of art. I have included a list of specific details of each example. My list includes 10 details of each work. My spelling is correct. I have analyzed the work and used complete sentences to give examples of how each work uses the elements and principles of design. My sentences use correct spelling, punctuation and grammar. I have interpreted… Three to five sentences are used to convey the personal judgment or feelings you have about each piece of work. These sentences tell why you decided to like or dislike the works. These opinions are based on personal experience as well as informed judgment This assessment follows the guidelines for assessing work located in the Art Connections series published by SRA McGraw-Hill, OH

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1st Grade Computation and Algebraic Thinking Resources This activity is meant to develop flexible, creative thinking about numbers and operations. Your goal is to move a from a starting number to a target number, but there are many ways to do this! Adjust the sliders to control the bounds of the numbers involved. How many dots are there? How do you see it? This number talk resource is designed to give students lots of different ways of seeing and describing a number of dots, but with the added advantage of seeing the dots move from one arrangement to another. Use this with the goal of students flexibly describing many ways of composing/decomposing a number.

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4 Put the equations into y=mx+b form to graph! Graphing ReviewGraph each line.a) y = x b) x – 2y = 6 5 Graphing a Linear Inequality Graphing a linear inequality is very similar to graphing a linear equation. 6 Graphing Inequalities Where do you think the points that are y > x + 2 are located?Where do you think the points that are y < x + 2 are located? 7 Graphing Inequalities The line is the boundary of the two regions. The blue region is the “greater than” (>) area and the yellow region is the “less than” (<) area.YOU WERE RIGHT!! 8 Graphing Inequalities When the line that represents y = x + 2 is solid, not dashed, it means that the points on the line are included in the inequality. So we would state that the blue are can be represented by y ³ x + 2. And, the yellow could be represented by y £ x + 2. 9 Graphing Inequalities When the line that represents y = x + 2 is dashed, it means that the points on the line are not included in the inequality. So we would state that the blue are can be represented by y > x And, the yellow could be represented by y < x + 2. 10 Tell Your NeighborWhat does it mean to be a point in the solution of an inequality?A point in the shaded area of the solution set that fits the inequalityName 1 point in the solution setName 1 point NOT in the solution set 11 Steps to Graphing Linear Inequalities 1. Change the inequality into slope-intercept form,y = mx + b. Graph the equation.2. If > or < then the line should be dashed.If > or < then the line should be solid.3. If y > mx+b or y > mx+b, shade above the line.If y < mx+b or y < mx+b, shade below the line.To check that the shading is correct, pick a point in the area and plug it into the inequalityIf TRUE, you shaded correctIf FALSE, you shaded incorrectly 12 GRAPHING INEQUALITIES INEQUALITYSYMBOLTYPE OF LINE(dashed or solid)WHERE TO SHADE(above or below line)<>≤≥dashedbelowdashedabovesolidbelowsolidabove 20 -3x -3x -4y > -3x + 12 -4 -4 Graph on the coordinate plane. Remember that when you multiply or divide by a negative number..FLIP THE INEQUALITY SIGN!!3x - 4y > 12y-3x x-4y > -3x + 12y < x - 3xBoundary Linem =b = -3 22 Graphing a Linear Inequality Sketch a graph of y 3 23 Graphing an Inequality in Two Variables Graph x < 2Step 1: Start by graphing the line x = 2Now what points would give you less than 2?Since it has to be x < 2 we shade everything to the left of the line.

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Addition is the combining of quantities; it uses the following terms: addend --> 423 + addend -->246= 669 --> sum. Lessons for this standard Resources cannot be aligned to this standard, browse sub-standards to find lessons. Similar standards in other grades Provide practice in the use and selection of strategies. Encourage students to develop efficient strategies. Students should have exposure to a variety of problem types related to addition and subtraction. Examples are represented in the chart below. It is important to note that Join Problems (with start unknown), Separate Problems (with start unknown), Compare Problems (with larger unknown – using “fewer”) and Compare problems (with smaller unknown – using “more”) are the most difficult and should be mastered in grade two. [Graphic cannot be reproduced.] Manipulatives should be used to develop an understanding of addition and subtraction facts. The least number of steps necessary to solve a single-step problem is one. Apply strategies, including place value and the properties of addition to determine the sum or difference of two whole numbers, each 999,999 or less. (b)

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Identify the nouns and verbs in this worksheet. Color the nouns and verbs appropriately. Look at each of the nouns in the work bank. Then rewrite each noun and categorize them as a common or proper noun. Circle the nouns in each of the sentences and then write you own sentence and circle the nouns. Identify the proper nouns in each of the sentences. Then write your own sentence using a proper noun. Color the nouns based on whether its a person, place, thing or idea Rewrite each sentence and identify each of the proper nouns and capitalize them.

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How were the Inca able to control an empire that stretched from (what is now) Colombia to southern Chile? Inca imperial expansion and administration functioned along a number of interrelated avenues. While military expansion through wars of conquest played an important role in extending the empire’s territorial range, the incorporation of subject peoples into administration, including collection of tribute, was essential. Communication and physical infrastructure also went hand in hand, as a network of messengers and couriers moved information along an extensive highway system. The internal structure of the imperial family also played important roles, but it ultimately contributed to the empire’s disintegration on the eve of the Spanish invasion. The religious system, including the deification of the monarchs, was both the underlying principle of and was thoroughly incorporated into administrative methods. A militaristic mindset was incorporated into Inca boys through the childrearing process. Military service was not only required but highly respected. The idea that the emperor had a divine mandate to expand the territory and to convert the newly conquered peoples into the state religion was also crucial. The emperor and empress, who were ideally full siblings, embodied the sun, the principal deity, and the moon. The central government also moved around people form one part of the empire to another. The use of colonists (mitmaqkuna), many of whom had military roles, effectively divided the loyalties of people in the farthest corners of the empire. The local nobles retained considerable power and played instrumental roles in collecting the tribute owed to the empire. In addition, the daughters of the conquered elites were married to Inca-lineage princes, and their territories were incorporated into the imperial lands. Other noble children were taken to Cusco, the capital, to live at court, effectively serving as hostages to prevent uprisings. Communication and transportation were tightly linked. Over thousands of miles of carefully maintained roadway, llama caravans routinely moved goods. At periodic intervals, shrines and storage houses were established and maintained so that ritual obligations were regularly completed. Along with the movement of goods went the movement of information. Chasquis, or runners, physically moved information along the highways. The necessary information was encoded on knot-records, or quipus. check Approved by eNotes Editorial

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By a show of hands, ask students if anyone has heard about thinking traps before. Before sharing the formal definition, give students the opportunity to make educated guesses about what a thinking trap might be. Then, explain that thinking traps are patterns or habits of thought that are inaccurate and keep students stuck in negativity, anxiety, and distress. Let students know that thinking traps can also be called cognitive distortions or thought holes. For simplicity sake, and to avoid confusion, try to choose one term and stick with it. Mention that there are nine common thinking traps that people frequently get stuck in, and which students will learn about today. Divide the class into nine groups of 2-3 students and assign each group one of the nine common thinking traps. Each group will be given a card with the name of the thinking trap as well as a simple definition and example. You will need to print and cut out these cards in advance of the lesson. Thinking traps card available in the downloads section of this page. In their groups, students will have five minutes to define the thinking trap in their own words and give a real-life example of someone who’s stuck in the trap. Once each group has had a chance to understand their thinking trap, they will share their definition and example with the class. This should take about 10 minutes. Try to discuss each trap in the order that they appear on the slides. For each trap, show the corresponding, explanatory slide after the group presents, to make sure that their definitions and examples are accurate. After working through each of the common thinking traps, wrap-up the activity by asking students the following questions: - Now that you have a better idea of what thinking traps are and the most common traps, do you recognize any of these in your own thinking? If so, which ones? - Do you have any “go-to” things that you tell yourself in a negative situation? If so, does that phrase align with any of the thinking traps we discussed? Which one? - Are you conscious or aware of your thinking traps in the moment? Is it easier to assess the accuracy of your thinking in hindsight? - Think about an experience where you were stuck in a thinking trap. How might this thinking trap have affected the way you felt? The way you behaved? The outcome of the situation? Did the thinking trap get in the way of what you wanted to accomplish or how you wanted to show up? Give students the “Thinking Traps” handout, which briefly explains each of the nine common thinking traps and offers a relevant example of the trap.

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Identifying Nouns Worksheet Identifying nouns in. Identifying nouns worksheet. Does not distinguish between sub types. Singular plural and collective nouns worksheet students will read 15 fun sentences themed around a class trip to the zoo. These worksheets review nouns as a person place or thing common and proper nouns singular and plural forms of nouns irregular nouns and collective nouns. These grammar worksheets help kids learn to recognize and use nouns. A noun is a word for a person place or thing. Write a sentence about a person and. Nouns worksheets for second grade. Our large collection of ela worksheets are a great study tool for all ages. Grades k 5 proper and common nouns worksheets. Then they will practice using singular plural and collective nouns in different contexts. All worksheets are free and printable pdf files. Use these proper and common nouns worksheets at school or at home. Grades 6 8 proper and common nouns worksheets. Proper and common nouns help identify a person place thing and idea. Identifying simple nouns as a person place or thing. Grade 1 nouns worksheets. My hamster is fuzzy. While doing this they will identify singular plural and collective nouns. Our proper and common nouns worksheets are free to download and easy to access in pdf format. Anouni sa w or d fora per so n place ort hi n g 1. Part of a collection of free grade 1 grammar worksheets from k5 learning. The jet is very fast. 11 225 downloads grade 3 unscramble the collective nouns. The focus is on identifying simple nouns either in isolation or in a sentence. Our nouns worksheets also cover plural nouns common and proper nouns possessive nouns collective nouns and abstract nouns. There is sand on the beach. Number of nouns per sentence is bracketed. Worksheets grammar grade 2 nouns. Noun identify the noun in the word bank and circle it worksheet 1 answers page noun worksheet 1 file 136 9kb pdf document uploaded 11 04 20 15 17 noun read each word and color the box with crayon if it is a noun worksheet 2 page. More noun worksheets download now. Nouns worksheets these worksheets introduce nouns as words for people places and things. Worksheet for children learning to identify nouns within sentences. Download and print turtle diary s identify and circle nouns in a sentence worksheet. 43 downloads grade 5 identifying a concrete noun part 3 download now. - Counting By 5s Worksheet - Cubed Roots Worksheet - Determining Speed Velocity Worksheet Answers - Daniel Fast Meal Plan Worksheet - Distance Time Graph Worksheet - Distance And Midpoint Worksheet - Dilations And Scale Factor Worksheet - Definite And Indefinite Articles Spanish Worksheet - Dividing Decimals Word Problems Worksheet - Diamond Problems Worksheet - Decomposing Fractions 4th Grade Worksheet - Covalent Bonding Worksheet Answers - Decision Making Worksheet - Continents And Oceans Worksheet - Constitutional Principles Worksheet - Demonstrative Pronouns Worksheet - Digestive System Worksheet High School - Creating The Constitution Worksheet - Dia De Los Muertos Worksheet - Dilations Worksheet Answers - Concrete And Abstract Nouns Worksheet - Composing And Decomposing Numbers Worksheet - Declaration Of Independence Worksheet - Decomposing Numbers Worksheet - Dividing Fractions Worksheet Pdf - Counting On Worksheet - Denotation And Connotation Worksheet - Diffusion Worksheet Answers - Converting Improper Fractions To Mixed Numbers Worksheet Pdf - Conductors And Insulators Worksheet

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What is VBA STRING Function The VBA STRING function is listed under the text category of VBA functions. When you use it in a VBA code, it repeats a character number of times and returns that string in the result, and if you prefer to supply more than one character it only repeats the first character out of them. how to use it To use VBA's STRING function you need to understand its syntax and arguments: - Number: The number of times to repeat the character. - Character: A character code or a string that you want to be repeated. Example to use STRING Function in VBA To practically understand how to use VBA STRING function, you need to go through the below example where we have written a vba code by using it: Sub example_STRING() Range("A1").Value = String(5, "Y") End Sub In the above code, we have used STRING to create a string using the character “Y” and specify to repeat it 5 times and it has returned the result in the cell B1. Below are some important points which you need to take care while using STRING function in VBA. - If the “number” supplied is a negative number then VBA will return a run-time 5 error. - If the “character” is Null, it will return Null. About the Author Puneet is using Excel since his college days. He helped thousands of people to understand the power of the spreadsheets and learn Microsoft Excel. You can find him online, tweeting about Excel, on a running track, or sometimes hiking up a mountain.

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Reports and Explanation Texts 1) Grammar Presentation: Parenthesis Explore what parenthetical information is and how we can identify in a sentence or add it. Discuss the different uses of commas, brackets and dashes for punctuating parenthesis and the impact on clarity and register. 2) Grammar Presentation: Phrases and Clauses Consolidate children’s understanding of phrases and clauses in this short pre-teaching PowerPoint, in order to prepare them for adverbials revision. Discuss what makes a phrase and a clause, linking to adverbials, noun phrases and subordination. 3) Grammar Presentation: Adverbials Revise how adverbials can give extra information explaining when, where and how. Explore how to punctuate adverbials when they are fronted. Grammar Presentation: 5-Minute Revision, Unit 4 Deliver quick, focused revision (parenthesis, adverbials, word classes), which requires children only to have whiteboards. Questions are intentionally similar in content and style to the formal KS2 tests. SPaG: Testing and Celebration These mock Grammar, Punctuation and Spelling papers give your class the chance to practise for the SAT while remaining in the world of Percy Jackson. SPaG: Persuasion and Balanced Argument Grammar Presentation: Adverbs of Possibility Revise how adverbs of possibility can modify verbs and clauses, how they are punctuated and the impact they have. Explore how they can be used for prediction and persuasion. Grammar Presentation: Active and Passive Voice Revise subject, verb and object and explore how these can be manipulated to create active and passive voice. Identify the voice of sentences and explore the impact when the agent (doer) is removed from a passive sentence. Grammar Presentation: Subordinate Clauses Revise how subordinate clauses can add different types of information to main clauses, explaining, elaborating or adding a shade of meaning. Recap punctuation. Grammar Presentation: 5-Minute Revision, Unit 7 Deliver quick, focused revision (adverbs of possibility, active and passive voice, subordinate clauses) which requires children only to have whiteboards. Questions are intentionally similar in content and style to the formal KS2 tests. Instructions, Rules and Guides 1) Presentation: Apostrophes for Contraction and Possession Revise how apostrophes are used to indicated contracted forms. Explore the difference in using the possessive apostrophe for singular and plural nouns. 2) Presentation: Subjunctive form for Requests and Demands Revise how this very formal verb form can be used to make requests and commands. Identify when sentences use the subjunctive form, rewrite given sentences to make them more formal and write rules for mythical visitors. 3) Presentation: Sentence Forms Revise the four sentence forms (statement, question, command, exclamation), their different functions and how to identify and punctuate them. Practise rewriting a sentence to change its form. Presentation: 5-Minute Revision, Unit 3 Deliver quick, focused revision (apostrophes for contraction and possession, sentence forms, subjunctive form), which requires children only to have whiteboards. Questions are intentionally similar in content and style to the formal KS2 tests.

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Astronomers have used the European Southern Observatory’s Very Large Telescope to discover and study in detail what they call the most distant source of known radio emissions. The source is a loud quasar, which is a lustrous body with powerful jets that emit at radio wavelengths. The quasar is so distant it took 13 billion years for light to reach Earth. Scholars We are excited Because they believe this discovery could help astronomers understand the early universe. Quasars are extremely bright objects at the center of some galaxies powered by supermassive black holes. When a black hole consumes surrounding gas, energy is released, allowing astronomers to observe objects over vast distances. The quasar is called P172 + 18, and with its light taking about 13 billion years to reach Earth, astronomers view it as it was when the universe was about 780 million years old. It appears to astronomers that more distant quasars have been discovered in the past, but this is the first in which astronomers have been able to recognize the signatures of radio planes and quasars from very early in the universe. Only about 10 percent of quasars are classified as loud radio jets with jets that shine brightly at the radio frequencies. P172 + 18 is powered by a black hole about 300 million times larger than the Sun that eats gas at a very high rate. Researchers say the mass is growing at one of the highest rates they have ever observed. Astronomers believe there is a link between the rapid growth of a supermassive black hole and the powerful radio jets produced by the quasar. The radio jets are thought to distribute the gas around the black hole, which increases the rate at which the gas falls into the black hole. Researchers believe that studying radio bright quasars could elicit information about how black holes in the early universe grew to a very massive size soon after the Big Bang.

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The graph in the diagram represents the function 𝑓 of 𝑥 equals negative five 𝑥 plus three over two. Without performing any calculation, use the graph to solve negative five 𝑥 plus three over two equals zero. The key to this question is that we’re told to solve the equation without performing any calculation. So therefore, all we’re gonna use is the graph that we’ve got. Well, if we’ve got the equation negative five 𝑥 plus three over two equals zero, and we know that our line represents 𝑓 of 𝑥 is equal to negative five 𝑥 plus three over two. Well, then, what we’re looking for is the point where 𝑦 is equal to zero. And that’s because 𝑓 of 𝑥 is represented by 𝑦; they’re interchangeable. So therefore, if we think about our equation being 𝑦 is equal to negative five 𝑥 plus three over two, then if we’re looking for the solution to negative five 𝑥 plus three over two is equal to zero. Then, 𝑦 is going to be equal zero. And we can see that on our graph, this is the point on the line where 𝑦 is equal to zero. Well, then, what we can do is read off our 𝑥-coordinate cause this is gonna be our 𝑥-value, or our solution. But before we do that, we need to know what the scale of our graph is. And if we take a look between two of our points — so, for instance, here we’ve got one and 1.5 — we can see that there are five spaces. So therefore, 0.5 is worth five spaces. So, if we want to find out what one space is, we divide 0.5 by five, which gives us 0.1. Well, we can see that our point on the line is three spaces away from zero. So therefore, we can see that 𝑥 is gonna be equal to 0.3. And we’ve solved that without doing any calculation. All we’ve used is our graph. Okay, great, we’ve solved it. But what we can do now is just plug this value back into our equation to check it works. So, this is just a way of checking. So, we’ve already done it without calculation. But we’re now going to use a calculation just to check our answer. So, to check, what we do is we substitute in 𝑥 equals 0.3. So, we’re gonna do that. We’re gonna get negative five multiplied by 0.3 plus three over two is equal to zero. So, when we do that, we get negative 1.5 plus three over two is equal to zero. So, now, what we would do is we convert either 1.5 into a fraction or three over two into a decimal. Well, I’ve converted three over two into a decimal cause I know it’s 1.5. So, then, if we have negative 1.5 plus 1.5, this is gonna be equal to zero cause they’re gonna cancel each other out. So therefore, we can say yes, the correct answer is 𝑥 is equal to 0.3.

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What is motivation? Who is responsible for motivating students to learn? “Inner drive, impulse, emotion, or desire that moves one to a particular action” Intrinsically motivated people take part in the activities just for their own sake not for materialistic rewards. Create activities that increase students’ interest Encourage students to make decision about their own learning Give positive feedback Encourage interaction among students Use a variety of classroom activities Use learner-centered instructional methods Tailor your teaching to the needs of the students. Identify Needs: Physical needs Psychological needs Learning styles Specific learning needs Who learns? How much of what language? Under what conditions? Individual Differences Aptitude to learning Attitudes to language Motives Personality Learning styles Learning strategies What is being taught or learned? Oral skills Written skills Communication Grammar Dialect Culture Situation and context Learning environment Formal classroom Individual Learning Teaching strategies Street and Community Situational Factors Linguistic Input Individual Learning Differences Learner Processes Second Language Output Ellis’ (1985) Framework Is a philosophy of teaching and learning which recognizes that each learner is unique. It Offers: a variety of ways for students to explore curriculum content (situational/individual factors) a variety of meaningful activities which allow students to understand information and ideas (input) a variety of options where students can demonstrate what they have learned (output) Level 1 Create family tree using the family vocabulary Level 2 Create a crossword puzzle using the family and quantity vocabulary Level 3 Watch the family movie and answer the comprehension questions Multiple levels of Intelligence Language production/reception processes Word retention. ◦ How to Integrate language skills? ◦ What kind of group activities? ◦ How to group students: Heterogeneously based on: Readiness Interest Learning profile Differentiated instruction is interactive: ◦ Student to student interaction: small group- peer editing- whole class ◦ Teacher student interaction ◦ Interaction between the students and the materials: ◦ Books, videos, computer, etc. ◦ Content: The vocabulary, language structure or language functions introduced to the students ◦ Process: The activities designed for the students to be able to carry out the language functions aimed at in the instructional objectives ◦ Product: End products that show that the students have learned what they were supposed to learn Differentiation and objectives Differentiation in activities Differentiation in assessment

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The sectional conflict between the slave states of the South and the free states and territories of the North deeply shaped the history of southern Ohio. Antislavery southerners and northerners were drawn to the region because of its ban on slavery. Free blacks and runaways would seek a life of freedom on its ground and along its waterways. The region also attracted settlers from Virginia, Kentucky, and the Carolinas who brought with them anti-abolition, white supremacist sentiments. They found themselves in the majority, with other likeminded white settlers from the Northeast. Together these residents secured Ohio's constitutional ban on black voting rights and enacted the state's infamous “black laws." Passage of these laws in 1804 and 1807 reflected the majority sentiment of the state's white inhabitants. Ohio's law code would turn free black settlers into second-class citizens and transform runaway slaves into illegal immigrants. African-Americans, with free papers, would be required to register with their county clerk, and post a $500 surety bond, co-signed by two-white Ohio property owners. Slavery may have been banned in Southern Ohio, but it was a land of relative freedom for African-Americans. Its soil proved particularly fertile -- its communities became hotbeds for both abolitionists and anti-abolitionists. Being a border region, where slavery was just across the river, the region became the scene of many dramatic events. Blacks and whites had been part of the same communities since the earliest days of the frontier in the late eighteenth century. White residents had regular, if not daily, personal encounters and personal relationships with freed slaves and their descendants who had also settled the counties of southern Ohio. Those who lived here were also faced with the physical reality of rebel and runaway slaves - men, women, and children who were passing through their communities, seeking shelter and assistance as they and their families fled North in search of their own Promised Land. The soil of southern Ohio proved extra fertile for the nation's antislavery movement. Its resident abolitionists helped establish organizations at the local, state, and national levels that championed the cause of liberty and equality. Its Presbyterian, Methodist, and Baptist ministers and their congregations played critical roles in the slavery debates that roiled the national church governing bodies. Its antislavery petitions lay on the floor of the US Congress. Stories of local slave revolts and mob actions against the region’s abolitionists caught the nation's attention. The political divisions dividing the union of states along sectional lines ran through the region's communities and families. Abolitionism and anti-abolitionism would shape local politics and local history. Over time, unfortunately, the local history of this conflict, like much of the nation's black history, in general, faded from popular memory and were neglected in local histories. Scioto Historical's "Abolitionists & Underground Railroad" tour is meant to recover and polish some of these lost and forgotten gems of local history, and, in the process, better integrate local black history into the larger story of American history. One of its free black residents, Edward Jenkins Roye, the son of a freed slave, would join the colonization movement that swept the region in the 1820s and early 1830s, immigrate to Liberia on the west coast of Africa, and be elected its fifth president in 1870. Meanwhile native son, James Ashley of Portsmouth, Ohio, would pursue a political career that led to his authorship of the Thirteenth Amendment, which abolished slavery in 1865. The history of abolitionism and the Underground Railroad in southern Ohio reminds us that some of the most important chapters in American history happened here. Southern Ohio’s story is the American story. We need not travel far to uncover stories from the days of slavery, when the union of the states was threatened by secession, when proslavery and anti-abolition forces sought to silence their opposition by denying them a free press, blocking their right to peaceably assemble, and refusing to consider their congressional petitions that called for a redress of their grievances. The region was home to a network of whites and blacks who served as railroad “conductors” and “station masters,” providing food and shelter and assistance in transporting fugitive slaves who had crossed the Ohio River and landed on the northern shore of America’s Jordan. The popular imagination of those Americans who viewed Ohio as a Promised Land, where the lash of the slave driver was never heard and where liberty reigned, did not fully correspond with the actual conditions on the ground. Slavery existed just across the river from Ohio; slaves worked in the iron furnaces in Kentucky; coffles of slaves were transported over the roads that followed the river westward from western Virginia into Kentucky and beyond. The Northwest Ordinance and the Ohio constitution may have banned slavery, but slavery was a part of daily life in southern Ohio. Much of the history of the Underground Railroad is now lost simply because its operations were conducted underground in secret. Records were not kept. And over time stories of Underground Railroad sites have proliferated in popular local lore, as many of the oldest structures in the region have been identified as locations of Underground Railroad activity. The prevalence of such sites and stories should not, however, distort the history of the region and leave the impression that the abolitionists were in the majority. They were not. The actions of railroad conductors and station masters were considered criminal under Ohio and federal law. The passengers were under constant threat of being apprehended and returned in chains to their “owner” in the southern states. The organizing efforts of the abolitionists were suppressed, their public meetings broken up with threats of mob violence. Here, in southern Ohio, as with the rest of the northern states, those residents who wanted an immediate end to slavery and those who helped runaway slaves were the radicals of their day, never having anywhere near the popular support of the region's anti-abolitionist majority. Nevertheless, southern Ohio would ultimately prove itself to be a strong hold of support for the Union when it came time to suppress the rebellion of the southern states in the nation’s Civil War. The counties of Scioto, Adams, Pike, Ross, and Lawrence would send forth large numbers of fighting-age men and one of its most famous native sons, Ulysses S. Grant would lead Federal forces to victory. Andrew Lee Feight, "'The Good and the Just': Slavery and the Development of Evangelical Protestantism in the American South, 1700-1830" (Ph.D. Dissertation, University of Kentucky, 2001). Ann Hagedorn, Beyond the River: The Untold Story of the Heroes of the Underground Railroad (New York: Simon & Schuster, 2004).

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(KS3, Year 7) The LessonPythagoras’ theorem is a theorem concerning the three sides of a right triangle. Pythagoras' theorem (or the Pythagorean theorem) states that: The square of the hypotenuse of a right triangle is equal to the sum of the squares of the other two sides.It is easier to remember Pythagoras' theorem as a formula: In the formula, c is the length of the hypotenuse (the longest side, opposite the right angle) and a and b are the lengths of the other two, shorter sides. The image below shows what we mean: Interactive WidgetUse this interactive widget to create a right-angled triangle and then use Pythagoras' Theory to calculate the hidden side. Start by selecting which side you want to hide (using the green buttons) and then clicking in the shaded area. Visualizing Pythagoras' TheoremThe square of a side of a right triangle can be visualised by drawing a square on that side. Pythagoras' theorem says that the area of the square on the longest side is equal to the sum of the areas of the squares on the other two sides. By Pythagoras' theorem, the area of the red square is equal to the areas of the blue and green squares added together. Lesson SlidesThe slider below helps visualize Pythagoras' theorem. Open the slider in a new tab A Real Example of Pythagoras' Theorem QuestionThe image below shows a right triangle with sides of 3, 4 and 5. Show that Pythagoras' theorem works for this right triangle. Start with the formula for Pythagoras' theorem: a2 + b2 = c2Don't forget: a2 = a × a (a squared) and b2 = b × b and c2 = c × c. Find the lengths of the sides from the right triangle. In our example, the two shorter side lengths are a = 3 and b = 4. The longest side length is c = 5. Substitute a = 3, b = 4 and c = 5 into the formula. In our example, the two shorter side lengths are a = 3 and b = 4. The longest side length is c = 5. 32 + 42 = 52 (3 × 3) + (4 × 4) = 5 × 5 9 + 16 = 25 Answer:9 + 16 does equal 25. Pythagoras' theorem works. Did you know?: a 3,4,5 triangle is known as a Pythagorean triple. All three sides are integers (see Note). Who Was Pythagoras?Pythagoras was an ancient Greek philosopher, mathematician and founder of a religious movement, who lived from about 570 - 495 BC. His most famous contribution is the theorem discussed here. He started a religious movement, whose followers called themselves Pythagoreans. They believed numbers were behind all things, giving them mystic importance. They also believed in the transmigration of souls - that a person's soul would move to another person, animal or vegetable after they died. Pythagorean TriplesA Pythagorean triple is a right triangle where the length of each side is an integer (a whole number). The most common Pythagorean triple is the 3,4,5 triangle: 32 + 42 = 52 9 + 16 = 25All multiples of 3, 4 and 5 these are also Pythagorean triples: 6,8,10 9,12,15 12,16,20Other Pythagorean triples are 5,12,13 and 7,24,25. Pythagoras' Theorem Only Works For Right TrianglesIn the film The Wizard of Oz, the straw-headed Scarecrow goes to the Wizard to get a brain. At the end of the film, the Wizard awards him a Diploma as proof that he is now brainy. On receiving the Diploma, the Scarecrow says: "The sum of the square roots of any two sides of an isosceles triangle is equal to the square root of the remaining side. Oh joy, rapture! I’ve got a brain!"The Wizard was obviously kidding the Scarecrow. If he really did have a brain, he would realize Pythagoras' theorem applied to right triangles, not isosceles triangles, and that it is the square of the sides, not the square root. - Do you disagree with something on this page? - Did you spot a typo?

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A deeper comprehension of clauses and conjunctions will help your young writers understand the building blocks of language. Practice with conjunctions will also help them create more complex sentences and correct run-on sentences. Do you want your students to have confident, informative discussions? Build student discourse and writing confidence with these comparison sentence frames! Students will use sentence and paragraph frames to practice comparing two nouns of their choice. Support discussions about main ideas and summarization with these helpful language frames. This worksheet will help your students organize their thoughts and information from a nonfiction paragraph or text.

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What is Inclusion in Special Education? Inclusion is one of many options for special needs students. Inclusion in special education programs is an important part of the continuum of special education placements required by the Individuals with Disabilities Education Act. Inclusion refers to the practice of educating children with learning disabilitiesand other types of disabilities in the regular education classroom. Research has shown that inclusive education can be a positive experience, both for the included child and for the general education students. While this isn’t always the case, of course, there is significant evidence that it CAN be effective. There is, however, more to the story. Inclusion or Mainstreaming? The practice of including children with special needs in a general education classroom is not new. The most common approach is called “mainstreaming.” When a child is “mainstreamed,” the assumption is usually that either the child will be successful without supports, or that the child will come to the classroom with supports (usually a 1:1 aide) who will help him to keep up with the rest of the class. The philosophy behind inclusion is distinct from mainstreaming. A truly inclusive classroom is designed to accommodate the needs of all learners, by providing “differentiated” instruction. In theory, with the right training and resources, a general education teacher can provide such a broad range of instructional approaches that all children can successfully learn in her classroom. Depending upon the situation, grade, and other factors, the teacher might have the support of an “inclusion specialist” to ensure that each child receives an individualized, inclusive learning experience. Not surprisingly, while mainstreaming is fairly common, true inclusion is hard to come by. In most situations (particularly after grade 3), teachers are required to train their students to excel in specific standardized tests — making differentiated instruction difficult to provide. And while the idea of inclusive education may be appealing, it is the rare teacher, school, or district that has the resources, creativity, patience, and experience to make it work well. Special Education Placement Options Under the IDEA The IDEA requires placement decisions to be made on an individual basis according to each child’s needs. Schools must educate children least restrictive environment (LRE) with appropriate specially designed instruction (SDI) and supports necessary to implement their individual education programs(IEPs). The LRE is different for every child: while some children can function well — with support — in general education classes, others are better served in a small, individualized setting. Students with relatively severe disabilities may even require a setting that is specifically geared to their particular disability. Inclusion is one of several placement options on the continuum of special education placements required by IDEA. Options include: - Inclusion in the regular classroom with collaboration; - Part time placement in a regular classroom with support in a special education resource classroom; - Full time placement in a special education resource room; - Part time placement in a self-contained special education classroom; - Full time placement in a self-contained special education program; - Part time placement in a day treatment, therapeutic program, or special school; - Full time placement in a day treatment, therapeutic program, or special school; and - Placement in a residential, hospital, or home program.

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Central Historical Question: In what ways did African-American women help achieve a “Double Victory” in World War II? This lesson is designed to be taught in conjunction with a unit on World War II. It specifically focuses on the role of women, particularly African American women, in helping secure a victory for the Allies in World War II and overcoming discrimination on the home front. The role of these women was often overlooked during the war years and forgotten by later generations. This lesson brings to light the stories of women such as Betty Murphy Phillips (the only black female overseas war correspondent) and Deverne Calloway (a Red Cross worker who led a protest at an army base in India). Students will examine various documents related to the struggle and triumphs of women during the War. They will be asked to analyze the documents and formulate a historical opinion about the ways in which African-American women helped achieve a “double victory” in World War II. Common Core ELA Literacy Standard in History/Social Studies RH. 11-12.2- Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. United States History Content Standard (National Center for History in the Schools) Era 8:Standard 3C- The student understands the effects of World War II at home and therefore is able to evaluate how minorities organized to gain access to wartime jobs and how they confronted wartime discrimination. PowerPoint: Primary vs. Secondary Sources (attached) Video: African Americans in World War II- A Legacy of Patriotism and Valor http://www.tubechop.com/watch/1807350 short version or http://www.youtube.com/watch?v=lpB50XquSNA long version. Open PowerPoint: Double Victory. Ask students to observe the image on slide 1. This is the “hook” activity to get students thinking and formulating questions about the role of, and contribution of, African-American women during the War. Don’t tell students what the image is. Instead ask students some of the following questions about the image: What do you observe in the image? When do you think this image was taken? Where do you think this image was taken? What do you think the women is doing in this image? What does this image say about World War II? What do you think this image represents? What do you think this image has to do with our lesson today? Introduce lesson to students. Tell them they are going to be exploring the role of African-American women in World War II. Introduce the historical question- In what ways did African American help achieve a “double victory” in World War II? Ask if any students know what “double victory” might mean. If no one knows, that’s okay. Tell students that they are going to look at a variety of documents about African-American women during World War II and through the document analysis will uncover the meaning of “double victory.” As a class read Document: Textbook Excerpt.This is an excerpt from a standard US History textbook. Discuss some of the following: What does this excerpt say about the role of women during the War? This excerpt represents most of the information presented in a standard textbook about the role of women in WWII. Why do you think that is? What does the excerpt not say? Is there information that is missing? Why or why not? Tell students that they are now going to look at four documents that relate to African-Americans in World War II. If you have not already spent time talking to students about the differences between primary and secondary sources and how to analyze them go to PowerPoint: Primary vs. Secondary Sources. If students are well versed in the use of primary and secondary sources proceed with the lesson. First, give students Handout: A Guide to Annotating Primary Sources. Go through at least one document together as a class and model how to annotate primary sources. Practice “think alouds” with students so that they can “see” how you would analyze the primary source. Explicitly show your historical thinking skills. As you are doing this, complete the portion of the graphic organizer that goes along with the document you are analyzing together. Show students how to cite information from documents. Break students into groups of 3-4. Pass out rest of Documents A-D and Graphic Organizer: Double Victory. Give students 20-30 minutes to annotate documents and complete graphic organizer. Come back together and ask students what they think is meant by “double victory.” Ask each group to share out what they learned from analyzing documents. Open PowerPoint: Double Victory. Go through the images on slides 3-8. Ask students to think about what these images say about the contribution of African-American women during the War. Discuss. Have them record this on their graphic organizer. Next, show students the short video clip that is on slide 9 of PowerPoint: Double Victory.Discuss. Ask students to add to their understanding of the contributions of women during WWII after viewing the clip. Have students record this on their graphic organizer. Finally, ask students to think about all of the pieces of evidence they analyzed. Ask them to think about how this evidence can help them answer the lesson’s historical question- In what ways did African-American women help achieve a “Double Victory” in World War II? Ask students to do a 2-3 paragraph quickwrite over the historical question. Demonstrate that they must cite evidence from the documents, images, or video clip in their quickwrite to support their rationale. Mullenbach, Cheryl. Double Victory: How African American Women Broke Race and Gender Barriers to Help Win World War II. Chicago: Chicago Review Press, 2013. Print. "The Coming of War." United States History. Upper Saddle River: Prentice Hall/Pearson, 2013. 792,810. Print. Exec. Order No. 8802, 3 C.F.R. (1941). Print. http://www.ourdocuments.gov/doc.php?flash=true&doc=72&page=transcript "St. Louis War Plants Defiant Tell FEPC They Won't Hire Colored Women." Baltimore Afro American 12 Aug. 1944: 11. Google News Archive. Web. 4 Jan. 2014. … Over 350,000 women also responded to the call. In 1941, Congresswoman Edith Nourse Rogers introduced a bill to establish a Women’s Army Auxiliary Corps- which became the Women’s Army Corps (WAC) in 1943- to provide clerical workers, truck drivers, instructors, and lab technicians for the United States Army. More than 150,000 women volunteered for the service; 15,000 served abroad over the course of the war and over 600 received medals for their service. More than 57,000 nurses served in the Army Nurse Corps, putting themselves in danger to care for the wounded in Europe and the Pacific. … Many African American leaders hoped the war might provide jobs and alleviate their dismal economic situations. However, few found meaningful employment with national defense employers. Out of 100,000 Americans working in the aircraft industry in 1940, only 240 were African Americans. Even jobs provided by the government and military remained segregated. Source'>Source: "The Coming of War." United States History. Prentice Hall WHEREAS it is the policy of the United States to encourage full participation in the national defense program by all citizens of the United States, regardless of race, creed, color, or national origin, in the firm belief that the democratic way of life within the Nation can be defended successfully only with the help and support of all groups within its borders; and WHEREAS there is evidence that available and needed workers have been barred from employment in industries engaged in defense production solely because of considerations of race, creed, color, or national origin, to the detriment of workers' morale and of national unity:... And it is hereby ordered as follows: 1. All departments and agencies of the Government of the United States concerned with vocational and training programs for defense production shall take special measures appropriate to assure that such programs are administered without discrimination because of race, creed, color, or national origin; 2. All contracting agencies of the Government of the United States shall include in all defense contracts hereafter negotiated by them a provision obligating the contractor not to discriminate against any worker because of race, creed, color, or national origin;... June 25, 1941 Source: Executive Order No. 8802, Franklin Roosevelt (1941) Document B: Double Victory Campaign Poster Source: The Pittsburgh Courier (February 7, 1942 Document C: St. Louis War Plants Defiant, Tell FEPC They Won’t Hire Colored Women Lack of Federal Funding to Compel Race Hating Management to Keep Contracts Features 2-Day Hearing WHAT: FEPC (President’s Fair Employment Practice Committee) hearings WHERE: St. Louis, Missouri WHEN: August 1 and 2 RESULTS: Three plants including Ameriorp Corp., Bussman Mfg. Co., Wagner Electric Co,- cited for refusing to hire colored women, remained defiant. Four other plants… were charged with refusing to hire colored women or upgrade colored men workers. U.S. Cartridge Co., said it would not end jim crow building, and status of colored workers. FEPC has no power, save publicity to compel war plants to obey the president’s executive orders outlawing discrimination in employment. Every war plant with government orders has a signed contract with the government that it will hire qualified people regardless of race, color, and creed. But when race hating plant managements refuse to keep their word, the government doesn’t stop payments on the contracts. It permits the race haters to keep right on breaking their government contracts with impunity. The following are excerpts from testimony as recorded by the AFROs B.M. Phillips. ...MISS Catherine Berry Applied March 1944 for a job as a machine operator in answer in a newspaper ad and was told there were no openings. Studied lathe operation at Washington Technical High and worked six months at US Cartridge Co., but was laid off on account of work shortage. MISTER TRIMBLE: Did the company hire anyone after you applied? MISS Berry: There were several men and women in the office who appeared to be in the process of getting jobs and the ad continued to run. CHARLES HOUSTON FEPC Member: Would you have taken any job the company had open? MISS BERRY: Yes, I even applied for messenger job. Q: Are you employed now? Source: Baltimore Afro-American Newspaper, August 12, 1944 http://news.google.com/newspapers?id=G2pGAAAAIBAJ&sjid=d-UMAAAAIBAJ&pg=1391%2C3769358, pg. 11 Document D: Double Victory Book Excerpt … In 1943 an East Coast war plant explained its racist position on hiring black women. The statement represented a common belief that many white people had about black people at the time: black people are dirty. Representatives of the plan stated that black women who had applied for jobs could not be hired because the work required “handling of small mechanisms.” And the women were rejected because they “all had sweaty hands.”... Colored women just do not have the native intelligence necessary to do highly skilled work. ...Women used signs to call attention to their cause. As they silently walked back and forth in front of the stores where they were refused service they carried big signs: “Why can’t I eat here?” “What does democracy mean to you?” “A Nazi’s bullet knows no prejudice.” “My mother services, my brother serves, may I be served?” In the Military The army nurses who comprised the first unit of black nurses in Europe did not receive the most prized assignment. They had been sent to England to relieve a unit of white nurses who had been caring for Nazi prisoners of war. It was not a duty most American nurses cherished. While it was a responsibility of all nurses to tend to the wounded and help them recover, it was difficult to show compassion for the very men who had wounded and even killed American soldiers. And some black citizens in America believed that the black nurses had been assigned to prisoner of war hospitals intentionally- to keep them from serving where they would treat white American soldiers. Source: Double Victory: How African-American Women Broke Race and Gender Barriers to Help Win World War II, Cheryl Mullenbach Graphic Organizer: Double Victory Central Historical Question: In what ways did African-American women help achieve a “Double Victory” in World War II? What does this say about African-American women during WWII? Summary of Document What does this document tell you about African- American women during WWII? Double Victory Campaign Poster Double Victory Book Excerpts Double Victory Images What does this say about the contribution of African-American women during WWII? Quickwrite: In 2-3 paragraphs, cite specific evidence from the documents to identify and evaluate the way women helped achieve a “double victory” in World War II?

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Content of UNCRC Everyone has human rights. As independent human beings, children have human rights. UNCRC is an international Human Rights agreement based on the three core principles of human rights Dignity, Equality and Respect. UNCRC sets a global rights agenda for every person under the age 18 years old. The Convention is the only treaty specifically designed for children to ensure their rights will be met as independent citizens The United Nations Convention on the Rights of the Child is a legally-binding international agreement, setting out the civil, political, economic, social and cultural rights of every child, regardless of their wealth, gender, ethnicity, religion, location, ability or any other factor. Nations that ratifies UNCRC are bound to it by international law; ratifying states must act in the best interest of the child. The UNCRC describes the obligation state parties have to all children living within its border. The convention is wide reaching and covers many aspects of children’s lives. States have the responsibility to create the legislation and policy framework, and provide resources, so that UNCRC can be realized. Rights are described as articles and there are 54 articles in the Convention. There are 4 articles that apply across all other rights in the Convention. Rights are indivisible, interdependent and inalienable The rights in CRC are indivisible and interdependent. Fulfilling one right helps to fulfil other rights, failure to provide for one right can affect the enjoyment of other rights. Rights are inalienable that means they can’t be reworked, transferred or denied. They can’t be used as reward or punishments. The principle of non-discrimination means that anyone, making decisions or taking actions about children must be fair for all children, with equal opportunities given to all children. The best interest of the child means that all adults should do what is best for children in all their decisions and actions which could affect children. The right to life, survival and development means that no one can take a child’s life away and must do their best so that children can develop to their full potential. Respect for the views of the child, means that people taking decisions about children should discuss them with children to get their opinion. The other rights can be categorized into 5 categories. Individuals and groups who benefit from human rights treaties are called rights holders. Children under 18 years are Right Holders. Parents are also Right Holders. They are entitled to assistance from the State in raising their children and they are entitled to provide their child with advice and guidance. Duty bearers are those defined as having obligations under the CRC for respect, protection and fulfillment of children’s rights. The State and everybody that works or act on the behalf of the State such as teachers, police, social workers, judges, lawyers, health care workers etc. are duty bearers and are responsible for realizing the rights of all children. That means that duty bearers must consider and apply the provision of the Convention in all aspects of their work that defect children, respect, protect and fulfill all the obligations that they have signed up for. For example if there is a culture of bullying on a school, the school have to take appropriate action so all children can feel safe and learn. Free download of PDF. Click on the link under the picture. 1. Explain in writing: What is the Duty Bearers obligation and who are Duty Bearers. 2. Why do you/your team think that UNCRC is important? Write down why briefly not more than 150 words. Send your answers to

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Add a main clause to the simile starters below. What could be dark in the story? Macbeth's horse or clothes? What could be fast in the story like a steam train? Today we are going to be inferring Macbeth's thoughts and feelings and understanding how they change throughout the story. Below we are going to step into the text and think carefully about the emotions Macbeth might feel at this point in the story. If you are at home, you could look into a mirror, get into the character of Macbeth and role play his emotions, focusing on this part of the story. Look below at the emojis and emotions. Evidence of these are what we are going to be looking for in the text. Read the pages below (14-19) to remind yourself of this part of the story. Using pages 14-19 you are going to complete the task. Look for evidence in the text to identify when Macbeth is feeling the emotions in the table. Write the evidence next to the correct emotion. Can you find a part in the text when Macbeth is feeling: If you are at home, write the date and LC in your Blended learning Book. Draw the emojis out and write the evidence from the text next to it. Just like the model.

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A worksheet designed for students to use their knowledge and understanding of objects and if they bend. This teaching resource is a worksheet displaying a variety of different objects and materials. Students can circle or colour in each item an instructed colour, depending on how the object can be bent. This worksheet is a great activity for Chemical Sciences. Items that could be debated on how they can/cannot bend, opens students up for meaningful conversations. Download this resource as part of a larger resource pack or Unit Plan. National Curriculum Curriculum alignment - Everyday materials - Key Stage 1 (KS1) Key Stage 1 (KS1) covers students in Year 1 and Year 2. The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They should be encouraged to be curious and ask questions a... We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz! Find more resources for these topics Suggest a change You must be logged in to request a change. Sign up now! Report an Error You must be logged in to report an error. Sign up now!

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Have a look at the In focus question above and create some word problems which could be used for the division statement. Now, lets have a look at a problem together. Can this example work? Are there any jottings we could make to show that his could work? If we partitioned the number 2528 like we did yesterday into 2000, 500, 20 and 8 – can they be divided by 8? If the numbers cannot be divided by 8 can we try any other combinations so they can be divided by 8? Think about your 8x table. Well done, 24 is within the 8x table so we can use 2400. 2400 divided by 8 is 300 so how many are we left with? That’s right, we are left with 128. Can 128 be divided by 8? Have a look at the example on the page above to show 128 can be split into 80 and 48 which 8 can be divided into. 10 lots of 8 make 80 and 6 lots of 8 make 48. In total, 2528 divided by 8 makes 316. First, how many groups of 8 can you get from 2? That’s right 0 so we put a zero at the top of the 2 and exchange the 2 over to the hundred’s column. Next, find out how many groups of 8 we can make from 25. That’s right, 3 lots of 8 make 24 with one remainder so we write a 3 at the top and exchange the 1 as shown below. Then, how many groups of 8 are made from 12. That’s right 1 group of 8 can be made with 4 remainder. Look at my example now. Finally, how many groups of 8 can be made from 48? That’s right. It is 6. So our final answer is 316. Now you are ready to complete some examples on your own. Complete worksheet 18 in your home learning book. Please only complete the sections shown on the images below. Take a picture of your work and email it to your teacher through purple mash. You will need to show your working out using the long division method. Remember to set it out correctly. If you are unsure go back and have a look at the previous examples.

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Back to Contents So far we have been concerned only with programs which read and write text. But we have been sitting in front of a computer with graphical elements on the screen as well as textual ones. There are many ways to produce pictures, both line drawing and photographic, using programming languages like Python. For this project, we will use the turtle module which uses a model of drawing invented for children but fun for adults too. In this model, there is a little ‘turtle’ on screen, and we direct it where to go, and it leaves a trail behind it as it goes. To begin, we import the turtle module, and create a new turtle, which we call Python >>> import turtle >>> t = turtle.Turtle() Upon typing the second line, a blank window appears, with the turtle represented by an arrow, pointing to the right: We can now issue a command for the turtle to follow: Python >>> t.forward(100) Here is the result: We can complete the square by turning repeatedly by ninety degrees and moving forward. Python >>> t.right(90) >>> t.forward(100) >>> t.right(90) >>> t.forward(100) >>> t.right(90) >>> t.forward(100) The final result is a square of side 100, with the turtle in its original position, but pointing upwards: We can write a function to make a square of any size: Python >>> def square(x): ... for _ in range(4): ... t.fd(x) ... t.rt(90) rt are abbreviations for right. The underscore _ is used to indicate that we are not using the counter from the for loop. We can make a primitive star by using square multiple times: Python >>> for _ in range(10): ... square(100) ... t.rt(360/10) Here is the result: When experimenting, the methods clear are useful: Python >>> t.home() >>> t.clear() home method moves the turtle to the origin and restores its direction to the default. The clear function clears the turtle screen. Question 1 Write a function many_squares which, given a number of squares to use and a size for the ‘star‘, draws it. To make another kind of star, we can use the There is a left/lt equivalent to right/rt as well. Question 2 Write a function to draw a polygon with a given number of sides of a given length. Use this function, together with right turns, to repeat the given polygon multiple times to make a symmetrical pattern. Question 3 Write a function circle, which draws a circle for a given centre position and radius, choosing the number of sides dependent on size to give a smooth result. If you need π, it can be found as math.pi after using So far we have no way to prevent the turtle leaving a trail behind. What if we want to draw multiple stars? We can use the methods penup (stop drawing a trail) and pendown (resume drawing a trail): Now we can use the random module to draw lots of stars: Python >>>import random >>>for _ in range(20): ... star(random.randint(-300, 300), ... random.randint(-300, 300), ... random.randint(10, 150), ... random.randint(3, 30)) Here is the result of one run: We can simplify by using the method goto which moves to a given coordinate directly. We also use setheading to start each star at a random angle: Question 4 Using the goto method, write a function to draw a square grid of circles of diameter fifty which touch one another. There are two problems with our pictures: they take a long time to draw, and the turtle gets in the way of the final result. To improve the speed, we use the speed method, which takes a number from 1 (slowest) to 10 (fastest). In addition, the number 0 means that no animation takes place, and the picture is drawn as quickly as possible. We can stop the turtle getting in the way of our final picture by using the hideturtle method (it has an opposite in showturtle). Try this: Python >>> t.hideturtle() >>> t.speed(0) >>> star(0, 0, 200, 7) >>> t.showturtle() pensize can be used to change the thickness of the trail. The pencolor method may be used to change the colour. The default pen width is 1 and, as we know, the default pen colour is black, which is the same as the red-green-blue triple (0, 0, 0). Consider this sequence of commands, where we use various shades of grey from black (0, 0, 0) to white (1, 1, 1): Python >>> t.pensize(20) >>> star(0, 0, 200, 7) >>> t.pensize(15) >>> t.color(0.25, 0.25, 0.25) >>> star(0, 0, 200, 7) >>> t.pensize(10) >>> t.color(0.5, 0.5, 0.5) >>> star(0, 0, 200, 7) >>> t.pensize(5) >>> t.color(0.75, 0.75, 0.75) >>> star(0, 0, 200, 7) >>> t.pensize(2) >>> t.color(1, 1, 1) >>> star(0, 0, 200, 7) >>> t.hideturtle() Here is the result:

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Welcome back people, in this video we’re going to be talking about Boolean operators. So, what is a Boolean? Well, basically is not just a Python specific concept it’s a programming concept in general and it consists of two items, one is true, one is false. Now in a lot of programming languages you typed true as “true” and false as, well you know how to spell those, but you’d spell them all lowercase, Python’s different. So let’s explore that a bit and open up terminal here, and launch a Python3 console, and we’re going to just type in true and it’s going to return true, this is not in quotations, make sure when you’re typing true and false for truth checking that you’re typing true and false and not like this, because that will return a string which is true, yeah. So let’s talk about what these operators do. Basically, and we’re going to get into comparison operators a bit later which is like checking if something is equal to something, or more or less than, or if it even exists, or if it’s a certain type, and so you can basically perform different actions on different types of data and that’s why it’s necessary to do some fact checking with that. So, we need the true and false in programming, however we can explicitly declare true-and-false like we’ve just done by just typing true or false, or we can generate it in other ways. So let’s have a look at some of the ways we can generate a true or false. So let’s type “5 = 5” that’s true. Now when you’re comparing two objects and you’re checking if they’re equal to each other you can’t type that because the single quote, the single equal sign there, is used for a different purpose and programming it’s used to assign a value to a variable, and we’ll go over that here soon as well. So when we’re comparing to check if two numbers or two strings are equal to each other we need to put two equal signs, so you’ll see that returns true. So let’s go ahead and “5 == 4” that’s going to return false because of course we’ve all been through grade 2 math and we all know that 5 is a little larger than 4. Now you can also do this with strings and also without using equal signs at all, you can actually type “5 is 5” and that will return true, and you can type “5 is not 5” and that will equal false. So basically you’re saying 5 is not 5 and Python is saying well that’s false. So you could type “5 is not 6” and that will return true. Again you can do this with strings as well so you can type “This” is “This” and this is going to compare both of these strings to see if they’re equal to each other and it’s going to return true because yes, it is. Now we can also do this “True is True” will return true because of course true is true. Now that last one is a bit of a you know obvious result, so let’s go ahead and compare this with this “True” is True. If you think this will return true because we’re comparing true and true the results will not be as obvious as you expect because one of them is a string and the other one is a Boolean operator. So, not only when you compare two items is it checking if the value is equal, it’s also checking the type of data that it is. So, if we wanted to make the above statement return true we would have to convert true into a string. So just like you would convert a number into a string, you can just wrap the Boolean operator in the str function and it will convert it to a string prior to the comparison, and then it will return the result of true is true which equals true. Now, true-and-false again they’re going to come up in in the if-else statements because that’s where we’re really going to do some error checking and you know make sure things are set and that you know they’re not just not equal to each other, and you’re going to see more practical uses of Boolean operators later on, but this was just to show you guys what true and false is and again you should already know this without a programming background. So in the next video we’re going to be looking at Pythons version of arrays which are called lists. Alright, so what are some of the fun things and useful things that we can do with strings in Python? Well there’s a few concepts that I want to talk about here, so what we’re going to do is go ahead and open up a Python interpreter, you can do this in pycharm by going to view tool windows, and then selecting python console, or you can open up terminal and type Python3 and hit enter. However you enter this if you want to follow along that’s probably helpful because I find if you’re told how to do something you know you kind of know how to do it, but if you actually do it yourself you have a better handle on what happens, and you’re more likely to remember how it works. So from here on out basically what I want you guys to do is to follow along with your code and do everything that I do. So, with that being said one of the first things that we’re going to do is in a previous video when we were talking about numbers I showed you how to convert strings into numbers if the only thing in that string were numbers. So, this is going to be kind of the opposite. Let’s say you have a few values, let’s say you have the number 6, right, and you want to print out this costs six dollars. You can’t, just well actually first we’re going to talk about concatenating, because you can’t do that in Python. I’m going to show you how, but first let’s learn how to concatenate a string which means had a glue multiple strings together. So we saw this actually in the numbers video as well when we tried to add numbers that had been identified as the string or yeah the string type and what it did was concatenate the numbers and made 5 and 6, when you add them together, it made it equal 56, and so your gluing strings together. So I want to say “Hello, ” then pop out of that string put a “+” and then in this string I’m going to type “Nick” Now what’s going to happen is it’s going to print out “Hello Nick” because I’m concatenating these two strings. You can also do this with however many instances of strings you want, so if I really wanted to get a little bit convoluted I could do this and this would print out hello using five strings all concatenated together. Now what happens if I want to say this costs six bucks? “This costs” + 6 + “bucks” Well, because part of this line is an integer it’s going to try and use those plus symbols to perform a mathematical operation rather than printing out a string, actually it’s the opposite it can’t convert the integer to a string so it knows that we want to concatenate some strings together but it’s like well hey hold up this is not a string I don’t know what to do with this. So what we have to do is use the string function which is similar to the int function. So how we do that is “this costs + str(six) + “dollars” and what this is gonna do is it’s going to convert the number 6 to a string so it can be used. Now you can also perform mathematical operations within the string parameter, I believe so. Let’s test this out. “This costs” + let’s go str(6 + 5) + “dollars” and hit enter. Yeah, so it can perform mathematical operations within that parameter. It’s going to convert the sum or the result of whatever mathematical operation you are performing on it, it’s going to convert that to a string and then use that string to be concatenated with the other strings that you’re working with. So that’s how to use the string function and maybe this doesn’t seem like it’s going to be important, or maybe it does but you’re like well how often do you use this, you know. We’re going to see because when we get into defining some functions we’re going to be using both strings and integers to return certain information and so this is going to be important at that point. So, that’s how to convert integers to strings, it will also work for any other type. So if you have true, we’re going to get into that after actually, but we’re going to be using this string function again at a later point. Now what happens when you want to do the opposite of concatenating strings? So, think of concatenation, I’m not sure if that’s the appropriate term, think about contaminating two strings as actually let’s look that up. Now it’s gonna open up xcode just go in to Google here, because if I’m saying that wrong I want to know. Yeah, okay, concatenate, good stuff. Not sure if you guys heard that but I’m using that word correctly, good stuff. Alright, so anyway back to the code that’s how you concatenate two strings together. What happens when you want to do the opposite, you want to split strings apart? So, let’s say we have this string like this so we’re going to say “Hello:Nick” we’re going to separate that word from the other word with a colon so that we actually have a character that we can use to split. So what we’re going to do is after the string we’re going to put a “.split(“:”)” going to call a function split on it, and the split function or method takes one parameter, well for the sake of this video takes one parameter, and that’s where you want the string to be split. So we’re going to split it at the colon there and hit enter. What it’s going to do is it’s going to create an array with all elements that had been split from that point, so for instance it split it into two items in the array but let’s say I did this it’s going to have an array with three values in it, and then we can reference those values by its index number, so this is going to be a bit more complicated. Let’s say we’re splitting it at this so let’s concatenate that lets say “My name is” + so we want this to print out my name, and not hello world, and not anything else, so what we’re going to do is put 2 square brackets and the number one “” and it’s going to say “My name is Nick” I’m not sure if that’s a bit too complicated, so I’m going to try and explain it again from the beginning. So, we have a string, we have it say my name is and then a space, and then we can concatenate it with the result of this right here. So this can be broken down into a few parts, here’s the string that we’re performing the split function on okay, then we’re calling split on it and this is going to turn this string into an array with three values each with an index. It’s gonna split it into hello, Nick, and world and stuff those values into its own array, and then we can access the result of this by using an index number here in square brackets so we’re calling the index number one, so hello would be 0, Nick would be 1, and world would be 2. So, what’s happening is it’s printing out my name is Nick. Now you might be thinking shouldn’t it be printing out my name is hello if we’re using the number one here? This isn’t so much Python but it’s a concept in programming in general, no. So, 0 equals 1. If you have an array the first item in it you think would equal 1 but it actually it equals 0 and we’ll talk more about arrays, which are actually called lists in Python, we will talk more about those coming up in you know I think not the next video but the video after the next one. So that’s how you can manipulate strings in a very basic way, we might expand on this in the future, we actually probably will. So, next we’re going to be talking about Booleans. Enroll in the complete course on Udemy! Welcome! Here you can learn you how to master Linux command line (BASH). What do I mean by this? Ever seen a system admin in a movie or some devious hacker using a terminal? Do you want the same knowledge? Well you are in the right place! This course is designed to take you from beginner to advanced in the Linux command line using bash (Bourne-again shell), a Unix shell and command language. You get 10+ hours of HD videos full of useful tutorials founded on motivation and excitement for learning bash programming! You can count on an answer to every question you ask in the course from a Linux command line expert which gives you peace of mind that you can get help with every challenge you have as you learn! Get the complete hacking bundle for only $19! Enroll in the 4 courses directly on Udemy! The Complete Ethical Hacking Course for 2017! Certified Ethical Hacker Boot Camp for 2017! The Complete Ethical Hacker Course: Beginner to Advanced! Build an Advanced Keylogger for Ethical Hacking! Welcome all. This is an introduction to ethical hacking for 2016-2017. And before I continue any further, some of you may know me from the previous ethical hacking course, and this one will be significantly more advanced as opposed to that one. That being said, the requirements for this one will be also significantly different. But before we continue any further, let me just go over a few things. First of all, my throat is getting dry, because this is like the fifth time that I’m attempting this and certain people, certain very rude people keep interfering. But anyway, there a few considerations to make here. So the first one, is what can you expect to learn from this course? Well, you can expect to…I will show you basically, how you can compromise systems, monitor a traffic in the air, fight against encryption, what you can do with encrypted traffic, how you can attempt to decrypt it. Some of it you will be able to decrypt, I will show you various methods, Listening booths in the middle, and how to take off certain layers of encryption, and extract the useful information from the data which is out there in the air. I will show you various methods how to compromise systems in general, like PCs, servers, phones, smartphones that is. And we also may play around a little bit with the GSM network and see some of the vulnerabilities there. That’s a 2G network, so you have 2G, 3G and 4G. 2G is the GSM and 4G is the LTE. Anyway, we will be most likely, I will most likely at a certain point in time also talk a little bit about social engineering and you will see the practical aspect of that as well. But, there are two kind of considerations that you should make when taking this course. So, moral side of things and legal considerations. So, just because you will be able to do something, and I will teach you how to do some serious damage with the knowledge that you get you will be able to do some serious damage, but it doesn’t mean that you should. There really is no need for you to do so. And just think about it, you don’t want anybody messing with your stuff, so don’t mess with anybody else’s stuff. There really is no need, or justified reason for you to do it. Legal aspects, legal considerations. In most countries, it is illegal to mess around with systems you don’t have permission to mess around on systems that you yourself do not own. Just to give you a stupid example, it’s illegal to mess around with your neighbors Wi-Fi. It’s illegal to connect to it without that person’s permission, who owns it. So even these small, I would say, inevitable things are taken into consideration by law. Not to speak of breaking into the servers or taking information from the phones, personal information from the phones and other kinds. That’s all covered as well. So you can get into a lot of trouble if you misuse the knowledge. I will give you a lot of knowledge here, I will show you how to do various things. Please, do not abuse the knowledge. Use the knowledge, do not abuse it. Ok, that being said, let’s go over to the other side. Besides of the cute puppy up there that my friend drew, sitting over there smiling, for some strange reason. He doesn’t want to come on camera, God knows why. You will have software and hardware requirements for this course, so those are the two. You have three requirements, one is software, one is hardware and the third one is, your current knowledge, your current amount of knowledge, so to say. Let’s get into the operating systems. So, Windows and OSX are completely incompatible for our purpose. On OSX you lack a large amount of tools and you lack hardware compatibility in the first place, even though you have a Unix-like Shell, it’s really not a system that you want to use for this purpose. Windows as well, Windows is even worse. You don’t have the degree of anonymity while using Windows is not really that good. With Linux, is open source, you know all the traffic that’s coming out, that’s going in, to monitor, to know exactly what it is, all of it can be decrypted. With Windows, you will have…I notice a lot of unauthorized duplications from my machines, and it’s closed source, you don’t know what is going on in the background, you don’t know the source code. And you might say, “Well, I know the source code of Linux but I’m not a developer, I have no idea what it means” It doesn’t matter, a lot of other people know what it means, a lot of other people who made it. Somebody who says something out there on the forums, if there was funny going on there. I don’t what’s going on with Windows, under the hood, and I don’t know what’s going on with OSX under the hood, and therefore I generally don’t like using them for anything unless I am practically forced to do so. My primary operating system that I use in my daily basis for productivity work, with pen testing and development is Linux, and it has the largest, practically the best tools for development and for pen testing. It doesn’t matter which distribution you are using, you should be able to install pretty much all the tools on all the distributions out there. Anyway, you will need a machine where you will have Linux installed. So, we will need Linux as an operating system installed. I will tell you which distro to choose, I will make suggestions and I will show you how to install it. Now, to answer the questions in advance, yes, you can have a virtual machine on Windows or OSX. Yes, you can have a bootable USB with persistence storage, and yes, you can have dual boot on Windows and OSX, all these three setups are…first of all, you’re gonna encounter a lot of problems with dual boot, with both Windows and especially OSX. Linux dual booting with OSX and Windows is a huge problem, especially with the UEFI Bios. Some of you might argue and say, “Well, it’s not, I’ve succeeded in doing it” Yes, I’ve succeeded in doing it, it works, but, it’s a hassle to get it to work, or at least it was a hassle for me, the process is buggy, you will encounter a lot of problems and a lot of your problems I cannot replicate them and not know how to solve. I can’t replicate them and therefore I don’t know how to solve them, because the dual boot behaves differently on different machines with different BIOSes. On different motherboards that is. So, have a machine which has Linux installed as a single operating system. All these other optional setups, like dual boot, live USB, virtual machines, I’ll go ahead and create these videos for you and I’ll post them on Youtube as optional setups, but that’s not the setup that I will be using, that’s just something that I will post there for you, so you can have a look, but it will not be a part of this course at all. They will be on Youtube, they will be completely free, no need to registering or anything like that. If you want have that kind of setup you can go, have a look at it, but I make no guarantees there. Ok, so, in terms of hardware, First, what you need to consider is driver compatibility. Driver compatibility has been an issue for a very long time with Linux, but lately it hasn’t been a problem almost at all, because Linux nowadays supports pretty much most of the devices out there without any problems, with open source drivers, and open source drivers, yeah, they tend to work, really, really, really well with most devices out there. There are still hiccups here and there, but, it works. However, you will need to make sure that your system that you are using in terms of hardware components is compatible with the Linux kernel. You do this by basically getting the list of components of the PC and just typing in on the net, like, wireless card, what number, drivers for Linux, and it’s gonna tell you, yes, they do exist or no, they do not exist. If you type in, like, graphic card, this graphic card driver’s for Linux. Yes, they do exist or they do not exist, so that’s some of the checkups that you need to make. In general, if the drivers exist for, I mean if you have drivers in one distribution and if they’re open source you can have them for pretty much all the distributions without any problems. Next up is really important, so router access, you will need access to your home router, you will need to be able to access it. A lot of ISPs these days, they tend to block the user access to the home router. I don’t know why they do this, most likely because they don’t want a ton load of people messing around with the configuration of the routers. And they don’t know what they’re doing, so they mess things up and they call support and it takes valuable time and effort and it costs them money. So they just lock the router. But, if you don’t have access to your router, what you can do is just give them a call or write an email, asking that you would like to have a permission, that you would like them to unlock the router and they will tell you: “Okay, but you can do that at your own risk” Most likely if you mess something up, they will charge you some small amount to restore the original configuration. But, you can basically back your router up, once they unlock it. And just create a backup file and you can use that as a restore point in case you don’t know how to restore the internet connection in your house. However, you will need access to your router because we’re gonna be configuring, we’re gonna be opening up this machine to the outside world, so it will be accessible from outside world. This will be necessary for certain setups, I will show you how to configure the router and to configure….what you need to do is pretty much the same on every router, however, the interfaces on the routers will vary, but it’s quite simple, there isn’t much up to it. Wireless cards, this is also you will need to keep in mind, they need to be, not only compatible with Linux, but they need to be compatible with Aircrack and Reaver, so Aircrack-ng and Reaver. Some wireless cards function well, other do not, you can look it up on the net which ones do and which ones do not. In the final account of things, you can just go ahead and use the one that you have and see how it works out. Chances are that it will work, but again, that’s some of the information that you will look up on the net. You see, first of all you establish which chipset does your wireless card use, you can do this by typing in the model of your wireless card on the manufacturer’s website and the manufacturer will have the chipset listed there. Then you check whether that chipset has compatible drivers for Linux, and whether that chipset is supported by Reaver and Aircrack-ng. All this information is listed on the sites. So you just use your favourite search engine and, I assure you, you will find these results without bigger difficulties. If you fail by some crazy chance to do so just go with the flow and see what happens. See if it works out or if it doesn’t. The CPU, now the CPU that you have should support virtualization options, that means for Intel, you will need VT-d and for AMD you will need AMD-Vi. These are the flags which tell you if the processor is capable of virtualization. That’s the simplest explanation I can give in that regard. Make sure that your, it will be nice if your CPU supported virtualization so that you can do everything that I do as well. How do you check this? Well, you go to the manufacturer’s website and again, you see whether it’s supported or not, you can even ask the manufacturer with an email if it supports virtualization or not, just give them a call, I mean, and ask them quite literally, just give them the model number and they will be able to tell it to you, yes or no, without any problems really. Now, RAM, it will be good if this machine where Linux will be installed would have at least 4GB of RAM. Linux doesn’t necessarily requires 4GB, it’s gonna run with less than 2GB without any difficulties. It’s not RAM hungry like Windows and OSX are, but it would be good if you had more than 4. Why more than 4? For smoother operations of virtual machines, because we’re gonna have some of them, which we’re gonna set up there, and that we will use as our own small virtual servers, as our own pocket environments, where we shall conduct our research and where we will…the servers which we will use in order to go through the course, we’ll build our own environments where we will perform whatever it is that we need to do. USB, have a USB lying around, some USB, it may not be a big USB, it may not be a 3.0 USB or anything like that, pretty much any USB stick will do. What will you need it for? One of the basic things that we might need it for…I can show you how to make a cryptographic key, how you can convert it a USB into a crypto key, when you plug your USB into a laptop, you basically unbox or unencrypt your drives and it unlocks your PC. And then you can have another layer of security on top of that and it can request for a password confirmation as well. So that’s really good security for you right there. In addition to all of this, I will also show you how to monitor traffic, how to protect yourselves, how to secure your environment, how to figure out what’s going on on the network. where to post listening, where to listen for the network traffic, how to figure out what is going on and such things. And in addition to all of this, my final thing that I would like to state here, is the disclaimer. I am not in any way responsible for what you do with the knowledge that I give you, I’m giving you this knowledge in good faith, this knowledge is presented here in good faith, that you will use it properly and that you will not abuse it in any way. As all of this is for educational purposes so that you will gain knowledge, not so that you go messing around with your neighbor’s Wi-Fi. I mean, just don’t that, it’s quite stupid, you have nothing to gain and you can get into a lot of trouble for no reason of whatsoever. So, that’s it, I’m gonna go head bid you all farewell and wish you a ton lot of luck with this course and I hope that you have a lot of fun as we go through a lot of these things. If you want to get started as an ethical hacker, learn how network security professionals protect their systems, or take your IT career to the next level you are going to LOVE this course! This course is a sequel to The Complete Ethical Hacking Course: Beginner to Advanced! which over 50,000 students have taken, and was at one point the most popular ethical hacking course in the world! Join us now and receive over 80 lectures & 15 hours of HD video, and 1 on 1 assistance from experienced network security professionals! Enroll now for only $25! We will cover the following topics in this course: - Introduction to ethical hacking - Linux installation, terminal basics, and Wireshark Setup - Staying anonymous online, proxy servers, and accessing the dark side of the internet using TOR - Aircrack-ng, HashCat, and wifi hacking - Defending your own networks from attacks - Cloning websites - Arduino USB keylogger that works out of the box for Windows 7, 8, 8.1, and 10 - Windows power shell scripting This course will receive monthly updates based on students requests, and our goal is to make this the #1 network security course online! DISCLAIMER The attacks demonstrated in this course can cause serious damage and are only shown for educational purposes. The intent of this course is to give you the tools to defend your own networks, share skills that are valuable to companies all over the world, and help you to better understand the challenges that information security professionals face on a daily basis. English & Spanish subtitles available. Thank you for taking the time to read this, and we hope to see you in the course! Growing a Free Following Using Tweepi Let’s begin building our free, SEO targeted Twitter following. The first step is to find a Twitter profile to pull followers from. When building up Twitter profiles on behalf of clients I would do a Google search similar to this: This was an ideal profile to begin pulling followers from because at the time she had over 300,000 and was doing a similar following strategy as the one I will show you. Finding someone in the same geographical are isn’t necessary, but you want to make sure you find a page that posts similar content. Next, you will want make an account with Tweepi http://tweepi.com/auth/signup Tweepi is a Twitter management tool that will allow you to rapidly follow/unfollow people. The free version of Tweepi let’s you follow 250 and unfollow 100 users per day. These limits reset at midnight PST. Once you create your account and link your Twitter profile, you can begin following new people. Click the “Follow Followers” link. The next screen will prompt you to type in the username of the person you want to pull followers from. If you haven’t found a page you want to follow the followers of, feel free to use my Twitter profile @UdemyJoe https://twitter.com/udemyjoe nearly everyone should follow you back. Before you begin following users, scroll down to the bottom of the page and increase the number of users to 40 per page. You will then be prompted to give Tweepi a quick shout out. We are almost ready to begin following profiles. First, let’s set up a few filters to find the people who are the most likely to follow us back. You do not have to include all of these, just be sure and use the follow ratio filters. A follow ratio of 100% means that the user follows all of his followers. I use the last tweeted and profile image filters to make sure I am following active Twitter users. The friend or follower is neither removes profiles I have already followed from the list. If no users show up on the list it means the system has filtered them all out. Just keep skipping pages until you find new users to follow. If you are using a brand new Twitter account there is a good chance you will need to unlock your account. This is why I recommended adding you mobile phone during during the sign-up process. Just wait for the confirmation number and follow the instructions that Twitter gives you. Next, we will unfollow users who do not follow us back. Remember, you need to wait at least 3 days before unfollowing anyone you follow through Tweepi. Start by clicking the “You follow” button. Next, set-up the filter “Friend or follower” → “Not following you” Results are displayed in chronological order so start with the last page. I like to begin each new day by following people who follow us first via the “You’re not following back button. Rinse & repeat each day 🙂 The free version of Tweepi is a great tool for getting started, but the premium version enables you to do so much more with building your following. With premium you can follow 950 and unfollow 500 users per day and you can unfollow users down to the specific day since you first follow them. With platinum you can save filters, follow based on a geo-targeted Tweet search, and look for users based on their interests. Platinum also enables you display 200 users per page which allows you to follow faster. Click the “Upgrade to Premium” button for the package that best suits your needs. The “Tweet Search” feature allows you to follow people based on their geographical location. If you are building a profile for a local or regional business this is an awesome feature because it enables you to find people in a specific area. Let’s pretend I own a coffee stand in Seattle and want to find people who tweet about coffee. After we set up a few filters we can begin following. You can also search for users by bio, interest, full name, company name, or location. Let’s say I wanted to network with other people affiliated with Udemy. I would use “Udemy” as the query and set up the normal filters. The premium version of Tweepi is great if you need to take targeting to the next level. I mainly use Tweepi premium for the increased following limits. I hope this system makes sense and helps you to grow your following on Twitter. Happy following! This post was pulled from the material in my Twitter Marketing in 2016: Get New Followers Daily! course on Udemy. Enroll now and get 50% off the purchase price!

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Adjectives – 15 of the best worksheets, games and resources for KS1 and KS2 English Develop literacy, improve grammar and make children's writing better than ever with these adjectives games, worksheets, lessons, activities and other resources for primary school… - by Teachwire What is an adjective? An adjective is a descriptive word naming an attribute of a noun. Or, more plainly, it is a word that describes a person or thing. Adjectives are words that modify other words to make language more interesting or specific. The National Curriculum guidance offers the following advice: “The surest way to identify adjectives is by the ways they can be used: - before a noun, to make the noun’s meaning more specific (ie to modify the noun), or - after the verb be, as its complement. English adjectives cannot be modified by other adjectives. This distinguishes them from nouns, which can be. Adjectives are sometimes called ‘describing words’ because they pick out single characteristics such as size or colour. This is often true, but it doesn’t help to distinguish adjectives from other word classes because verbs, nouns and adverbs can do the same thing.” It then goes on to offer these examples of what is, and what is not, an adjective: - The pupils did some really good work. [adjective used before a noun, to modify it] - Their work was good. [adjective used after the verb be, as its complement] - The lamp glowed. [verb] - It was such a bright red! [noun] - He spoke loudly. [adverb] - It was a French grammar book. [noun] Common adjectives in the English language What is an adjective phrase Also known as an adjectival phrase, this is a group of words which includes an adjective, that modifies a noun. Now, with that out the way, let’s get on to the resources. 1 | Adjectives teaching pack and SPaG worksheets This KS2 grammar resource provides everything you need to teach five 15-minute lessons on adjectives. As well as learning about the purpose and usage of adjectives, children are challenged to come up with creative responses in their writing to this area of grammar, with colourful images included to help inspire their work. The five SPaG lessons are designed to be taught across one week. Alternately, you may wish to teach the sessions in larger chunks, spread over a longer period of time or intersperse them with different grammar, punctuation and spelling lessons. The resources included in this pack are: PowerPoint, adjectives worksheets, noun cards, writing plan and uplevelling sentences worksheets. 2 | Types of adjectives There are a few different types of adjective. Articles, for example, are the simplest. There are only three of these: ‘a’, ‘an’ and ‘the’. ‘The’ is the definite article, while ‘a’ and ‘an’ are indefinite articles. But there are also possessive adjectives (eg my, your), demonstrative adjectives (these, this), coordinate adjectives (where more than one adjective is linked together separated by commas such as ‘the big, blue, shiny sea), numbers adjectives (where a noun is modified by an amount, such as ‘three kittens’), interrogative adjectives (‘which’, ‘what’ and ‘whose’), indefinite adjectives (any, many, no) and attributive adjectives (large, small, French, young, round). 3 | Adjectives list This free printable word mat offers six categories for adjective lists: people, time, good feelings, bad feelings, objects and size, with just over 100 words in total. 4 | Adjectives list word cards Alternatively, if you want an adjective list that you can use as word cards then this 23-page PDF features 136 words in total. 5 | Adjective synonym tarsia puzzle This challenging KS2 grammar game will help get children thinking about making powerful adjective choices, by matching adjective synonyms. It’s an ideal stretch and challenge activity for in the classroom, or for homework. Included in the pack are two sheets of tarsia pieces; an adjective list worksheet, so children can anticipate possible synonyms; teacher’s answer sheet, showing the synonym pairs; blank tarsia sheets, so children can make their own puzzle for classmates to solve. 6 | Adjectives for a monster menu lesson Looking at how restaurants describe their dishes is the perfect way to show children the effect that descriptive words can have. In this plan, pupils will write a menu fit for a monster – lumpy eyeball soup, anyone? They’ll learn how to identify how adjectives can help us to describe things, discover how some adjectives have a stronger effect than others, use adjectives to boost descriptions and think about synonyms to avoid repeating words. 7 | Halloween adjectives worksheet for KS1/2 This Halloween-themed grammar worksheet tasks pupils with circling the adjective that describes the underlined noun. 8 | What are adjectives? interactive story While we’re looking at all things scary, this interactive BBC Bitesize entry on adjectives includes a video, a quiz and an interactive story about a scary, smelly yeti where children highlight the adjectives. 9 | Adjective detective game Similarly, this interactive game offers children a number of sentences and asks them to pick out the adjectives. Handily, it explains to them why they’re wrong if they pick an incorrect word, and tells them what category that word falls under. 10 | Adjective synonyms worksheet This simple little worksheet asks pupils to think of three more-exciting synonyms for the adjectives nice, kind, small, hot, cold and scary. Then, as an extension, write a sentence for each word they’ve just come up with. 11 | Adding suffixes –er or –est to adjectives These adjectives worksheets take students through the rules of adding the suffixes -er and -est. The first looks at the basics, asking children to fill in sentences by adding the correct suffix of these two, and explains how with words that end in ‘e’ we drop the ‘e’ before adding the ‘-er’ or ‘-est’. The second sheet looks at words like ‘hot’ or ‘wet’, where we double the last letter before adding the suffix, and how we change words that end in a ‘y’ to be spelt with an ‘i’ before adding ‘-er’ or ‘-est’. 12 | Adjectives for storytelling This nifty little interactive resource lets children play the role of editor at a book publishers. Their job is to go through a story called The Sea Cave and make the language more exciting and descriptive. First they have to choose better nouns from a drop down menu, to help create a spooky and tense atmosphere. Next, they get to add adjectives to those nouns to make the tale even better. And if you want to continue, children can then choose the best image to illustrate the story on each page, then read or print the final version. There’s even a worksheet to print where they can edit another story. 13 | Adjectives factsheets and worksheets This BBC Skillswise page features a video, two downloadable factsheets and four downloadable worksheets on adjective. The activities include identifying multiple adjectives, describing an object you’re trying to find in lost property and writing an advert. Adjectives, noun phrases and expanded noun phrases 14 | Six noun phrases resources for KS1 If you’re looking to take your adjective work further, we’ve already done some resource roundups for noun phrases and expanded noun phrases. This list features activities, worksheets and ideas for your Year 1 and 2 students. 15 | Eight expanded noun phrase resources for KS2 And if it’s Years 3-6 you’re teaching, you’ll find eight great resources for expanded noun phrases in this list post.

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Curriculum Newsletter 6-12 Hamilton Township School District Prompting Creativity In Students How can creativity benefit your class? Creativity is the ability to think outside of the box and develop original ideas. Many people believe that creativity is focused on the arts; while it is cultivated in the arts, it can be fostered in any class! Typical arts teachers will tell you that they feel pressured to focus their instruction on “the end product.” However, the truth is that focusing on the process over the product will aid in developing a creative mindset. When discussing creativity, ensure that students understand that it has nothing to do with their artistic abilities, but instead how well they can do the following: Think of Multiple Solutions: Pushing a student beyond one idea can be challenging, but we must encourage them to brainstorm multiple solutions to a problem. Start with something easy and progress towards more complex problem solving. Develop Original Ideas: Encourage students to look beyond the obvious and develop unique ideas. When presenting students with a problem, have them start by responding with the most obvious or cliché ideas. Then, have them develop ideas beyond those typical responses. Make Connections: Use divergent questions to help students look for and make connections. Encouraging students to utilize methods like Design Thinking and Mind Mapping will aid in the creative process. Additionally, developing activities that vary in theme and subject matter will show students that creative thinking can be applied universally—not only in the arts. Presenting students with problems to solve from other content areas can create interdisciplinary connections and opportunities. Using Essential Questions to Foster Inquiry in the Science Classroom As teachers we all recognize the importance of teachable moments, and catching the wave of interest in students when one rolls in. But how can we purposefully generate that interest? Essential questions are a great way to spark thought and inquiry in the science class. Essential questions Are open ended without a single definitive answer. Require students to synthesize information across a range of sources and perspectives as they progress through a topic. Create intrinsic motivation by situating the subject matter within an authentic context. Can’t be answered by a simple internet search. Connect to the big ideas of science Serve as a touchstone throughout a unit of study and can help bind science classes together. The richest essential questions have complex roots and raise new questions as they are revisited over time. Well crafted essential questions might center around explaining a puzzling phenomena, while others can help students connect to a broad range of social issues and ask students to create value judgments. Regardless of which type of question is used, when science teachers frame their units using essential questions they provide students with another pathway to learn science content. Scaffolding and Differentiating with English Language Learners Although complementary, scaffolding and differentiating are unique in their meaning and in teaching. Both are important in teaching and both are needed when teaching ELs. When deciding which to use with which student or groups of students, it is important to understand what each means and how they can be used to benefit students in either the whole group or in their individual needs. Differentiation refers to meeting the needs of individual students. When it comes to ELs, differentiation may often be based on WIDA’s Can Do Descriptors. These descriptors help to tell what a child can do in each of the four language domains. Therefore, teachers can design an individual student’s lesson around what the student can do in order for he/her to be successful. Scaffolding are strategies teachers use to help students solve problems on their own. Unlike differentiation, scaffolding strategies can be presented to the whole class and/or to individual students. The goal of scaffolding is for the teacher to give the students tools/techniques so that they can solve problems. These may include but are not limited, mini lessons, visual supports, sentence frames, sentence stems, graphic organizers, etc. With ELs, scaffolding would be the initial strategy to use when presenting new material. From there, the teacher can differentiate based on the needs of individual students. In addition, some scaffolding techniques may be used to differentiate for the student. Both however, are strategies that will help ELs achieve their individual learning goals. Ideas for Virtual Community-Building A major foundation to building on engagement is building or sustaining that community, whether it is in person or remotely. In the spirit of the HTSD Engagement Challenge, here are pointers on how to assist students in getting more involved in a lesson, not only with their teachers, but also with their peers. Although today’s classroom may look a little different than the traditional classroom we are accustomed to, there are still many ways to assist in building or sustaining your virtual/in-person classroom community. Short Check-ins: At the start of each session, each student can verbally respond to a specific question. Masked Selfie Activity: Students can prepare their selfie prior to the meeting and share. "Reveal" what lies behind the mask, literally and figuratively! Health/ PE Example- This can be done with the Google Meet chat box or polling and Pear Deck to name a few; World Language Example- This would be done in the target language in writing or verbally. Autobiographical writing: Provide opportunities for students to write in ways that are meaningful, personal, and creative. Create a space for students to share with one another. Health/ PE Example- One can focus on the SEL Competencies, especially Self Awareness and Self Management. World Language Example- One can work on a presentational writing activity that may also have focus on cultural components. Background Music: Play music as students log onto Google Meet and begin class routines. This can assist in breaking the ice during an awkward first couple of minutes of silence. You may even allow DJ Requests. Allow students to provide song requests via Google Classroom or Google Forms. Health/ PE Example- Tempo is everything. Do you want it to be an upbeat song that works with your warm up or a lighter song to calm and focus the students towards a specific task. World Language Example- Music is a staple in culture! Allow the music to relate to your thematic units. Students may also be challenged to translate or express the wording and meaning of a song in the target language. Mathematics is Everywhere Math is in a unique position among STEAM topics: it’s considered important across all STEAM fields, but unfortunately notoriously hard to engage students with. The National Center for Educational Statistics reports that in the US, approximately 70% of 4th grade females report an interest in math, but by 8th grade, this figure falls to 53%. It’s time to work toward turning that statistic around. It’s easy to view art and math as completely separate subjects. Right brain versus left brain. Creative versus analytical. Imaginative versus practical. Sometimes students see themselves as “an art person” or “a math person” but in reality they can be both. The following areas are a small sample of where the beauty of mathematics can be found: The Golden Ratio The Banach-Tarski Paradox Mathematics is visible everywhere in nature, even where we are not expecting it. It can help explain the way galaxies spiral, seashells curve, patterns replicate, and rivers bend. The beauty and enjoyment of math is in the patterns, concepts, or in the explanations. By helping students see the connections in art and math, we can strengthen their skills in each. Figurative Language is Everywhere During National Poetry Month (April), students all over the country will be asked to read and write poetry. Additionally, many teachers will ask students to identify and interpret the figurative language and imagery found in various poems. However, figurative language can be found everywhere -- if you actively search for it, it will practically jump off the page and bite you (see what I did there?)! Figurative language is woven into the fabric of our everyday lives -- it can be found in advertising, music, books, newspaper articles, and, quite often, in daily conversations. The use of figurative language strengthens verbal and written communication; it can help our students -- across all content areas -- communicate more clearly, support their opinions, and provide more descriptive details. If your students glaze over when you say poetry, ask students to find examples of figurative language in the world around them. Great places to search include newspaper headlines, song lyrics, advertisements, famous speeches, and conversations with friends and family. To take it a step further, ask students to revisit something they’ve written (a journal prompt, short response/paragraph, a letter to an elected official, opinion piece, blog post, etc.) and incorporate one or two devices (simile, hyperbole, etc.) to strengthen their writing. Remind students that figurative language can strengthen all types of writing, not just narrative or creative writing pieces. Lastly, when you come across figurative language in the texts read in class, occasionally stop and ask students why they think the author chose the particular device. What effect was he or she trying to achieve? Was it successful? In their opinion, is there something else that may have been more effective? Before you know it, your students’ writing will blossom before your eyes! Wise Feedback: Feedback to Motivate All Learners Many of you have utilized the “Sandwich Method” when providing teacher feedback in your Social Studies classes. In a feedback sandwich, the teacher layers constructive feedback between two instances of positive feedback. Although this approach can be beneficial, it can also be limiting and get in the way of effective, meaningful feedback and communication that will produce performance improvement results for all students. In Culturally Responsive Teaching and the Brain by Zaretta Hammond, Hammond states that in order for feedback to be effective, it is important that we, as educators, “engage our students’ willingness to act on [the teacher’s feedback].” As you continue to integrate writing in your Social Studies classes, consider utilizing Wise Feedback as an alternative approach that could assist with getting our Social Studies students to act on the feedback you provide on their writing assignments. Wise Feedback is personalized feedback that conveys high expectations, the teacher's sincere confidence in the student's ability, and specific actionable steps to assist the student in raising the quality of his/her work. By proactively giving a constructive explanation, Wise Feedback prevents students from misinterpreting remarks from the teacher as negatively biased. It communicates to the student that the teacher is providing specific, ambitious feedback because the standards of the class are high and the teacher is confident that the student has the skills and motivation to meet them. So the next time you are planning on providing feedback to a student or to the class as a whole on a Social Studies writing assignment, consider utilizing the Wise Feedback approach. Here are three elements of providing Wise Feedback and what it could look like in a Social Studies classroom: State High Expectations: The teacher describes the high standards and why they are being used to evaluate the student’s work and generate the instructional feedback. Ex: “The goal for today’s lesson was to develop a thesis paragraph for your DBQ Essay. The thesis should express your main argument concisely and explain why your argument is historically significant.” Assure Confidence in the Student’s Ability: The teacher states that the student has the skills necessary to successfully meet those standards. Ex: “From your work on your last DBQ essay you have shown me that you have the skills and motivation to improve your work.” State Specific Actionable Steps: The teacher provides specific, prioritized steps that can be addressed by the student to assist in academic growth. Ex: “I’ve identified three points to address that would make your thesis clearer and more effective in communicating the historical significance. Please address each one and let me know if you have any questions.” Dear Data Guy What is a Lexile score? That’s a great question. A Lexile score is a Framework for understanding a student’s ability level and the instructional level for a student. This score when used correctly can give the educator the ability to find materials that are appropriate for the student. Additionally, there are two kinds of Lexile measures; reader measures and text measures. The reading measure tells us about our student’s reading ability whereas the text measures tell us the difficulty of a text, such as a book, magazine article, etc. A beginning reader would be at a 0 Lexile Level, whereas an advanced reader is at a 1600 Lexile Level. Lexile.com has additional information on Lexile scores including how to measure growth with Lexile scores. Some of our assessments in Linkit! have Lexiles so you are able to measure growth through the platform. Notes from Mr. Scotto We made it to Spring... During the Fall & Winter, we offered 73 workshops and processed 616 registrations for session attendance. I thank you for your continued participation; this confirms our district's ongoing commitment to professional learning. With Spring, comes a new "menu" of offerings. In the coming days, we will release our 20 Spring offerings that will run from April 14th - June 3rd. We anticipated opening registration (via MLP) on Wednesday, April 7th. Hope you can join us! Check Out These Additional Resources! Data/Testing: 8 Quick Formative Checks for Understanding Health/PE: Using Question Techniques for Learning in PE Mathematics: STEAM Projects Social Studies: 11 Noteworthy History Podcasts Visual and Performing Arts: Everything You Need to Know About Creativity in the Art Room Alejandro Batlle, Health/PE and World Language Kevin Bobetich, Testing/Assessment Karen Gronikowski, Mathematics and STEM/STEAM Sandra Jacome, ESL & Title I Pre-K Joanne Long, Science and Applied Technology Francesca Miraglia, English Language Arts and Media Centers Erick Shio, Social Studies and Business Danielle Tan, Visual and Performing Arts

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Table of Contents - 1 How does the mantle make the crust move? - 2 What happens during convection? - 3 How does the process of convection in the Earth’s mantle affect the formation of mountains and the temperature in the surface? - 4 How do you think mantle convection might affect the crust above it? - 5 What type of convection occurs in the mantle? How does the mantle make the crust move? Plates at our planet’s surface move because of the intense heat in the Earth’s core that causes molten rock in the mantle layer to move. It moves in a pattern called a convection cell that forms when warm material rises, cools, and eventually sink down. How convection happens in the mantle part of the Earth? The mantle is heated from below (the core), and in areas that are hotter it rises upwards (it is buoyant), whereas in areas that are cooler it sink down. This results in convection cells in the mantle, and produces horizontal motion of mantle material close to the Earth surface. How do convection currents move plates? Heat rising and falling inside the mantle creates convection currents generated by radioactive decay in the core. The convection currents move the plates. Where convection currents diverge near the Earth’s crust, plates move apart. Where convection currents converge, plates move towards each other. What happens during convection? Convection is the transfer of thermal energy by particles moving through a fluid. Moving particles transfer thermal energy through a fluid by forming convection currents. Convection currents move thermal energy through many fluids, including molten rock inside Earth, water in the oceans, and air in the atmosphere. Which best explains mantle convection? Mantle convection is the very slow creeping motion of Earth’s solid silicate mantle caused by convection currents carrying heat from the interior to the planet’s surface. The Earth’s surface lithosphere rides atop the asthenosphere and the two form the components of the upper mantle. How does the crust moves? The crust moves because of movements deep inside the earth. Heat rising and falling inside the mantle creates convection currents generated by radioactive decay in the core. The movement of the plates, and the activity inside the Earth, is called plate tectonics . Plate tectonics cause earthquakes and volcanoes . How does the process of convection in the Earth’s mantle affect the formation of mountains and the temperature in the surface? As tectonic plates slowly move away from each other, heat from the mantle’s convection currents makes the crust more plastic and less dense. The less-dense material rises, often forming a mountain or elevated area of the seafloor. What best explains convection current in the mantle? Convection currents are the result of differential heating. Lighter (less dense), warm material rises while heavier (more dense) cool material sinks. It is this movement that creates circulation patterns known as convection currents in the atmosphere, in water, and in the mantle of Earth. What is a convection process? convection, process by which heat is transferred by movement of a heated fluid such as air or water. Forced convection involves the transport of fluid by methods other than that resulting from variation of density with temperature. Movement of air by a fan or of water by a pump are examples of forced convection. How do you think mantle convection might affect the crust above it? Mantle convection describes the movement of the mantle as it transfers heat from the white-hot core to the brittle lithosphere. Convection currents also transfer denser, cooler material from the crust to Earth’s interior through the process of subduction. What is convection current in the mantle? Convection currents are the movement of fluid as a result of differential heating or convection. In the case of the Earth, convection currents refer to the motion of molten rock in the mantle as radioactive decay heats up magma, causing it to rise and driving the global-scale flow of magma. How do convection currents move the Earth’s crust? Convection currents and plate movement The Earth’s crust is broken up into pieces called plates. The crust moves because of movements deep inside the earth. Heat rising and falling inside the mantle creates convection currents generated by radioactive decay in the core. What type of convection occurs in the mantle? Definition Mantle convection: Thermal convection in the terrestrial planetary mantles, the rocky layer be- tween crust and core, inwhich hotmaterial rises, cold material sinks and the induced flow governs plate tectonic and volcanic activity, as well as chemical segregation and cooling of the entire planet. What is the role of the mantle in plate tectonics? Mantle convection is the main driver of plate tectonics. Under the rigid layer of rock we live on, the Earth is plastic and more dense. Because of its fluid-like properties, mantle convection can occur. Why is convection important to plate tectonics? Because of its fluid-like properties, mantle convection can occur. Then, mantle convection is the main driver of plate tectonics. And it’s because of convection deep down beneath our feet why we have volcanoes and earthquakes as well.

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Direct and Indirect Object Worksheet This indirect object worksheet is designed for 6-12 year children to help them identify and practice finding a subject, predicate, direct object, and indirect object in the sentences. We have discussed the subject, predicate, object, and direct object in a sentence from a previous worksheet. Let us learn about the indirect object and how to identify them. What is an Indirect Object? It is an object that represents a person or thing about what is being given or done. In simple words, it is who or what receives the direct object. So you need to have a direct object to get the indirect object. Let us understand this concept with an example: Mom is baking a cake for Bob’s birthday Here, Mom is the subject, baking is the predicate, a cake is a direct object And, a cake is prepared for Bob’s birthday. Hence, Bob’s birthday is the indirect object here. Let us try one more example: Jack got the first rank in his annual exams Here Jack is the subject got is the predicate the first rank is the direct object in his annual exam is the indirect object Follow the rules mentioned above and find the subject, predicate, direct object and indirect object in the sentences. Download the worksheet now! help the child form compound words using two root wordsView Worksheet Arrange words based on second and third lettersView Worksheet Alphabetizing Worksheet: Rule 2 (Arranging Words in Alphabetical Order based on First Letter of the Word) Learn to arrange words in Alphabetical orderView Worksheet Help the child to identify letters and arrange them in orderView Worksheet

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The worksheets and activities on this page will give students laser focused practice implicit metaphor btw to help them become simile and metaphor experts. If a metaphor is present write a simile to take its place. He hogged the road. Simile and metaphor worksheet pdf. The printable simile worksheets below help students understand similes and how they are used in language. Bob runs like a deer. My mind is a puddle in the street reflecting green. The light was the sun during our test. Metaphors worksheet a metaphor is a figure of speech in which two unlike things are compared without the use of like or as. The test was a long never ending marathon. The strawberry was a fresh summer day. A simile is a comparison between two things using the words like or as metaphor is a figure of speech that compares two things. Level 5 lesson 8 similes metaphors and personification 53 a. Metaphor worksheets for 4th grade 5th grade middle school and high school. She slept like a log. Simile and metaphor worksheet 1 directions. All worksheets are free to duplicate for home or classroom use. She toyed with the idea. Metaphors are often defined by their use of the word is as compared to similes which use the words like or as. He is as thin as a rail. A figure of speech stating two things are similar. Mike is a chef when he s in the kitchen. Dad is a bear today. She is as sweet as candy. A metaphor takes the form of a direct statement or direct comparison. Metaphors proverbs or idioms. It often uses the word is was are or were similes or metaphors worksheet. Choose your answer and explain which two things are being compared. Below are six versions of our grade 5 vocabulary worksheet that asks students to mark each sentence as a simile or a metaphor. It makes a comparison of two unlike things using the words like or as. The rain came down in full cold buckets. Determine whether each is a simile or metaphor. Is it a simile or a metaphor. It is fine to slightly modify your sentences in your answers. My dad is a bear. The bar of soap was a slippery eel. This is an example of. What is a metaphor. She read the book at a snail s pace. Pdf files for printing exactly as i formatted these worksheets rtf files for making changes before using them in your own classroom and ereading worksheets for completing online on. If a simile is present write a metaphor to take its place. A simile is one kind of figurative language. Worksheets vocabulary grade 5 similes or metaphors. Below are several sentences. The willow s music is like a soprano. Simile and metaphor student worksheet simile examples. These worksheets are available in a variety of formats.

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By the end of this section, you will be able to: In Evaluate, Simplify, and Translate Expressions, you learned that a term is a constant or the product of a constant and one or more variables. When it is of the form axm, where a is a constant and m is a whole number, it is called a monomial. A monomial, or a sum and/or difference of monomials, is called a polynomial. polynomial—A monomial, or two or more monomials, combined by addition or subtraction monomial—A polynomial with exactly one term binomial— A polynomial with exactly two terms trinomial—A polynomial with exactly three terms Notice the roots: Here are some examples of polynomials: Notice that every monomial, binomial, and trinomial is also a polynomial. They are special members of the family of polynomials and so they have special names. We use the words ‘monomial’, ‘binomial’, and ‘trinomial’ when referring to these special polynomials and just call all the rest ‘polynomials’. In this section, we will work with polynomials that have only one variable in each term. The degree of a polynomial and the degree of its terms are determined by the exponents of the variable. A monomial that has no variable, just a constant, is a special case. The degree of a constant is 0—it has no variable. The degree of a term is the exponent of its variable. The degree of a constant is 0. The degree of a polynomial is the highest degree of all its terms. Let’s see how this works by looking at several polynomials. We’ll take it step by step, starting with monomials, and then progressing to polynomials with more terms. Remember: Any base written without an exponent has an implied exponent of 1. Working with polynomials is easier when you list the terms in descending order of degrees. When a polynomial is written this way, it is said to be in standard form. Look back at the polynomials in Example 10.2. Notice that they are all written in standard form. Get in the habit of writing the term with the highest degree first. In The Language of Algebra, you simplified expressions by combining like terms. Adding and subtracting monomials is the same as combining like terms. Like terms must have the same variable with the same exponent. Recall that when combining like terms only the coefficients are combined, never the exponents. Adding and subtracting polynomials can be thought of as just adding and subtracting like terms. Look for like terms—those with the same variables with the same exponent. The Commutative Property allows us to rearrange the terms to put like terms together. It may also be helpful to underline, circle, or box like terms. Parentheses are grouping symbols. When we add polynomials as we did in Example 10.6, we can rewrite the expression without parentheses and then combine like terms. But when we subtract polynomials, we must be very careful with the signs. In The Language of Algebra we evaluated expressions. Since polynomials are expressions, we’ll follow the same procedures to evaluate polynomials—substitute the given value for the variable into the polynomial, and then simplify. Identify Polynomials, Monomials, Binomials and Trinomials In the following exercises, determine if each of the polynomials is a monomial, binomial, trinomial, or other polynomial. Determine the Degree of Polynomials In the following exercises, determine the degree of each polynomial. Add and Subtract Polynomials In the following exercises, add or subtract the polynomials. Evaluate a Polynomial for a Given Value In the following exercises, evaluate each polynomial for the given value. ⓐ After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section. ⓑ If most of your checks were: …confidently. Congratulations! You have achieved the objectives in this section. Reflect on the study skills you used so that you can continue to use them. What did you do to become confident of your ability to do these things? Be specific. …with some help. This must be addressed quickly because topics you do not master become potholes in your road to success. In math, every topic builds upon previous work. It is important to make sure you have a strong foundation before you move on. Whom can you ask for help? Your fellow classmates and instructor are good resources. Is there a place on campus where math tutors are available? Can your study skills be improved? …no—I don’t get it! This is a warning sign and you must not ignore it. You should get help right away or you will quickly be overwhelmed. See your instructor as soon as you can to discuss your situation. Together you can come up with a plan to get you the help you need.

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Look at the graph shown in Figure 1a. and are two points on the graph, and they have been joined by a straight line. The straight line segment is known as a chord . We have lengthened the chord on both sides so that it extends beyond both and . Figure 1a Figure 1b Figure 1c In Figure 1b we have moved point nearer to point before drawing the extended chord. Imagine what would happen if we continue moving nearer and nearer to . You can do this for yourself by drawing additional points on the graph. Eventually, when coincides with , the extended chord is a straight line which just touches the curve at . This line is now called the tangent to the curve at , and is shown in Figure 1c. If we know the position of two points on the line we can find the gradient of the straight line and can calculate the gradient of the tangent. We define the gradient of the curve at to be the gradient of the tangent there. If this gradient is large at a particular point, the rate at which the function is changing is large too. If the gradient is small, the rate at which the function is changing is small. This is illustrated in Figure 2. Because of this, the gradient at is also known as the instantaneous rate of change of the curve at . Recall from your knowledge of the straight line, that if the line slopes upwards as we look from left to right, the gradient of the line is positive, whereas if the line slopes downwards, the gradient is negative. The gradient of the curve at a point, , is equal to where is the angle the tangent line at makes with the positive axis. Draw in, by eye, tangents to the curve shown below, at points to . State whether each tangent has positive, negative or zero gradient. A negative, B zero, C positive, D zero, E negative In the following subsection we will see how to calculate the gradient of a curve precisely.

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Grades: 5/6, 7/8 Subjects: Language Arts, Social Studies This lesson is based on the article “Black and Indigenous” in the expanded (2022) Black history in Canada issue of Kayak: Canada’s History Magazine for Kids. The history of Afro-Indigenous peoples is largely underrepresented in classrooms and curricula due to the group’s intersectionality. Afro-Indigenous peoples have a unique history in Canada — and more broadly across Turtle Island — that deserves to be integrated into the narrative of Canadian history and Canadian identity. The following lesson is designed to better highlight the history of this marginalized group. Historical Thinking Concept(s) - Establish historical significance - Identify continuity and change - Analyze cause and consequence - Take historical perspectives Part I: Identity Identity is an important element in history, especially when we learn about marginalized groups within Canadian history. It’s important to understand that history often refers to groups in generalizations, which fails to represent the values of individual people or groups. One of the ways we can convey identity is through language. Students will explore the role of language in history and how the terms used in historical narratives can have positive or negative effects. Ask students to: - Summarize themselves in one word only. This can be a personality trait or a physical feature — whichever they feel is more important to share (e.g. blonde, happy, tall, etc.). This can take the form of a group discussion, or students can write down their answers to share with the teacher only. - Summarize their families now, also in one word. Tell them the word needs to be something that matches all family members (either immediate or extended). - Summarize their whole school or whole class in one word. The teacher can also participate, coming up with a word to summarize themselves and their family to share with the class. Draw student’s attention to how hard it was to define themselves and their families in one word. - Do you think one word represents you completely? - Were you able to include all your family members in one word? - Can one word represent a large group of people like your class or your school? Invite students to share their results/ reflections with the class or they can write a short reflection to share with the instructor. Explain to your students how history and historians tend to generalize a group of people, reducing their identity into one word or phrase. However, just as one word cannot describe you or your class completely, it cannot represent a large group of people with vastly different experiences. Language is important not only when referring to marginalized groups, but also when we look at institutions that oppressed them. It is important to acknowledge both individual agency and power dynamics. In pairs or small groups ask your students to unpack these sets of words: - Slavery / Institution of slavery - Slave / Enslaved person - Fugitive / Freedom seeker - Master / Enslaver Compare and contrast each word in a set and the notions of agency and power. Students may perform individual research into each word if they need more context. Is there a sense of a positive or negative impact? E.g. Using the phrase “institution of slavery” instead of “slavery” acknowledges a far-reaching system with several social, economic, and political supports that allowed it to continue. Saying “enslaved person” instead of “slave” recognizes a person’s enslaved status as something imposed on them, not an intrinsic value. “Fugitive” has negative connotations, invoking images of criminality and removing autonomy from the enslaved person. “Enslaver” disputes the idea that the people who enslaved Black people had any intrinsic power. Draw your students’ attention the power of language. The words we use in history are important, especially when we’re discussing marginalized groups of people. It is important to understand the influence of colonial thought on the organization of social hierarchy and the inequitable practices that result from it. The terminology and the origin of certain words is just one example among many. Each group has the right to define its identity and to reject a vocabulary that aims to dehumanize them and/or to deny the cultural differences that exist between them. Part II: Proclaiming Our Roots Students will walk through real-life stories to better understand Afro-Indigenous experiences. Ask students to: - Read one of the following articles in large group: Etanda Arden or Melissa Brown. Discuss the roots, challenges, and journeys of Ms. Arden or Ms. Brown. - Direct students to the Proclaiming Our Roots website and have them select a digital story to watch. - Have students write down 5 important facts they learned from the story they selected. - Review in the large group and invite students to share what they learned, what surprised them, what they would like to learn more about. The teacher may also write the names of the people in the stories on large sheets around the classroom, having each student contribute information about the person they selected. This way, everyone can cover the stories they may not have had time to listen to. Part III: Furthering Understandings By the end of this exercise, students will have a better understanding of the consequences of colonization on Indigenous and Black peoples. Ask students to read the article “Black and Indigenous” in the expanded (2022) Black history in Canada issue of Kayak. First, students will do research to answer the questions they have raised following their reading in a journal reflection or other applicable format. Then, students will synthesize their understandings of the concepts of identity and lived experience (from Kayak and other sources) and work as a class or in groups to create a student-friendly learning guide. At least one student should cover each of the following points about Afro-Indigenous history: - History, origin, geography - Links between Black and Indigenous communities in the past and today - Challenges faced by Afro-Indigenous peoples - Achievements of Afro-Indigenous peoples in Canada Suggested individuals to research: - Julian Taylor - Larissa Crawford - Ann Marie Beals - Joy Henderson Once students have researched their topics, they can compile them into a large booklet, binder, or poster to be displayed in the class. This can be a yearly activity that students continuously contribute to and update.

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Activity 1. Comparing El Grito de Dolores and Cinco de Mayo This activity introduces two important dates and events in Mexican history. Students will research and discuss the basic elements of El Grito de Dolores, September 16th, and Cinco de Mayo, May 5th. The goal is to help students understand what the holidays are commemorating and which important events took place on each occasion, but also to emphasize the historical differences between the two holidays. Begin the activity by asking if there are students in the classroom who have celebrated these holidays either in Mexico or in the U.S. Ask them to describe how they celebrated with their friends and family. Ask how their family interprets each holiday, how it has significance in their culture, and what it means to them now. If students are not familiar with these holidays, ask them to look at the historical background to Mexico's Independence Day celebrations. Students can also find more information on Mexican Independence on the EDSITEment-reviewed U.S.-Mexican War documentary website. Be sure that students note that when Father Hidalgo led the Indians and the "mestizo" forces against the Spanish, he used an image of the Virgin of Guadalupe as a revolutionary banner. This helps to demonstrate the link between religion and politics in Mexican history. Next, ask students to view the following pictures from the EDSITEment-reviewed Getty website of Mexico's Centennial Celebration held in September, 1910. The questions that follow each picture can be used to generate class discussion. Leading the Independence Day Parade, Mexico City (September, 1910) - Why are these men wearing military armor from the 16th century? What do they represent? Indian Parade, Mexico City (September, 1910) - Why is it important for Indians in their traditional dress to be a part of Mexico's Independence Day parade? What part did the Indians play in the struggle for independence from Spain? Emperor Montezuma, Mexico City (September, 1910) - Why do you think the famous Aztec ruler Montezuma is part of the Independence Day celebration? What do you think he represents to Mexicans? Centenary Celebration, Mexico City (September, 1910) - This is the Centenary Celebration of Independence, and it is also the year the Mexican Revolution started. This was the first Modern Revolution of the twentieth century. - In the festive lights on this building, why do you think the word "Libertad" (liberty), placed below the date 1810, has been paired with the word "Progreso" (progress) below 1910, when the picture was taken? What is the significance of the placement of the word "Paz" (peace) in the middle, between the other two? Finally, conclude this activity by asking the students to consider the following questions: - Which of the two holidays, El Grito de Dolores or Cinco de Mayo is similar to the Fourth of July in the United States? - Which of the two holidays appears to be more popular in the United States? - Do you think Cinco De Mayo has become more popular in the U.S. than it is in Mexico? Activity 2. Dia de Nuestra Señora De Guadalupe The story of Dia de Nuestra Señora de Guadalupe, celebrated on December 12th, recounts the moment in the history of Mexico and the Roman Catholic Church when the Catholic faith entered into the hearts of the Mexican people. At first the Spanish missionaries encountered difficulties converting the indigenous people. According to tradition, it was not until Juan Diego, an Indian peasant farmer, was blessed with the vision and later the image of the Virgin Mary and brought evidence of his miraculous vision that the Church began to take a firm hold on the Mexican people. The goal of this activity is to help students understand the significance of this appearance of the Virgin Mary in the form of an Indian maiden, not only in a religious context but also in a historical context. Begin by directing students to explore the Our Lady of Guadalupe: Patroness of the Americas website, accessible from the EDSITEment-reviewed Latin American Network Information Center. They should pay particular attention to the pages devoted to Juan Diego and to the apparitions and the images of Our Lady of Guadalupe. They should also examine some of the images of the Basilica that was built as a shrine to the image of Our Lady of Guadalupe. Note that this site also includes some online videos of the image and the Basilica. When they have explored the historical context for the holiday, ask them to look at some further information on the holiday celebration on the MEXonline website. After students have become familiar with the story of Juan Diego and the appearance of the Virgin, ask them to consider the following questions about this important Mexican holiday: - What sort of man was Juan Diego? - Why do you think the Virgin Mary appeared to him? - How do you think Juan Diego perceived the image of the Virgin Mary? - Why was it important that the Virgin Mary resembled the indigenous people in Diego's vision? - How do these images of Our Lady of Guadalupe respond specifically to the Mexican-Catholic faith? - Why do you suppose Father Hidalgo used an image of the Virgin of Guadalupe as a banner during the Mexican revolution of 1810? - Do you see a link between the significance of the Virgin of Guadalupe and the Revolution? - Can you think of any holidays celebrated in the United States that are similar to the Dia de Nuestra Señora de Guadalupe? Activity 3. An altar for Los Muertos This activity introduces students to the dedicative altars that are made on El Dia De Los Muertos. This holiday, celebrated on November 1st and 2nd, All Saints' Day and All Souls' Day, can be compared in some of its aspects to the American celebration of Halloween, or All Hallows' Eve. But there are some distinctive differences in the practices and customs of the Mexican holiday that should not be missed when students look more closely at the celebration of the Day of the Dead. Again, this is an opportunity to ask if any students in the classroom have ever celebrated this holiday. This is an effective way to begin to dispel some of the pre-conceived notions the holiday may give rise to. Mexico's celebration of these special days dedicated to the departed are merry and festive days that allow for visits with deceased relatives and loved ones. On this day, Mexican people believe that the dead walk among them joining them in festival and eating the treats that are left for them. One of the most distinctive features of the celebration of the Day of the Dead is the altar where family members leave their offerings or ofrendas, the goods set out on the altars, consisting of flowers (both real and paper), pictures, pastries, treats, and possessions of sentimental value. The altars themselves are intended to commemorate the deceased relative and welcome them home again. The goal of this lesson is to encourage students to enter into the spirit of the celebration and to understand the significance of the altars and the offerings to departed loved ones and relatives. The MexicoConnect website, accessible from the EDSITEment-reviewed Latin American Network Information Center, has a page of links dedicated to the Day of the Dead which students can explore to learn more about the celebrations and traditions of the holiday. Among the best resources are the following: Additional images of Day of the Dead celebrations are also available: After reviewing the above sites and others on MexicoConnect, ask the students to design a mock altar of their own using some of the images and ideas they have collected from the MexicoConnect web pages. For this activity you may want to divide the students into groups and have each group design decorations of flowers, skeletons, or skulls; compose a poem; find recipes for candy or pastry treats; or suggest other appropriate activities based on their study of the websites. When students have finished designing their altars and planning their celebrations, ask each group to discuss the significance of their offerings and decorations. - What significance do these decorations have for the dead and the living? - How is death perceived in this tradition? - What is the tradition celebrating?

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- Published: September 1, 2022 - Updated: September 1, 2022 - Language: English - Downloads: 1 Temperature and Thermometers The Temperature of an object is a measure of the hotness or coldness of that object. An alternative way to think of temperature is to say that “ the temperature of an object is a number – on some manmade scale – that indicates the hotness of the object”. ‘ Hotness’ in turn is a measure of the kinetic energy of the molecules of the material. Note: You must use the term ‘ hotness’. * The SI unit of temperature is the Kelvin (K)* Relationship between degrees Celsius and Kelvin*: Thermometric Properties A Thermometric Property is any physical property that changes measurably with temperature. Note: You must use the term ‘ measurably’. Examples of thermometric properties: •Length of a column of liquid, e. g. mercury and alcohol thermometers, •Electrical resistance (see chapter 23), •Colour (colour ‘ strips’ are sometimes used by nurses and placed against a person’s forehead), •Emf of a thermocouple (emf is a fancy word word for ‘ voltage’), •Volume of gas at constant pressure, •Pressure of a gas at constant volume. Disagreement between thermometers Two different types of thermometer will give slightly different readings at the same temperature. This means we need to agree on one particular thermometer to have as a standard. Practical Thermometers •Clinical thermometer •Oven thermometer •Temperature gauge in a car Clinical thermometer; Two Main Features: Short range because temperature of the human body doesn’t vary much either side of normal body temperature (37. 60 C). A kink to prevent the liquid falling back down when the thermometer is removed from the mouth and held vertically. Experiment: Using a thermometric property to measure temperature* 1. Note the value of the thermometric property in melting ice (00 C) and also in boiling water (1000 C). . Plot these two points on a graph and draw a straight line joining them. 3. For an unknown temperature, note the thermometric property and use the graph to calculate the corresponding temperature. Mandatory Experiment: To plot a calibration curve for a thermometer using a mercury thermometer as a standard. Leaving Cert Physics Syllabus ContentDepth of TreatmentActivitiesSTS Concept of temperatureMeasure of hotness or coldness of a body. The S. I. unit of temperature is the Kelvin. Celsius scale is the practical scale of temperature. T /0C = T /K – 273. 15 Thermometric PropertiesA physical property that changes measurably with temperature. Demonstration of some thermometric properties: •length of liquid column, e. g. length of mercury column •emf of thermocouple •Pressure of a gas at constant volume •Volume of a gas at constant pressure •Resistance •colour ThermometersThermometers measure temperature. Two thermometers do not necessarily give the same reading at the same temperature. The need for standard thermometers – use any commercial laboratory thermometer as a school standard. Graduate two thermometers at ice and steam points. Compare values obtained for an unknown temperature, using a straight-line graph between the reference points. Practical thermometers, e. g. •clinical thermometer •oven thermometers •boiler thermometer •temperature gauge in a car. Extra Credit * You must use the term ‘ hotness’ So why can’t we say that “ the temperature of an object is a measure of how hot or cold an object is”? ‘ Hot’ is a vague term. Does it refer specifically to temperature, or to the amount of heat in the object? After all, a litre of water at 1000 Celsius has twice as much heat as half a litre of water at 1000 Celsius. Hotness’ is the physicists way of overcoming this potential confusion. *The SI unit of temperature is the Kelvin (K) SI stands for ‘ Standard Internationale’ (French). Basically it’s a system of units (incorporating the metric system) which connects up all the main physical quantities, and which has been agreed by all scientists (but not Engineers, funnily enough). For more info on this see http://www. npl. co. uk/reference/ And before you ask, no I don’t know why we have degrees Celsius, degrees Fahrenheit, but just plain old Kelvins. Relationship between Degrees Celsius and Kelvins What’s significant about 273. 15? Well, temperature is really a measure how quickly atoms or molecules in an object are moving or vibrating; the colder the temperature the more sluggish the molecules move. Now, taking this to the extreme, scientists have calculated that these atoms would cease moving if the temperature dropped as low as –273. 15. This is therefore the coldest temperature obtainable anywhere in the universe. A Scottish scientist called William Thompson worked this out and decided that if –273. 5 0Celsius is the lowest possible temperature then wouldn’t it make sense to have a new temperature with this as the starting point? It would mean that there would be no negative temperatures. And so it came to be. For this (and much, much more) Thompson was knighted and took the honorary title of Kelvin. The temperature scale is called the Kelvin scale in his honour, and the unit of temperature on this scale, as we have seen, is called the Kelvin. This lowest temperature 00 Kelvin (or -273. 15 C) is called ‘ Absolute Zero’. Now it turns out that the temperature of outer space is not actually Absolute Zero but is about 3 degrees above it. This fact (found accidentally by a couple of scientists working for IBM in the 60’s) is one of the major pieces of evidence for The Big Bang. *Temperature in degrees Celsius = Temperature in Kelvin – 273. 15 Note however that a temperature change of one degree Celsius corresponds to a temperature change of one Kelvin. In other words if enough heat is provided to increase an objects temperature by say, 10 degrees Celsius, then it’s temperature will also have risen by 10 Kelvin. In Fahrenheit however, its temperature may increase by 6. 243 degrees (and yes I just made up that number, but the point is, there is no one-to-one relationship between Kelvin and Fahrenheit). See the note on the last page on the origins of Celsius and Fahrenheit. *Two different types of thermometer will give slightly different readings at the same temperature. This is because different thermometric properties do not change proportionally with the same change in degree of hotness. I have italicised the line above because it is the expected answer to the question ‘ why do we need a standard thermometer? This is a common exam question but is also a tricky concept to get hold of. Basically it means that thermometric properties do not change exactly proportionally with changes in heat energy. Some may come close, but none are perfect. For what it’s worth, scientists use what is called the ‘ Constant volume-gas thermometer’ as the standard. It’s a bit too bulky and cumbersome for school purposes however. *Using a thermometric property to measure temperature Strictly speaking a straight line is only valid if we assume that the thermometric property does change linearly with temperature. We know that it doesn’t, but in practice the difference is so small that we can ignore it. Origins of the Celsius and Fahrenheit scales Everybody knows 0 degrees on the Celsius scale is the freezing point of water and 100 degrees is the boiling point. On the Fahrenheit scale, however, freezing is 32 degrees and boiling 212. How on earth were these numbers arrived at? Do 0 and 100 degrees Fahrenheit mean anything? Researchers have gone to their graves trying to figure out what old man Fahrenheit was up to. Here’s the story as well as I can piece it together: Daniel Gabriel Fahrenheit (1686-1736) was a German instrument maker who invented the first practical mercury thermometer. Casting about for a suitable scale for his device, he visited the Danish astronomer Ole Romer, who had devised a system of his own. As it turned out, it was a case of the blind leading the blind. Romer had decided that the boiling point of water should be 60 degrees. This at least had the strength of numerological tradition behind it (60 minutes in an hour, right? ). But zero was totally arbitrary, the main consideration apparently being that it should be colder than it ever got in Denmark. (Romer didn’t like using negative numbers in his weather logbook. ) In addition to the boiling point of water, the landmarks on Romer’s scale were the freezing point of water, 7? degrees, and body temperature, 22 ? degrees. D. G. , simple soul that he was, thought this cockeyed system was the soul of elegance. He made one useful change: to get rid of the fractions, he multiplied Romer’s degrees by 4, giving him 30 for the freezing point and 90 for body temperature. Then, for reasons nobody has ever been able to fathom, he multiplied all the numbers by 16/15, making 32 freezing and 96 body temperature. Boiling point for the time being he ignored altogether. By and by Fahrenheit got ready to present his scale to London’s Royal Society, the scientific big leagues of the day. It dawned on him that it was going to look a little strange having the zero on his scale just sort of hanging off the end, so to speak. So he cooked up the explanation that zero was the temperature of a mix of ice, water, and ammonium chloride. At some point Fahrenheit figured out that the boiling point of water came in at 212 degrees. Over time this replaced body temp as the upper landmark on his scale. Meanwhile, as more precise measurements were made, body temperature had to be adjusted to 98. 6 degrees. In short, 100 means nothing at all on the Fahrenheit scale, 96 used to mean something but doesn’t anymore, and 0 is colder than it ever gets in Denmark. Brilliant. Lest we get too down on Fahrenheit, though, consider Anders Celsius, who devised the centigrade scale (0 to 100). Everybody agrees Celsius’s scale makes more sense than Fahrenheit’s. Trouble is, the original Celsius scale had 100 for freezing, 0 for boiling. In other words, it was upside-down. (The numbers were reversed after Celsius’s death. ) These thermometer guys, what gets into them? Must be too much mercury exposure. OK, you’re saying, very interesting. But what I REALLY need is a temperature trivia question that will make me the life of the party. I have just the thing. At what temperature are the Fahrenheit and Celsius readings the same? People will look at you with newfound respect when you reveal the astonishing answer: minus 40. Your fellow student wrote and submitted this work, "Temperature and thermometers". This sample can be used for research and reference in order to help you write your own paper. It is prohibited to utilize any part of the work without a valid citation. If you own this paper and don't want it to be published on EduFrogs.com, you can ask for it to be taken down.Ask for Removal Cite this Essay EduFrogs. (2022) 'Temperature and thermometers'. 1 September. EduFrogs. (2022, September 1). Temperature and thermometers. Retrieved from https://edufrogs.com/temperature-and-thermometers/ EduFrogs. 2022. "Temperature and thermometers." 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Addition Principle Worksheets What is the Addition Principle in Algebra? The mathematical branch involves equations or expressions that consist of variables in addition to constants and arithmetic operations. This branch of mathematics revolves around rules for manipulating and solving for variables. There are several rules and principles that you need to bring into use when solving algebraic equations. The most basic methodology for solving algebraic equations is through the addition principle. So, what is the addition principle? To understand the addition principle, you can take the balance analogy as an example. If both sides of an equation are equal, increasing each side by a specific value will change the value. However, both sides will still be equal. To understand this principle, we take the following example; 3 = 3. Now, if you add 2 on each side of the equals-to sign, 3 + 2 = 3 + 2, 5 = 5. You see how the values on both sides changed, but they are still equal? Well, this is what the addition principle is. It is a way you can eliminate the constant values from the variable side of the equals-to sign. Demonstrates how to balance an equation that involves sums and differences. Practice problems are provided.View worksheet Explains how to balance equations with multiple operations. Practice problems are provided.View worksheet Independent Practice 1 Contains 20 Addition Principle problems. The answers can be found below.View worksheet Independent Practice 2 Features another 20 of these types of problems.View worksheet 12 Addition Principle problems for students to work on at home. Example problems are provided and explained.View worksheet 10 Addition Principle problems. A math scoring matrix is included.View worksheet Homework and Quiz Answer Key Answers for the homework and quiz.View worksheet Lesson and Practice Answer Key Answers for both lessons and both practice sheets.View worksheet How does a mathematician induce good behavior in her children? If I've told you n times = I've told you n+1 times.

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This page provides resources to help you learn more about the history of enslavement in New England. Enslavement is often associated with the South in the United States, but it is important to learn about and understand how New England participated and was complicit in systems of enslavement. "Shortly after the first Europeans arrived in seventeenth-century New England, they began to import Africans and capture the area's indigenous peoples as slaves. By the eve of the American Revolution, enslaved people comprised only about 4 percent of the population, but slavery had become instrumental to the region's economy and had shaped its cultural traditions. This story of slavery in New England has been little told." - From the summary of the book Black Lives, Native Lands, White Worlds: A History of Slavery in New England by Jared R. Hardesty, University of Massachusetts Press, 2019 Photo of a headstone for Dinah in Oxford, MA. The text of the headstone reads: Dinah a faithful slave died 1829. Supposed to be 100 years old. Slavery was abolished in Massachusetts by the state Supreme Court in 1783. Yet upon her death in 1829, Dinah was still memorialized as "a faithful slave." Photo by Martha Gunnarson, 2018.

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If you're curious about how plants move water and nutrients, you'll want to know about xylem. It's a special tissue that not only carries water and minerals, but also helps support the plant. The xylem is part of a larger system, along with the phloem, called the vascular bundle. If you want to understand the contrast between xylem and phloem, check out our post on Phloem. Xylem is responsible for carrying water and inorganic ions in a one-way flow from the roots (where food is stored or used) to the leaves (where food is made) in a process called transpiration. To appreciate how this works, it's important to understand the unique properties of water that enable this process to take place. A source, such as leaves, is where food is produced, while a sink, such as the root, is where food is used or stored. Water has three crucial properties that enable it to move up the plant via the transpiration stream. These properties are adhesion, cohesion and surface tension. Adhesion is the attraction between different substances, and in the case of xylem, the water molecules are attracted to its walls. The xylem walls are charged, which causes the water molecules to cling to them and move via capillary action. Capillary action, created by cohesion, adhesion, and surface tension, describes the movement of liquids up a hollow space. Cohesion refers to the ability of molecules to stick together, and in water, this is due to hydrogen bonds. The surface tension of the xylem sap is also significant because it allows the water to occupy the least space possible. The transpiration stream creates this surface tension, which moves the water up the xylem and towards the stomata, where it evaporates. The xylem is composed of four types of cells: tracheids, xylem vessel elements, parenchyma, and sclerenchyma. Tracheids and xylem vessel elements are responsible for conducting the transport of water and minerals. Xylem has several adaptations that enable efficient water transport. For instance, there are no end walls between the cells, which allows water to flow using mass flow. Cohesion and adhesion play a crucial role in this process because they cause water molecules to cling to each other and the xylem walls. Additionally, mature xylem cells are dead (except for the parenchyma storage cells), which does not interfere with the mass flow of water. A one-way flow system allows for the continuous upward movement of water driven by the transpiration stream. Moreover, narrow vessels assist the capillary action of the water and prevent breaks in the water chain. Mass flow refers to the movement of fluid down a pressure gradient. Lignin is the primary supportive element of the xylem tissue. It has two main features that make it essential for the plant's survival. Firstly, lignified cells refer to the walls of the xylem being coated with lignin for extra strength. This helps to withstand the water pressure in the plant and prevent its collapse. Secondly, the walls of the xylem possess pits where the lignin is thinner. These pits allow the xylem to withstand the fluctuating water pressure throughout the plant. It is important to note that pits in the xylem walls are a feature of secondary growth and are not perforations. There are differences in the distribution of the vascular bundles in monocotyledonous (monocot) and dicotyledonous (dicot) plants. In short, the vascular bundles containing xylem and phloem are scattered in monocots and are arranged in a ring-like structure in dicots. First, let’s cover the main differences between monocots and dicots. Monocots and dicots differ in five main features. Firstly, the seed of monocots will have two cotyledons, whereas dicots will only have one. Cotyledons are seed leaves that supply nutrition to the embryo. Secondly, monocots have fibrous, thin branching roots growing from the stem, while dicots have a dominant central root from which smaller branches will form. Thirdly, the vascular structure of the stem differs between monocots and dicots. Monocots have scattered bundles of xylem and phloem, while dicots have a ring-like structure. Fourthly, monocot leaves are narrow and slender, usually longer than dicot leaves. Monocots also have parallel veins, while dicots have net-like leaf veins. Lastly, monocot flowers will be in multiples of three, while dicot flowers have multiples of four or five. Additionally, dicot leaves exhibit isobilateral symmetry, which means opposite leaf sides are similar. In the stems of monocots, the vascular bundles are scattered throughout the ground tissue (all tissue that is not vascular or dermal). The xylem is found on the inner surface in the bundle, and the phloem is on the outer. Cambium (an actively dividing layer of cells that promotes growth) is not present. In contrast, in the stems of dicots, the vascular bundles are arranged in a ring-like structure around a cambium. Xylem is present in the cambium ring’s inner part, and phloem is present at the exterior. Sclerenchyma tissue comprises thin and narrow non-living cells (when mature). Sclerenchyma tissue does not have any internal space, but it plays an essential role in plant support. Monocots have a fibrous root, while dicots have a tap root. In general, a single ring of xylem is present in monocots when you look at the cross-section of the root. The xylem is surrounded by phloem in monocot roots, which is different from their stems. The monocot root has more vascular bundles than the dicot root. On the other hand, in the dicot root, the xylem is present in the middle in an x-shaped manner, and the phloem is present in clusters around it. Cambium separates the xylem and phloem from each other. Xylem is a specialised vascular tissue that transports water, inorganic ions and provides mechanical support to the plant. Together with phloem, they form a vascular bundle. Xylem is adapted to transport sap, having no end walls, a one-way flow system, non-living cells, and narrow vessels. The lignin lines the walls of the xylem to provide mechanical strength to the plant. Xylem distribution varies in monocots and dicots. In the stem of dicots, the xylem is arranged in a ring formation, while in monocots, it is scattered throughout. In the root of dicots, xylem is present in an x-shape with phloem around it, while in monocots, it is present in a ring formation. What does xylem transport? Water and dissolved inorganic ions. What is xylem? Xylem is a specialised vascular tissue structure that, in addition to transporting water and inorganic ions, will also provide mechanical support to the plant. What is the function of xylem? To transport water and inorganic ions and provide mechanical support to the plant. How are xylem cells adapted to their function? Examples of the adaptations:Lignified walls with pits to withstand fluctuating water pressures and provide support to the plant. No end walls between the non-living cells - water can mass flow without being stopped by the cell walls or contents of the cells (that would be present if cells were living).Narrow vessels - supports capillary action of the water. What substance strengthens xylem? Join Shiken For FREEJoin For FREE

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Number Of Atoms In A Formula Worksheet. This worksheet will serve as a practice to help students distinguish one element from another in a variety of chemical formulas. Kids education leave a comment. Find the number of atoms of each. Some of the worksheets for this concept are byjus home learning program, chapter 2 atoms. Identify the given chemical formula and the constituting elements.

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Learners define respect first for themselves, then as a group, they discuss the meaning of respect in different situations. Filter by subjects: Filter by audience: Filter by unit » issue area: find a lesson Unit: What Respect Means to Me In this activity, the learners discuss and illustrate what it means to show respect for their personal identity, values, and emotions. Unit: Character Education: Courage (Grade 8) In this activity, the learners get character snapshots of several different real-life heroes and look for patterns and lessons they can take away. Learners do a SWOT analysis (strengths, weaknesses, opportunities, and threats) of taking courageous action in a difficult situation. Unit: Our Playful Community Communities come in many different configurations and may be defined by place or purpose. A family, which also comes in many different configurations, is a community that comes together in the same space and/or with the shared interest of caring for one another. The young people describe the... Unit: Character Education: Perseverance (Grade 7) Learners use a decision-making model to identify the issues they feel most concerned about. With those in mind, they explore how perseverance and doing their personal best are more effective ways to address needs than looking at the short term. Unit: Character Education: Perseverance (Grade 6) Learners write an acrostic poem about Dr. King's life and work, focusing particularly on his perseverance. Unit: Character Education: Responsibility (Grade 8) In this lesson, the learners define the concept of responsibility through personal reflection and discussion. Unit: Character Education: Caring (Grade 6) Learners define caring through discussion of examples and writing an acrostic. Learners get inspiration from the work and words of Mother Teresa about performing small acts of kindness. They make a plan for carrying out a small act of kindness.

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Polymerase chain reaction (PCR) is a common and essential technique in molecular biology, which can amplify a single or a few copies of a DNA fragment by several orders of magnitude to generate thousands to millions of copies of a specific DNA sequence. PCR rapidly becomes one of the most widely used techniques in laboratories because of its speed, cheapness, and simplicity. PCR raises the analysis of trace amounts of genetic material to a new level of precision and reliability. This rapid, easy method for generating unlimited copies of any fragment of DNA can amplify specific DNA fragments from a small amount of source DNA material, even if the quality of source DNA is relatively poor. PCR is a chain reaction in which a single DNA molecule is used to produce two copies, then four, then eight, and so on. This continuous doubling process is accomplished by polymerases, which are able to string together individual DNA building blocks to form long molecular strands. The function of the polymerase requires the building blocks of DNA, such as nucleotides composed of the four bases adenine (A), thymine (T), cytosine (C), and guanine (G). The reaction also requires a small fragment of DNA, called primers, to which they attach these building blocks as well as a longer DNA molecule to serve as a template for constructing a new strand. If these three ingredients are supplied, the polymerases will construct exact copies of the templates. PCR products can be digested with restriction enzymes, sequenced, or cloned. The PCR technique involves three main steps: denaturation, annealing, and extension. To amplify a segment of DNA by PCR, the sample is first heated. At high temperatures, the DNA degenerates and separates into two single-stranded DNA. In the annealing step, the reaction is cooled to 50-65 °C, which enables the primers to attach to a specific location on the single-stranded template DNA through hydrogen bonding. In the third step, the end of the annealing primer is extended to form a complementary strand of DNA copies. Polymerase adds the available nucleotides to the ends of the annealed primers to synthesize two new strands of DNA, using the original strand as a template. This process results in replication of the original DNA, with each new molecule containing an old and a new strand of DNA. Each strand can then be used to create two new copies. In molecular biology, real-time polymerase chain reaction (also known as quantitative PCR, qPCR) is a technology based on the PCR for the amplification and quantification of target DNA molecules. The advantage of real-time PCR over conventional PCR is that it allows the product to be analyzed while the reaction is in progress. This is achieved by using various fluorescent dyes that react with amplification products and can be measured by instruments. Real-time PCR is the method of choice for quantitative determination of the starting amount of DNA, cDNA, or RNA. Reverse transcriptase polymerase chain reaction (RT-PCR) is a modified PCR technique that uses RNA as the template for in vitro nucleic acid amplification. Reverse transcriptase is an RNA-dependent DNA polymerase and plays a key role in RT-PCR. The enzyme catalyzes DNA synthesis using RNA as the template to generate complementary DNA (cDNA). Because cDNA is not subject to RNase degradation, it is more stable than RNA and can serve as a template for exponential amplification using PCR. Amerigo Scientific offers Multiplex TEMPase 2x Master Mix to facilitate simultaneous amplification of multiple PCR products in a single reaction tube. This product is designed to make the development of multiplex PCR assays quick and simple, minimize the need for optimization, diminish formation of non-specific products, and allow the reaction with high specificity, sensitivity, and yield. Note: If you don't receive our verification email, do the following:

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Angular momentum is all about rotation. It's a vector quantity that describes how much an object is spinning. Just like linear momentum describes how fast an object is moving in a straight line, angular momentum describes how fast an object is rotating. To calculate angular momentum, you need to multiply an object's moment of inertia (how resistant it is to rotation) with its angular velocity (how fast it's spinning). Angular momentum isn't just for circular motion either. You can use it to study non-circular motion too, as long as you're looking at the direction of motion perpendicular to the radius vector. So, in a nutshell, angular momentum is all about how much and how fast an object is rotating. The more you know about it, the better you can understand how things move in the world around us. The direction of angular momentum can be determined using the right-hand rule, where four fingers represent the direction of motion while the thumb represents the direction of angular velocity momentum. If the direction of motion is anticlockwise, the angular momentum is positive. If the direction of motion is clockwise, the angular momentum is negative. Imagine a point particle moving in a circle, like the one in figure 2. Now picture a plane that's created by the particle's movement and the direction it's moving in. To find the angular momentum of the particle, you need to multiply its mass (m) by the position and velocity vectors, and the angle (θ) between them. The angle θ can range from 0 to 180 degrees, depending on the particle's movement. And if you want to write the formula for angular momentum in terms of momentum, you can use the particle's mass (m) and its linear momentum (p). So, to sum it up, angular momentum is all about the movement of a point particle in a circular motion. By understanding how the particle's position and velocity vectors interact, you can calculate its angular momentum and gain a deeper understanding of how things move in the world around us. If you're dealing with circular motion, you can modify the formula for angular momentum to make it more accurate. Instead of using linear velocity, you can use angular velocity. As you can see in figure 3, the angular momentum (L) of a point particle moving in a circular path is perpendicular to the plane formed by the radius vector (r) and the velocity vector (v). To get a more suitable equation, you can substitute angular velocity (ω) for linear velocity in the formula. This modified equation can also be written in terms of the moment of inertia. Angular momentum is measured in kgm2/s, and the equation looks similar to the formula for linear momentum. But instead of mass (m), you use moment of inertia (I), which is the reciprocal of mass. And instead of acceleration (a), you use angular velocity (ω), which is the reciprocal of linear acceleration in linear motion. Understanding the relationship between angular momentum and angular velocity is crucial for studying circular motion and gaining a deeper understanding of how things move in the world around us. You're absolutely right! Newton's second law of linear motion relates the acceleration of object to acting on it, and the inverse of its mass. This can also be applied to angular momentum, where an object is rotating. In the case of rotational motion, Newton's second law for angular motion states that the angular accelerationα) of a rotating object is directly proportional to the sum of (T) acting on the object's axis of rotation. On the other hand, angular acceleration is inversely proportional to the moment of inertia (I) with respect to the axis of rotation. The moment of inertia is a measure of how much resistance an object has to rotational motion, and it is similar to mass in linear motion. The equation that relates these variables is shown below: T = Iα where T is the external torque acting on the object, I is the moment of inertia of the object with respect to the axis of rotation, and α is the angular acceleration of the object. By using this equation, we can calculate the amount of torque required to produce a certain amount of angular acceleration in an object Understanding the relationship between torque, moment of inertia, and angular acceleration is important for analyzing rotational motion in a wide range of applications, from machines and motors to celestial bodies in space. Yes, you are absolutely right! This expression is known as the angular momentum principle or the law of conservation of angular momentum. It states that the rate of change of angular momentum of a body with respect to some point in space is equal to the sum of external torque impacting the body with respect to that point. The equation for this principle is as follows: dL/dt = Στ where L is the angular momentum of the body with respect to the point, τ is the external torque acting on the body, and t is time. This principle is analogous to Newton's second law for linear motion, where the rate of change of linear momentum of a body is equal to the net force acting on the body. The law of conservation of angular momentum is extremely important in many areas of physics, including astronomy, mechanics, and fluid dynamics. It can be used to analyze the motion of rotating objects, such as planets, stars, and galaxies, as well as the behavior of fluids in motion. Yes, you are correct! If the net external torque acting on a body or a system of bodies is zero, then the angular momentum of the system is conserved. This is known as the law of conservation of angular momentum. Mathematically, it can be expressed as follows: Στ = 0 (net external torque is zero) dL/dt = 0 (rate of change of angular momentum is zero) Thus, the total angular momentum of the system remains constant. This principle is applicable to a wide range of physical systems, such as rotating objects, spinning tops, and even subatomic particles like electrons. The law of conservation of angular momentum is a fundamental principle in physics and has many practical applications. For instance, it is used in designing satellites and spacecraft, where conservation of momentum is critical for maintaining stability and controlling the orientation of the spacecraft. It is also used in the study of celestial mechanics to analyze the motion of planets, asteroids, and other celestial bodies. What is angular momentum? Angular momentum is the tendency of a rotating object to keep on its rotational movement. How to calculate orbital angular momentum? We can calculate orbital angular momentum using the equation L [kgm2 / s] = [ I (I+1)]1/2(h/2π) Is angular momentum the same as linear momentum? No, it isn’t. What is an angular momentum example? An ice skater rotating about its centre of mass. How to find angular momentum? We can determine angular momentum by using the equation L[kgm2/s] = Iω. Join Shiken For FREEJoin For FREE

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Digital citizenship refers to the norms, values, and skills required to safely and effectively navigate the online world. As more students engage in online activities, digital citizenship has become a critical part of modern education. Therefore, educators have a responsibility to teach students how to behave responsibly and ethically in online spaces. This article provides a comprehensive guide for educators to teach digital citizenship. TABLE OF CONTENTS What is Digital Citizenship? Digital citizenship is the responsible use of technology and the internet, including social media, online communication, and online platforms. Digital citizenship encompasses a range of skills and values, including privacy, security, online ethics, critical thinking, and media literacy. In short, digital citizenship means knowing how to navigate the online world safely and responsibly. Why Teach Digital Citizenship? Teaching digital citizenship is important because technology has become an integral part of modern life. Students use technology to communicate, access information and engage in social activities. However, without proper guidance, students may engage in harmful or unethical behavior online. Teaching digital citizenship ensures that students develop the skills and values they need to engage in online activities safely and responsibly. Additionally, teaching digital citizenship prepares students for the workforce. In a survey of 500 hiring managers, 77% of respondents said that digital skills were important when evaluating job candidates (Burns & Bartlett, 2016). By teaching digital citizenship, educators can help prepare students for the digital workplace. How to Teach Digital Citizenship Teaching digital citizenship requires a comprehensive approach. Below are some key steps educators can take to teach digital citizenship effectively. Step 1: Create a Safe and Supportive Environment Creating a safe and supportive environment is critical to teaching digital citizenship. Students should feel comfortable asking questions and sharing their thoughts without fear of judgment or criticism. Educators can foster this environment by creating a culture of trust, encouraging open dialogue, and modeling responsible online behavior. Step 2: Teach the Basics Before diving into complex topics, educators should teach the basics of digital citizenship. This includes internet safety, cyberbullying prevention, privacy and security, and copyright and fair use. Educators can use online resources, such as Common Sense Education, to teach these concepts in an engaging and interactive way. Step 3: Encourage Critical Thinking and Media Literacy Digital citizenship also requires critical thinking and media literacy skills. Students should be able to evaluate information and media critically, including identifying bias, recognizing fake news, and understanding the consequences of sharing inaccurate information. Educators can teach critical thinking and media literacy skills by incorporating media literacy activities into their curriculum. Step 4: Foster Ethical Online Behavior In addition to technical skills, digital citizenship requires ethical behavior online. Students should understand the importance of being respectful, honest, and responsible online. Educators can foster ethical online behavior by modeling these behaviors and creating opportunities for students to practice them. Step 5: Stay Current Digital citizenship is an evolving field, and educators must stay current with new trends and developments. Educators can stay current by attending professional development workshops, reading current research, and following experts in the field on social media. Best Practices for Teaching Digital Citizenship To ensure that educators are teaching digital citizenship effectively, there are several best practices that they can follow. These include: 1. Incorporating Digital Citizenship into the Curriculum Digital citizenship should be integrated into the curriculum rather than treated as a separate topic. Educators can teach digital citizenship concepts in conjunction with other subject areas, such as language arts, social studies, and science. 2. Providing Professional Development for Teachers Educators must have a deep understanding of digital citizenship before they can teach it effectively. Schools should provide professional development opportunities for educators to help them develop their knowledge and skills in this area. 3. Engaging Parents and Families Parents and families play a critical role in teaching digital citizenship. Educators should work with parents to ensure that they are aware of the concepts being taught and to provide them with resources to support their child’s learning. 4. Using Interactive and Engaging Teaching Methods Digital citizenship can be a dry topic, so it is essential to use engaging teaching methods. Educators can use games, videos, and interactive activities to teach digital citizenship concepts in a fun and engaging way. 5. Emphasizing Student Voice and Choice Digital citizenship education should be student-centered, emphasizing student voice and choice. Educators should provide opportunities for students to share their experiences, ask questions, and engage in discussions about digital citizenship. Challenges to Teaching Digital Citizenship While teaching digital citizenship is critical, there are several challenges that educators may face. These include: 1. Keeping Up with Evolving Technology Technology is constantly evolving, making it challenging for educators to keep up with new trends and developments. Educators must stay current with new technologies and adapt their teaching strategies accordingly. 2. Lack of Time in the Curriculum Digital citizenship may not always be a priority in the curriculum, leading to a lack of time dedicated to teaching it. To overcome this challenge, educators can incorporate digital citizenship into other subject areas or advocate for more time dedicated to teaching it. 3. Limited Resources Limited resources, such as access to technology and online resources, can make it challenging to teach digital citizenship effectively. Educators can overcome this challenge by collaborating with other teachers or seeking out free online resources. 4. Resistance to Change Finally, some educators may resist teaching digital citizenship due to a lack of knowledge or fear of change. To overcome this challenge, schools can provide professional development opportunities and support for educators. The Role of Schools in Promoting Digital Citizenship Schools play a crucial role in promoting digital citizenship. To promote digital citizenship effectively, schools can take several steps, including: 1. Developing a Comprehensive Digital Citizenship Plan Schools can develop a comprehensive digital citizenship plan that outlines the skills and values that students need to develop to be responsible digital citizens. The plan should include a range of activities, such as curriculum integration, professional development, and community outreach. 2. Creating a Culture of Digital Responsibility Schools can create a culture of digital responsibility by promoting positive online behavior and modeling responsible behavior themselves. They can also establish policies and procedures to promote responsible online behavior and address incidents of cyberbullying or other online misconduct. 3. Providing Access to Technology and Online Resources Access to technology and online resources is essential for teaching digital citizenship effectively. Schools can ensure that all students have access to technology and online resources, regardless of their socioeconomic status, to ensure that all students have the opportunity to develop digital citizenship skills. 4. Engaging Parents and Families Parents and families play a critical role in promoting digital citizenship. Schools can engage parents and families by providing resources and information about digital citizenship, hosting workshops and events, and encouraging open dialogue about online behavior. The Importance of Collaboration in Promoting Digital Citizenship Promoting digital citizenship requires collaboration between schools, parents, and communities. Collaboration is critical because it ensures that all stakeholders are working towards a common goal and that digital citizenship is being promoted consistently across all environments. 1. Collaboration between Schools and Parents Collaboration between schools and parents is essential for promoting digital citizenship. Parents play a critical role in promoting digital citizenship, and schools can support parents by providing resources and information about digital citizenship. Schools can also involve parents in the development of digital citizenship plans and encourage parents to reinforce digital citizenship concepts at home. 2. Collaboration between Schools and Communities Collaboration between schools and communities is also important for promoting digital citizenship. Schools can partner with community organizations, such as libraries and youth centers, to provide resources and information about digital citizenship. Community organizations can also provide opportunities for students to engage in positive online activities and develop digital citizenship skills. 3. Collaboration between Educators Collaboration between educators is critical for promoting digital citizenship consistently across all subject areas. Educators can collaborate to develop interdisciplinary activities that promote digital citizenship, share resources and strategies, and provide support for one another. Teaching digital citizenship is essential for preparing students for the digital world. As technology becomes an integral part of daily life, students must develop the skills and values needed to navigate the online world safely and responsibly. Educators have a responsibility to teach digital citizenship effectively, and they can do so by creating a safe and supportive environment, teaching the basics, encouraging critical thinking and media literacy, fostering ethical online behavior, staying current, and following best practices. Schools play a critical role in promoting digital citizenship, and collaboration between schools, parents, and communities is essential for promoting digital citizenship consistently across all environments. By working together, we can ensure that students develop the skills and values they need to navigate the online world safely and responsibly, preparing them for the digital world and the workforce of the future. Promoting digital citizenship is an ongoing effort, and it requires the involvement of all stakeholders. As technology continues to evolve, we must continue to adapt our teaching strategies and approaches to ensure that we are preparing students for the challenges and opportunities of the digital world. By doing so, we can help ensure that students are responsible digital citizens who can thrive in the digital age.

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Material properties are the physical characteristics of a material, such as its hardness, strength, flexibility and reactivity. In this lesson, we will explore different properties of materials and find out how they can help us understand how things work. 1. Show a video clip that describes the properties of materials. - Video Clip: https://www.youtube.com/watch?v=RPf1gIv39eo 2. Discuss the 3 types of materials (metals, polymers, ceramics) and their corresponding properties. 3. Introduce experimental activities to explore the properties of materials. - Worksheet and activities: https://www.teachwithmovies.org/guides/materials-properties.html - Online interactive activities: https://online.visual-literacy.org/courses/properties-of-materials 4. Ask the children to explore and identify the properties of different materials. 5. Discuss the properties of materials found in everyday objects and explain how these properties help them perform their job. Throughout the lesson, questions can be asked to encourage the students to think further. Examples include: - What is the difference between a metal and a ceramic? - How do the properties of a material affect its function? - What type of material is best suited for a particular product? The students will be assessed based on their understanding of the different material properties and ability to apply the knowledge when researching everyday objects. This lesson can be easily adapted to different ability levels by using different materials, worksheets and videos. For students who are more advanced, they can be encouraged to research more complex properties, such as electrical and thermal conductivity. For students who need more support, provide them with an online interactive resource to help them better visualise the topic. At the end of the lesson, recap the lesson objectives and give the students a chance to practice the strategies they have learnt. The students should be able to: - Explain the different properties of materials - Identify the different types of materials and their properties - Use the properties of materials to explain how everyday objects work.

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The English Civil Wars (1642-51) between Parliamentarians and Royalists is one of the deadliest conflicts in British history. As the Royalist capital, Oxford was at the centre of it. The war also had an impact on one of the biggest celebrations of the year: Christmas. Interested in Christmas during the medieval era? Read our blog here! In the middle of the 17th century England was divided by a struggle for control between the Royalists and Parliamentarians. The difficult relationship between the Parliament and the King, differences in religion and economic policy caused the tensions that escalated to war. The loss of life was huge, estimated at around 4.5% of the population. The King declared Oxford as the Royalist capital. Oxford Castle became a prison for captured Parliamentarians. In 1649, the Parliamentarians were in control and committed one of the most shocking moments in British history. Their army included Oliver Cromwell, who rose to power from his role as a military commander. A number of victories in battle had led to the King leaving Oxford to surrender to enemy forces. Loyal Royalists continued to fight during the King’s imprisonment.. To stop this, the Parliamentarians put the King on trial. They sentenced him to death by beheading. His ghost is rumoured to haunt Oxford, sometimes without his head. The fighting continued. In 1649 the Rump Parliament formed, though it could not decide on a constitution to govern the country. Cromwell, with the army’s support, dissolved it and replaced it with a National Assembly. After years of in-fighting and no progress, Cromwell dissolved it. Cromwell declared himself Lord Protector and introduced a written constitution. The Protectorate government was in power until Cromwell’s death in 1658. He named his son as his heir, though he could not control the army or Parliament. They forced him to resign. In 1660, King Charles II became King, marking the restoration of the monarchy. In the medieval era, Christmas was a huge celebration for many. It was twelve days where people decorated their homes, exchanged gifts and enjoyed delicious food. However, the English Civil Wars divided people of every social class. Both armies demanded money to keep fighting and people left their families to fight. Few people would have been able to afford their usual festivities during these years. Once the Parliamentarians were in control there was even less of a chance for celebrations because Parliament outlawed them. The decision, inspired by strict Puritan values, believed people used the celebrations as an excuse for sinful behaviour. They ordered the New Model Army to stop any celebrations. Traditional decorations like holly and ivy were banned and singing carols was outlawed. This did not completely stop Christmas celebrations because many were unwilling to abandon their traditions. People protested and rioted on Christmas Day against the Parliament’s decision. Private, subdued celebrations were common. In 1660, Parliament declared that Charles II was the rightful successor to the throne. The monarchy was restored and the new King removed the ban on Christmas celebrations and people were allowed to celebrate once again. Their celebrations often included visiting friends and family, attending church services, going to the theatre, sports, music and eating finer foods than usual. Celebrate Christmas in the Castle this holiday season with a lantern led tour or a visit to Santa’s Grotto. Book your tickets now: https://www.oxfordcastleandprison.co.uk/christmas-at-the-castle/

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Elementary School, Primary School, Junior High School, Middle School, High School. Numbers are given, draw number line and mark positions. A series of numbers is given. The task is to draw a number line with an appropriate scale and mark these numbers' positions. The number range for the numbers can be chosen. It may be specified that the number line may only cover positive numbers, positive or negative numbers, or should always run through zero, the origin. There are marker ticks on the number line that label positions with numbers at given intervals. These intervals can be chosen from thousands to thousandths. The numbers to be marked are chosen in a way that they will either lie on one of these larger interval ticks or on the smaller divisions. The number of numbers to be marked is selectable. Download free printable worksheets for this math problem here. The worksheet contains the problems only, the solution sheet includes the answers. Just click on the respective link. If you can not see the solution sheets for download, they may be filtered out by an ad blocker that you may have installed. If this is the case, please allow ads for this page and reload the page. The solution sheets will then reappear.

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Resource 3: Instructions for the games described in this unit Game 1: Will the bulb light? To play this game you need to copy or do similar drawings to those given in Figure R3.1. You will need at least one set of cards per group of three students. If you use two sets of cards per group you could have four or five students playing at once. Cut out each card, making sure they are the same size. Keep each set separately in a dry box or bag until you need them. The group finds a place to play and one person spreads out all the cards face down. Each person takes a turn to turn over a card and look to see if it is a card that shows that the bulb will light. If the student decides that they think it does light he or she keeps the card. The next person then has a turn, and this goes on until they are sure there are no complete circuit cards left. They count up the number of cards each one has and the student with the most cards is a winner. When they first play, students may not be as able to decide if they have turned up all the complete circuits so you should check their answers and encourage them to become more adept at identifying those bulbs that will light. Game 2: Making a circuit Make copies of Figure R3.2 – you will need at least three sets per group – and ask your class to cut out the cards, or you can fold them and tear carefully. If you do not have access to a copier you could get your students to draw the diagrams onto a piece of paper and then cut them out. Divide your class into groups or teams and number them. Next give each group the same number of bulbs, batteries and wires. Each group needs twice as many wires as they do the other items. You can play this game in two ways: - You ask each group or team to make a complete circuit with two wires, one bulb and one battery. The first group to finish gets a point. You record the points on the board. - You could ask one person in each group to make a circuit that you call out. The first student to finish and get it right is given a point for the team. You carry on playing until everyone has had a turn. You could go round the groups twice if you think they need more practice. Some possible circuits students could make: - one bulb, one cell, one wire - one bulb, one cell, two wires - one bulb, one cell and three wires - one bulb, one cell and four wires - one bulb, two cells, two wires - one bulb, two cells, three wires - one bulb, one cell, four wires As your students become more competent you can call out more complex circuits, such as two bulbs, one battery, two wires and each time vary the amount of each item. When you do these more complex circuits you can ask students questions about what effect more or fewer bulbs, batteries or wires would have. You could also ask them what kind of light they might get if, for instance, they had one cell and several bulbs but only a few wires. This way you can explore their growing understanding. If you can demonstrate with real cells and light bulbs, some of the effects of varying the circuit structure will help them to link the cards with the reality of lighting bulbs.

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Python if…else Statement The decision-making statements are a crucial part of programming as it does give the flow of execution a direction to flow into. Hence, condition checking is the backbone of decision-making, and the python if-else statement becomes handy to help us execute the same. We move forward to decide whether a block of statements will get executed or not. If the if condition around the block of the statements is TRUE, then it will be executed; otherwise, the else block of the statements will be executed. What Is the Need for if-else Statements in Python Decision-making statements or conditions in programming languages determine the flow of code execution and its direction. For example, to check whether a number is even or odd and segregate them into two categories, we can use if-else statements in Python. By applying the condition to check for even and odd numbers, we can segregate them accordingly. Python supports various mathematical logics, which are often used while implementing if-else statements to check for conditions in different scenarios. Various mathematical logics are supported in python, which we often use when we are implementing if else in python to check conditions around scenarios as shown below: - Equals: Scenario where we want to check, when variable 'a' is equal to variable 'b' represented as 'a == b'. - Not Equals: Scenario where we want to check when variable 'a' is not equal to variable 'b' represented as 'a != b'. - Less than: Scenario where we want to check, when variable 'a' is less than variable 'b' is represented as 'a < b'. - Less than or equal to: Scenario where we want to check, when variable 'a' is less than or equal to variable 'b' represented as 'a <= b'. - Greater than: Scenario where we want to check, when variable 'a' is greater than variable 'b' represented as 'a > b'. - Greater than or equal to: Scenario where we want to check, when variable 'a' is greater than and equal to variable 'b' represented as 'a >= b'. Python if Statement Syntax: Quick Note: Indentation, the whitespace at the beginning of a line, plays an important role while working with if else in python programming. It is often used to define the scope of the program, while in other programming languages, we often make use of curly brackets to serve the purpose. It is important to take proper care of the indentation while coding with if - elif - else; otherwise, you will encounter IndentationError while executing the code. Below is an example where proper indentation is not followed in the last print statement. Hence we observe that the code has thrown an error as the compiler considers the last print statement to be out of sync with the above followed indented print statements. This leads to the IndentationError, which could have been avoided if proper indentation had been followed. Various Decision-Making Statements in Python Below are various combinations of if else in python where we shall study seven methods to implement them in our code when we encounter any decision-making scenario. The simplest decision-making statement used in Python is the if statement. The if statement is significant in Python as it executes the statement in the if block when the condition is true. In Python, all non-zero values are considered true while values like None and 0 are considered false. It is essential to note that it is possible to have a single if statement without an else block, but having an else block without an if statement is not possible in Python. As seen above, the code will evaluate if the expression is TRUE or FALSE. If it is satisfied, then the if statement will execute the block of statements below it; otherwise not. When the test expression is FALSE, then the block of statements is not executed. We can also use condition by using the bracket ( ). FlowChart: Below is the flowchart for understanding the concept learned above for the if statement as follows: The flow of Python program is determined by a test expression, which is validated to decide the program's proper flow. If the test expression is true, the program moves to the body of the if statement and executes the statement block indented below it. It's essential to note that if the statement block isn't properly indented, it will execute regardless of the test expression being true or false. When the test expression in the if statement is false, the program jumps out of the if statement, as shown in the chart. The if statement executes a block of statements only if the condition is true, but if it's false, nothing is executed. To address this, we use the if-else statement in Python, which executes the else statement when the condition is false. Proper indentation is necessary for the if-else statement. Syntax: The syntax for the if-else statement is as below: As seen above, the code will evaluate if the expression is TRUE or FALSE. If it does get satisfied, then the if statement will execute the block of statements below it. When the test expression is FALSE, the else statement block of statements is executed. We use indentation to separate the blocks. FlowChart: Below is the flowchart for understanding the concept learned above as follows: The code enters the test expression, and if it's true, it executes the statements in the if block based on indentation. Improper indentation leads to statement execution regardless of the validation. When the test expression is false, the code executes the else block based on indentation. In Python, we can use nested if statements to account for multiple possibilities when coding. Nested if statements involve placing an if statement within another if statement. Proper attention to indentation is crucial when implementing nested if statements, especially when dealing with multiple blocks of nested if statements. Syntax: The syntax for the if statement is as below: The code uses if statements to execute a block of code if a condition is true. It can also contain nested if statements, which evaluate conditions within the initial if statement. The code uses indentation to separate the different blocks of code. FlowChart: Below is the flowchart for understanding the concept learned above as follows: The chart shows how the program's flow is determined by a test expression. If the test expression is true, the program checks a nested test expression. If that is also true, it executes the nested if statements; otherwise, it executes the nested else statements. If the first test expression is false, it executes the else statement below it. The if-elif-else statement checks all if statements in order, and if none of them are true, it moves to check the elif statements. When a condition is true, the block of statements under that if statement is executed, and the rest of the ladder is bypassed. If none of the conditions are true, the else statement is executed. Below is the flowchart for understanding the concept learned above as follows: The chart shows that the program's flow is determined by various test expressions in the if-elif-else statements. If any of the test expressions is true, the block of statements under that if or elif statement is executed. If none of the test expressions are true, the else statement's block of statements is executed. Syntax: The syntax for the If-elif statement is as below: The code evaluates whether the expression is true or false. If it is true, the if statement's block of statements is executed. If the first expression is false, and expression2 is true, the elif statements are executed until one of them is true. If none of them are true, the else statement is executed. Indentation separates the blocks. Short Hand If The shorthand if statement is used when we only want a single statement to be executed inside the if block. It is written on the same line as the if statement, and indentation is not important. The shorthand if statement is easier to write and allows the developer to focus on the code rather than proper alignment. Syntax: The syntax for the Short hand if statement is as below: As seen when we are evaluating the shorthand if statement, we always implement it by placing the statement that must get executed after the expression holds TRUE, and this statement must be placed on the same line. Short Hand If-Else We implement the shorthand if else statement when there is only one statement that needs to be executed in both the if and else blocks. Here the if-else statements are presented in a single line. Syntax: The syntax for the Short hand if-else statement is as below: As seen when we are evaluating the shorthand if else statement, we always implement it by placing the statement that must get executed after the expression holds TRUE, and this statement must be placed on the same line. Also, when the condition doesn't hold TRUE, then the else statement will get executed. - To make decisions in the python programing language we make use of the conditional statement that is, if-else in python, and related to which we saw various ways to implement the same. - Minimal code is used when we want to execute conditional statements by simply implementing the declaration of all the conditions and statements in a single statemenat while executing the code. - All the combinations that we studied in the article were created by the combinations of if-elif-else lops where: - The if condition is implemented when one of the conditions is true or false, and we want to print the output when our conditions are satisfied. - The Elif condition is implemented when we have a second possibility as the output. Also, we can even have multiple elif conditions to verify for the 3rd, 4th, 5th, and 6th possibilities in our program - The else condition is implemented when we estimate the failure possibility in our code. To avoid encountering any exception or to give the code a solution while encountering a failure possibility, we use this statement.

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I. Discuss the meaning of the words celebrate and tradition II. Discover Christmas customs and traditions in various culture all over the world III. Learn about the many names and looks for “Santa” Students will be able to: • Identify different cultures through the study of holidays, customs and traditions utilizing language, stories, folktales, music and arts. • Identify cultural practices of a culture on each continent through the study of the folktales, music and art created by people living in that culture. • Describe family and local community customs and traditions. • Describe the cultural practices and products of people on different continents. • Describe ways in which language, stories, folktales, music and artistic creations serve as expressions of culture and influence the behavior of people living in a particular culture. CCSS.ELA-LITERACY.4.RL.9 -- Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. CCSS.ELA-LITERACY.K.SL.4 -- Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. CCSS.ELA-LITERACY.K.SL.5 -- Add drawings or other visual displays to descriptions as desired to provide additional detail. Engish Language Arts SL.K.2 Confirm understanding of a text read aloud or information presented in various media and other formats (e.g., orally) by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional Historical thinking and skills 2 Personal history can be shared through stories and pictures. 3 Heritage is reflected through diverse cultures and is shown through the arts, customs, traditions, family celebrations, and language. English Language Arts SL.1.2 Ask and answer questions about key details in a text read aloud or information presented in various media and other formats (e.g., orally). SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and SPATIAL THINKING AND SKILLS 4 Maps can be used to locate and identify places. 6 Families interact with the physical environment differently in different times and places. English Language Arts RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 8 Cultures develop in unique ways, in part through the influence of the physical environment. 9. Interactions among cultures lead to sharing ways of life.

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A solid understanding of place value is vital as it links to the four operations in maths, addition, subtraction, multiplication and division, among other key skills in maths. Every digit in a number has a place value. It depends on its position in the number. It is important that children understand that while a digit can be the same, its value depends on where it is in the number. In school children use tens and ones (Dienes) apparatus to help them 'see' the value of the abstract number. They are also taught to draw the value as a stick to represent a ten and a counter to represent a one.

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The most familiar salt is sodium chloride, the principal component of common table salt. Sodium chloride, NaCl, and water, H2O, are formed by neutralization of sodium hydroxide, NaOH, a base, with hydrogen chloride, HCl, an acid: HCl+NaOH→NaCl+H2O. Most salts are ionic compounds (see chemical bond); they are made up of ions rather than molecules. The chemical formula for an ionic salt is an empirical formula; it does not represent a molecule but shows the proportion of atoms of the elements that make up the salt. The formula for sodium chloride, NaCl, indicates that equal numbers of sodium and chlorine atoms combine to form the salt. In the reaction of sodium with chlorine, each sodium atom loses an electron, becoming positively charged, and each chlorine atom gains an electron, becoming negatively charged (see oxidation and reduction); there are equal numbers of positively charged sodium ions and negatively charged chloride ions in sodium chloride. The ions in a solid salt are usually arranged in a definite crystalline structure, each positive ion being associated with a fixed number of negative ions, and vice versa. A salt that has neither hydrogen (H) nor hydroxyl (OH) in its formula, e.g., sodium chloride (NaCl), is called a normal salt. A salt that has hydrogen in its formula, e.g., sodium bicarbonate (NaHCO3), is called an acid salt. A salt that has hydroxyl in its formula, e.g., basic lead nitrate (Pb[OH]NO3), is called a basic salt. Since a salt may react with a solvent to yield different ions than were present in the salt (see hydrolysis), a solution of a normal salt may be acidic or basic; e.g., trisodium phosphate, Na3PO4, dissolves in and reacts with water to form a basic solution. In addition to being classified as normal, acid, or basic, salts are categorized as simple salts, double salts, or complex salts. Simple salts, e.g., sodium chloride, contain only one kind of positive ion (other than the hydrogen ion in acid salts). Double salts contain two different positive ions, e.g., the mineral dolomite, or calcium magnesium carbonate, CaMg(CO3)2. Alums are a special kind of double salt. Complex salts, e.g., potassium ferricyanide, K3Fe(CN)6, contain a complex ion that does not dissociate in solution. A hydrate is a salt that includes water in its solid crystalline form; Glauber's salt and Epsom salts are hydrates. Salts are also prepared by methods other than neutralization. A metal can combine directly with a nonmetal to form a salt; e.g., sodium metal reacts with chlorine gas to form sodium chloride. A metal may react with a dilute acid to form a salt and release hydrogen gas; e.g., zinc reacts with dilute sulfuric acid to form zinc sulfate and hydrogen. A metal oxide may react with an acid to form a salt and water; e.g., calcium oxide reacts with carbonic acid to form calcium carbonate and water. A base can react with a nonmetallic oxide to form a salt and water; e.g., sodium hydroxide reacts with carbon dioxide to form sodium carbonate and water. Two salts may react with one another (in solution) to form two new salts; e.g., barium chloride and sodium sulfate react in solution to form barium sulfate (as an insoluble precipitate) and sodium chloride (which remains in solution). A salt may react with an acid to form a different salt and acid; e.g., sodium chloride and sulfuric acid react when heated to form sodium sulfate and release hydrogen chloride gas (which in solution forms hydrochloric acid). A salt undergoes dissociation when it dissolves in a polar solvent, e.g., water, the extent of dissociation depending both on the salt and the solvent. See M. Kurlansky, Salt: A World History (2002). Water that makes up the oceans and seas. Seawater is a complex mixture of 96.5percnt water, 2.5percnt salts, and small amounts of other substances. Much of the world's magnesium is recovered from seawater, as are large quantities of bromine. In certain parts of the world, sodium chloride (table salt) is obtained by evaporating seawater. In addition, desalted seawater can theoretically furnish a limitless supply of drinking water, but the high processing costs are prohibitive. Large desalination plants have been built in dry areas along seacoasts in the Middle East and elsewhere to relieve shortages of fresh water. Learn more about seawater with a free trial on Britannica.com. Flat-bottomed depression that is periodically covered by water. Playas occur in interior desert basins and adjacent to coasts in arid and semiarid regions. The water that periodically covers the playa slowly filters into the groundwater system or evaporates into the atmosphere, causing the deposition of salt, sand, and mud along the bottom and around the edges of the depression. Learn more about playa with a free trial on Britannica.com. Largely subsurface geologic structure that consists of a vertical cylinder of salt embedded in horizontal or inclined strata. In the broadest sense, the term includes both the core of salt and the strata that surround and are “domed” by the core. Major accumulations of oil and natural gas are associated with salt domes in the U.S., Mexico, the North Sea, Germany, and Romania; domes along the Gulf Coast contain large quantities of sulfur. Salt domes are also major sources of salt and potash on the Gulf Coast and in Germany, and they have been used for underground storage of liquefied propane gas. Storage “bottles,” made by drilling into the salt and then forming a cavity by subsequent solution, have been considered as sites for disposal of radioactive wastes. Learn more about salt dome with a free trial on Britannica.com. Chemical compound formed when the hydrogen of an acid is replaced by a metal or its equivalent, such as ammonium (NH4). Typically, an acid and a base react to form a salt and water. Most inorganic salts ionize (see ion) in water solution. Sodium chloride—common table salt—is the most familiar salt; sodium bicarbonate (bicarbonate of soda), silver nitrate, and calcium carbonate are others. Learn more about salt with a free trial on Britannica.com. Naturally occurring sodium chloride (NaCl), common or rock salt. Halite occurs on all continents, in beds that range from a few feet to more than 1,000 ft (300 m) in thickness. Termed evaporite deposits because they formed by the evaporation of saline water in partially enclosed basins, they characteristically are associated with beds of limestone, dolomite, and shale. Halite is found in large deposits in New York and in Russia, France, India, and Canada. Learn more about halite with a free trial on Britannica.com. Negotiations between the U.S. and the Soviet Union aimed at curtailing the manufacture of strategic nuclear missiles. The first round of negotiations began in 1969 and resulted in a treaty regulating antiballistic missiles and freezing the number of intercontinental ballistic missiles and submarine-launched ballistic missiles. It was signed by Leonid Brezhnev and Richard Nixon in 1972. A second round of talks (1972–79), known as SALT II, addressed the asymmetry between the two sides' strategic forces and ended with an agreement to limit strategic launchers (see MIRV). Signed by Brezhnev and Jimmy Carter, it was never formally ratified by the U.S. Senate, though its terms were observed by both sides. Subsequent negotiations took the name Strategic Arms Reduction Talks (START). Seealso intermediate-range nuclear weapons; Nuclear Test-Ban Treaty. Learn more about Strategic Arms Limitation Talks (SALT) with a free trial on Britannica.com. City (pop., 2000: 181,743), capital of Utah, U.S. Located on the Jordan River, near the southeastern end of Great Salt Lake, it was founded in 1847 by Brigham Young and a group of 148 Mormons as a refuge from religious persecution. It was known as Great Salt Lake City until 1868. It prospered from rail connections to become a hub of western commerce and became the state capital in 1896. The largest city in the state, it lies at an altitude of 4,390 ft (1,338 m). It is a commercial centre for nearby mining operations and has diversified manufacturing industries. It is the headquarters of the Mormon Church of Jesus Christ of Latter-day Saints, which influences the social, economic, political, and cultural life of the state and region. It is the site of the Mormon Temple and Tabernacle. It was the host city of the 2002 Winter Olympic Games. Learn more about Salt Lake City with a free trial on Britannica.com. Lake, northern Utah, U.S. It is the largest inland body of salt water in the Western Hemisphere and one of the most saline in the world. It fluctuates greatly in size, depending on rates of evaporation and the flow of the rivers into it. Its surface area has varied from about 2,400 sq mi (6,200 sq km) at its highest levels in 1873 and the mid 1980s to about 950 sq mi (2,460 sq km) at its low level in 1963. At times of median water level, it is generally less than 15 ft (4.5 m) deep. Surrounded by stretches of sand, salt land, and marsh, the lake remains isolated, though in recent years it has become important as a source of minerals, as a beach and water-sports attraction, and as a wildlife preserve. Learn more about Great Salt Lake with a free trial on Britannica.com. Salt-n-Pepa is a Grammy-Award Winning American hip hop group from Queens, New York that came into the music scene in 1985 and went on to sell over 13 million albums and singles according to RIAA.com. They are the top selling female rap act, consisting of the lineup of: Cheryl James, now known as Cheryl Wray, and Sandra Denton ("Salt" and "Pepa", respectively), and the group's DJ, Deidra "Dee Dee" Roper (Spinderella). Hot, Cool & Vicious received some airplay on R&B stations around the country thanks to the songs "My Mic Sound Nice" and "Tramp". But when San Francisco DJ and producer Cameron Paul created a remix of "Push It", the b-side to "Tramp", it gave the group their first major hit single. "Push It" was added to subsequent pressings of Hot, Cool & Vicious and was released as a single, quickly becoming a platinum Top 20 pop hit, receiving a Grammy nomination, and thrusting the album to Platinum album status in the US with 1 million sold, making James, Denton, and Roper the first female rap act to go gold or platinum. The album would eventually sell 1.2 million total worldwide. Salt-n-Pepa's next album release, 1988s A Salt With a Deadly Pepa, contained the R&B hit and moderate pop hit "Shake Your Thang", featuring the go-go band E.U.. Minor hits were also seen in "Everybody Get Up" and "Twist And Shout", with the latter becoming a #4 pop hit in the UK. The album would sell about 800,000 worldwide with roughly 600,000 of those in the US, attaining gold status. Their third album, Blacks' Magic, was released in March 1990, and was a personal album for the women on many fronts. Azor —- often late or a no show to their sessions as he was producing other acts -— agreed to let the women work with different producers to finish the album. James and Roper took on producing assignments themselves and the trio also hired different producers for additional songs, such as Invincible's producer Dana Mozie. This would also be the first album to feature Roper on vocals as well as DJ'ing. The result would be six singles and three hits released by Next Plateau Records: "Expression", #1 on the R&B Chart for over 10 weeks and produced by Salt; "Independent"; "I Don't Know" (featuring Kid N Play); "Do You Want Me", (#21 pop); Let's Talk About Sex (Top 20 pop); and "You Showed Me". Pepa would also become the first group member to become pregnant, showcasing her bulging belly in music videos such as "Expression" and "Independent" no matter how much the camera tried to hide it. The album would sell 1.3 million worldwide with a million of those sold in the US. A greatest hits album would later be released called "A Blitz of Salt-N-Pepa Hits", featuring remixed versions of songs from the group's first three albums. Salt-n-Pepa's fourth studio album Very Necessary, released in September 1993 on London Records (see 1993 in music) was their most successful album to date. Breaking further away from Azor, whom the group accused of not paying them fair royalties, the album featured production by Salt, Pepa, and Spinderella. Buoyed by the singles "Shoop" (co-produced by Pepa and their first US Top Five), "Whatta Man" (featuring En Vogue and also a Top Five hit) and "None of Your Business", the album eventually sold six million worldwide with four million of those in the US (4x platinum) at its time of release, making them the first female rap act to have a multi-platinum album. The group toured and Salt went on to co-star in the motion picture Who's the Man?. Pepa co-starred in the movie Joe's Apartment and began dating Treach of the rap group Naughty By Nature. The trio also won the Grammy Award for Best Rap Performance in 1995 for the single "None Of Your Business", making them the first female rap Grammy winners. In 1995 they also performed at Wrestlemania XI. Having now broken completely away from Azor, Salt-N-Pepa signed with Red Ant Entertainment and undertook production duties once again. Their fifth album, "Brand New" (1997) released on Red Ant, hit stores a few months later and received good reviews upon release. Red Ant, however, filed for bankruptcy soon afterwards, halting promotion on all its releases, including Salt-n-Pepa's album. The group toured in support of the album, but without any promotion or marketing from the bankrupt label, they only scored minor hits such as "R U Ready" and "Gitty Up". The album sold 700,000 worldwide with 500,000 of those in the US. In March 1999, Salt-n-Pepa embarked on their final live tour and Pepa married Treach of Naughty By Nature on July 27 1999. Salt-N-Pepa's greatest-hits album, entitled Salt-N-Pepa: The Best Of was released on January 25 2000. Pepa and Treach divorced on July 31 2001 and the group officially disbanded in 2002. Upon disbanding, Salt claimed she had enough of the music industry and would no longer be involved in it. However, all that changed when Salt announced that she would be releasing her first solo CD "Salt of the Earth" which later changed to "Salt Unrapped" but she subsequently did not release the product. Salt has been featured on the remix version of the Salt City Six's "Shine", on the album Holy South: World Wide, a compilation of Chrisitian rap and Christian R&P (Rhythm & Praise) songs. The album was executive produced by ex-Three 6 Mafia member turned Christian rapper, Mr. Del. Salt also revealed in later interviews that she had suffered from bulimia many years ago. Both Salt and Pepa appeared on VH1's Hip Hop Honors in November 2004. Although Salt-N-Pepa were honorees, they did not perform. Spinderella did not attend. All three women reunited the following year for the next Hip Hop Honors program, performing Whatta Man with En Vogue. It was Salt-N-Pepa's first performance in six years. Salt-N-Pepa reformed in 2007. Spinderella was a radio personality on KKBT 100.3 in Los Angeles. As of mid-2006, she is still on the radio, hosting (with DJ Mo'Dav.) The Backspin, a nationally-syndicated weekly radio show featuring old school hip hop. Pepa appeared on the fifth season of VH-1's The Surreal Life in 2005. All three members now have children. On October 14, 2007, The Salt-n-Pepa Show, a reality television show that chronicles events in the lives of the duo as they try to work out the past issues and return to the recording studio is currently airing season 2 on VH1. On February 18, 2008, Salt-n-Pepa appeared on "Live With Regis and Kelly;" the duo sang "Whatta Man". On August 26, 2008, Pepa released her autobiography entitled "Let's Talk About Pep". Co-written by best-selling author Karen Hunter, the book offers a glimpse behind the fame, family, failures, and successes of her celebrity life. It features an introduction by Queen Latifah, and an epilogue by Missy Elliott. To accompany the book, she also launched her own social network for her fans at http://www.LetsTalkAboutPep.com

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Preposition Teacher Resources Find Preposition educational ideas and activities Showing 1 - 20 of 1,574 resources Introduce common prepositions to your middle schoolers. The top half of the first sheet describes a preposition, lists common prepositions, and displays the object of a preposition in an example sentence. After reading the information page, help your class identify the preposition and object of the preposition in each of 20 sentences. When most children learn about prepositions, they are provided with a visual to show them the concepts of on, in, near, and beside. For learners with visual impairments, concepts need to be constructed in a very concrete way. A stuffed animal and a basket are used to convey each of the common prepositions. The children feel the position of the animal in relation to the basket and move it to a new position based on teacher's directions. Playing with Prepositions of Place Transform the way you teach prepositions of place with Harry the Hiker, the age-friendly, easy-to-understand model. The Writing Center: Prepositions While the focus is applicable to middle schoolers, high schoolers, and higher education, the slides are text heavy (as they were originally designed for higher education). Learners will review rules for using a preposition and how to use a prepositional phrase before seeing a list of prepositions. Not many examples are included; consider adding some of your own to strengthen the resource. Prepositions and Prepositional Phrases The first two pages of a lesson on prepositional phrases can be a handy reference guide for your middle school learners. After reviewing the definition and examples for these phrases, kids then view a slide show to practice their grammar skills. Useful as a class activity or during a language arts computer lab session. Prepositional Relationship Dance Students learn the meaning of prepositions through movement. In this dance lesson, students choreograph a piece showing that they understand the meaning of various prepositions. Identify and use prepositions to describe how objects relate to one another. Each child draws a house and then draws items in, around, on, and under the house to demonstrate different prepositions. Written descriptions accompany their illustrations. They are evaluated by completing a sheet where they underline prepositional phrases in each sentence and circle the prepositions. What is a preposition? You can't possibly understand prepositional phrases without first learning prepositions. Start by reading the informative paragraph at the top of the page. An example is also included. This is a great introduction to prepositional phrases after one has mastered the part of speech. Students develop an understanding of prepositions through guided discussion and practice. In this lesson about prepositions, students define prepositions and look at examples. The teachers models different kinds of prepositions, location, relation, and time preposition. Students practice using prepositions through teacher examples and teacher cues. Add the Prepositions to Complete the Story What is a preposition? How many can you list? This worksheet has learners fill in the blanks with prepositions listed at the top of the page. Great practice opportunity! Prepositions Can Show Positions in Space Answer the questions where and when with this handy prepositions worksheet. Twelve questions contain prepositional phrases for your class to find and label; the first one is completed as an example. The resource includes an answer key on the second page. Have you ever heard the phrase, "Anywhere a mouse can go?" It is often used to identify a preposition! Provide your class with a list of prepositions, and then have your young grammarians complete the 10 sentences provided. After reviewing the different purposes of prepostions and many examples, the class can practice using them in sentences. While little direction is provided in the plan, this is a fantastic resource for teachers looking for a simple reference sheet to use when presenting a instructional activity on prepositions. For this recognizing prepositions in sentences worksheet, students identify prepositions and prepositional phrases, fill in the blanks to complete sentences, choose multiple choice answers, review and assess knowledge. Students write twenty-six answers. Prepositions are an important part of descriptive writing. Have your fourth graders fill in the blanks with prepositions from a word bank, then write ten sentences with the remaining words. For extra practice, partner your class up and have them describe where their partner is, or where different items in the classroom are located. Sentence Combination: Prepositional Phrases Start by defining preposition. The presentation shows a friendly looking pug as he sits on, inside, and beside objects. Then, look at prepositional phrases and how to use them to combine multiple sentences. A short practice opportunity is also provided for your class. There are two types of prepositional phrases: adjectival and adverbial. Gather teaching strategies from this resource to give your learners lots of practice and meet Common Core standards! First, review prepositions by providing a sentence for your class and having individuals insert any suitable preposition. Then, build understanding with some of the various activities provided. Great worksheets are included if you click the bear that says "Download the Activity." Grammar Quiz: Grade 6, Unit 7: Prepositional Phrases Are you about to start a unit on prepositions and prepositional phrases? Provide your young learners with this 10-question quiz to assess their current understanding of the topic. This would be a great pre-assessment to help you plan for your unit, especially when striving to meet Common Core standards. Sentence Elaboration with Prepositional Phrases Read a short story, "A Day at the Park" together as a class. Have the class break up into groups to add prepositional phrases to each sentence to make it more elaborate and interesting. Consider having a volunteer from each group read their drafts to show how much variety evolves by adding these components. In this recognizing prepositions in sentences worksheet, learners observe pictures and identify the sentence that is described in each picture. Students answer 18 multiple choice questions.

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Presentation on theme: "The Rock Cycle There are three types of rocks; igneous, sedimentary, and metamorphic. The interrelationship between the rock types is referred to as."— Presentation transcript: The Rock Cycle There are three types of rocks; igneous, sedimentary, and metamorphic. The interrelationship between the rock types is referred to as the rock cycle. Igneous rocks form from molten rocks called magma while still in the earth, or from lava once the rock has reached the surface. The characteristics of this type of rock are determined by where it forms and how fast it cools. Rocks that form underground from magma that cools slowly are called intrusive and have large crystals. Rocks that form on the earth’s surface from lava erupted from a volcano cool quickly and have small crystals. These rocks can have a glassy texture because of the speedy cooling or even have gas bubbles that leaves holes in the rock as it cooled and solidified. This type of rock is called extrusive rock. Basalt, obsidian, and granite are types of igneous rocks. Any rock (igneous, sedimentary, or metamorphic) can become a metamorphic rock. Rock can be buried deep beneath the earth’s surface. The weight of the thick layers pushes the rock down toward the heat of the mantle. Heat and great pressure deep in the Earth can change rock into metamorphic rock. If rocks are buried deep in the Earth at high temperatures and pressures, they form new minerals and textures all without melting. Marble and gneiss are examples of metamorphic rock. The forces of wind, rain, snow, and ice combine to break down or dissolve (weather), and carry away (transport) rocks exposed at the earth’s surface. These particles eventually come to rest (deposited) and become hard rock through cementation and compaction (lithification). Clastic sedimentary rocks form by weathering processes which break down rocks into pebble, sand, or clay particles by exposure to wind, ice, and water. Non-clastic sedimentary rocks form from chemical reactions, chiefly in the ocean. Some sedimentary rocks may contain fossils which are the hardened remains of once living organisms that where buried. Limestone and sandstone are types of sedimentary rocks. All three rock types get weathered to create sedimentary rock. All three rock types melt to form magma. Magma forms igneous rock. All three types of rock form metamorphic rock when buried deep inside the earth and undergo heat and/or pressure. Rocks and Minerals: What’s the Difference? A mineral is a homogeneous, naturally occurring, inorganic solid. (Homogeneous means made of parts or elements that are the same kind.) Each mineral has a definite chemical composition and a characteristic crystalline structure. A mineral may be a single element such as copper (Cu) or gold (Au), or it may be a compound made up of a number of elements. Rocks are made up of one or more minerals. Minerals are divided into two kinds, the rock-forming minerals and the ore minerals. An ore is a metal bearing rock or mineral that can be mined. Each mineral has its own characteristics and can be identified by its uniqueness. One characteristic of minerals is their crystal shape. When minerals are allowed to grow unhindered, they develop a three dimensional shape. Color is another useful identification feature of minerals, but should be used with other identifying characteristics since some minerals occur in a variety of colors. Another way minerals can be identified is by the hardness of the rock. Scientists have developed a scale to compare the hardness of minerals to. This scale is called Moh’s Hardness Scale and is ordered from the softest mineral at 1 to the hardest mineral at 10. HardnessMineralDescription 1TalcSoft, feels greasy 2GypsumScratched by fingernail 3CalciteScratched by a penny 4FluoriteScratched by a knife 5ApatiteHard to scratch with a knife 6OrthoclaseScratches glass 7QuartzScratches glass 8TopazScratches quartz 9CorundumScratches topaz 10DiamondHardest known substance on Earth Minerals can also be tested for reactions to magnets and hydrochloric acid (__HCl__). Mass, taste, and smell can also identify a mineral. Transparency describes the way light passes through a mineral. A mineral that does not allow light to pass through it is opaque. If light can pass through the mineral but an object can not be seen through the mineral, then the mineral is translucent. A mineral that allows objects to be seen through it is transparent. The color of a mineral’s powder is called streak. You can observe streak by rubbing a mineral across the surface of an unglazed porcelain tile. Adamantine - very gemmy crystals Dull - just a non-reflective surface of any kind Earthy - the look of dirt or dried mud Fibrous - the look of fibers Greasy - the look of grease Gumdrop - the look of a sucked on hard candy Metallic - the look of metals Pearly - the look of a pearl Pitchy - the look of tar Resinous - the look of resins such as dried glue or chewing gum Silky - the look of silk, similar to fibrous but more compact Sub-metallic - a poor metallic luster, opaque but reflecting a little light Vitreous - the most common luster, it simply means the look of glass Waxy - the look of wax Luster describes the way light reflects off the surface of a mineral.

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Start a 10-Day Free Trial to Unlock the Full Review Why Lesson Planet? Find quality lesson planning resources, fast! Share & remix collections to collaborate. Organize your curriculum with collections. Easy! Have time to be more creative & energetic with your students! Connect The Dots Eighth graders practice the drawing of line segments in different directions on a two dimensional plane. Different types of angles need to be identified and used to complete an assignment included in the lesson. 3 Views 3 Downloads Constructing a square inscribed in a circle Here is an activity that focuses on the actual construction of the square inscribed in a circle. The lesson allows for the use of dot paper or graph paper with straight edges and protractors, or dynamic geometry software programs. After... 8th - 11th Math CCSS: Designed Home Runs, Statistics, and Probability Baseball and statistics go hand-in-hand and knowing how to interpret, compare, and display this information is a key skill for any middle schooler. Using two sets of data, have young statisticians answer questions by constructing and... 6th - 8th Math CCSS: Designed

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Teaching music theory to children requires patience, the ability to engage the child and a safe atmosphere. Children that learn music theory early will find that other abstract concepts such as math and reading will also come more easily to them. The best music theory exercises are simple, teach a specific concept and allow the child to experiment with several different outcomes. Teach the child the names of the notes in the treble clef and explain that this clef plays high-pitched notes. Tell them that when they look between the lines they will see their "FACE." Then explain that the four spaces spell the word "face" from bottom to top. Then teach them the names of the lines (EGBDF) by helping them create an acronym for each line. A commonly used one is "Every Good Boy Does Fine." Let them get creative and try to come up with their own acronyms. Explain to the child that the bass clef is where all of the low notes lie. Ask them to identify several low instruments, such as the tuba and the cello, and then teach them about the clef. Using the same technique for treble clef, have them come up with their own acronyms for the lines and the spaces. When they have finished, draw a music staff on the board consisting of five lines and four spaces between the lines. Draw six to eight notes on the board and ask them to identify each pitch using their acronyms. Play a simple rhythm for the child and ask them to repeat it. This works best if you can give them a small drum, or a rhythm stick to play the rhythm on. Gradually increase the complexity of the rhythm until the child makes a mistake. Practice this exercise daily to improve the child's sense of rhythm. With time, they will gradually increase their memory and ability to play complex rhythms. Play a simple song such as "Row Your Boat" or "Old MacDonald" to the child. Ask them to listen for the parts of the song that repeat. If they hear a section that repeats, they should raise their hand quickly to signify the beginning of the new section. Children that have trouble with this exercise should have extra guidance to help them learn to do this properly. Stop the recording after each phrase so that they can learn to identify each phrase in the piece. In time, they will begin to learn to identify sections and phrases. - Digital Vision./Photodisc/Getty Images

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Second graders engage in a lesson that is about the discovery of solids. They identify using shapes like cones, spheres, cylinders, and cubes in various different situations. Students explore the classroom in order to find examples of solids. 3 Views 2 Downloads I've Seen That Shape Before The objectives in the resource allow students to explore the characteristics of simple solid shapes. Youngsters learn to recognize the face shapes, corners, and edges that make up 3-D figures by filling in a chart. Lastly, learners look... Pre-K - 2nd Math CCSS: Adaptable Exploring Geometric Solids In this geometry worksheet, students compare and contrast geometric solids used in their daily lives with mathematical models representing the same shapes. Then they identify different orientations, sizes, and types to discover that each... 2nd - 4th Visual & Performing Arts

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This figurative language (Hyperboles and Paradoxes) lesson includes a PowerPoint, a lesson plan, two worksheets and an Exit Ticket- everything you need to teach hyperbole and paradox. The PowerPoint discusses hyperbole and paradox, giving several examples and opportunities for students to participate. The class will follow along with the lesson- filling in an individual worksheet. Common Core Standard L 11-12.5a is the focus. The class begins with the Essential Question and Activating Strategy. The teacher will discuss the definition and role of hyperbole and paradox. Students will have opportunities to pair up, brainstorm, and work individually. Differentiated instruction is offered with the Exit Ticket. A second optional worksheet is included for fun- or if there is a need for extra practice.This lesson uses examples from classic literature. CCSS.ELA-Literacy.L.11-12.5a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. For another great high school lesson, try: English Under Construction Click this link to buy my first 62 products bundled at a 50% discount Buy My Store Mega-BUNDLE

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We are going to explore electricity and electronics. Current is the flow of electric charge. A resistor restricts the flow in a manner that is roughly the same as water flow is restricted by a narrow pipe. The equation that defines the relationship between voltage V, current I and resitance R is called Ohm's law. V = I R It simple tells us that the greater the resistance the smaller the current. To measure current we set or multimeter to the current settings by turning the dial. We must also move the probes to other locations. The black probe remains in the com location but the red probe is shifted to either of the other two holes. This will be explained in detail in the lab. When measuring current we must remember that whatever current we want to measure, it must pass through the meter. The key word is through. Be sure you understand what current will pass through a meter when it is hooked into a circuit. Consider the following circuit This circuit may give a surprising result. It helps us understand the importance of understanding how current is measured. This weeks questions are based on the goals above. In order to receive a grade of A you must successfully complete the lab portion of the course, read prelab material, and pass the lab quiz. In order to pass you must get 75% of the questions correct. In order to receive a grade of B you must successfully complete the lab portion of the course. The quiz is optional. For fun feel free to try the quiz. You are not allowed to consult with other students while taking the quiz. You will be given a limited time period to complete the quiz. You may refer to any written material. You may take the quiz at any time during the week but only once. The quiz will be available starting on the day you cover the material and ending one week later. If you have troubles please discuss the difficulties with DRG. You are not allowed to consult with other students while taking the quiz. The quiz will be available at least from lab until following lab. You will be given 30 minutes to complete the quiz and you may refer to any written material.

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This unit contains hands on activities to teach multiplication! They are engaging and low prep! *Spin A Fact (Multiplication Game) *Let's Multiply- Students use a deck of cards to build multiplication equations and find the products. *Multiplication Four In a Row (3 Games) *Multiplication Match Up- Students Match the equation to the correct picture. *Multiplication Word Problems- Students solve the word problems on the task cards. *Multiplication Choice Boards- ( 4 Boards) Mixture of multiplication and comparison problems. *Multiplication Word Problem Work Boards- Students can practice solving word problems while showing that they've demonstrated how to use strategies to solve. *Model Word Problems- Students have a step by step guided to help them solve tricky word problems. *Multiplication Tic Tac Toe- One digit, one digit by two digit, and two digit by two digit *Estimate the Product Practice Pages *Box Method Printables= *What's the equation?- Students use a bubble map to identify the equation for the given multiples *Multiplication Drill Practice *Missing Multiples- Students practice finding the multiples! Great for homework practice! *Task Cards Set 1- 12 Task cards using the comparison method *Task Cards Set 2- 12 Task cards practicing word problems!

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Break It Down Young scholars play a word part identification game. They form words using prefixes, suffixes and root word game pieces. 4 Views 52 Downloads The Writing Process The writing process can be daunting for many young learners. This presentation breaks it down into seven manageable steps, including examples that clearly model the process for young writers. Present this resource to your class in the... 4th - 6th English Language Arts CCSS: Adaptable Skill Lessons – Prefixes and Suffixes Sometimes the best way to understand a concept is to break it down. Young vocabulary pupils work with word parts in a hands-on activity that prompts them to connect flash cards with affixes to their root and base words. Additionally,... 3rd - 5th English Language Arts CCSS: Designed How Interesting Is It? Discussing topics that other people are interested in is a key social skill that can often be overlooked. Here is a resource that supports learners in developing this life skill by first prompting them to consider a wide range of... 2nd - 8th English Language Arts CCSS: Adaptable Mental and Emotional Well Being Promote positive ways to express emotions with five lessons that focus on feelings, friendship, and dealing with stress. Scholars learn how to identify and express feelings through role play, grand conversation, a game, poetry reading,... 1st - 3rd English Language Arts CCSS: Adaptable I Can Infer Predictions Based on an Analysis of Motive Use a character or person's motivation as the basis for a prediction of that character or person's next action. Pupils select an individual from their reading, copy a quote, write down an inference about that character's motives, and... 3rd - 8th English Language Arts CCSS: Designed Inferences Worksheet 8 Lead your class toward mastery of making inferences with a straightforward learning exercise. Pupils read four short passages and make inferences based on the questions asked about each passage. They explain their reasoning for each... 4th - 8th English Language Arts CCSS: Adaptable

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This is meant to be handed out to the students. We calculated the average velocity (which we can represent by the letter v) by dividing the distance (represented by d) by the time (represented by t). It is often clearest to represent this relationship by an equation. In this case, the equation is: v = d / t (NOTE: read this equation as "velocity equals distance divided by time".) Using this equation, we can calculate the velocity in the first example by putting 50 miles, which is the distance, where the "d" is, and putting 1 hour, which is the time, where the "t" is. Then, we do the division to find the average velocity. v = (50 miles) / (1 hour) = 50 miles/hour The second example is represented by: v = (50 miles) / (2 hours) = 25 miles/hour Using this formula, we can calculate the average velocity of anything if we know how far it went in how much time. To make it really velocity instead of speed, we should also specify which direction the object is going. In our lab, we will be measuring velocities in centimeters per second (cm/s). An inch is about 2.5 centimeters long. mass - Mass is a measure of how much stuff is in an object. Most people associate it most closely with weight, since our best method for measuring mass is to find out how hard gravity pulls the object towards the ground. The more an object weighs, the more massive it is. In our experiment, we will measure masses in grams. A gram is the mass of a container of water that is one centimeter tall, one centimeter wide, and one centimeter thick. momentum - In physics terms, momentum is an object's mass multiplied by its velocity. For example, if a 30 gram mouse is crawling at 10 centimeters/second to the south, then the momentum is 30 x 10 = 300 gram-centimeters/second. (We will be careful to attach such units to measured quantities. Something like "gram-centimeters/second" may seem unfamiliar, but it is really just like "miles/hour" or "dollars/gallon.") Momentum is traditionally not represented as an "m". This is because mass is represented as an "m". We usually use a "p". So, keeping this oddity in mind, the equation for momentum is: p = m * v (NOTE: Read this as "momentum equals mass times velocity".) Momentum is an interesting quantity because it is conserved. This means that if you start out with a momentum of 300 gram-centimeters/second, and nothing disturbs you, then you will continue to travel at 300 gram- centimeters/second forever. This might seem absurd to you. That mouse surely will stop, change directions, and eventually die and decay. How can there be conservation of momentum? The tricky part is that we specified that "nothing disturbs you." In the case of a mouse on the floor, it can change directions by pushing on the floor, thus interacting with something outside the system. Imagine trying to change directions when you are walking on something that is hard to push against, like ice. The only place that conservation of momentum is easy to observe is in space, where there is no air, no floor, no stray objects to interact with the system we are studying. When I use the word system, I mean all of the objects we are considering - for example, just the mouse. We could have several objects that interact with each other, but with nothing else. In that case, one object could transfer some or all of its momentum to another object, but the sum of all of the momenta in this system would remain the same. In the laboratory, we will measure the momentum of little cars that are on air tracks. The air coming out of the holes in the air tracks forms a small layer of air that will keep the cars a little bit above the metal air track. That will help keep the cars from interacting with the air track the way mice interact with the floor. We will use a system that is just one car first, then we will look at a couple of systems that have just two cars. In principle, we could make systems that have more than two cars, but that would just complicate the experiments and the calculation. Remember, if the cars bump into anything, like the ends of the track, momentum is no longer conserved, since the car has interacted with something outside the system. In later laboratories, we will understand more about what happens in these interactions with things that are outside the system. Time from first timer: _____________ seconds Time from second timer: _____________ seconds Now, find the speed the car had when it passed the first timer, and the speed the car had when it passed the second timer. The speed is 10 centimeters divided by the number of seconds on the timer. Write down the velocity, which is the speed, plus the words "to the right," since the car was traveling to the right. Velocity when the car passed the first timer: Velocity when the car passed the second timer: Was momentum conserved? __________ Time on the first timer: ______________ seconds Time on the second timer: _______________ seconds Now calculate the velocity of the car before the collision, and the velocity of the two cars together after the collision. (REMEMBER: TWO CARS PASSED THE SECOND TIMER, SO 20 CENTIMETERS OF CAR WENT BY. ONLY TEN CENTIMETERS OF CAR WENT BY THE FIRST TIMER.) Velocity before collision: Velocity after collision: Now you have to weigh the two cars in the collision on the scale. There is a scale at each end of the room. The mass before collision is the mass of the first car, and the mass after collision is the mass of the two cars together. Mass first car: _____________ grams Mass of two cars together: ______________ grams Finally, calculate the momentum before and after the collision. Momentum before collision: Momentum after collision: Is momentum conserved? ______________ Time on first timer: ___________ seconds Time on second timer: ___________ seconds Again, calculate the velocity of the two cars. Velocity of first car: (don't forget direction) Velocity of second car: Again, measure the mass of each car: Mass of first car: ___________ grams Mass of second car: ___________ grams Calculate the momentum of each car: Momentum of first car: Momentum of second car: Is momentum conserved? ___________ 2.If the car you drive in to Fermilab weighs 500,000 grams, what is the average momentum during the trip? 3.A car on an air track is not moving. Another car crashes into it and sticks. Do the two cars together move faster, slower, or the same speed as the original moving car? 4.Two cars that have the same mass are stuck together with a spring, and can move freely on an airtrack. If the cars start out motionless, then explode apart, then: Important Disclaimers and Caveats

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This problem investigates numbers with a given factor. Students must first be able to identify the property of a number to determine its factors. For example: A number is divisible by 5 if its last digit is 0 or 5. They must then apply a systematic approach to count in an efficient manner all the numbers with this property, ensuring that none has been missed. Jim has ten tiles with a different digit on each of them. He makes a lot of five-digit numbers that are divisible by five. How many can he make altogether? - Use a classroom discussion to revise the idea of factors and how you can identify numbers that have given factors. What are the factors of 24? 36? How do you know if a number is divisible by 2? 10? 5? 3? - Pose the problem and ask: Can you give a number that is divisible by 5? Can you give a five-digit number that is divisible by 5? - As students work on the problem, if any has trouble getting started ask: How many numbers can you make using just one 0, 1 and 2, that are divisible by 5? How about if we use 0, 1, 2, 3 just once each? How many then? Can you see a pattern here? - As solutions emerge, share and discuss as a class how they solved the problem. As appropriate, encourage students to try the Extension problem. - Have the students to write up their answers. Extension to the problem Using the Jim’s tiles, how many four-digit numbers are there that are divisible by four? For a number to be divisible by five, it has to end with a 5 or a 0. So we have two choices for the last digit. If 0 is the last digit, then there are 9 choices for the first digit of the five-digit number, 8 for the second digit, 7 for the third and 6 for the fourth. So altogether we have 9 x 8 x 7 x 6 = 3024 five-digit numbers that are divisible by five with a 0 in the units position. On the other hand, if 5 is the last digit, there are 8 possibilities for the first digit (all ten digits less the 5 and the 0), then 8 for the second (0 is allowed here), 7 for the third and 6 for the fourth to give a total of 8 x 8 x 7 x 6 = 2688. Altogether there are 3024 + 2688 = 5712 five-digit numbers divisible by five. (Again this can be approached by a subtraction method – see Ten Tiles I.) Solution to the extension Four-digit numbers divisible by four: Here the rule is that the number is divisible by 4 if the last two digits are divisible by four. In total there are 25 potential last two digits that are divisible by four but three of these (00, 44 and 88) repeat a digit and so cannot be used here. There are 6 endings that have a 0 (04, 08, 20, 40, 60, 80). These give rise to 8 ´ 7 numbers each. There are 16 endings that do not have a 0 (12, 16, 24, 28, 32, 36, 48, 52, 56, 64, 68, 72, 76, 84, 92, 86) and these give rise to 7 x 7 numbers. Altogether then there are 6 x 8 x 7 + 16 x 7 x 7 = 1120 four-digit numbers divisible by four.

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- Created by: h_farouk147 - Created on: 01-02-19 19:17 Rate of Reaction - Rate of a chemical reaction is how fast reactants are changed into products - On a graph, the line becomes less steep as the reactants are used up - Mean rate of reaction measured in g/s or cm3/s = quantity of reactant or product used in grams or cm3/ time taken in seconds - Factors that affect the rate of a reaction: - Temperature is increased, the particles all move faster, collide more frequently have more energy so more of the collisions to make the reaction happen. - More concentrated means more particles knocking about in the same volume of water. - The pressure of a gas is increased, means the same number of particles occupy a smaller space. - Makes collisions between reactant particles more frequent. - Increased surface area means more surface for particles to react, increasing the rate 1 of 5 - Catalyst: A substance that speeds up the reaction without being used up and provides an alternative reaction pathway with a lower activation energy - Different catalysts are needed for a different reaction - A catalyst decreases the activation energy, which is the minimum amount of energy required for the reaction to occur. - Catalysts are usually transition metals - Collision theory: Chemical reactions can occur only when reacting particles collide with each other and with sufficient energy. 2 of 5 - The forward reaction will be going at exactly the same rate as the backward one is when a system is at equilibrium. - This means concentrations of reactants and products have reached a balance and won't change. - A closed system, where equilibrium takes place means that none of the reactants and products can escape and nothing else can get in - The equilibrium lies to the left if the concentration of products is greater than that of the reactants. - If the equilibrium lies to the right, the concentration of reactants is greater than that of the products. - If a reversible reaction is exothermic in one direction, it is endothermic in the opposite direction. 3 of 5 Le Chatelier's Principle - Le Chatelier’s Principle is the idea that if you change the conditions of a reversible reaction at equilibrium, the system will try to counteract that change - If the temperature of a system at equilibrium is increased: - The relative amount of products at equilibrium increases for an endothermic reaction - The relative amount of products at equilibrium decreases for an exothermic reaction - If the temperature of a system at equilibrium is decreased: - The relative amount of products at equilibrium decreases for an endothermic reaction - The relative amount of products at equilibrium increases for an exothermic reaction. 4 of 5 Le Chatelier's Principle Continued - If the concentration of a reactant is increased, more products will be formed until equilibrium is reached again. - If the concentration of a product is decreased, more reactants will react until equilibrium is reached again. - For gaseous reactions at equilibrium: - An increase in pressure causes the equilibrium position to shift towards the side with the smaller number of molecules as shown by the symbol equation for that reaction - A decrease in pressure causes the equilibrium position to shift towards the side with the larger number of molecules as shown by the symbol equation for that reaction - Changing the pressure only affects equilibriums involving gases. 5 of 5

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Black History Month Through a series of engaging "opinion continuum" exercises, students explore a range of views about the phrases "Black Lives Matter" and "All Lives Matter." This first of three lessons on the Black Lives Matter movement serves as an introduction. Students learn about the origins of the Black Lives Matter movement through tweets, quotes, and discussion of the movement's principles. What are the demands of the Black Lives Matter movement, and what progress has it made in bringing social change? Students explore these questions with readings and discussion. History has a way of smoothing out the complexities of real-life events. This brief TeachableInstant lesson explores some forgotten or misrepresented facts about the movement for civil rights. Students consider what it means to be an ally and to stand up for justice by examining a famous photo of a protest at the 1968 Olympics and then learning about and discussing the story behind the photo. In this brief Teachable Instant activity, students learn about how organizing by Black students and their allies at the University of Missouri led to the resignation of the university's president and helped spark a wave of organizing on campuses nationwide. Through reading, discussion, and small group activities, students learn about three relatively unknown women in the civil rights movement: Diane Nash, Virginia Durr, and Claudette Colvin. This brief activity focuses on the African American girl who refused to give up her seat on the bus, months before Rosa Parks touched off the 1955 Montgomery Bus Boycott. Please also see the segment about Colvin in this Teachable Moment lesson. This brief activity kicks off Black History Month by examining King's letter from a Birmingham jail in light of current events. The movie Selma depicts the struggle for voting rights for African Americans that led to the 1965 Voting Rights Act. In this lesson, students examine a primary source document to help them understand why so few southern blacks could vote in 1965. Students explore why voting rights were so important...

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Resources › For Educators Parts of Speech Printable Worksheets They include a word search, a crossword puzzle, and a secret code word activity Share Flipboard Email Print Spauln/Getty Images For Educators Homeschooling Spelling Geography Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Teaching By Beverly Hernandez Homeschooling Expert Beverly Hernandez is a veteran homeschooler and the former administrator of a large independent study program. our editorial process Beverly Hernandez Updated January 21, 2019 When children study grammar, one of the most basic lessons they learn involves the parts of speech. The term refers to the category to which words are assigned based on how they function in a sentence. Knowing and understanding the parts of speech help children avoid grammar errors and write more effectively. The eight parts of speech English grammar is composed of eight basic parts of speech: Nouns: Name a person, place, thing, or idea. Some examples are "dog," "cat," "table," "playground," and "freedom."Pronouns: Take the place of a noun. You might use "she" in place of "girl" or "he" instead of "Billy." Verbs: Show action or a state of being. Verbs include the words "run," "look," "sit," "am," and "is."Adjectives: Describe or modify a noun or a pronoun. Adjectives give details such as color, size, or shape. Adverbs: Describe or modify a verb, adjective, or another adverb. These words often end in "-ly," such as "quickly," "quietly," and "softly."Prepositions: Begin phrases called prepositional phrases that describe the relationship between other words in the sentence. Words such as "by," "to," and "between" are prepositions. Examples of their use in a sentence include: "The girl sat by the lake." "The boy stood between his parents."Conjunctions: Join two words or clauses. The most common conjunctions are "and," "but," and "or." Interjections: Show strong feeling. They're often followed by an exclamation point, such as "Oh!" or "Hey!" Try some fun activities with your children to help them learn to identify each part of speech. One activity could be using a different colored pencil for each part of speech and underlining them in old magazines or newspapers. Print out these parts of speech worksheets for your children to complete: 01 of 07 Parts of Speech Vocabulary Beverly Hernandez Spend some time discussing parts of speech with your students or children. Provide plenty of examples of each. Then, have students complete this parts of speech vocabulary sheet. For some enjoyable practice identifying parts of speech, pull out some of the children's favorite books and find examples of the different parts of speech. You could treat it like a scavenger hunt, searching for an example of each. 02 of 07 Word Search Beverly Hernandez As children look for the names of the parts of speech in this word puzzle, encourage them to review the definition for each. See if they can come up with one or two examples for each part of speech as they locate its category in the puzzle. 03 of 07 Crossword Puzzle Beverly Hernandez Use this crossword puzzle as a simple, engaging activity to review the parts of speech. Each clue describes one of the eight basic categories. See if students can correctly complete the puzzle on their own. If they have trouble, they can refer to their completed vocabulary worksheet. 04 of 07 Word Challenge Beverly Hernandez You can use this challenge worksheet as a simple quiz on the eight parts of speech. Each description is followed by four multiple choice options from which students can choose. 05 of 07 Alphabet Activity Beverly Hernandez Young students can use this grammar activity to review the eight parts of speech and brush up on their alphabetizing skills. Children should write each of the terms from the word bank in alphabetical order on the blank lines provided. 06 of 07 Unscrambling Activity Beverly Hernandez In this activity, students unscramble the letters to reveal each of the eight parts of speech. If they get stuck, they can use the clues at the bottom of the page to help. 07 of 07 Secret Code Beverly Hernandez Let your students play super sleuth with this challenging secret code activity. First, they must decipher the code. Then, they can use their decoding key to identify the parts of speech. There are clues at the bottom of the page to help if they have trouble.

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An experiment for students to work on predictions and writing conclusionsSugerencia de uso 1. Download the file and make copies for students. Read the activity and decide if you can try the experiment in class or ask students to do it for homework. 2. Ask students if they have tried a celery experiment before. 3. Hand out the worksheet and guide students though it by paraphrasing what each section needs. 4. Focus in the prediction section and ask students to write what they think will happen. 5. Help with grammar and vocabulary as needed. 6. Ignore the section that says there are different containers and focus on the drawing section asking students to draw their container. 7. If time allows and you do the experiment in class, wait for the results and complete the worksheet with that information. 8. Finally, invite students to tell the class their conclusions using their own words. Compartir MED en classroom:

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A student needs to feel comfortable with themselves, others, and the teacher, so there can be meaningful discussion and interactions. Teacher and student relationships are essential to ensure a positive school/classroom atmosphere. Rules are stated in this manner, because teacher and student develop the rules together. This way student feels some ownership about how the class is run and is more likely to follow rules and procedures. CLASSROOM RULES: 1. All these relationships are at the heart of our existence and play a vital role in shaping our lives (Berscheid and Peplau, 2002). Currently the science behind relationships is being increasingly investigated due to a need to understand them. Psychology plays a key role in this development with developmental psychology, helping to explain the impact relationships have on growth and development. Friendship has been present throughout history and the definition of friendship differs across societies and cultures (Keller, 2004). In Western societies friendship can be defined as a voluntary, reciprocal relationship with strong positive affective connections which help the achievement of personal or social How has your study of belonging changed you? DIFFICULTY/DUALITY OF BELONGING/NOT BELONGING 1. “Despite an individual’s desire to belong to a group or community, this not always possible.” How do the texts you have studies represent the processes and results of belonging and/or not belonging? 2. Belonging to a group or community can provide opportunities and disappointments. In some cases, if the children do not understand a rule (this could be down to the way the rule is worded) then staff must discuss them regularly during class and assembly time so that the pupils can remember them. Children who display a good following of the code of conduct should be recognised. Children who show good behaviour in class are usually rewarded with an achievement sticker or older pupils could get rewarded with things like a longer amount of Golden Time for example. If To what extent have your perceptions of belonging been influenced by the texts you have studied? Refer to your prescribed text and at least one other text of your own choosing. Belonging or feeling as though you are an important part of a whole, is an essential part of an individuals’ understanding of life. If an individual does not feel as though they belong either to a group, place or community it can lead them to feel unsatisfied with their lives. This perception of belonging has been influenced by both Peter Skrzynecki’s ‘Immigrant Chronicle’ and Shaun Tan’s graphic novel ‘The Arrival.’ Cultural identity often plays a large role in our sense of self and allowing us to feel as though we belong. How to maintain and develop a good relationship with pupils and to demonstrate that they treat all pupils’ equally, through this they will gain respect and trust from that individual. Will need to show good relations with teachers in order for them to work efficiently and carry out their duties effectively. Also having a good understanding of the teachers’ aims, and strategies and being able to ask for advice or help. They must show that they can communicate and make There is a positive culture of learning and development that is celebrated by merits, certificates, displays and praise from teaching staff. School trips are used to help pupils to work together and increase team work and bonding. School clubs are varied and encourage pupils to further their interests in other areas. The school has an inclusive environment and positively reflects the importance of diversity, every effort is made to ensure that all pupils can be involved in all areas of school life and other cultures are celebrated. The aims or vision of a school are often seen in the school literature and are set by the head teacher in collaboration with the staff, parents and community. JOIN NOW The behavior policy on promoting positive behavior within the school setting possesses the guidelines/code of conduct which the school use to help raise positive behavior. The intentions of the behavior policy is to iniate a dependable environment that anticipates , emboldens and identifies good behavior also one in which everyone feels happy and secure. The behavior policy is the key Finding ways to make the material fun, engaging, and easy to comprehend will nurture a love of learning. Treating students with kindness and respect and helping them learn to apply that to others to create a positive and nurturing environment. * Differentiated- Making sure to include visual, audio, and tactile facets to all curriculum so that each individual will have the best chance possible to understand the material not matter their learning style. Working in pairs, small groups and classroom projects where partners and assignments are chosen based on the individual needs of the students. Keeping charts on each student for educational, social, and behavioral goals and personalizing the reward and recognition that they get for their effort and The culturally responsive classroom “specifically acknowledges the presence of culturally diverse students and the need for these students to find connections among themselves and with the subject matter and the tasks the teacher asks them to perform” by using instructional strategies which, place students into “cooperative learning groups, [an environment wherein] culturally familiar speech and events [are discussed], [and] wait time for students from CLD backgrounds [is] adjusted to enhance classroom participation and development of critical thinking skills.” (Brown, p.60,

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What was Freedom Summer and how did it impact the Civil Rights movement of the 1960s? Students will define 'racism', identify injustices, develop and appropriate and uplifting vocabulary to support diversity, and explore and interpret primary source media to make inferences about the past. Students will engage with primary source media to understand what Freedom Summer was and to identify leaders and important figures in the movement. Students will also review and critique laws and policies in the past in order to develop an argument regarding sacrifice related to social causes. Students will have a chance to read through documents regarding the passing of the Civil Rights Act of 1964 and the Voting Rights act of 1965 to put change into perspective based on a linear timeline of events. Students will also deeper analyze historical figures to prepare for and carry out a historical roleplay. Students will consider the causes and effects of Freedom Summer and the passing of Civil Rights legislature in relation to present day strides and concerns. Students will also organize in small groups in order to pursue solutions to social justice problems either within the school or in the community based on the understanding of effective ways to bring about change. Students will conclude the unit by synthesizing their learning through a summative mind map as well as an 'Unsent Letter'. Students will also spend time learning about Black Joy to combat the idea that all Black history and Black life is about suffering. Students will finally wrap-up with adding to the positive and affirming vocabulary list the generated on day one with their newer and deeper understanding.

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Solving a Quadratic Equation (KS4, Year 10) The LessonA quadratic equation is an equation in the form: Solving a quadratic equation mean finding the value of x that makes this equation true (i.e. makes the left hand side equal to 0.) The values of x that solve the equation are called the roots of the equation. Understanding Solving Quadratic EquationsIt is easier to understand solving quadratic equations with an example. Let's look at a quadratic equation. x is a variable. It can take different values. Let's try x = 1, x = 2 and x = 3. x = 1Substitute x = 1 into the left hand side of the quadratic equation: x2 − 3x + 2 = (1 )2 − 3(1 ) + 2 x2 − 3x + 2 = 1 × 1 − 3 × 1 + 2 x2 − 3x + 2 = 1 − 3 + 2 x2 − 3x + 2 = 0 x = 2Substitute x = 2 into the left hand side of the quadratic equation: x2 − 3x + 2 = (2 )2 − 3(2 ) + 2 x2 − 3x + 2 = 2 × 2 − 3 × 2 + 2 x2 − 3x + 2 = 4 − 6 + 2 x2 − 3x + 2 = 0 x = 3Substitute x = 3 into the left hand side of the quadratic equation: x2 − 3x + 2 = (3 )2 − 3(3 ) + 2 x2 − 3x + 2 = 3 × 3 − 3 × 3 + 2 x2 − 3x + 2 = 9 − 9 + 2 x2 − 3x + 2 = 2 ≠ 0 How to Solve Quadratic EquationsThere are 3 ways to solve quadratic equations. (1) FactoringA quadratic equation can sometimes be written as the product of two brackets. For example: from this, we can read off the two roots of the quadratic equation: x = 1, x = 2 Read more about solving quadratic equations using factoring (2) Quadratic FormulaA quadratic equation can be solved using the quadratic formula: In this formula, a, b and c are the numbers in the quadratic equation in standard form, ax2 + bx + c. Read more about solving quadratic equations using the quadratic formula (3) GraphA quadratic equation can be solved by plotting it on a graph and finding where it crosses the x-axis: In this graph above, the quadratic curve crosses the x-axis at x = 1 and x = 2. These are the roots of the equation, that solve the equation. Interactive WidgetYou can use this interactive widget to create a graph of your quadratic equation. Use the buttons to change the values of the quadratic equation. Read more about solving quadratic equations using a graph What's in a Name?The word "quadratic" comes from the word "quad", meaning "square" - because the x is squared. Factoring, FactorisingTo write a quadratic equation as a product of two brackets is called 'to factor' or 'to factorise' the quadratic equation. The method is refered to as 'factoring' or 'factorising'. There Are 2 RootsQuadratic equations always have two solutions. There are 2 values of x that solve the equation. We can visualize this by looking at a graph of a quadratic equation. The roots are the points where the curve crosses the horizontal x-axis. There can be two distinct roots. We see this because the curve crosses the x-axis at 2 separate places: Sometimes it seems that there is only one root. But that root is repeated. Even when it seems there are no roots, there are two complex roots. - Do you disagree with something on this page? - Did you spot a typo?

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The internet has quickly become one of the most important aspects of our society for both children and adults. Whether we’re on a zoom call, playing games on our phones, researching a school project, or just surfing the web, we’re using technology for a large part of our days. Children growing up in the 21st century use the internet just as much as everyone else and need to learn how to use it safely. Using the resources we’ve gathered, you can teach your students the key elements of internet safety, privacy, and ethics. What Is Digital Citizenship? Broadly, digital citizenship is about using the internet and other technology safely and appropriately. The idea is that as computers and technology advance, it will become easier to abuse their power or make mistakes with serious consequences, so we need to teach children how to use technology well when they’re young. Teaching digital citizenship helps the next generation understand how to healthily engage with the digital world. Some key elements of digital citizenship are online safety, understanding and reducing cyberbullying, acknowledging and abiding by copyright laws, and protecting privacy. Learning digital literacy and how to manage your digital footprint are also part of most digital citizenship courses. The 9 Elements of Digital Citizenship When teaching digital citizenship, there are 9 key elements that are considered the pillars of digital ethics. Learning these foundational elements helps students safely move through the internet in this age of ever-growing technology. Digital Etiquette is exactly what it sounds like: the social rules of conduct when engaging with the digital universe. Teaching digital etiquette helps students learn when and how to use technology appropriately, how to be respectful to other people, and how to reply to emails appropriately. Digital Access is the ability to connect with others via technology. Not every student will have the same access to a computer or a personal device, which is why teaching digital access techniques is so important. Digital Commerce is the act of buying or selling goods or services online. Learning about digital commerce can teach students how to become better, more conscious consumers or even introduce them to digital sales as a career path. Digital Communication refers to the way we interact and collaborate with one another using technology. Social media, texting, and cell phone apps are just a few ways that children and adults regularly interact. Knowing how to communicate safely and successfully in school can help students become better digital citizens throughout their lives. Digital Law establishes the rules and regulations of the internet. Just as there are laws in the physical world, the digital world has laws that govern it as well. In school, digital law lessons could include learning how to avoid plagiarism and cyberbullying and the repercussions of negative digital behaviors. Digital Literacy helps students understand everything from how to use a mouse and trackpad to how to fact-check a website or social media post. Digital literacy is a foundational element of digital citizenship because it assures that you can move through the internet with ease and avoid misinformation. Digital Healthand Wellness teaches students how to take care of their physical body and mental health while engaging with the internet. Lessons often highlight the effects of too much screen time. Digital Securityand Privacy involves learning how to keep yourself safe from malicious internet users, protect your personal information, avoid scams, and steer clear of computer viruses or “bugs”. Digital Rights and Responsibilities is a discussion of the internet users’ freedoms and responsibilities. We all have certain rights and responsibilities when engaging with technology, such as the right to digital privacy or the responsibility to avoid plagiarism. Knowing the extent of their rights and how to respect others online helps students build a healthy relationship with the digital world. Resources for Teaching Digital Citizenship in Grades 3-5 Teaching digital citizenship to students in grades 3-5 can be both an exciting and difficult task. Helping students understand the importance of digital ethics early on can be vital to their overall wellbeing as they grow into adults and move through the digital world. Here are a few resources you can use: Yeti Academy’s Super Citizenship course is a complete ISTE-aligned digital citizenship program for upper elementary students. In this curriculum, digital citizenship concepts are brought to life with a series of exciting superhero videos and lessons to reinforce learning, plus an illustrated scenario-based quiz. A useful acronym to cite to your elementary students is “THINK”, which stands for is it Truthful, is it Helpful, is it Inspiring, is it Necessary, and is it Kind. By posting this in hallways and classrooms, teachers can help students internalize healthy ways to process information online, use the web successfully, and generally stay wise on the internet. Playing games is a great way to introduce the 9 elements of digital citizenship. In both remote and in-person learning, there are tons of activities that can help embed these core elements into the school curriculum. Websites such as Common Sense Media offer plenty of free activities, games, lessons, posters, and engagement information for young students. There are a number of free lessons you can find on the web to teach some aspects of digital citizenship. Google offers free “Be Internet Awesome” lessons with resources for in-person and at-home learning. The FBI has a Safe Online Surfing module for elementary and middle school students, which can be implemented into any classroom easily and effectively. You can help elementary students to safely surf the web using kid-friendly search engines, such as Kidtopia and GoGooligans. With these search engines, students can freely search whatever they like on a safe and secure platform and avoid potentially harmful or age-inappropriate search engines results. Resources for Teaching Digital Citizenship in Grades 6-9 Teaching digital citizenship to children in grades 6-9 is just as important as teaching digital citizenship to elementary students, but the approach is slightly different. In middle school, students are engaging heavily with the digital world, making digital ethics all the more important. There are many free lessons you can implement into your classroom and curriculum. Microsoft offers a Digital Literacy Curriculum which helps older students learn internet fluency. Everfi offers Ignition, a Digital Literacy & Responsibility curriculum for students in grades 6-9. Both of these resources are available to anyone who can access the internet and can be important resources for middle school students. Yeti Academy offers a complete ISTE-aligned digital citizenship course for middle school students called Sports PR Agency. The curriculum explores topics such as public relations, digital influence, internet safety, internet privacy, cyberethics, social media communication and identity, cyberbullying, online drama, media literacy and evaluating sources, health and balance surrounding digital use, and computer threats. Sports PR Agency contains very relatable student video content and real world scenarios that older students can really buy into. It also incorporates the “Four C’s”, which are communication, collaboration, creativity, and critical thinking, all of which help students become better online citizens. Like with elementary students, games can also be an extremely useful tool to teach middle school students lessons that may otherwise seem less than exciting. Minecraft, a beloved internet game that’s been around for a decade, can be used to teach a number of lessons surrounding digital citizenship while driving creativity, collaboration, and problem-solving. Some middle school teachers like to use learning management systems (LMSs), which set up specific spaces for students to engage with the internet. For example, using an LMS to help students to start their own blog can provide opportunities for them to practice writing and learn how to legally use images from the internet to tell their stories. Blogs are a great way to teach most elements of digital citizenship as they provide students with opportunities to engage with one another, the web, online information, and so much more. It’s also a good idea to introduce middle school students to tools they can use for school projects. For example, Everypixel is a free tool that allows students to search through millions of photos that fall under the Creative Commons 0 license, which means that anyone can use them completely legally. Kiddle, a free citing source, helps students reference their sources when writing. These online tools can help students use the internet more effectively. Digital Citizenship For All The internet is practically unavoidable in today’s society. Unfortunately, it’s all too easy for students to use it inappropriately or end up in trouble if they don’t learn digital citizenship early on. By teaching students about digital citizenship from a young age, we can ensure that the next generation will thrive in the world we live in. Teachers can help their students become not just good digital citizens, but better citizens in their physical realities as well. Interested in teaching digital citizenship to your students or children? Yeti Academy’s digital citizenship courses and teaching resources can help you achieve your goals. Yeti Academy is an all-inclusive STEM education program that aims to give educators the tools to teach a wide variety of STEM concepts and to equip the next generation to succeed in the 21st century. Sign up today and try Yeti Academy for free! With students spending so much time online during the pandemic, there’s been more talk about digital citizenship than ever. You may be wondering what this popular term means and what falls under its umbrella. Below, we’ll provide a broad definition of digital citizenship and discuss some of the most important skills students need to act responsibly online. Digital Citizenship Defined Digital citizenship is a person’s relationship with technology. It includes a wide range of responsibilities and skills, including the ability to protect personal information, avoid infringing on others’ intellectual property rights, keep a healthy balance between online and offline activities, and maintain a positive online presence. Anyone who uses the internet needs to understand digital citizenship so they can stay safe and function as a member of society. The world as a whole is becoming more and more dependent on the internet for daily activities like taking classes and staying in touch with loved ones, so students need to learn digital citizenship skills as soon as possible. 5 Important Digital Citizenship Skills There are many skills involved in being a competent digital citizen, but most fall under one of the following categories: Personal Information Protection Skills Given that most kids have access to at least a few online accounts (and if they don’t, they will someday), elementary and middle school students alike need to know what personal information is and how to keep it private. They should know to protect details like their address, email, and phone number from a very early age. That means not only learning not to share certain types of information on social media but also becoming aware of the dangers of facial recognition software and understanding how private details like license plates can show up in photographs. Above all, students should learn how to create and manage secure passwords. Kids should also know that certain types of accounts need extra layers of security, such as online banking and other accounts with sensitive information. Permission and Property Skills Students should understand copyright, citations, and how to get permission to use someone else’s work. Understanding how to give proper credit to someone else and generate a license for their own work are vital to protecting both students’ own and other people’s property rights. Permission skills and an understanding of why they are important come up especially often in school, when students are often tempted to shorten their workload by using someone else’s work. We often see students accidentally (or intentionally!) disrespecting others’ property rights by using images grabbed from Google without permission or plagiarizing someone else’s writing. Protection Against Cybercriminals Students need to know how to protect themselves from viruses, malware, phishing, ransomware, and identity theft. From an early age, they should learn what these crimes are and how they work so they can avoid becoming victims. Once identity theft happens, it can be exceedingly difficult to keep it from happening again, so students should be educated on how to avoid it in the first place as soon as possible. Personal Branding and Professionalism Skills Everyone has a voice, persona, and “digital tattoo” they add to whenever they interact with the internet. That includes kids. It’s important for students to recognize this fact so they can understand how to avoid making mistakes they may regret later and make informed decisions about how they want to be perceived online. Children and teenagers also need to learn online etiquette skills. Students should understand the difference between online and offline grammar, how to recognize cultural disconnects, what respectful communication looks like, how to keep a professional image when applying for jobs in the future, and how to work out problems if they happen. At Yeti Academy, we’ve found that many kids understand the concepts of personal brand and online professionalism when we connect those concepts to celebrities and role models. Kids of all ages know that even small mess ups online can have a major impact on a celebrity’s public persona and ability to continue doing the work they are known for. When students practice digital citizenship with a well-known role model in mind, they often “get it” on a level they otherwise wouldn’t. Give Your Students a Solid Education in Digital Citizenship Yeti Academy’s Sports PR Agency module is an ISTE-aligned digital citizenship course for middle school students. Each activity explores topics like public relations, digital influence, internet safety, internet privacy, cyber ethics, social media communication and identity, cyberbullying, online drama, media literacy and evaluating sources, health and balance surrounding digital use, and computer threats. As an agent for their “athletes”, students create original artifacts and practice real-world skills. We encourage students to express their creativity through artifact design and develop expertise in technical writing, presentation, public speaking, and analyzing data using spreadsheets, charts, and graphs. Projects include both individual and collaborative problem-based activities, as well as a final project in which students develop a website featuring elements from the applications practiced within the module. The Yeti Academy Sports PR Agency module incorporates the “Four C’s” defined in the National Education Association’s guide to Preparing 21st Century Students for a Global Society. The “Four C’s” include communication, collaboration, creativity, and critical thinking. Students analyze and examine, plan and problem solve, reflect and revise, and progress in their organization and time management proficiency. We connect digital citizenship concepts to kids’ role models, allowing them to develop an understanding of how different actions online could appear to others and impact their futures. Contact us today to learn more about Yeti! Children today need to know how to keep themselves safe online from an early age. Fortunately, Yeti Academy has the tools schools need to effectively teach students the skills they need to navigate the digital world. Dry, generic teaching materials often fail to immerse students in memorable situations they relate to. With a topic as important as this, we believe schools would benefit from a new kind of curriculum. At Yeti Academy, we chose to base our digital citizenship curriculum on a theme many students are deeply familiar with and interested in: a professional athlete’s online presence. We asked nine middle school students what athletes should know about digital citizenship and how they can avoid mistakes they will later regret. Here are their answers! How Can Public Relations Agencies Benefit Athletes? Kid 1: A PR agency could help handle their social media. Kid 2: And make sure that the public has a positive attitude towards athletes. Kid 3: A PR agency manages how the public views you. How Do Athletes Demonstrate Strong Digital Citizenship Habits? Kid 4: I think athletes demonstrate strong digital habits by being respectful. Kid 5: Not posting hate. Kid 1: Striving to maintain a positive identity. Kid 6: Athletes want to set a good example for their friends and followers. Kid 7: Someone who is just caring, and puts their worth ethic out there, and you can see that it’s just not like… They’re more into their sport than they are the publicity, and they just really care about what they do. Kid 8: Athletes should have a positive image online because they influence many people. What Should Athletes Know About Digital Citizenship? Kid 6: You should be knowledgeable about things like scams, phishing, and malware. Kid 1: Double-check and look over your posts or anything you’re going to put on the internet before you do it. Make sure it’s reliable facts if it has facts in it. Kid 4: One wrong post could jeopardize your entire future. Kid 9: If you put something online, it’s always going to be there. Kid 5: It’s important that athletes maintain a good, positive online identity so they don’t ruin themselves and their careers. Kid 1: To just be a good role model, I guess, to your followers and people that look up to you. Teachers and school district administrators throughout the U.S. and world are facing an uncertain 2020-21 school year. Between rapidly changingCOVID-19 infection rates anddebates on how to balance reopening schools with public health concerns, it’s hard to know which learning formats will be available, let which ones will be most effective or require the least additional teacher training. One learning format that you can count on is Yeti Academy. From the designers of Typing Agent, ourweb-based STEM modules for 3rd-9th grade classes are designed to engage students with a variety of learning styles and function fully in any classroom environment, whether in-person or remote. Best of all, Yeti is designed with educators in mind and includes all the teaching resources you could ever need. We believe Yeti is a good fit for every school! Middle School STEM Social Distancing Requirements During social distancing, class projects, teacher supervision, and social interactions cannot happen the same way they did in pre-pandemic classrooms. However, there are still some teaching options that can work well regardless of social distancing, including web-based learning programs. Yeti Academy’s online STEM modules can help your school adapt to changing social distancing requirements. Our curriculum is designed to integrate seamlessly with traditional classrooms, remote learning environments, and any hybrid combination your school may adapt. Whatever happens this year, your school will be prepared. Yeti also offers opportunities for student collaboration on virtual teams, allows for teacher-student communication, fosters positive student interaction, and provides tools for teachers to gauge how students are feeling about performance. With Yeti, your school can continue to provide opportunities for healthy communication and nurture students’ emotional well being. Save Time On Finding STEM Teacher Resources The Yeti team has a deep understanding of STEM teachers’ needs. We knowhow much time it takes to plan lessons, create slideshows, and come up with class activities, so we include all the teaching resources you will need in one place. Our goal is to reduce teachers’ workload as much as possible. Each learning module is prepared by a highly accredited curriculum designer with years of STEM teaching experience. Teachers are supplied with slideshows, activities, lesson plans, tests, discussion guides, and other resources that can be printed or used in their electronic format. We’ve worked hard to make these resources easy to navigate, but if you need help, the Yeti Success Team is here to provide live tech support Monday-Friday 7:30 am to 4:00 pm PST. We’ve also included plenty of reporting options for educators to use. Teachers can see student progress, see how much time they spend on lessons, and show reports to parents. Our extensive and easy-to-navigate teacher resources are what set Yeti apart. Add Variety To Your Middle School STEM Curriculum Yeti has modules covering a range of STEM topics. From coding games to our highly relevant and fun digital citizenship curriculum, we have something to offer every 3rd-9th grade STEM class. Introducing students to life science? Use our themed introductory biology module, Sports Medicine, which meetsNGSS standards. Looking togive students a head start on coding? Students will love Yeti Code, our first-to-market multiplayer and single-player coding game which is appropriate for coders of all backgrounds. We also have modules covering digital citizenship, typing, G-Suite tools, and more. A STEM Curriculum Made For 2021 And Beyond Yeti Academy is the right program for schools hoping to offer 3rd-9th grade students the best possible STEM education regardless of pandemic status. STEM is an essential part of today’s society and will only become more important in the future. Unfortunately, creating fun, successful, and educational STEM curriculums for elementary students can sometimes prove difficult for teachers who are looking to make learning both exciting and effective. At Yeti Academy, we want to help educators like you make STEM more accessible to all students. By using the right tools to create a strong STEM curriculum, you can help ensure your students are prepared for both higher education and the future workforce. The Benefits of a Strong Elementary School STEM Curriculum We will need many high-capacity individuals in the workforce to ensure the safety and security of our economy in the 21st century. Electricians, engineers, software developers, medical workers of all kinds, and cybersecurity specialists are just a handful of the roles we will need to fill for a secure future. By creating a solid STEM curriculum, you can give children the opportunity to develop skills that will prepare them for these essential careers. Another advantage of STEM curriculums is that they are often project-based. They tend to emphasize applications that bridge the gap between school and real life. Elementary students learning STEM have the opportunity to work independently and in group settings on fun projects that exercise their minds and create a visible outcome, allowing them to be proud of their work. In elementary school, students are in the neural development stage where they begin to explore their individual interests and ideas. Introducing students to STEM through a wide variety of projects and activities can help them discover new passions. What Should Be in an Elementary School STEM Curriculum? An effective STEM curriculum should always include these key elements: Mathematics and science are the building blocks for every other part of STEM. Teaching students strong foundations in math and science will help them with their other STEM lessons, as well as the rest of their academic careers and adult lives. Digital collaboration and experience are vital to success in the 21st century. All students should have a good understanding of commonly used tools such as Microsoft Office and Google Workplace. Using real-world applications, such as storytelling with relatable protagonists or activities that connect education to personal experience, allows students to see how their school work translates into their everyday lives. Bridging this gap invites students to engage with their education on a deeper level. A key element of an elementary STEM curriculum is Digital Citizenship, which stresses how to avoid plagiarism, protect your web identity, and properly conduct yourself in online settings. Accessibility for all students should be the foundation of any STEM curriculum. Students of all backgrounds, cultures, and abilities should be able to engage and profit from lessons in STEM. In-person and digital learning opportunities should ideally be integrated throughout the STEM curriculum. Whether students are learning at home or in a classroom, they should have all the resources they need to succeed. Tips for Engaging Elementary Students in STEM One of the biggest hurdles that educators must overcome when teaching students about STEM is ensuring that all students are engaging with and retaining information. These tips and tricks listed below can help educators run successful and exciting classrooms: Use Hands-On Activities It’s no secret that elementary students have a hard time staying focused during long hours of learning, especially in remote learning situations. It is critical that teachers include an array of projects and activities to keep kids interested in their studies. Teachers can try using hands-on activities to engage students in science, technology, engineering, and mathematics. Science activities, such as making magnetic slime, can teach children the laws of science while engaging with tactile inputs. By simply asking your students to build with straws and tape, you can help them learn some of the core elements of engineering under the guise of a fun and engaging activity. Provide Diverse Role Models Children have a much easier time imagining themselves as engineers, medical professionals, scientists, or in other roles related to STEM when they are told stories with protagonists they can relate to. By reading STEM-related stories with main characters of different races, cultures, genders, socioeconomic and locational backgrounds, and abilities, students can start to picture themselves in the same roles, giving them more confidence throughout their education. Use Stories to Show STEM in the Real World People have been using stories to effectively teach lessons for millennia. Stories can be just as useful for elementary students studying STEM as for children in any other situation. When educators use stories set in real-life situations as part of their curriculum, students can see more clearly how their studies relate to their personal lives. They may be able to connect their STEM lessons to the struggles and problems their communities face, such as public health and climate issues. Consider Ed Tech Curriculum Supplements and Modules Luckily for educators today, there are many options to help create a strong and successful STEM curriculum for elementary students even without a ton of prior knowledge in the field. Yeti Academy, a tool with complete digital learning modules, can help teachers and other educators supplement their existing STEM curriculum. Our online program teaches a multitude of lessons to elementary and middle school students in subjects like coding, biology, and digital citizenship, all of which adhere to the ISTE standards. Yeti’s web-based curriculum comes with everything a teacher needs to help their students succeed. Slideshow presentations, lesson plans, activities and projects, quizzes, and tests are just a few of the tools offered when learning with Yeti.

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Saturday, May 2, 2015 Unizor - Geometry3D - Elements - Cones Unizor - Creative Minds through Art of Mathematics - Math4Teens Consider a plane α that we will call a base plane and a circle c with a center O and radius R on this plane. This circle will be used as a directrix of a conical surface we will construct. Although non-circular directrix can be considered, we will unlikely deal with such. So, unless otherwise specified, a directrix is assumed to be a circle, conical surface in this case is classified as circular. Also assume there is a point S outside this plane that we will use as an apex of our conical surface. Let's construct a conical surface σ using circle c as a directrix and point S as an apex. Cone is an object in solid geometry formed by a part of a conical surface σ between a base plane α and an apex S and a part of the base plane inside that conical surface - circle c on the base plane α. The only vertex of a cone is its apex. There are no edges of a cone. Circle c is called a base of a cone. A perpendicular from apex S to a base of a cone is its altitude or height. If a perpendicular from apex S to a base of a cone falls into its center O, a cone is called a right cone. In most cases we will be dealing with right circular cones calling them just cones unless otherwise specified. Now let's imagine that we have another plane β parallel to base α and intersecting a cone's altitude somewhere between an apex and a base. A geometric object consisting of a conical surface between planes α and β and parts of these planes lying inside the conical surface - a circle on the base plane α (we can call it "bottom") and a corresponding circle on the plane β (we can call it "top") - is called a truncated cone. All the terminology of cones is the same for truncated cones. The altitude of a truncated cone is a distance between "top" and "bottom" bases along a common perpendicular.

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Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of one-digit numbers. Standard TypeMichigan State Math Standards Join Ms. Askew and Professor Barble to do a visual model with a word problem. Next, watch out for Springling as she is going to help us understand how to use the strategy of multiplying-up to divide. Join Ms. Askew and Professor Barble to do a visual model with a multiplication a word problem. Get ready to divide within 100, where the quotient or divisor is higher than 20. Join Ms. Askew and Professor Barble to see if you can match visual models to word problems. Get ready to put your thinking cap on as we work on division with larger numbers within word problems. How many strategies do you have for division? Join Ms. Askew and Professor Barble to see if you can match visual models to word problems. Next, we are going to represent division with base ten blocks! Join Ms. Askew to talk about numbers with her Math Mights friends. Next, she is going to help you take multiplication to a whole new level as we multiply numbers larger than 20!

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You are here: Home → Mathematics → Computer Graphics → Bresenham's line-drawing algorithm Bresenham's algorithm is an algorithm for drawing straight lines (and optionally performing antialiasing) using only integer arithmetic. In other words, given the coordinates of both ends of a line, the algorithm tells you which pixels to fill in to make a straight line between those points. The mathematical definition of a straight line is P = Dt + S For a line passing through two particular points, you can calculate D and S from the coordines the line is supposed to pass through, and then perform the calculation for every value of t from 0 to 1. That then gives you the coordinates of the pixels to fill in to make the line. The trouble is the “for every value of t”. Since t is a fractional number, how big a step to we increase it by each time? Well, that depends on how long the line is, what angle it's at… and it's generally awkward and fiddly to calculate. There is a much easier way. For our next trick, we start by imagining then an invisible “pen” is sitting at the start coordinates for the line. What we're going to do is move the pen one pixel right at each stage, and we may or may not also move it up one pixel. In other words, each step is either straight right, or diagonally up and right. The trick now is simply figuring out when to do a diagonal instead of a straight. And then depends on the slope of the line we want to draw So, the pen starts at (x0,y0) and finishes at (x1,y1), and we have to figure out how to move it from one to the other. The total number of pixels to move right is equal to x1 − x0, and the total number of pixels to move up is y1 − y0. Let's call these numbers dx and dy. We assume for now that dx ≥ dy — that is, the line slope is 45° or less. Some simple maths tells us that for each 1 pixel step right, we should also move dy / dx pixels up. That number will usually be fractional; obviously we can only move in whole numbers of pixels! But here is what we will do: we will keep a counter named e which measures the ideal, fractional position to put the next pixel. When e > 0.5, we will actually move the pen up 1 pixel, and decrease e by 1 also. And each time we move 1 pixel right, we increase e by dy / dx. And that, in short, is the DDA: In other words, repeat steps 5–10 until we get to the end, where step 6 makes us stop. (In practice, you would probably calculate dy / dx before the start of the loop, so you only have to calculate it once.) At this point, we have a way to draw straight lines. It works just fine. However, there is one last modification to be made: in a moment we will modify the algorithm so that it only uses whole numbers. That makes the algorithm look a fair bit more complicated. Why bother? Well, because whole number calculations are easier, put simply. Whole numbers take up less space, there's no rounding errors to worry about (only overflows), and integer arithmetic is usually faster for computers to calculate. Vastly faster. And if you're building, say, a graphics card with build-in line-drawing hardware, it means you don't have to waste space on the silicon chip building a complicated floating-point arithmetic unit; you can use a much simpler integer one. And so at last, we come to Bresenham's algorithm itself. The idea is basically to take all the fractional quantities and multiply them by something so they all end up being whole numbers. The only really fractional values turn out to be e and dy / dx. Now, if we keep a counter named E who's value is “equivilent” to the real e multiplied by dx, then we can incriment it by dy at each step, and move the pen up when E is greater than half of dx. Minor glitch: what if dx is an odd number? Then half of dx would still be fractional. This is easy to fix though; instead of testing E > dx / 2, we can perform the equivilent test 2*E > dx. Even better: computers can do multiplication by 2 very easily, so this extra calculation isn't much of a problem. The end result of all this is Bresenham's line algorithm: There is a small amount of extra fiddly stuff to make the algorithm work. The algorithm, as described above, assumes that the end point is to the right and above the start point, and the line slope is between 0° and 45°. What if that's not the case? Well, if the end point is to the left and below the start point, you can just swap the ends round. The real problem is if the line is nearer to vertical than 45°, or if the line slopes down from left-to-right instead of up. If the line is nearly vertical, you can swap the X and Y coordinates and run the algorithm just the same. Similarly, if the line slopes downward, you just move the pen down instead of up at the appropriate steps. So, the final algorithm is a little bit tricky to get right, but in principle it's merely a souped-up version of the DDA. Next time you draw a bording old straight line, spare a thought for how much effort your computer is going through just to do that! It is possible to enhance the algorithm further to perform antialiasing. That is, instead of filling pixels in pure black, we fill then with shades of grey to indicate how near each pixel is to the “true” position of the line. Well, in the DDA, this is simplicity itself; the colour of the pixel under the pen is set to e, and the pixel above it is set to 1 − e. The only complication in Bresenham's algorithm is that we don't have e, only E. But it's quite easy to take the number of possible shades of grey, divide that by dx, and then multiply E by the answer at each state to get a whole-number grey level. Using a similar technique to the above, it's possible (though mildly more complicated) to draw circles as well. Starting at the bottom of the circle, we always move 1 pixel right, and sometimes move 1 pixel up. To decide whether to move up, we calculate (in integers) the distance from the pen position to the center, and if it's more than 1 pixel out, we move up. (Unlike a line, a circle's equation is quadratic. That is, it involves squaring variables. However, since x incriments in steps of 1, it's quite easy to compute the new x2 from the old one without performing any costly multiplications (except by 2). Similarly for y. If the square of the radius is computes at the start of the loop, no (extremely expensive) square root operations are required.) Generated by Indoculate Release #2b (17-Feb-2007) [Compiled by GHC 6.6]. Document generated on 2007-03-23 20:40:32.

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Shield and Containment System During its operation, a nuclear reactor produces neutrons and other radiation. Even when shut down, the decay products are radioactive. In addition, an operating reactor is thermally very hot, and high pressures result from the circulation of water or another coolant through it. Thus, a reactor must withstand high temperatures and pressures, and must protect operating personnel from the radiation. Reactors are equipped with a containment system (or shield) that consists of three parts: - The reactor vessel, a steel shell that is 3–20-centimeters thick and, with the moderator, absorbs much of the radiation produced by the reactor - A main shield of 1–3 meters of high-density concrete - A personnel shield of lighter materials that protects operators from γ rays and X-rays In addition, reactors are often covered with a steel or concrete dome that is designed to contain any radioactive materials might be released by a reactor accident. Click here to see some information and watch a 3-minute video from the Nuclear Energy Institute on how nuclear reactors work. Nuclear power plants are designed in such a way that they cannot form a supercritical mass of fissionable material and therefore cannot create a nuclear explosion. But as history has shown, failures of systems and safeguards can cause catastrophic accidents, including chemical explosions and nuclear meltdowns (damage to the reactor core from overheating). The following Chemistry in Everyday Life feature explores three infamous meltdown incidents. The energy produced by a reactor fueled with enriched uranium results from the fission of uranium as well as from the fission of plutonium produced as the reactor operates. As discussed previously, the plutonium forms from the combination of neutrons and the uranium in the fuel. In any nuclear reactor, only about 0.1% of the mass of the fuel is converted into energy. The other 99.9% remains in the fuel rods as fission products and unused fuel. All of the fission products absorb neutrons, and after a period of several months to a few years, depending on the reactor, the fission products must be removed by changing the fuel rods. Otherwise, the concentration of these fission products would increase and absorb more neutrons until the reactor could no longer operate. Spent fuel rods contain a variety of products, consisting of unstable nuclei ranging in atomic number from 25 to 60, some transuranium elements, including plutonium and americium, and unreacted uranium isotopes. The unstable nuclei and the transuranium isotopes give the spent fuel a dangerously high level of radioactivity. The long-lived isotopes require thousands of years to decay to a safe level. The ultimate fate of the nuclear reactor as a significant source of energy in the United States probably rests on whether or not a politically and scientifically satisfactory technique for processing and storing the components of spent fuel rods can be developed. Explore the information in this webpage to learn about the approaches to nuclear waste management.

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The 1950s seemed a peaceful time within the United States. Yet changes were underway that would reshape American society. Among the most far-reaching was the Civil Rights Movement, which sought to ensure the promise of equal opportunity for all Americans. Although African Americans had won freedom nearly a century before, many states, especially in the South, denied them equality. Segregation, or forced separation, was legal in education and housing. African Americans also faced discrimination, or unequal treatment and barriers, in jobs and voting. The Civil Rights Movement of the 1950s and 1960s renewed earlier efforts to end racial injustice. In 1954, the Supreme Court issued a landmark ruling in Brown v. Board of Education of Topeka. It declared that segregated schools were unconstitutional. President Eisenhower and his successors used federal power to uphold the order to desegregate public schools. Segregated drinking fountains were a common sight in the southern states. By 1956, a gifted preacher, Dr. Martin Luther King, Jr., had emerged as a leader of the Civil Rights Movement. Inspired by Gandhi's campaign of civil disobedience in India, King organized boycotts and led peaceful marches to end segregation in the United States. Many Americans of all races joined the Civil Rights Movement. Their courage in the face of sometimes brutal attacks stirred the nation's conscience. In 1963, at a huge civil rights rally, King made a stirring speech. “I have a dream,” he proclaimed, “that one day this nation will rise up and live out the true meaning of its creed: ‘We hold these truths to be self-evident, that all men are created equal.'” In time, Congress responded. It outlawed segregation in public accommodations, protected the rights of black voters, and required equal access to housing and jobs. Despite these victories, racial prejudice survived, and African Americans faced many economic obstacles. Poverty and unemployment plagued African American communities in urban areas. Still, the Civil Rights Movement provided wider opportunities. Many African Americans won elected offices or gained top jobs in business and the military. People from all over the country came to the March on Washington, held on August 28, 1963. Martin Luther King Jr. was a keynote speaker. How do the demands on the signs represent the civil rights movement?

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The character ” is a special character and needs to be escaped when used as part of a String, e.g., “”. What is an escape character in Java? Escape sequences are used to signal an alternative interpretation of a series of characters. In Java, a character preceded by a backslash () is an escape sequence. The Java compiler takes an escape sequence as one single character that has a special meaning. What is Escape character example? For example, you can use escape sequences to put such characters as tab, carriage return, and backspace into an output stream. Escape character syntax. |Escape sequence||Character represented| |‘||Single quotation mark| What characters are escaped? An escape character is a particular case of metacharacters. - ‘ single quote. - ” double quote. - \ backslash. - n new line. - r carriage return. - t tab. - b backspace. - f form feed. What are escape sequence in Java give three examples? Escape sequences in Java |t||Inserts a tab in the text at this point.| |b||Inserts a backspace in the text at this point.| |n||Inserts a newline in the text at this point.| |r||Inserts a carriage return in the text at this point.| What are escape sequences give two examples? An escape sequence is a set of characters that has a special meaning to the Java compiler. In the escape sequence, a character is preceded by a backslash (). Some examples of escape sequences are n, ‘ and t. What is escape character in CSV? By default, the escape character is a ” (double quote) for CSV-formatted files. If you want to use a different escape character, use the ESCAPE clause of COPY , CREATE EXTERNAL TABLE or the hawq load control file to declare a different escape character. Why are escape characters used? Escape sequences are typically used to specify actions such as carriage returns and tab movements on terminals and printers. They are also used to provide literal representations of nonprinting characters and characters that usually have special meanings, such as the double quotation mark (“). What is an escape string? What is “Escaping strings”? Escaping a string means to reduce ambiguity in quotes (and other characters) used in that string. For instance, when you’re defining a string, you typically surround it in either double quotes or single quotes: “Hello, World.” What is escaped HTML? 1 Answer. Escaping in HTML means, that you are replacing some special characters with others. In HTML it means usally, you replace e. e.g < or > or ” or & . These characters have special meanings in HTML. What is escaping in coding? Escaping is a method that allows us to tell a computer to do something special with the text we supply or to ignore the special function of a character. … So an escaped sequence consists of the escape marker followed by another character. What is the escape character for space? b is backspace (ASCII 0x8). You don’t need an escape for regular space (ASCII 0x20). You can just use ‘ ‘ . What does b mean in Java? In Java, “b” is a back-space character (char 0x08 ), which when used in a regex will match a back-space literal. What is Slash R in Java? +1. This is not only in java. ‘ r’ is the representation of the special character CR (carriage return), it moves the cursor to the beginning of the line. ‘ n'(line feed) moves the cursor to the next line . How do you implement an escape character? CSS represents escaped characters in a different way. Escapes start with a backslash followed by the hexadecimal number that represents the character’s hexadecimal Unicode code point value. If there is a following character that is not in the range A–F, a–f or 0–9, that is all you need.

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Computer programs manipulate data. That is the nature of computation. Thus, programming languages are designed to allow the programmer to conveniently describe such manipulations. Some types of data are so frequently used in programming that they are supported directly in most programming languages. Among these are numbers, characters (and sometimes sequences of characters, called strings), and logical truth-values (true and false, referred to as boolean values in honor of George Boole, who developed an algebra based upon them). For those types of data that are not directly supported, the programming language has structuring mechanisms via which a programmer is able to create new data types (using data of simpler types as components). In Java, the class is the structuring mechanism by which new data types are created. In Java, there are two broad categories of data types: primitive types and object (or reference) types. The former are the types of data directly supported in the language and are the subject of this document. Object types are created using Java's class construct, as mentioned above and as we will see later in this course. Here is a classification of Java's primitive data types;

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Supplementary and complementary angles are defined by the sum of two angles. If the total of two angles is 180 degrees, they are considered to be supplementary angles since they produce a linear angle when combined. If the total of two angles is 90 degrees, they are considered to be complementary angles since they produce a right angle when combined. When two line segments or lines cross at a common point (called a vertex), an angle is generated at the point of intersection. When a ray is rotated about its terminus, the angle created between its starting and final positions is the measure of its rotation in an anti-clockwise orientation. What are the complementary angles? When the total of two angles is 90°, the angles are said to be complementary. In other words, if two angles add up to make a right angle, they are called complementary angles. The two angles are said to complement each other in this context. What are supplementary angles? When the sum of two angles is 180°, then the angles are known as supplementary angles. In other words, if two angles add up, to form a straight angle, then those angles are referred to as supplementary angles. How will the “Complementary and supplementary angles worksheet pdf with answers” help you? This worksheet will help you to understand whether the two angles are complementary or supplementary. It will challenge the student’s ability to identify them. Instructions on using the “Complementary and supplementary angles worksheet pdf with answers”: Using this math worksheet you learn about Complementary and supplementary angles. A reflection section is included at the end of this worksheet to assist the student think about their thinking (metacognition) and analyse how they performed in the session. Finally, it challenges the student to devise their problems and compare them with the ones he/she learned from the worksheet. This worksheet will help you gain the essential skills for identifying and calculating angles. If you have any questions or comments, please let us know.

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The word unitary refers to a single or an individual unit. Hence this method aims at determining values in relation to a single unit. In other words, the method by which we find out the value of one unit and further use it to find the value of multiple units is known as the unitary method. What is “Unitary method for class 5 cbse worksheet (with answers+pdf)”? The purpose of the “Unitary method for class 5 cbse worksheet (with answers+pdf)” is to offer students a math worksheet that they can use to learn the concept of the unitary method. This worksheet offers foundational principles of how to find multiples from a single value and vice versa. The worksheet will assist students in comprehending complex concepts in the future. How will the “Unitary method for class 5 cbse worksheet (with answers+pdf)” help you? This worksheet will help you better understand how to use the unitary method to pick out a single value from a multiple set of values having different properties. This worksheet will help students to learn the unitary concept step by step. If you have a firm understanding of this concept, you can easily apply it to find the unknown quantity. Instructions on how to use the “Unitary method for class 5 cbse worksheet (with answers+pdf)” The worksheet can be used as a step-by-step guide to learn how to find the value of a unit from the value of a multiple and the value of a multiple from the value of a unit in any complex situation. This worksheet provides a variety of challenging activities that will strengthen your knowledge. The activities are specially designed to help you comprehend the idea. The unitary method is a fundamental concept of Mathematics and makes it convenient to solve various sums. This method generally involves finding the value of a unit in the given terms, using which the value of the given quantity of units can be calculated. If you have any questions or comments, please let us know.

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Section C: Practice Problems Represent Multiplication with Arrays and the Commutative Property In this section, we learned how equal groups are related to arrays and how to represent arrays with expressions and equations. drawing of equal groups We also learned that we can multiply numbers in any order and get the same product. Problem 1 (Lesson 16) Explain or show 2 different ways that you see equal groups in the array. Arrange the dots in an array in a different way. Problem 2 (Lesson 17) Rearrange the circles to make an array in two different ways. Problem 3 (Lesson 18) There are 4 rows of water bottles in the box. There are 5 bottles in each row. Draw an array representing the situation. Then, write a multiplication expression representing the number of water bottles. Problem 4 (Lesson 19) There are 5 rows of chairs in the room. There are 4 chairs in each row. How many chairs are in the room? Write a multiplication equation to represent the situation. Find the value that makes your equation true. Problem 5 (Lesson 20) Write a multiplication equation that represents each array. How are the arrays the same? How are they different? Problem 6 (Exploration) Andre says that there are an odd number of circles in this picture. Do you agree with Andre? Explain or show your reasoning. Problem 7 (Exploration) Find a collection of objects in the classroom or at home that is arranged in an array. Describe the objects. Create a drawing of the objects. Write an equation showing how many objects there are.

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Learning the ABCs is an important first step in learning to read and write in English. Here are a few tips to help young learners master the alphabet: - Start with the basics: Teach your children the names and sounds of each letter. Use flashcards or pictures to help them associate the letters with their corresponding sounds. - Make it fun: Incorporate games and activities into your lessons to keep children engaged and motivated. For example, you could play a game where your child has to race to find the letter that you call out. - Practice, practice, practice: Encourage your children to practice writing the letters on their own, using worksheets, or writing in a notebook. This will help them to remember the letters and their shapes. - Connect letters to words: As your children learn the letters, start to introduce them to simple words that begin with those letters. This will help them to see the connection between letters and words. - Reading practice: Once your children have learned the letters, start to read simple words and sentences with them. This will help them to apply their knowledge of the letters to real-world reading. - Encourage them to use technology: There are many interactive and fun apps and websites that can help your students learn the ABCs. Remember, learning the ABCs takes time and practice. Be patient and encourage them to keep trying. With your help and guidance, they will be reading and writing in no time!

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Prompt fission neutrons and prompt gamma rays are emitted when excited primary fission fragments release their energy to reach a more stable configuration. This happens shortly after the fission of the nucleus on two fission fragments. Studying prompt neutrons and gamma rays is important for deepening our understanding of the nuclear fission process and core design calculations or radiation shielding calculations. Most of the neutrons produced in fission are prompt neutrons. Usually, more than 99 percent of the fission neutrons are prompt neutrons. Still, the exact fraction is dependent on the nuclide to be fissioned and is also dependent on an incident neutron energy (usually increases with energy). For example, fission of 235U by thermal neutron yields 2.43 neutrons, of which 2.42 neutrons are the prompt neutrons, and 0.01585 neutrons (0.01585/2.43=0.0065=ß) are the delayed neutrons. The production of prompt neutrons slightly increases with incident neutron energy. Prompt neutrons are emitted within 10-14 seconds. This is very important because it is very fast and causes a fast response of the reactor power in case of prompt criticality. Therefore nuclear reactors must operate in a prompt subcritical, delayed critical condition. All power reactors are designed to operate in delayed critical conditions and are provided with safety systems to prevent them from ever achieving prompt criticality. The reactor’s response on the reactivity insertion is determined by a neutron generation time (not by emission time), which is the average time from a prompt neutron emission to a capture that results only in fission.

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Working with numbers is a significant part of programming, especially when it comes to scientific applications or handling monetary values. Here, the need to round numbers in Python becomes essential. It allows us to adjust a number to a nearby value, usually to decrease its complexity or to fit it into a certain precision. Let’s dive into how we can perform this in Python. - 1 Using Built-in round() Function - 2 Rounding Negative Numbers to Nearest Integer - 3 Rounding to a Specific Decimal Place - 4 Rounding with math.floor() - 5 Rounding with math.ceil() - 6 Creating a custom round function - 7 floating point representation and limitations - 8 Using decimal module - 9 Python Decimal type for handling precision - 10 Python 2 and Python 3 round() Functions - 11 When to use each rounding method - 12 Float Bug Fixed with Decimal - 13 F.A.Q - 14 Further Reading Using Built-in round() Function round() function is the easiest way to round numbers. It always rounds a number to the nearest even number when exactly halfway between two integers. Let’s see how this function works with integers, floats, and complex numbers. # Integer num = 5 print(round(num)) # Float num = 3.14159 print(round(num)) # Complex number num = 3.5 + 4.5j try: print(round(num)) except TypeError as e: print(e) 5 3 type complex doesn't define __round__ method The first example returns 5 as it’s already an integer. In the second example, the floating-point number 3.14159 is rounded down to the nearest whole integer, which is 3. The last example results in a TypeError because the round() function doesn’t support complex numbers. Rounding Negative Numbers to Nearest Integer round() function can also work with negative numbers, rounding them to the nearest integer just as it does with positive numbers. Here’s an example: num = -3.6 print(round(num)) As you can see, the negative number -3.6 is rounded to -4, each moving towards the nearest whole integer on the number line. Rounding to a Specific Decimal Place round() function can also take an additional argument to indicate the number of places to which you want the number rounded. The second argument specifies how many decimal places you want. Here’s how it works: num = 3.14159 # Round to 1 decimal place print(round(num, 1)) # Round to 2 decimal places print(round(num, 2)) # Round to 3 decimal places print(round(num, 3)) 3.1 3.14 3.142 In the first case, the number is rounded to the nearest number with 1 decimal place, which is 3.1. In the second case, it’s rounded to the nearest number with 2 decimal places, which is 3.14. And in the last case, it’s rounded to the nearest number with 3 decimal places, which is 3.142. Rounding with math.floor() math.floor() function in Python rounds down a number to the nearest integer, moving to the left on the number line. This means it always rounds a number down to the lesser of the two numbers around it. Let’s illustrate this: import math # Positive number num = 3.6 print(math.floor(num)) # Negative number num = -3.6 print(math.floor(num)) Here, 3.6 is rounded down to 3, the nearest integer less than it. However, for -3.6, the function rounds to -4, as -4 is to the left of -3.6 on the number line. Rounding with math.ceil() math.ceil() function in Python is the counterpart of math.floor(). It rounds up a number to the nearest integer, shifting the number to the right on the number line. This means it always rounds a number up to the larger of the two numbers around it. Here’s an example: import math # Positive number num = 3.6 print(math.ceil(num)) # Negative number num = -3.6 print(math.ceil(num)) In the above example, 3.6 is rounded up to 4, the nearest integer larger than it. However, for -3.6, the function rounds to -3, as -3 is to the right of -3.6 on the number line. Creating a custom round function In Python, you have the ability to dictate the rounding behavior of a class by defining a special method named This method will be invoked when the built-in round() function is used on instances of your class. For illustration, let’s create a class, CustomRoundNumber, that will round a number towards zero, a method that is also known as truncation. This is a distinct approach from the standard Python’s rounding behavior: class CustomRoundNumber: def __init__(self, value): self.value = value def __round__(self, n=None): # if no precision is given, round to the nearest integer if n is None: return int(self.value) # if precision is given, shift the decimal point to the right by the desired number of places multiplier = 10 ** n value = self.value * multiplier # Round towards zero result = int(value) return result / multiplier num = CustomRoundNumber(1.6789) print(round(num, 2)) # 1.67 print(round(num)) # 1 In the provided code, we’ve defined a class CustomRoundNumber with a __round__ method. This method is tasked with implementing the round towards zero strategy. round() is called on an instance of this class, the __round__ method is invoked to round towards zero. floating point representation and limitations While rounding can be very useful, it’s important to understand that floating-point numbers in Python (and most programming languages) have limitations due to how they’re represented in binary. This is due to the fact that floating-point numbers can’t be precisely represented as binary fractions. In base 2, 1/10 is an infinitely repeating fraction. So, in base 2, 1/10 becomes 0.0001100110011001100110011001100110011001100110011… and so on. Hence, the precision gets lost and can’t be regained. This isn’t a bug, but rather, it’s a result of a fundamental property of computers, and it’s an issue that everyone who uses floating-point numbers needs to be aware of. However, we’ll handle this issue using the Decimal type later in this tutorial. Let’s see an example: num = 0.1 + 0.1 + 0.1 print(num == 0.3) # Correctly rounded version num_rounded = round(num, 2) print(num_rounded == 0.3) Here, adding three instances of 0.1 gives a number that isn’t exactly 0.3 due to the imprecise binary representation of 0.1 Actually, it’s 0.30000000000000004. However, when we round the result to two decimal places, the comparison with 0.3 returns True. Using decimal module quantize() method from the decimal module rounds a number to a fixed amount of decimal places according to a given rounding strategy: from decimal import * num = Decimal('0.555') # Define the decimal places decimal_places = Decimal('0.00') # Round towards infinity print(num.quantize(decimal_places, rounding=ROUND_CEILING)) # Round towards zero print(num.quantize(decimal_places, rounding=ROUND_DOWN)) # Round towards negative infinity print(num.quantize(decimal_places, rounding=ROUND_FLOOR)) # Round towards nearest, ties go towards zero print(num.quantize(decimal_places, rounding=ROUND_HALF_DOWN)) # Round towards nearest, ties go to nearest even number print(num.quantize(decimal_places, rounding=ROUND_HALF_EVEN)) # Round towards nearest, ties go away from zero print(num.quantize(decimal_places, rounding=ROUND_HALF_UP)) # Round away from zero print(num.quantize(decimal_places, rounding=ROUND_UP)) 0.56 0.55 0.55 0.55 0.56 0.56 0.56 In this example, the quantize() method rounds the decimal number num to two decimal places using the specified rounding modes. As you can see, different rounding strategies produce different results. Python Decimal type for handling precision Decimal type provided by the decimal module represents decimal floating-point numbers with a user-definable precision. This can help solve precision issues that arise with the standard floating-point representation. Decimal can precisely represent numbers like 0.1, which cannot be exactly represented as a binary floating-point number. Decimal allows you to control the precision and rounding of the number to match your needs. Here’s an example of how Decimal can maintain precision: from decimal import Decimal # Using float num_float = 0.1 + 0.1 + 0.1 print(num_float) # Using Decimal num_decimal = Decimal('0.1') + Decimal('0.1') + Decimal('0.1') print(num_decimal) As shown above, using Decimal can prevent the precision errors that can occur with floating-point numbers. Python 2 and Python 3 round() Functions In Python 2, the round() function follows the traditional round half away from zero strategy – for instance, round(-0.5) both result in On the other hand, Python 3 uses the round half to even strategy (also known as Banker’s rounding) by default, where half-way values are rounded to the nearest even number. So, in Python 3, round(0.5) results in This difference can lead to unexpected results when moving code from Python 2 to Python 3. When to use each rounding method Choosing the right rounding method can be critical in certain applications. Here’s a general guideline: - Use built-in round(): For general use cases, especially when you need to round to the nearest even number (Banker’s rounding). math.ceil(): When you need to always round down (towards negative infinity) or up (towards positive infinity), regardless of the fractional part. - Use custom rounding functions: When you need specific behavior, like always rounding towards or away from zero, or any custom rounding. - Use the decimalmodule: When precision is crucial, like in financial or scientific applications. This module also allows you to define the precision and use different rounding strategies through the It’s important to understand your needs and choose the rounding method that best suits your use case. Float Bug Fixed with Decimal I was assigned to investigate a bug in the financial module of the telecom company I worked in. Customers were reporting minor discrepancies in their account balances, which when summed across millions of users, became a significant concern. I focused on our use of Python’s float type for financial calculations. Floating point arithmetic, while efficient, can introduce minor rounding errors due to its binary fraction representation. These tiny rounding errors, across millions of transactions, were causing the discrepancies. I tested this hypothesis with a script that performed the same operations using float and Decimal types. The script confirmed my suspicion: the float arithmetic produced slight differences compared to decimal, causing our discrepancy. I proceeded to replace the float type with Python’s Decimal type from the decimal module in our financial calculations. It provided accurate decimal floating point arithmetic, perfectly suited for financial transactions. Q: How can I round the number to the nearest number with the specified number of decimal places? A: The round function in Python can be used to round a number to a specified number of digits. In addition to the number, you should pass a second argument representing the number of decimal places you want. Example: round(1.6666, 2) will return 1.67. Q: How can we round every number to the nearest whole number in a large dataset? A: If you are dealing with several numbers in a large dataset, such as a list, you can use list comprehension along with Python’s built-in round function to round every number to the nearest whole number. An example is as follows: [round(num) for num in list] Q: How can a number be rounded up to the ceiling of the number in Python? A: The math module in Python provides the math.ceil() function to always round up a number. By using this function, you can round up the given number to the ceiling, meaning it will always round the number up. Q: What is the strategy to round a number to the nearest number with the specified precision? A: Python’s built-in round function adheres to a strategy known as “round ties to the nearest even number”, which can be used to round a number with the specified precision. If a number is exactly halfway between two others, it will be rounded toward the nearest even number. Q: What is the round toward negative infinity bias in number rounding in Python? A: The math.floor() function in Python implements round toward negative infinity bias in number rounding. This means it will always round down to the nearest whole number, irrespective of the decimal part. Q: How can we round up and round down a number to the nearest whole number in Python? A: To round up, you can use math.ceil(), and to round down, you can use math.floor(). Both are methods in Python’s math module. For example, math.ceil(1.2) would return 2, and math.floor(1.2) would return 1. Q: How can we always round a tie away from zero in Python? A: The standard round() function in Python rounds towards the nearest even choice, but if you want to always round away from zero (i.e., 1.5 rounds to 2, -1.5 rounds to -2), you can use the decimal module’s ROUND_HALF_UP method. Mokhtar is the founder of LikeGeeks.com. He is a seasoned technologist and accomplished author, with expertise in Linux system administration and Python development. Since 2010, Mokhtar has built an impressive career, transitioning from system administration to Python development in 2015. His work spans large corporations to freelance clients around the globe. Alongside his technical work, Mokhtar has authored some insightful books in his field. Known for his innovative solutions, meticulous attention to detail, and high-quality work, Mokhtar continually seeks new challenges within the dynamic field of technology.

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Introduction to Integers Read this text, which explains the concept of negative numbers using number lines. Pay close attention to the section "Opposite Notation", as this notation will come up frequently in the next few sections of this course. Complete the practice questions and check your answers. Introduction to Integers Locate Positive and Negative Numbers on the Number Line Do you live in a place that has very cold winters? Have you ever experienced a temperature below zero? If so, you are already familiar with negative numbers. A negative number is a number that is less than 0. Very cold temperatures are measured in degrees below zero and can be described by negative numbers. For example, −1°F (read as "negative one degree Fahrenheit") is 1 degree below 0. A minus sign is shown before a number to indicate that it is negative. Figure 3.2 shows −20°F, which is 20 degrees below 0. Figure 3.2 Temperatures below zero are described by negative numbers. Temperatures are not the only negative numbers. A bank overdraft is another example of a negative number. If a person writes a check for more than he has in his account, his balance will be negative. Elevations can also be represented by negative numbers. The elevation at sea level is 0 feet. Elevations above sea level are positive and elevations below sea level are negative. The elevation of the Dead Sea, which borders Israel and Jordan, is about 1,302 feet below sea level, so the elevation of the Dead Sea can be represented as −1,302 feet. See Figure 3.3. Figure 3.3 The surface of the Mediterranean Sea has an elevation of 0 ft. The diagram shows that nearby mountains have higher (positive) elevations whereas the Dead Sea has a lower (negative) elevation. Depths below the ocean surface are also described by negative numbers. A submarine, for example, might descend to a depth of 500 feet. Its position would then be −500 feet as labeled in Figure 3.4. Figure 3.4 Depths below sea level are described by negative numbers. A submarine 500ft below sea level is at −500ft. Both positive and negative numbers can be represented on a number line. Recall that the number line created in Add Whole Numbers started at 0 and showed the counting numbers increasing to the right as shown in Figure 3.5. The counting numbers (1, 2, 3, …) on the number line are all positive. We could write a plus sign, +, before a positive number such as +2 or +3, but it is customary to omit the plus sign and write only the number. If there is no sign, the number is assumed to be positive. Now we need to extend the number line to include negative numbers. We mark several units to the left of zero, keeping the intervals the same width as those on the positive side. We label the marks with negative numbers, starting with −1 at the first mark to the left of 0,−2 at the next mark, and so on. See Figure 3.6. Figure 3.6 On a number line, positive numbers are to the right of zero. Negative numbers are to the left of zero. What about zero? Zero is neither positive nor negative. The arrows at either end of the line indicate that the number line extends forever in each direction. There is no greatest positive number and there is no smallest negative number. Doing the Manipulative Mathematics activity "Number Line-part 2" will help you develop a better understanding of integers. Order Positive and Negative Numbers We can use the number line to compare and order positive and negative numbers. Going from left to right, numbers increase in value. Going from right to left, numbers decrease in value. See Figure 3.10. Just as we did with positive numbers, we can use inequality symbols to show the ordering of positive and negative numbers. Remember that we use the notation(read is less than when a is to the left of b on the number line. We write (read is greater than ) when is to the right of on the number line. This is shown for the numbers 3 and 5 in Figure 3.11. Figure 3.11 The number 3 is to the left of 5 on the number line. So 3 is less than 5, and 5 is greater than 3. The numbers lines to follow show a few more examples. 4 is to the right of 1 on the number line, so 1 is to the left of 4 on the number line, so . −2 is to the left of 1 on the number line, so 1 is to the right of −2 on the number line, so . −1 is to the right of −3 on the number line, so −3 is to the left of −1 on the number line, so . On the number line, the negative numbers are a mirror image of the positive numbers with zero in the middle. Because the numbers 2 and −2 are the same distance from zero, they are called opposites. The opposite of 2 is −2, and the opposite of −2 is 2 as shown in Figure 3.13(a). Similarly, 3 and −3 are opposites as shown in Figure 3.13(b). The opposite of a number is the number that is the same distance from zero on the number line, but on the opposite side of zero. Just as the same word in English can have different meanings, the same symbol in algebra can have different meanings. The specific meaning becomes clear by looking at how it is used. You have seen the symbol "−", in three different ways. ||Between two numbers, the symbol indicates the operation of subtraction. We read 10−4 as 10 minus 4. |−8||In front of a number, the symbol indicates a negative number. We read −8 as negative eight. |In front of a variable or a number, it indicates the opposite. We read as the opposite of . |−(−2)||Here we have two signs. The sign in the parentheses indicates that the number is negative 2. The sign outside the parentheses indicates the opposite. We read −(−2) as the opposite of −2. means the opposite of the number The notation is read the opposite of . The set of counting numbers, their opposites, and 0 is the set of integers. Integers are counting numbers, their opposites, and zero. We must be very careful with the signs when evaluating the opposite of a variable. Source: Rice University, https://openstax.org/books/prealgebra/pages/3-1-introduction-to-integers This work is licensed under a Creative Commons Attribution 4.0 License.

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Glaciers are large masses of ice that form on land and move slowly under the influence of gravity. They form in areas where snowfall exceeds snowmelt over long periods of time. The process of glacier formation and erosion can significantly shape the landscape. Here’s an overview of how glaciers form and erode landscapes: - Snow Accumulation: Glacier formation begins with the accumulation of snow in regions where the amount of snowfall exceeds the amount that melts during the warmer months. Over time, successive layers of snow build up and compress under their weight. - Compaction and Firn Formation: As more snow accumulates, the weight of the overlying snow compresses the underlying layers. This compression causes the snow to become denser and transform into firn, which is a partially compacted granular ice. - Glacial Ice Formation: As the firn continues to be buried under more snowfall, the pressure and weight cause it to further compact and recrystallize into glacial ice. The glacial ice is much denser and solid compared to firn or snow. - Glacial Movement: As the glacial ice mass becomes sufficiently thick and heavy, it starts to flow under the force of gravity. This movement occurs due to the plastic deformation of the ice, where it deforms and flows like a viscous fluid over time. - Plucking: As a glacier moves, it exerts pressure on the underlying bedrock. This pressure, combined with the freezing and thawing of water in cracks and crevices, causes pieces of rock to break off and become incorporated into the glacier. This process is called plucking. The plucked rocks are carried along by the glacier. - Abrasion: The glacier’s movement, combined with the rocks and sediment it carries, leads to abrasion of the underlying surfaces. The rocks embedded in the ice act as a tool, grinding and scraping against the bedrock, polishing and shaping it. This process creates distinctive glacial landforms, such as U-shaped valleys and smooth rock surfaces. - Transportation and Deposition: The debris, rocks, and sediment picked up by the glacier are transported along with the ice. As the glacier melts or slows down, it deposits this material in different locations. This deposition can form landforms such as moraines (ridges of deposited sediment), drumlins (elongated hills), and erratic boulders. - Glacial Erosional Features: Glaciers can carve out various erosional features as they move through the landscape. These include cirques (amphitheater-like hollows on mountainsides), arêtes (narrow ridges), and horns (sharp peaks). Glacial erosion can also create deep basins that later fill with water, forming lakes called glacial lakes. Glacier formation and erosion can significantly modify landscapes, sculpting valleys, mountains, and other landforms over thousands of years. The distinctive features left behind by glaciers provide valuable insights into past glacial activity and contribute to the formation of unique and diverse landscapes.

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Ebola virus disease (EVD), commonly known as Ebola, is a severe and often fatal illness caused by the Ebola virus. It has the potential to cause outbreaks with high mortality rates. This article provides an overview of Ebola, including its transmission, symptoms, prevention strategies, and available treatments. Transmission and Risk Factors a. Direct Contact: Ebola is transmitted through direct contact with the bodily fluids (such as blood, saliva, urine, feces, vomit, and semen) of an infected person who is symptomatic or has died from the disease. Close contact with infected individuals or their contaminated belongings poses a higher risk. b. Animal Reservoirs: The virus is believed to originate from bats, and other nonhuman primates can also carry and transmit the virus to humans through contact with their bodily fluids or consumption of their meat. c. Healthcare Settings: Healthcare workers and individuals providing care to Ebola patients are at an increased risk of contracting the virus if proper infection control measures are not implemented. Symptoms and Clinical Manifestations a. Incubation Period: The incubation period of Ebola ranges from 2 to 21 days, during which individuals may not exhibit any symptoms. b. Early Symptoms: The initial symptoms of Ebola include fever, fatigue, muscle pain, headache, and sore throat. These are followed by vomiting, diarrhea, rash, impaired kidney and liver function, and, in some cases, internal and external bleeding. c. Disease Progression: Ebola can progress rapidly, leading to severe dehydration, organ failure, and in some cases, death. However, not all individuals infected with the virus develop severe symptoms, and some may recover with proper medical care. a. Infection Control Practices: Implementing strict infection control measures in healthcare settings is crucial to prevent the spread of Ebola. This includes the use of personal protective equipment (such as gloves, masks, gowns), proper disinfection of surfaces, safe handling of contaminated materials, and adherence to proper burial practices. b. Safe Burial Practices: Ensuring safe and dignified burials for individuals who have died from Ebola is essential to prevent further transmission. This involves proper handling of the deceased and avoiding direct contact with their bodily fluids. c. Community Engagement: Raising awareness about Ebola, its transmission, and preventive measures within affected communities plays a vital role in controlling outbreaks. This includes promoting hygiene practices, early reporting of suspected cases, and active participation in response efforts. d. Travel Restrictions: Implementing travel restrictions and monitoring individuals traveling from areas experiencing Ebola outbreaks can help prevent the international spread of the virus. Treatment and Management a. Supportive Care: There is no specific antiviral treatment for Ebola; therefore, supportive care is the mainstay of management. This includes maintaining fluid and electrolyte balance, providing pain relief, treating complications (such as secondary infections), and addressing specific symptoms. b. Experimental Treatments: Experimental therapies, such as monoclonal antibody treatments and antiviral drugs, have shown promising results in treating Ebola. These treatments are typically used under controlled research conditions or during outbreaks as part of clinical trials. c. Vaccination: An Ebola vaccine has been developed and approved for use. It has shown efficacy in preventing Ebola infection and is recommended for individuals at risk, including healthcare workers and those living in or traveling to areas with active Ebola transmission. Ebola is a highly contagious and dangerous viral disease, with the potential for devastating outbreaks. Timely identification, effective infection control practices, community engagement, and access to supportive care are crucial in containing and managing Ebola outbreaks. Ongoing research, vaccine development, and preparedness efforts are essential to prevent future epidemics and protect public health. By understanding the transmission dynamics and implementing preventive measures, we can work towards mitigating the impact of Ebola and safeguarding the well-being of affected communities.

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The “Trace Patterns” worksheet is a learning activity aimed at developing a child’s ability to identify and continue patterns. It features several rows of colored shapes with a clear sequence, followed by a shape outlined in dotted lines. The children are tasked with tracing the dotted outline of the shape that correctly follows the established pattern in each sequence. This activity requires children to use both visual discrimination and logical thinking to trace the shape that comes next. The worksheet’s main educational goal is to strengthen pattern recognition skills, an essential component of early math learning. By tracing the shapes, children also improve their fine motor skills, which are important for writing and other precise hand movements. The activity further encourages cognitive development as students discern the sequence of shapes and determine what comes next. Furthermore, it can also serve as an engaging way for children to practice following instructions and paying attention to details.

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North Atlantic sea-surface temperatures—which influence climate around the world—are largely influenced by the emissions of fine atmospheric particles, known as aerosols, from human and volcanic activity. Scientists have produced additional evidence confirming that greenhouse gas emissions by humans are the primary force driving global warming. The greenhouse gas effect functions by trapping in the atmosphere heat from the Sun’s radiation. The greenhouse gases can be thought of as creating a one-way mirror—they allow the short wavelength energy emitted by the Sun to pass through the atmosphere and warm the Earth’s surface, but they do not allow all the longer wavelength energy radiated by the Earth back to space. The radiative forcing from the increase in anthropogenic greenhouse gases since the pre-industrial era is positive (warming) with a small uncertainty range; that from the direct effects of aerosols is negative (cooling) and smaller; whereas the negative forcing from the indirect effects of aerosols (on clouds and the hydrologic cycle) might be large but is not well quantified. The amount of aerosols in the air has direct effect on the amount of solar radiation hitting the Earth's surface. Aerosols may have significant local or regional impact on temperature. Water vapour is a greenhouse gas, but at the same time the upper white surface of clouds reflects solar radiation back into space. At numerous times in the geologic past, the Earth’s astronomical position reduced the amount of solar energy striking the atmosphere, causing massive ice sheets to grow. The cause of these cooling periods, and the subsequent warmer periods that followed, was a change in the amount of solar energy available to power the climate system.

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A Scalar quantity is a quantity which only has a magnitude like mass, temperature, light, etc. On the other hand, vectors in Math are objects that have both magnitude and direction. To represent math vectors we use an arrow having a line of given length and pointing along a given direction. The magnitude of a vector is denoted by its length. For notation, we write it in a bold character with an arrow over it. For example to denote a vector with a magnitude P we can use – P, P->, P . P = ai + bj, this is the Position vector, where (a, b) is the terminal Point and the initial point is the origin. To show the magnitude of the vector we denote it by |A| or simply by A. A vector that has a magnitude of one that is of unit length is a unit vector. To denote this unit vector we usually use a carat (^) above it. Here, |a^|= 1 A vector with a magnitude zero is called as null vector. Scalar is a number multiplied in front of a vector. For example in 3X, “3” is a scalar. Addition of two vectors: To add vectors, we simply place the initial point that is tail of the second vector on the terminal that is head of the first vector in sequence. Let us have an example: To add A = A1a1 + A2a2 B = B1b1 + B2b2 Then, A + B = (A1 + B1)a1 + (A2 +B2)b2 Vector in a coordinate is sum of the components: F = Fxi + Fxj F = √F2x + F2y Here we get, Fx = F cos theta and Fy = F sin theta Tan theta = Fy / Fx This is all about vectors math. Vectors are generally used to show the direction of any quantity. Generally, there are two type of quantity, one is Scalar and another is vector. Quantity which has only magnitude but no direction is scalar while vectors have both magnitude and direction. For defining the multiplication of vector there are two ways, first is Cross Product Vectors and second is dot pr...Read More In mathematics, combination of vectors is termed as cross product. Cross product of two vectors ‘P’ and ‘Q’ is represented as p X Q. Sometimes the notation ‘∧’ is also used to represent the cross product. So, sometimes we can write the cross product of two vectors as: P ∧Q. The cross product of P X Q is defined as a vector ‘c’ which is perpendicular to both the ve...Read More Scalar quantity is a quantity which only possesses magnitude like mass, temperature, light, etc. To represent Math vectors we use an arrow having a line of given length and pointing along a given direction. The magnitude of a vector is denoted by its length. For notation, we write it in bold character with an arrow over it. For example, to denote a vector with a magnitude ...Read More

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Professor Chandra Wickramasinghe and colleagues at the University’s Centre for Astrobiology have long argued the case for panspermia - the theory that life began inside comets and then spread to habitable planets across the galaxy. A recent BBC Horizon documentary traced the development of the theory. Now the team claims that findings from space probes sent to investigate passing comets reveal how the first organisms could have formed. The 2005 Deep Impact mission to Comet Tempel 1 discovered a mixture of organic and clay particles inside the comet. One theory for the origins of life proposes that clay particles acted as a catalyst, converting simple organic molecules into more complex structures. The 2004 Stardust Mission to Comet Wild 2 found a range of complex hydrocarbon molecules - potential building blocks for life. The Cardiff team suggests that radioactive elements can keep water in liquid form in comet interiors for millions of years, making them potentially ideal “incubators” for early life. They also point out that the billions of comets in our solar system and across the galaxy contain far more clay than the early Earth did. The researchers calculate the odds of life starting on Earth rather than inside a comet at one trillion trillion (10 to the power of 24) to one against. Professor Wickramasinghe said: “The findings of the comet missions, which surprised many, strengthen the argument for panspermia. We now have a mechanism for how it could have happened. All the necessary elements - clay, organic molecules and water - are there. The longer time scale and the greater mass of comets make it overwhelmingly more likely that life began in space than on earth.” Stephen Rouse | EurekAlert! Electrocatalysis can advance green transition 23.01.2017 | Technical University of Denmark Quantum optical sensor for the first time tested in space – with a laser system from Berlin 23.01.2017 | Ferdinand-Braun-Institut Leibniz-Institut für Höchstfrequenztechnik For the first time ever, a cloud of ultra-cold atoms has been successfully created in space on board of a sounding rocket. The MAIUS mission demonstrates that quantum optical sensors can be operated even in harsh environments like space – a prerequi-site for finding answers to the most challenging questions of fundamental physics and an important innovation driver for everyday applications. According to Albert Einstein's Equivalence Principle, all bodies are accelerated at the same rate by the Earth's gravity, regardless of their properties. This... An important step towards a completely new experimental access to quantum physics has been made at University of Konstanz. The team of scientists headed by... Yersiniae cause severe intestinal infections. Studies using Yersinia pseudotuberculosis as a model organism aim to elucidate the infection mechanisms of these... Researchers from the University of Hamburg in Germany, in collaboration with colleagues from the University of Aarhus in Denmark, have synthesized a new superconducting material by growing a few layers of an antiferromagnetic transition-metal chalcogenide on a bismuth-based topological insulator, both being non-superconducting materials. While superconductivity and magnetism are generally believed to be mutually exclusive, surprisingly, in this new material, superconducting correlations... Laser-driving of semimetals allows creating novel quasiparticle states within condensed matter systems and switching between different states on ultrafast time scales Studying properties of fundamental particles in condensed matter systems is a promising approach to quantum field theory. Quasiparticles offer the opportunity... 19.01.2017 | Event News 10.01.2017 | Event News 09.01.2017 | Event News 23.01.2017 | Health and Medicine 23.01.2017 | Physics and Astronomy 23.01.2017 | Process Engineering

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Collation refers to a set of rules that determine how data is sorted and compared. Character data is sorted using rules that define the correct character sequence, with options for specifying case-sensitivity, accent marks, kana character types, and character width. Collation according to language Note: - Different languages will have different sort orders. b, etc. are treated in the same way, then it is case-insensitive. A computer treats a differently because it uses ASCII code to differentiate the input. The ASCII value of A is 65, while a is 97. The ASCII value of B is 66 and b is 98. O are treated in the same way, then it is accent-insensitive. A computer treats A differently because it uses ASCII code for differentiating the input. The ASCII value of a is 97 and A 225. The ASCII value of o is 111 and O is 243. When Japanese kana characters Hiragana and Katakana are treated differently, it is called Kana sensitive. When a single-byte character (half-width) and the same character when represented as a double-byte character (full-width) are treated differently then it is width sensitive. Asked In: Many Interviews |

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Students should, using appropriate terminology, describe, discuss, analyse, and evaluate the way language features, structures, and conventions of a wide range of texts suit the topic, purpose, and audience, and apply these understandings. English in the New Zealand Curriculum, page 36 There are many kinds of writing, but there is no single variety that directly compares to conversation in spoken language. Conversation, the most common kind of spoken language, is usually spontaneous, informal, and interactive. Any other uses of speech can be said to be adaptations of this basic category. Most written language has some distinctive characteristics. It is usually planned, organised, and durable. It is not bound by any physical setting, and it is often read by people unknown to the writer. Some kinds of more informal writing, such as diaries, letters, notes, and shopping lists, are not extensively planned and are usually written for the writers themselves or for someone they know well. These types of writing often have characteristics of both spoken and written language. We vary our written language, like our oral language, in numerous ways, yet we often take for granted our implicit understanding of how we achieve these variations. Underlying the way we write are the learned conventions of written language that enable us to communicate successfully. The Exploring Language threads of the English curriculum emphasise the need for students to explore the choices writers make and to discuss these in terms of language features. The question framework outlined later in this section suggests one way of looking at writers' choices and the impact of these decisions on the reader. When teachers understand how and why texts vary, they can guide students towards making explicit their unconscious, implicit understandings of how texts work. Exploring Language is reproduced by permission of the publishers Learning Media Limited on behalf of Ministry of Education, P O Box 3293, Wellington, New Zealand, © Crown, 1996. Published on: 25 Feb 2009

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Start a 10-Day Free Trial to Unlock the Full Review Why Lesson Planet? Find quality lesson planning resources, fast! Share & remix collections to collaborate. Organize your curriculum with collections. Easy! Have time to be more creative & energetic with your students! Practice 10-6: Circles and Arcs For this circles and arcs worksheet, learners find the circumference and diameters of circles. In addition, they identify the length of arcs, and find the measure of central angles. This one-page worksheet contains 23 problems. 18 Views 80 Downloads Calculating Arcs and Areas of Sectors of Circles Going around in circles trying to find a resource on sectors of circles? Here is an activity where pupils first complete an assessment task to determine the areas and perimeters of sectors of circles. They then participate in an activity... 9th - 12th Math CCSS: Designed Physics Skill and Practice Worksheets Stop wasting energy searching for physics resources, this comprehensive collection of worksheets has you covered. Starting with introductions to the scientific method, dimensional analysis, and graphing data, these skills practice... 9th - Higher Ed Math CCSS: Adaptable Trigonometric Functions: The Unit Circle This comprehensive problem and note set walks the class through a large part of simplifying trigonometric expressions using the unit circle and identities. From identifying angles to applying appropriate trigonometric ratios, problems... 10th - 12th Math CCSS: Adaptable Find Radian Measure by Dividing Arc Length by Radius In an approach that meshes higher-level thinking with approachable methods, this presentation walks that fine line between mathematical rigor and applications with skill. Not only are the specific steps for finding the radian measure of... 6 mins 9th - 12th Math CCSS: Designed

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The work, by researchers from Imperial College London and other international institutions, provides the first geological evidence to support previous theories, based on computer models and lab experiments, about how the earliest rocks were formed. The study adds weight to the idea that the first solid material in the Solar System was fragile and extremely porous – much like candy floss – and that it was compacted during periods of extreme turbulence into harder rock, forming the building blocks that paved the way for planets like Earth. Dr Phil Bland, lead author of the study from the Department of Earth Science and Engineering at Imperial College London, says: "Our study makes us even more convinced than before that the early carbonaceous chondrite rocks were shaped by the turbulent nebula through which they travelled billions of years ago, in much the same way that pebbles in a river are altered when subjected to high turbulence in the water. Our research suggests that the turbulence caused these early particles to compact and harden over time to form the first tiny rocks." The researchers reached their conclusions after carrying out an extremely detailed analysis of an asteroid fragment known as a carbonaceous chondrite meteorite, which came from the asteroid belt between Jupiter and Mars. It was originally formed in the early Solar System when microscopic dust particles collided with one another and stuck together, coalescing around larger grain particles called chondrules, which were around a millimetre in size. To analyse the carbonaceous chondrite sample, the team used an electron back-scatter defraction technique, which fires electrons at the sample. Researchers observe the resulting interference pattern using a microscope to study the structures within. This technique enabled the researchers to study the orientation and position of individual micrometre-sized grain particles that had coalesced around the chondrule. They found that the grains coated the chondrule in a uniform pattern, which they deduced could only occur if this tiny rock was subjected to shocks in space, possibly during these periods of turbulence. The team also defined a new method to quantify the amount of compression that the rock had experienced and deduce the rock's original fragile structure. Dr Bland adds: "What's exciting about this approach is that it allows us – for the first time – to quantitatively reconstruct the accretion and impact history of the most primitive solar system materials in great detail. Our work is another step in the process helping us to see how rocky planets and moons that make up parts of our Solar System came into being." In the future, the team will focus further studies on how the earliest asteroids were built. This research was funded by the Science and Technology Facilities Council. Notes to Editors: 1. "Earliest rock fabric formed in the Solar System preserved in chondrule rim" Nature Geoscience, Sunday 27 March 2011. The full listing of authors and their affiliations for this paper is as follows: Philip A. Bland [1,2,3], Lauren E. Howard , David J. Prior , John Wheeler , Robert M. Hough and Kathryn A. Dyl Impacts and Astromaterials Research Centre (IARC), Department of Earth Science and Engineering, Imperial College London, South Kensington Campus, London SW7 2AZ, UK IARC, Department of mineralogy, Natural History Museum, London SW7 5BD, UK Department of Applied Geology, Curtin University of Technology, GPO Box U1987, Perth Western Australia 6845, Australia Department of Geology, University of Otago, 360 Leith Walk, PO Box 56, Dunedin, Otago 9054, New Zealand Department of Earth and Ocean Sciences, University of Liverpool, 4 Brownlow Street, Liverpool L69 3GP, UK CSIRO Earth Science and Resource Engineering, 26 Dick Perry Avenue, Kensington, Perth Western Australia 6151, Australia 2. About Imperial College London Consistently rated amongst the world's best universities, Imperial College London is a science-based institution with a reputation for excellence in teaching and research that attracts 14,000 students and 6,000 staff of the highest international quality. Innovative research at the College explores the interface between science, medicine, engineering and business, delivering practical solutions that improve quality of life and the environment - underpinned by a dynamic enterprise culture. Since its foundation in 1907, Imperial's contributions to society have included the discovery of penicillin, the development of holography and the foundations of fibre optics. This commitment to the application of research for the benefit of all continues today, with current focuses including interdisciplinary collaborations to improve global health, tackle climate change, develop sustainable sources of energy and address security challenges. In 2007, Imperial College London and Imperial College Healthcare NHS Trust formed the UK's first Academic Health Science Centre. This unique partnership aims to improve the quality of life of patients and populations by taking new discoveries and translating them into new therapies as quickly as possible. Colin Smith | EurekAlert! Fossil coral reefs show sea level rose in bursts during last warming 19.10.2017 | Rice University NASA finds newly formed tropical storm lan over open waters 17.10.2017 | NASA/Goddard Space Flight Center University of Maryland researchers contribute to historic detection of gravitational waves and light created by event On August 17, 2017, at 12:41:04 UTC, scientists made the first direct observation of a merger between two neutron stars--the dense, collapsed cores that remain... Seven new papers describe the first-ever detection of light from a gravitational wave source. The event, caused by two neutron stars colliding and merging together, was dubbed GW170817 because it sent ripples through space-time that reached Earth on 2017 August 17. Around the world, hundreds of excited astronomers mobilized quickly and were able to observe the event using numerous telescopes, providing a wealth of new data. Previous detections of gravitational waves have all involved the merger of two black holes, a feat that won the 2017 Nobel Prize in Physics earlier this month.... Material defects in end products can quickly result in failures in many areas of industry, and have a massive impact on the safe use of their products. This is why, in the field of quality assurance, intelligent, nondestructive sensor systems play a key role. They allow testing components and parts in a rapid and cost-efficient manner without destroying the actual product or changing its surface. Experts from the Fraunhofer IZFP in Saarbrücken will be presenting two exhibits at the Blechexpo in Stuttgart from 7–10 November 2017 that allow fast, reliable, and automated characterization of materials and detection of defects (Hall 5, Booth 5306). When quality testing uses time-consuming destructive test methods, it can result in enormous costs due to damaging or destroying the products. And given that... Using a new cooling technique MPQ scientists succeed at observing collisions in a dense beam of cold and slow dipolar molecules. How do chemical reactions proceed at extremely low temperatures? The answer requires the investigation of molecular samples that are cold, dense, and slow at... Scientists from the Max Planck Institute of Quantum Optics, using high precision laser spectroscopy of atomic hydrogen, confirm the surprisingly small value of the proton radius determined from muonic hydrogen. It was one of the breakthroughs of the year 2010: Laser spectroscopy of muonic hydrogen resulted in a value for the proton charge radius that was significantly... 17.10.2017 | Event News 10.10.2017 | Event News 10.10.2017 | Event News 19.10.2017 | Materials Sciences 19.10.2017 | Materials Sciences 19.10.2017 | Physics and Astronomy

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Letter F Recognition Recognizing letters is a crucial skill for young learners to acquire. Students recognize that the words that name each of the 3 pictures all start with an F. Students fill in the blank in each word with an F and then color the pictures. 3 Views 4 Downloads Reinforce young scholars' alphabet skills with a twenty-six page packet featuring the letters of the alphabet. Individual pages focus on one letter, challenge learners to print in upper and lowercase, and copy five words that begin with... K - 1st English Language Arts CCSS: Adaptable Practicing Letters S and T Let your class learn about the sounds made by the letters s and t. They work to recognize each lowercase letter and match the letter to images that begin with the /t/ or /s/ sounds. They also trace each letter several times. Pre-K - 1st English Language Arts CCSS: Designed Practicing Letters W and X Match initial phonemes to practice recognizing the sounds made by the letters w and x. Early readers circle all of the objects that begin with either an x or a w, then trace each letter several times. Try a fun variation by having... Pre-K - K English Language Arts CCSS: Designed Super Simple ABC's - Upper Case Letters A good collection of alphabet worksheets can be a helpful resource for your kindergarten readers. Focusing on the upper case letters, learners select which letters are correct according to the worksheet, and color them. They then circle... K English Language Arts CCSS: Adaptable Kindergarten and Preschool Alphabet Lesson Plan for Letter F, f Students explore the letter F. In this alphabet lesson, students trace and write the letter F on lined paper. Students do a letter search and circle the letter F. Students talk about animals that begin with the letter F. Pre-K - K English Language Arts

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Which land feature(s) is created from a divergent boundary (when plates separate)? - Rift Valleys and Mid-Oceanic Ridges - Trenches and Island Arcs - Fault Lines Select true or false based on the statements below. - Contour lines that are closer together represent more steep landforms. - The asthenosphere is responsible for the movement of the tectonic plates. - In convection currents, hot magma rises, cool magma sinks. - Harry Hess discovered the idea of sea floor spreading in 1960s. - Alfred Wegener, from Germany, proposed the idea of continental drift in 1915. - The relief is the difference between two elevations on a topographic map. - The lithosphere layer IS the tectonic plates. - Contour lines that are farther apart represent more gentle landforms. - Hotspots are HOT volcanic regions that create volcanic mountains by melting through the crust. EXAMPLE: Hawaii - In a topographic map, the "arrows" shown point downstream. Match the description with the correct boundary. Divergent BoundaryPlates separate, forms rift valleys and mid-oceanic ridges. EXAMPLES: Thingvellier and Mid-Atlantic Ridge Convergent Boundary (1)Subduction, collision of oceanic-continental, forms trenches and volcanoes. EXAMPLES: Andes Mountains and Mariana Trench Convergent Boundary (2)Subduction, collision of oceanic-oceanic, forms trenches and island arcs. EXAMPLES: Japan and Aleutian Islands Convergent Boundary (3)Collision of continental-continental, forms mountains. EXAMPLE: Himalayan Mountains Transform BoundaryPlates slide horizontally, forms fault lines. EXAMPLE: San Andreas In a subduction zone, where would the newest formed crust be found? - At the bottom - At the top This landform is a string of underwater volcanoes and earthquake sites around the edges of the Pacific Ocean. These are caused by subduction zones from convergent plate boundaries when two plates come together. Which famous landform is described? - Mid-Atlantic Ridge - Mariana Trench - Ring of Fire - Aleutian Islands - Island Arcs Explain why the oceanic crust subducts below the continental crust in a convergent boundary. Select the four pieces of evidence that supported Wegener's theory of continental drift. - Similar glacier deposits in South America and Africa - Fossil findings (same species, different continents) - Outlines of South America and India fit together - Mountain ranges line up between Africa and South America - The Mid-Atlantic Ridge was once a mountain in Eastern India - Outlines of South America and Africa fit together Select the land feature(s) that are located on the oceans bottom. - Island Arcs - Rift Valleys - Fault Lines - Mid-Oceanic Ridges Select the two types of mountains we discussed with a correct description. - Fold Mountains: Created when two tectonic plates collide head on (Continental-Continental) - Fault Block Mountains: Created when faults or cracks in the earth's crust force some materials or blocks of rock up and others down. - Volcanic Mountains: Created from magma build-up (Continental-Oceanic) - Fold Mountains: Created when two glaciers fold together. (Continental-Continental) - Volcanic Mountains: Created from a great amount of melted rock (magma) pushing its way up under the earth crust. (Continental-Oceanic) Which type of plate movement/boundary is causing the Himalaya Mountains to grow taller? - Convergent Boundary (Continental-Continental) - Convergent Boundary (Continental-Oceanic) - Divergent Boundary (Plates separate) - Transform Boundary (Plates slide horizontally) - Convergent Boundary (Oceanic-Oceanic)

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What is inclusive education and how will Inclusive education happens when children with and without disabilities participate and learn together in the same classes research shows that when a child with disabilities attends classes. Inclusive education (hindi) | child development & pedagogy #41 | ctet, tet, dsc & dsssb 2018 - duration: 9:52 talentsprint free coaching - teaching career 89,790 views. Inclusive education that supports teaching, learning, and the success of all nova scotia students this final report of the commission on inclusive education (the commission) is the culmination of a year of study, research, public consultation, and ongoing dialogue with nova scotians. What is inclusive education and how will this shape your teaching practice 3142/7278ebl – assignment 1 1 introduction an inclusive education upholds the ideals of an equitable society where access to and successful participation in education are considered to be the right of every person in that society. Inclusion is not just about learners with special needs it is an attitude and approach that embraces diversity and learner differences and promotes equal opportunities for all learners in alberta alberta’s education system is built on a values-based approach to accepting responsibility for all children and students. Wikipedia says that inclusive education is the approach to educating students with special needs whereby the students with special needs spend most of their time with non special needs studentsinclusive education rejects the idea that children with special needs, cwds, should be educated separately putting these ideas into practice varies from school to school. Inclusion remains a controversial concept in education because it relates to educational and social values, as well as to our sense of individual worthany discussion about inclusion should address several important questions. Benefits of inclusive education the benefits of inclusive education are numerous for both students with and without disabilities benefits of inclusion for students with disabilities. Inclusive education differs from the 'integration' or 'mainstreaming' model of education, which tended to be concerned principally with disability and special educational needs, and learners changing or becoming 'ready for' or deserving of accommodation by the mainstream by contrast, inclusion is about the child's right to participate and the. “inclusion is the value system which holds that all students are entitled to equitable access to learning and the pursuit of excellence in all aspects of their education the practice of inclusion transcends the idea of physical location, and incorporates basic values that promote participation, friendship, and interaction. Supporters of inclusive education feel that there are many benefits to this type of placemenl research has shown that students included in general education classes improve in academic, social, and emotional functioning there are also many people who oppose inclusion many feel that there are not. Inclusive education is schooling for the vast majority of children within a mainstream system, where all children - including those with disabilities – are given the opportunity and support to learn together in the same classroom. Inclusive education is a general education initiative, not another add-on school reform unrelated to other general education initiatives it incorporates demonstrated general education best practices, and it redefines educators' and students' roles and responsibilities as creative and collaborative partners. What is education a definition and discussion it is a cooperative and inclusive activity that looks to help people to live their lives as well as they can education as the practice of freedom, london: routledge hooks, b (2003) teaching community a pedagogy of hope. For more information, please visit the occ support areas inclusive education/special educational needs sen publications learning diversity and inclusion in ib programmes myth #5 “modifying assessment is the only way of meeting learning challenges. In inclusive education, students are not separated by ability or disability all students are taught in a heterogeneous classroom where the general education teacher and the special education teacher work together to create an engaging, exciting, and joyful classroom where all students learn from both teachers. The inclusive education agenda focuses on developing the knowledge and skills of school staff to give schools clearer guidance and specialist support to better respond to the needs of students with disabilities. Inclusive education 3 leonard cheshire disability is a uk-based organisation with five regional offices in africa and asia our joint projects with partner. Inclusive education also recognises that learning occurs both at home and in the community and therefore the support of parents, family and the community is vital (department of education, 2001. Why inclusive education is for all children, everywhere about this image pupils work together to complete a task at a school in london where students are of many cultural backgrounds and most speak english as a second language. What is inclusive education and how will In this article, lani florian, professor of social and educational inclusion at the university of aberdeen, examines the relationships between ‘special’ and ‘inclusive’ education. Plan in an inclusive physical education program is an evalu-ation model whereby student learning is measured on both improvement of group performance and individual improve-ment physical educators will need to make changes in the evaluation criteria and the system of assessing performance. To read more about benefits of inclusive education for all students, check out improving education: the promise of inclusive education this paper is an excellent resource for educators looking to improve and expand inclusive educational practices in their schools. - Overview the bachelor of arts in inclusive elementary education offers undergraduate education majors the opportunity to engage in cross-disciplinary coursework required to secure an initial colorado teacher license endorsed for k - 6 elementary education, special education, and culturally and linguistically diverse education with 121 credit hours of coursework. - Inclusion— placing a special education student in a general education setting the school brings specially designed supports and instruction to the student, rather than removing the disabled student from a general education setting to receive special education services. The vision of inclusive education is to enhance the development of value, respect and support for the learning and development of all students, as well as the relationships between all members of the school community. Inclusion is a term used to describe one option for the placement of special education students in public schools these inclusive programs are sometimes referred to as mainstreaming, which is the selective placement of students with disabilities in regular education classrooms. Inclusive education is a form of education which allows every one to learn together respecting the pace and ability ever one has of course arranging the physical and social environment where ever we apply inclusive education is mandatory.

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