text: About AronGo back to names list. Aron is an alternative and more phonetically correct spelling of the name ‘Aaron’, which is commonly mispronounced. ‘Aaron’ is actually pronounced ‘AIR-run’ but some take the spelling and pronounce it ‘AH-run’. Aron has developed as a variant true to its pronunciation, distinguishing it from ‘Aaron’ so that both pronunciations of the name have adequate spelling. As a variation of ‘Aaron’, Aron has the same meaning and origin. Aaron is Hebrew and in the bible is the name given to the brother of Moses. It is said to mean ‘Tall Mountain’. Aron can also be spelt Arron.

textbook:
Lesson: How to Spell and Pronounce Names Correctly

**Introduction**

Spelling and pronouncing names correctly is an important part of communication. In this lesson, we will learn about the name Aron and how it relates to the name Aaron. We will also learn about the importance of spelling and pronouncing names correctly and how to do so.

**Main Topic**

1. Understanding the Name Aron

The name Aron is an alternative spelling of the name Aaron, which is commonly mispronounced. The correct pronunciation of Aaron is 'AIR-run', but some people take the spelling and pronounce it 'AH-run'. To avoid confusion, Aron was developed as a variant spelling that accurately reflects the correct pronunciation of the name.

2. Meaning and Origin of the Name Aaron

The name Aaron comes from the Hebrew language and is found in the Bible as the name given to the brother of Moses. It is said to mean 'Tall Mountain'.

3. Importance of Spelling and Pronouncing Names Correctly

Spelling and pronouncing names correctly is important because it shows respect for the person being addressed. When we spell and pronounce names correctly, we demonstrate that we value the individual and their identity. Additionally, spelling and pronouncing names correctly helps to avoid confusion and misunderstandings.

**Practice Questions**

1. What is the correct pronunciation of the name Aaron?
a) AH-run
b) AIR-run
c) AR-on

2. Why was the name Aron developed?
a) To reflect the correct pronunciation of the name Aaron
b) To honor a famous person named Aaron
c) To make the name easier to spell

3. What does the name Aaron mean?
a) Tall Mountain
b) Strong and Brave
c) Son of the Sun

**Glossary**

- Alternative: a spelling or version of a word or name that is different from the standard or original one
- Variant: a form of something that is different from the usual or standard one
- Pronunciation: the way in which a word or name is spoken
- Identity: the qualities, beliefs, and values that make someone unique

**Conclusion**

In conclusion, learning how to spell and pronounce names correctly is an important skill that helps us communicate effectively and respectfully with others. By understanding the name Aron and its connection to the name Aaron, we can better appreciate the importance of accurate spelling and pronunciation.


text:
Tag Archives: Campus Events

Position Type: Temporary Position Title: sustainNU Customer Service Representative Rate: $12-15/hourSchedule: Monday through Friday, 8:30am-5:00pm with a 30 minute lunch

Job Summary The sustainNU Customer Service Representative facilitates the timely and successful completion of resource conservation service requests submitted by Northwestern University faculty, staff and students. This individual will work closely with the sustainNU team to increase awareness and visibility of sustainable practices and build strong partnerships on campus

Responsibilities • Coordinates all aspects of electronics recycling (ecycling) program including receiving requests for ecycling pickups, scheduling pickups through a third party vendor and facilitating the collection of all received ecycling equipment through our contracted recycling hauler. • Processes all requests for trash and recycling services communicating with waste hauler as needed to ensure successful pickups. • Reconciles all services requests which may include reviewing work order status, confirming billing information and ensuring all requests are processed accurately and in a timely manner. • Coordinates requests for recycling bins and manages inventory. • Serves as point of contact for sustainNU inquiries. • Supports other sustainNU program areas as needed. • Performs other duties as assigned or required.

Basic Function and Responsibility:Assists with maintenance of grounds, gardens, trails, and all other parts of designated natural areas and sites; mainly through coordination with outside contractors. Provides environmental education programming and conservation-based nature education workshops to students and partners of the College. Organizes and develops interpretive programs and curriculum-based programs for the College students, civic and special interest groups, and the general public on the natural history of the natural areas and other ecological or environmental themes. Cares for botanical and zoological specimens, and other exhibit and education materials. Assists local County Forest Preserve biologists and ecologists with research and other programs and projects. Performs all other job related duties as assigned.

Characteristic Duties and Responsibilities:Performs
tasks in designated natural areas, including seeding, gathering seeds,
fertilizing, planting, etc. Responsible for overall public safety of
natural areas and trails. Schedules, coordinates, and watches over
work performed by outside contractors such as controlled burns, tree
removal, pesticide application, etc.

In 2017 Oakton users printed more than 2.7 million pages.That’s equivalent to cutting down 325 trees or a forest the size of 6.5football fields!

To reduce paper waste in computer labs, print jobs are now sent to a release station before printing. Since the start of Fall semester, these stations have already reduced over 36,086 sheets from being printed (the equivalent of 4.33trees!).

Coming next semester,Spring 2019: To conserve resources, and reduce wasteful printing, Oakton will provide each student with$20 a semester in their print account (equivalent to 400 black and white sheets). Based on our data, this means that over 90% of students will still print for free on campus! If students wish to print more, they can add funds to their account at $.05/black and white sheet. Color and specialty printing will be priced at a higher rate.

Since this effort will involve a period of adjustment, the IT Department and Sustainability Center are requesting your input. If you have any questions or suggestions please join us at one of these information forums:

Join us for another month of programming this October to celebrate Campus Sustainability Month. This effort, initiated by the Association for the Advancement of Sustainability in Higher Education (www.AASHE.org) is a great way to learn more about different sustainability related topics while on campus. We also encourage students to take part in Project Green Challenge. This eye-opening series of interactive activities and exploration will help individuals learn more about their daily behaviors, the importance of “going green”, and what practices can help them in making a difference. Participate as often or as little as you like and have the chance to win sustainable prizes! Top five participants from Oakton will win some sustainability swag from our office as well :).

See below for details and come back again for full list of events, room locations, and updates!

We are so pleased to announce our 2018 Earth Week events here at Oakton Community College. Check out the calendar below and visit here for details on each session. All of these events are free and open to the public, though we do ask for pre-registration for a couple of them. Please share with your friends and colleagues!

We were thrilled to have members from the Illinois Department of Natural Resources (IDNR) on campus last week to conduct a fish survey on Lake Oakton as part of Campus Sustainability Month. This series of events on college and university campuses across the nation are held in conjunction with the Association for the Advancement of Sustainability in Higher Education (AASHE). Not only were were thrilled to learn that our Lake is healthy, but we were impressed by the number of species found living here!

Led by District Fisheries Biologist, Frank Jakubicek, two dozen students, several employees, and community members learned about biodiversity assessment on campus and had a chance to engage in recording data about the findings. Frank was impressed by the health and vitality of our largemouth bass population–a secret that is already out among a small group of avid fisherfolk who visit our campus regularly. Other species included bluegill, gizzard shad, pumpkinseed sunfish, white sucker and warmouth. This proved to be an amazing learning opportunity for so many, particularly those students involved in our Environmental Studies Concentration. Registration is open NOW for Spring Semester. Sign up for your ESC courses today!

As a member of the Association for the Advancement of Sustainability in Higher Education (AASHE), Oakton is proud to celebrate our efforts through Campus Sustainability Month! All events are free and open to the public, no rsvp required. The events below are offered in part by the Sustainability Center, Green Committee, Environmental Studies Concentration, Peace and Social Justice Studies, and Honors Program. We hope you will join us!

October 7: Solar Energy Tour at Skokie Campus 10am-3pm

October 17: IDNR Fish Survey at Des Plaines Campus 2:30pm-4:30pm

October 17: My Trip to the Amazon – A Great Adventure, Life Science instructor David Arieti at Des Plaines Campus, Lee Center Room 210 and streaming live in C240, Skokie Campus from 5:30pm to 7:00pm

October 23: Merchants of Doubt Film Screening at Skokie Campus, 2:00pm to 4:00pm, C133

October 25: Factory Farming Awareness Coalition—Hungry for Knowledge? Presentation at Des Plaines Campus, 12:30pm to 1:45pm in Room 2139 2139 (We hope to live stream this presentation—check the Keepin’ It Green blog or Green Committee Facebook page for details!)

October 26: An Inconvenient Sequel: Truth to Power, Film Screening at Des Plaines Campus with Live Stream Q&A from former Vice President Al Gore, 5:45pm to 8:30pm in Room 1606

October 30: Merchants of Doubt Merchants of Doubt Film Screening at Des Plaines Campus, 2:00pm to 4:00pm, Room 1608

November 2: An Inconvenient Sequel: Truth to Power, Film Screening at Skokie Campus, 11:00am to 1:00pm in Room C250

source: minipile

textbook:
Lesson: Introduction to Sustainability

**Objective:** To introduce students to the concept of sustainability and its importance in today's world.

**Overview:** Sustainability refers to the ability to meet the needs of the present without compromising the ability of future generations to meet their own needs. It is an important concept that affects every aspect of our lives, from the environment to the economy. In this lesson, we will explore what sustainability means, why it is important, and how we can incorporate sustainable practices into our daily lives.

**Section 1: What is Sustainability?**

Sustainability is the practice of meeting our current needs without compromising the ability of future generations to meet their own needs. It involves balancing economic, social, and environmental factors to ensure long-term viability.

**Section 2: Why is Sustainability Important?**

Sustainability is important because it helps us to protect the planet and its resources for future generations. It also helps to reduce pollution, conserve natural resources, and promote social equity. By practicing sustainability, we can create a better world for ourselves and for future generations.

**Section 3: How can we Practice Sustainability?**

There are many ways that we can practice sustainability in our daily lives. Here are some examples:

- Reduce, Reuse, Recycle: We can reduce our waste by using reusable bags, water bottles, and containers. We can also recycle paper, plastic, glass, and metal products.
- Conserve Energy: We can conserve energy by turning off lights and electronics when not in use, unplugging chargers, and using energy-efficient appliances.
- Use Public Transportation: We can reduce our carbon footprint by walking, biking, or taking public transportation instead of driving.
- Eat Sustainably: We can eat sustainably by choosing locally grown foods, reducing meat consumption, and composting food waste.

**Section 4: Conclusion**

In conclusion, sustainability is an important concept that affects every aspect of our lives. By practicing sustainability, we can protect the planet and its resources for future generations. We can incorporate sustainable practices into our daily lives by reducing waste, conserving energy, and eating sustainably. By doing so, we can create a better world for ourselves and for future generations.


text: Vitamin E Lip Balm - Orange (5gm). Details. COCOLAB’s VCO-Vitamin E Lip Balm in a pot gives total protection for lips. Formulated with the full spectrum of natural Super Vitamin E Tocotrienol complex and Virgin Coconut Oil,... Orange flavour is not only refreshing and zesty on the lips, it helps to bring down inflammation and possesses anti-bacterial properties., orange essential oil.. -..

source: refinedweb

textbook:
Core Value: Health and Beauty

Lesson: Vitamins and Supplements

Introduction: Vitamins and supplements are essential for maintaining good health and beauty. In this lesson, we will learn about the importance of vitamins and supplements, their benefits, and how they can improve our overall well-being.

Section 1: Importance of Vitamins and Supplements

Topic 1: What are vitamins and supplements?
Vitamins and supplements are substances that our body needs to function properly but cannot produce on its own. They are essential for maintaining good health, energy levels, and overall well-being.

Topic 2: Why do we need vitamins and supplements?
Our body requires certain nutrients to function correctly, and these nutrients are called vitamins and minerals. These nutrients play a crucial role in many bodily functions, including the formation of bones and teeth, blood clotting, and the proper functioning of the immune system.

Topic 3: Types of vitamins and supplements
There are two types of vitamins: fat-soluble and water-soluble. Fat-soluble vitamins (A, D, E, and K) are stored in the body's fatty tissues and can be toxic in large amounts. Water-soluble vitamins (B and C) are not stored in the body and are excreted through urine.

Section 2: Benefits of Vitamins and Supplements

Topic 1: Improved immune function
Vitamins and supplements help boost the immune system, making it easier for the body to fight off infections and diseases.

Topic 2: Better skin, hair, and nails
Vitamins and supplements can improve the health of your skin, hair, and nails by providing them with the necessary nutrients.

Topic 3: Increased energy levels
Vitamins and supplements can help increase energy levels by providing the body with the necessary nutrients to function correctly.

Section 3: How to Choose the Right Vitamins and Supplements

Topic 1: Consult with a doctor
Before taking any vitamins or supplements, it is essential to consult with a doctor to determine which ones are right for you.

Topic 2: Read labels carefully
When choosing vitamins and supplements, read the labels carefully to ensure that you are getting the correct dosage and ingredients.

Topic 3: Consider the source
Not all vitamins and supplements are created equal. It is essential to consider the source of the vitamins and supplements to ensure that they are of high quality and free from contaminants.

Conclusion: Vitamins and supplements are essential for maintaining good health and beauty. By understanding their importance, benefits, and how to choose the right ones, we can improve our overall well-being.

Glossary:
- Vitamins: Substances that our body needs to function properly but cannot produce on its own.
- Supplements: Additional substances that our body needs to function correctly, usually in small amounts.
- Fat-soluble vitamins: Vitamins A, D, E, and K, which are stored in the body's fatty tissues.
- Water-soluble vitamins: B and C vitamins, which are not stored in the body and are excreted through urine.


text: Why is talking about Digital Money still important? Because while demonetisation triggered conversion to digital payment mode, there is a lot more to be done. Three years ago, only 53% of India had access to formal financial services; this has changed in 2017 with the opening of approximately 25.68 crore bank accounts. There is a case for catalysing this process (Ratal Watal committee recommendations are one of them) and many digital money businesses have the opportunity to be the first movers. You could be one of them. There is also the true potential of UPI, still waiting to be unleashed, even after crossing the 10 million mark; we’ll be talking about biometrics, about cross-border remittances, about contactless payments as we head towards a world with less brick and mortar banks.. Building trust in society and solving important problems... Thrupthi Shetty. +91 97736 53740. thrupthi@iamai.in. Siddhartha Sengupta. +91 97681 31042. siddhartha@iamai.in. Neha Bajaj. +91 99302 65514. neha@iamai.in

textbook:
Lesson: Introduction to Digital Money

**Section 1: What is Digital Money?**
Digital money refers to any form of currency that is stored electronically, rather than in physical form. It includes mobile payments, cryptocurrencies, and online banking transactions. Digital money has become increasingly popular in recent years due to its convenience and security.

**Section 2: Why is Digital Money Important?**
Digital money is important because it provides individuals with greater control over their finances. With digital money, people can easily transfer funds between accounts, pay bills, and make purchases without having to carry cash or visit a physical bank. Additionally, digital money is more secure than physical money because it is less susceptible to theft or loss.

**Section 3: How does Digital Money Work?**
Digital money works by storing funds electronically in an account. This account can be accessed via a mobile device or computer, allowing individuals to make transactions quickly and easily. When a transaction is made, the funds are transferred electronically between accounts.

**Section 4: Examples of Digital Money**
Examples of digital money include mobile payments such as Apple Pay and Google Wallet, cryptocurrencies such as Bitcoin, and online banking transactions such as transferring funds between accounts.

**Section 5: Practical Examples**
One practical example of digital money is using a mobile payment system to purchase groceries. Instead of carrying cash or credit cards, individuals can use their smartphone to pay for their purchases. This is convenient because it eliminates the need to carry cash or credit cards, and it is also more secure because the individual's personal information is not shared with the merchant.

Another practical example is transferring funds between accounts online. Instead of having to visit a physical bank branch, individuals can easily transfer funds between accounts online. This is convenient because it eliminates the need to visit a physical bank branch, and it is also more secure because the funds are transferred electronically, reducing the risk of theft or loss.

**Section 6: Conclusion**
In conclusion, digital money is an important tool that provides individuals with greater control over their finances. By storing funds electronically and making transactions quickly and easily, individuals can save time and money while also ensuring the security of their funds. As digital money continues to grow in popularity, it is important for individuals to understand how it works and how to use it effectively.


text: >> classic ». #bitcoin #crypto #cryptocurrencies To learn more about Unibright, check out: If you haven’t already, visit the link down below to stay up to date on my new startup: Get 20%... Read more ». #piratechain #crypto #EOS The New Kids On The Blockchain bring you all the latest crypto and blockchain news and this week chat to Crypto Rich about Pirate Chain and why privacy is... Read more »

textbook:
# Lesson: Introduction to Cryptocurrency
## Section 1: What is Cryptocurrency?
Cryptocurrency is a digital or virtual currency that uses cryptography for security. It operates on a decentralized network called blockchain technology.
## Section 2: How does Cryptocurrency work?
Cryptocurrency works by using a distributed ledger system called blockchain. This system records and verifies all transactions made with the currency. Transactions are verified by network nodes and recorded in a public ledger.
## Section 3: Why use Cryptocurrency?
Cryptocurrency offers several advantages over traditional currencies. It is secure, transparent, and decentralized. This means that transactions cannot be altered or deleted, and there is no central authority controlling the currency.
## Section 4: Real-world applications of Cryptocurrency
Cryptocurrency has many real-world applications, including online purchases, money transfers, and investments. It can also be used to create smart contracts, which are self-executing contracts with the terms of the agreement between buyer and seller being directly written into lines of code.
## Section 5: Conclusion
Cryptocurrency is a fascinating and rapidly evolving field. By understanding the basics of how it works and its many applications, you can stay up-to-date on this exciting technology and its potential impact on the world.
## Glossary
- Blockchain: A decentralized network that records and verifies all transactions made with the currency.
- Decentralized: A system where power or control is not concentrated in one place.
- Distributed Ledger System: A database of records shared by all participants in a network.
- Smart Contracts: Self-executing contracts with the terms of the agreement between buyer and seller being directly written into lines of code.
## Conclusion
By learning about Cryptocurrency, you can gain valuable skills in understanding and analyzing this emerging technology. These skills can be applied to new problems and challenges in the future.


text:
A new report published this week in the Harvard Review of Education reveals that, despite an upswell of “America First” rhetoric under President Donald Trump, a shockingly high number of Americans do not possess even a rudimentary grasp of the history of the WWE United States Championship.

According to the study, the vast majority of Americans have “little to no” understanding of the lineage of the United States Championship, indicating glaring gaps in the public school history curriculum.

Only a small fraction of Americans surveyed — mostly home-schooled, with access to the WWE Network — were capable of naming three or more past US Champions, most commonly identifying Ric Flair, John Cena, and The [REDACTED] Crippler Chris [REDACTED].

The study revealed that even residents of Canada are more knowledgeable than Americans aboot the US Championship, though Canadians seem unclear regarding the protocol of cheering babyfaces and booing heels.

US President Donald Trump tweeted today that the study is “SAD BAD FAKE NEWS,” and that American citizens are “the mostest knowledgeable people in the world about wrestling” thanks to his participation in WrestleMania 23.

textbook:
Lesson: Understanding the Lineage of the WWE United States Championship

Introduction:
In this lesson, we will learn about the history of the WWE United States Championship and why it is important to understand its lineage. We will cover the basics of the championship, its past champions, and the significance of knowing its history.

Section 1: What is the WWE United States Championship?

The WWE United States Championship is a professional wrestling championship contested in the American promotion WWE. It is one of the secondary titles in the company, and it is awarded to wrestlers who participate in the SmackDown and Raw brands. The current champion is [insert name].

Section 2: Why is it important to know the lineage of the WWE United States Championship?

Knowing the lineage of the WWE United States Championship is important because it helps us understand the history and evolution of the sport. It also shows respect for the past champions who have held the title and contributed to the legacy of the championship. Additionally, understanding the lineage can help us appreciate the hard work and dedication of wrestlers who have worked to achieve this prestigious title.

Section 3: Past Champions of the WWE United States Championship

Here is a list of some past champions of the WWE United States Championship:
- Ric Flair
- John Cena
- The [REDACTED] Crippler Chris [REDACTED]
- Randy Orton
- Roman Reigns
- AJ Styles
- Jinder Mahal
- Bobby Roode
- Shinsuke Nakamura

Section 4: Significance of the WWE United States Championship

The WWE United States Championship is significant because it represents the best of American sports entertainment. It is a symbol of excellence and achievement for wrestlers who hold the title. Additionally, the championship has a rich history that dates back to its creation in 1972, making it one of the oldest titles in WWE.

Conclusion:
In conclusion, understanding the lineage of the WWE United States Championship is essential for any fan of professional wrestling. It helps us appreciate the history and tradition of the sport while also recognizing the hard work and dedication of past champions. By studying the championship's history, we can gain a deeper appreciation for the sport and its impact on American culture.

Glossary:
- Lineage: The historical background or development of something.
- Championship: A title awarded to a winner of a competition or contest.
- Legacy: The inheritance or the sum of experiences, reputation, and influence that someone leaves behind.

[Note: This lesson is intended for primary through high school students. The content may be adapted for different levels by adjusting the complexity of the questions and answers, definitions, and real-world scenarios.]


text: Health News. Rx Combo May Trigger Serious Reactions. Some things just don't mix — and that applies to medications. One antibiotic combined with statins may be dangerous. Fortunately, other types of antibiotics may be safer when mixed with statins.. Generic Statins as Good as Brand Name. Statins are medications used for the treatment of high cholesterol. They come in many branded and generic forms. Does it matter which one a physician prescribes?

textbook:
**Lesson: Drug Interactions**

**Introduction:**

Drug interactions occur when two or more medications are taken together and cause an unexpected effect. These interactions can be dangerous and even life-threatening. In this lesson, we will learn about drug interactions, their types, and how to avoid them.

**Theoretical Concepts:**

1. What are drug interactions?
2. How do drugs interact with each other?
3. Types of drug interactions.

**Practical Examples:**

Let's consider the following scenario: A patient named John is taking a statin medication for his high cholesterol. His doctor prescribes him an antibiotic to treat a respiratory infection.

1. Is it safe for John to take both medications together?
2. What are the possible side effects of this interaction?
3. Can any other antibiotic be prescribed instead?

**Definitions of Purpose:**

1. Therapeutic effect: The desired effect of a drug on the body.
2. Adverse effect: An unwanted or harmful effect of a drug.
3. Drug interaction: When two or more medications are taken together and cause an unexpected effect.

**Real-World Scenarios:**

1. A patient is taking a blood thinner for a heart condition. The doctor prescribes an antibiotic to treat a urinary tract infection. Is it safe for the patient to take both medications together?
2. A patient is taking a pain reliever for headaches and a sleep aid at night. Are there any interactions between these medications?
3. A patient is taking a medication for depression and wants to try an herbal supplement for anxiety. Are there any risks associated with this combination?

**Self-Debating Discussions:**

1. Should patients always disclose all medications they are taking to their doctor? Why or why not?
2. Are all drug interactions preventable? If not, why not?
3. Are herbal supplements safe to take while on prescription medications? Why or why not?

**Glossary:**

1. Therapeutic effect: The desired effect of a drug on the body.
2. Adverse effect: An unwanted or harmful effect of a drug.
3. Drug interaction: When two or more medications are taken together and cause an unexpected effect.

**Conclusion:**

Drug interactions can be dangerous if not properly managed. It is essential for patients to disclose all medications they are taking to their doctor to avoid potential interactions. By understanding the types of drug interactions and their possible side effects, patients can work with their doctors to make informed decisions about their health.


text:
Planning a Formal Dinner Most people set their tables rather informally these days for any number of valid reasons, the lack of time being the main one. Who has time to fuss over linens, crystal, and china, much less polish the silver? However,...

Dining Out: Tricky Situations
Two common and tricky situations that you might encounter when dining out are handling chopsticks and dealing with vegetarianism. Chop Chop In our shrinking world, you may find yourself in a situation in which p...

Planning a Formal Dinner Most people set their tables rather informally these days for any number of valid reasons, the lack of time being the main one. Who has time to fuss over linens, crystal, and china, much less polish the silver? However,...

Healthy Restaurant Dining Go ahead and take on any type of restaurant. Ask yourself (and the waiter) the following five key questions before ordering something on the menu: Can you ever just "go whole hog" and order whatever you want without wo...

Dining Out with Youngsters When our two oldest were very young, we would dine out nearly every Saturday night. I found Hayley, two, and Hannah, one, fairly easy to handle in restaurants, perhaps because we had begun taking them out as newborns. A...

textbook:
Lesson: Table Manners and Etiquette for Dining Out

Introduction:

Table manners and etiquette are essential skills for dining out. Whether you're attending a formal dinner or grabbing a quick meal at a local restaurant, knowing the right way to behave at the table can make all the difference between an enjoyable experience and an embarrassing one. In this lesson, we will cover the basics of table manners and etiquette for primary through high school students.

Section 1: Setting the Table

The first step in proper table manners is setting the table correctly. Here are some tips for setting a table:

- Place the fork to the left of the plate and the knife to the right of the plate.
- Place the napkin on the lap and tuck it into the waistband of your pants or dress.
- Arrange utensils in a cross pattern on the left side of the plate, with the fork on top.
- If there are multiple courses, place the bread plate to the left of the forks, and the butter dish to the left of the bread plate.

Questions:

1. What is the correct order for placing utensils on the table?
2. Where should the bread plate be placed in relation to the forks?

Answer:

1. The correct order for placing utensils on the table is as follows: fork (to the left), knife (to the right), spoon (on top of the knife).
2. The bread plate should be placed to the left of the forks.

Section 2: Using Utensils Properly

Using utensils properly is an important part of table manners. Here are some tips for using utensils correctly:

- Hold the fork in your dominant hand and use it to pick up food from your plate.
- Use the knife to cut your food into small pieces.
- Use the spoon to eat soup or other liquid dishes.
- Do not use your utensils to point or gesture while talking.

Questions:

1. What is the correct order for using utensils?
2. Is it appropriate to use utensils to point or gesture while talking?

Answer:

1. The correct order for using utensils is to hold the fork in your dominant hand and use it to pick up food from your plate. Use the knife to cut your food into small pieces, and use the spoon to eat soup or other liquid dishes.
2. It is not appropriate to use utensils to point or gesture while talking.

Section 3: Other Table Manners

There are many other table manners that are important to know. Here are some additional tips:

- Sit up straight and keep your elbows off the table.
- Chew with your mouth closed and try not to talk with your mouth full of food.
- Wait for everyone to be served before eating.
- Use polite language and avoid slang or crude language.

Questions:

1. How should you sit at the table?
2. Should you chew with your mouth closed?
3. When should you start eating?

Answer:

1. You should sit up straight and keep your elbows off the table.
2. Yes, you should chew with your mouth closed.
3. You should wait for everyone to be served before eating.

Conclusion:

In conclusion, knowing the basics of table manners and etiquette is essential for dining out. By following the tips provided in this lesson, you can make a great impression and enjoy a more pleasant dining experience. Remember to sit up straight, use polite language, and chew with your mouth closed. Happy dining!

Glossary:
- Fork: A utensil used to pick up food and eat it.
- Knife: A utensil used to cut food into small pieces.
- Spoon: A utensil used to eat soup or other liquid dishes.
- Napkin: A piece of cloth used to wipe your hands before and during the meal.


text: Description. Uses. -) and particularly in severe weather conditions.. - Appropriate for the most severe conditions of use (sports driving, repeated start-ups, city and motorway driving). For all driving styles, particularly “vigorous” and high speeds.. Benefits. - TOTAL CLASSIC C2/C3 5W-30 is formulated to protect anti-pollution systems such as particulate filter and three-way catalysts. Pollutant emissions such as HC, NOx, CO, particles are therefore reduced.. - This oil ensures optimum engine longevity with its antiwear properties that protect the engine’s most sensitive parts.. - Its excellent resistance to temperature variations guarantees the longevity of engine parts and optimal performance level under all circumstances.. - TOTAL CLASSIC C2/C3 5W-30 satisfies the most demanding manufacturer service plans by permitting extra-long oil change intervals

textbook:
Lesson: Understanding Car Engine Oil

Introduction:
In this lesson, we will learn about car engine oil, its uses, benefits, and how to choose the right oil for your car.

Section 1: What is Car Engine Oil?
Car engine oil is a lubricant that helps reduce friction between the moving parts of your car's engine. It also helps to keep the engine clean and prevent it from overheating.

Section 2: Uses of Car Engine Oil
The main uses of car engine oil are:
- To lubricate the engine and reduce friction between moving parts
- To protect the engine from corrosion and wear
- To help maintain the optimal operating temperature of the engine
- To clean the engine by removing dirt and debris

Section 3: Benefits of Using the Right Car Engine Oil
Using the right car engine oil can provide several benefits, including:
- Improved fuel economy
- Reduced emissions and pollutants
- Extended engine life
- Better overall performance

Section 4: How to Choose the Right Car Engine Oil
To choose the right car engine oil, you need to consider several factors, including:
- Viscosity: The thickness of the oil, which affects its ability to flow and protect the engine
- API classification: The American Petroleum Institute (API) classifies oils based on their performance characteristics
- Manufacturer recommendations: Always consult your car's owner manual to determine the recommended type of oil

Section 5: Practical Examples
Let's consider an example. Suppose you have a car that requires a 5W-30 engine oil. This means that the oil should have a viscosity that is suitable for use in cold temperatures (5W) and maintain its properties at higher temperatures (30).

Conclusion:
In this lesson, we learned about car engine oil, its uses, benefits, and how to choose the right oil for your car. By understanding these concepts, you can make informed decisions about maintaining your car and ensuring its optimal performance.

Glossary:
- Viscosity: The thickness of a fluid, such as oil, measured by its resistance to flow
- API classification: A system used by the American Petroleum Institute to classify motor oils based on their performance characteristics
- Manufacturer recommendations: Guidelines provided by the manufacturer of your car regarding the type of oil to use


text:
Publisher builds on 'Do's,' Dont's'

Suzanne Grimes developed her media management techniques years ago, but she began sorting them into handy "Do" and "Don't" categories in April. That's when Ms. Grimes, 42, became VP-publisher of Glamour, Conde Nast Publications' monthly fashion, beauty and relationships magazine that features "Do" and "Don't" tips as its most recognizable editorial content.

"On my Do's list, one of the first things is to form a close bond with my editor because when the two of us are working together, we'll accomplish a whole lot more," says Ms. Grimes, who has been a publisher at four titles since 1995. (She will have to do this with new editor Cindi Leive, formerly of Self, who will replace Bonnie Fuller.) "The second thing is to build a team that combines both the veterans who have a lot to offer and some new talent and energy. And the third thing is to leverage the editorial franchise, to build programs that speak to [readers] everywhere-in-book, online, in-store and at home."

And her leadership "Don'ts"? "Don't assume anything," Ms. Grimes says. "Just because [Glamour] has been around for 63 years doesn't mean there's not still a lot to share with the advertising community on what the magazine is all about." She continues: "Don't get lost in the details, but rather chart the course. And don't worry strictly about [cost per thousand], because especially in a tough market, the strongest brand with the strongest ideas will win out."

Ms. Grimes' career has been moving forward at a rapid pace in the past year. In May 2000, she was named publisher of the health, beauty and fashion magazine Allure, a Conde Nast sibling of Glamour. At Allure, she helped turn around a three-year slide, posting a 13% increase in ad revenue last year.

Ms. Grimes says her ad experience a decade ago for TV Guide positioned her well for the current conditions. "Right now, when the market is tough, anyone who has experience managing something big and/or difficult is desirable," she says. "Certainly when I was at TV Guide, that was a period of time in '91 when the market was difficult for magazines, and we managed through that and came out quite well."

She says economic downturns must be addressed with discretion. "The biggest challenge is remembering the economy is cyclical," she says. "So as you make your business decisions, you can't get bogged down. You need to focus on the core attributes of the brand and plan for the [brighter] future."

textbook:
Lesson: How to Build a Strong Media Management Team

Introduction:
In today's fast-paced digital world, media management is crucial for the success of any publication. Suzanne Grimes, a media management expert, shares her tips on building a strong media management team that can help you achieve your goals.

Objectives:
- Understand the importance of forming a close bond with your editor
- Learn how to build a team that combines experience and new talent
- Discover ways to leverage the editorial franchise for maximum impact

Section 1: Building a Strong Relationship with Your Editor

Topic 1: The Importance of a Close Bond with Your Editor
- Why is it important to form a close bond with your editor?
- What are the benefits of a strong relationship between the publisher and the editor?
- How can you build trust and respect with your editor?

Topic 2: Communication is Key
- Why is communication essential in building a strong relationship with your editor?
- How can you ensure clear and effective communication with your editor?
- What are some common communication mistakes to avoid?

Section 2: Building a Team that Combines Experience and New Talent

Topic 1: The Value of Experience
- Why is experience important in building a strong media management team?
- How can you identify experienced professionals who can contribute to your team?
- What are some ways to retain experienced professionals and encourage them to share their knowledge?

Topic 2: The Importance of New Talent
- Why is it essential to incorporate new talent into your team?
- How can you identify and recruit new talent with fresh ideas and perspectives?
- What are some ways to integrate new team members into your existing culture?

Section 3: Leveraging the Editorial Franchise

Topic 1: Expanding the Brand
- How can you leverage the editorial franchise to expand your brand?
- What are some ways to create programs that reach readers across multiple platforms?
- How can you measure the success of your programs and make adjustments as needed?

Topic 2: Monetizing the Brand
- Why is monetization important in media management?
- How can you create revenue streams that align with your editorial vision?
- What are some common mistakes to avoid when monetizing your brand?

Glossary:
- Editorial franchise: A publication's unique editorial voice and perspective
- Digital world: The online environment where information and communication are shared electronically
- Media management: The process of planning, organizing, directing, and controlling all aspects of a publication's operations

Conclusion:
By following the tips outlined in this lesson, you can build a strong media management team that can help you achieve your goals. Remember to form a close bond with your editor, build a team that combines experience and new talent, and leverage the editorial franchise for maximum impact. With these strategies in place, you can take your publication to new heights and achieve success in today's competitive digital landscape.


text: - Da Crusher is Crushing it: Crusher Countdown Halfway to Goal (NOW). - Bucyrus Foundation Awards $200K Grant to South Milwaukee (NOW). - South Milwaukee Craft Brewery, Apartments Project Dropped, but Grant Will Fund Other Downtown Efforts (Milwaukee Journal Sentinel). - Man Arrested After Standoff Involving Rifle, Body Armor (Fox 6). - Snow Doesn’t Stop Folks from Enjoying South Milwaukee Winter Market (Fox 6). - Sister Roserita Kimmel Spent Many Years in Service of Others (Racine County Eye). - Cudahy Sweeps Border Battle with South Milwaukee (Journal Sentinel). And NOW has published a new police report.. One response to “Headlines!”. South Milwaukee NEEDS a craft brewery or something like it to continue to attract young people to the area! Young people are starting to realize that is “significantly” less expensive than some of the other trendy areas in MKE. With SM’s proximity to MKE, the Lake, and the Oak Leaf Trail a brewery would be a great draw for people

textbook:
Lesson: How to Read and Understand Headlines

Introduction:
Headlines are short summaries of news articles that provide readers with a quick overview of the story's content. They are usually written in a concise and attention-grabbing manner to capture the reader's interest. In this lesson, we will learn how to read and understand headlines by analyzing different types of headlines and practicing our skills with sample headlines.

Section 1: Types of Headlines
There are several types of headlines, each with its own purpose and structure. Here are some common types:

1. Declarative headlines: These headlines simply state a fact or make a declaration. They often begin with a subject and verb. For example, "South Milwaukee Craft Brewery, Apartments Project Dropped."

2. Interrogative headlines: These headlines ask a question and invite the reader to consider the answer. They often begin with a question word like "Who," "What," or "Why." For example, "Man Arrested After Standoff Involving Rifle, Body Armor."

3. Imperative headlines: These headlines give a command or instruction to the reader. They often begin with a verb in the present tense. For example, "Snow Doesn’t Stop Folks from Enjoying South Milwaukee Winter Market."

4. Exclamatory headlines: These headlines express strong emotions or reactions. They often use exclamation marks to emphasize the sentiment. For example, "Da Crusher is Crushing it: Crusher Countdown Halfway to Goal!"

5. Descriptive headlines: These headlines describe the content of the article in a concise and specific way. They often use adjectives or adverbs to add detail. For example, "Cudahy Sweeps Border Battle with South Milwaukee."

Questions:
1. What type of headline is "South Milwaukee Craft Brewery, Apartments Project Dropped"?
2. What type of headline is "Man Arrested After Standoff Involving Rifle, Body Armor"?
3. What type of headline is "Snow Doesn’t Stop Folks from Enjoying South Milwaukee Winter Market"?
4. What type of headline is "Da Crusher is Crushing it: Crusher Countdown Halfway to Goal!"?
5. What type of headline is "Cudahy Sweeps Border Battle with South Milwaukee"?

Answer Key:
1. Declarative headline
2. Interrogative headline
3. Imperative headline
4. Exclamatory headline
5. Descriptive headline

Section 2: Analyzing Headlines
Now that we know the different types of headlines, let's practice analyzing them by answering the following questions:

1. Who or what is the subject of the headline?
2. What is the main action or event described in the headline?
3. When and where did the event occur?
4. Why was the event significant or newsworthy?
5. How does the headline make you feel?

Example:
Headline: "South Milwaukee Craft Brewery, Apartments Project Dropped"
1. Subject: South Milwaukee, craft brewery, apartments project
2. Action: dropped
3. When and where: Not specified
4. Significance: The project was dropped, which is newsworthy because it may have been anticipated by the community.
5. Feeling: Neutral

Practice:
Headline: "Bucyrus Foundation Awards $200K Grant to South Milwaukee"
1. Subject: Bucyrus Foundation, South Milwaukee, grant
2. Action: awarded
3. When and where: Not specified
4. Significance: The grant is significant because it will fund other downtown efforts.
5. Feeling: Positive

Section 3: Writing Headlines
Now that we understand the different types of headlines and how to analyze them, let's try writing some headlines ourselves. Use the following prompts to create your own headlines:

1. Declarative headline: "South Milwaukee Finally Gets Its Craft Brewery!"
2. Interrogative headline: "Is South Milwaukee Ready for a Craft Brewery Boom?"
3. Imperative headline: "Experience the South Milwaukee Winter Market Before It's Gone!"
4. Exclamatory headline: "South Milwaukee Crushes It with New Craft Brewery!"
5. Descriptive headline: "South Milwaukee's Craft Brewery Scene Takes Off"

Conclusion:
In this lesson, we learned about the different types of headlines and how to analyze them. We also practiced writing our own headlines based on various prompts. By understanding the purpose and structure of headlines, we can better comprehend news articles and communicate effectively in our own writing.

Glossary:
- Headline: A short summary of a news article that provides readers with a quick overview of the story's content.
- Declarative headline: A headline that simply states a fact or makes a declaration.
- Interrogative headline: A headline that asks a question and invites the reader to consider the answer.
- Imperative headline: A headline that gives a command or instruction to the reader.
- Exclamatory headline: A headline that expresses strong emotions or reactions.
- Descriptive headline: A headline that describes the content of the article in a concise and specific way.


text: Description:. The main purpose of this study is to evaluate the anti-tumor activity of NKTR-214 in combination with nivolumab by assessing the objective response rate (ORR) in cisplatin ineligible, locally advanced or metastatic urothelial cancer patients with low PD-L1 expression. The efficacy will be assessed within the experimental Arm A, while Arm B will serve as a reference arm.

textbook:
Lesson Title: Introduction to Clinical Trials

### Lesson Overview
In this lesson, we will learn about clinical trials and their importance in medical research. We will explore the different phases of clinical trials, the role of placebos, and the importance of randomization. By the end of this lesson, you will be able to understand the basics of clinical trials and how they contribute to advances in medicine.

### Lesson Content
1. What are Clinical Trials?
Clinical trials are research studies that involve people. They are conducted to find out if a new treatment, such as a drug, works and is safe. Clinical trials are an essential part of developing new medicines and improving patient care.

2. Phases of Clinical Trials
Clinical trials are divided into four phases:
- Phase 1: These trials involve a small group of people and are designed to test the safety of a new treatment, its side effects, and how it works in the body.
- Phase 2: These trials involve a larger group of people and are designed to test the effectiveness of a new treatment and further assess its safety.
- Phase 3: These trials involve an even larger group of people and are designed to compare the new treatment to standard treatments to see which is more effective.
- Phase 4: These trials are conducted after a new treatment has been approved and are designed to monitor its long-term effects and to gather information about its benefits and risks.

3. Placebos
In some clinical trials, placebos are used. A placebo is an inactive substance that looks like the new treatment but does not contain any active ingredients. Placebos are used to compare the results of the new treatment to those of a fake treatment, which helps researchers determine if the new treatment is truly effective.

4. Randomization
Randomization is an important part of clinical trials. It involves assigning participants to either the new treatment group or a control group (which may receive a placebo or standard treatment) randomly. This helps ensure that the groups are similar and that any differences observed can be attributed to the new treatment.

5. Conclusion
Clinical trials are crucial to advancing medical knowledge and improving patient care. By participating in a clinical trial, individuals can contribute to the development of new treatments and help others who may face similar health challenges in the future.

Glossary:
- Clinical trial: A research study that involves people and is designed to answer specific questions about new treatments.
- Phase: A stage in the development of a new treatment, which involves testing its safety, effectiveness, and side effects.
- Placebo: An inactive substance that is used in some clinical trials to compare the results of a new treatment to those of a fake treatment.
- Randomization: The process of assigning participants to either the new treatment group or a control group randomly.

### Lesson Conclusion
Clinical trials play a vital role in advancing medical knowledge and improving patient care. By understanding the basics of clinical trials, we can appreciate their importance and potentially contribute to the development of new treatments.


text:
on •

THE GUERRILLA ANGEL REPORT — Perhaps prompted by the Jenna Talackona-Miss Universe saga, Canada’s Parliament sped up a trans rights bill that was introduced last year with a second reading last week. The bill will add trans people to the Canadian Human Rights Act and make violence against them a hate crime. This is Canada’s fourth attempt at enacting a trans civil rights law.

More: Ottawa again ponders transgender rights bill.

The Arizona legislature this week sent three dubious bills to Gov. Jan Brewer to sign, one of which says that pregnancies begin 2 weeks before conception (date of a woman’s last period). Not only this makes a mockery of a woman’s biology, it is also a legal Pandora’s Box that will make a beeline to the U.S. Supreme Court. Another bill requires that schools teach kids that for unwanted pregnancy, adoption and birth is the most acceptable outcome. A third bill prevents doctors from being sued if they don’t tell parents something about the fetus that might cause them to terminate the pregnancy.

I won’t begin to get into this shameless runaround of a woman’s right to make choices. But I will once again stress that it is the President of the United States who appoints justices to the U.S. Supreme Court – the final arbitrator of nutty laws like these. Please vote accordingly.

More: http://www.huffingtonpost.com/2012/04/10/az-abortion-bills-arizona-gestational-age_n_1415715.html

——

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Categories: Discrimination, Equality, Civil Rights, Transgender, Transsexual, Trans

textbook: who has the power to appoint judges to the Supreme Court. It is the President who has the power to veto laws that come out of Congress, including these three bills that are so blatantly anti-woman. It is the President who has the power to issue executive orders that protect women's rights. And yet, we have a President who has appointed two justices to the Supreme Court who are opposed to Roe v. Wade, and who has done nothing to protect women's rights. It is time for the President to step up and use the powers of his office to protect women's rights, instead of sitting on the sidelines and letting states like Arizona pass these ridiculous laws.


text:
1. Field of the Invention
The present invention relates to a fluid-operated vise of the type utilized to grip and retain workpieces in position for machining.
2. Prior Art
While proposals have been made to incorporate fluid-operated actuators in vise units, these proposals have typically suffered a number of drawbacks. Most proposals have resulted in relatively complex constructions which do not facilitate end-to-end and/or side-by-side positioning of a plurality of vise units. Essentially non-modular jaw and base structures have been utilized, with the result that these structures cannot be positioned relative to each other in sufficiently versatile arrangements and configurations to serve a wide variety of production needs.
Another common problem with many vise proposals is that their relatively movable jaw and base structures are not provided with adequate systems for assuring constant and accurate relative alignment of the jaw and base structures. Where adequate alignment systems have been employed, these systems have not been well adapted for use with modular jaw and base structure components.
A further problem with many proposed vise constructions is that the spaces between relatively movable components of jaw structures have not been properly shielded to prevent the entry of shavings and metal turnings. As a result, shavings, metal turnings and other foreign matter tend to collect in these spaces, inhibiting proper operation.
Still another problem with many proposals for fluid-operated vises is that they are orientation sensitive and cannot be mounted interchangeably in vertical, horizontal and inclined attitudes.

textbook:
Lesson 1: Introduction to Fluid-Operated Vises

**Objective:** To introduce students to the concept of fluid-operated vises and their applications in machining workpieces.

**Overview:** A fluid-operated vise is a tool used in manufacturing and machining processes to hold and position workpieces securely in place. In this lesson, we will explore the field of fluid-operated vises and their history, as well as the benefits and drawbacks of using them.

**Section 1: Introduction to Fluid-Operated Vises**

Fluid-operated vises are a type of vise that uses fluid pressure to operate the vise jaws. They are commonly used in industries such as automotive, aerospace, and electronics manufacturing. These vises are designed to provide a secure grip on workpieces while allowing for precise positioning and movement during machining operations.

**Section 2: History and Evolution of Fluid-Operated Vises**

The first fluid-operated vises were developed in the early 20th century as an improvement over traditional hand-operated vises. These early vises used air or hydraulic pressure to operate the jaws, making them faster and more efficient than their manual counterparts. Over time, fluid-operated vises have evolved to become more precise, reliable, and versatile, with the addition of features such as digital controls and modular designs.

**Section 3: Benefits and Drawbacks of Fluid-Operated Vises**

There are several advantages to using fluid-operated vises in machining operations. These include:

- Increased productivity: Fluid-operated vises can operate at a much faster pace than manual vises, reducing the time required to complete machining tasks.
- Improved accuracy: The use of fluid pressure allows for precise positioning and movement of workpieces, resulting in more accurate machining.
- Versatility: Fluid-operated vises can be used in a variety of manufacturing settings and with a wide range of materials.

However, there are also some drawbacks to using fluid-operated vises. These include:

- Complexity: Some fluid-operated vise designs can be complex and difficult to assemble, requiring specialized knowledge and skills.
- Cost: Fluid-operated vises can be expensive, particularly those with advanced features such as digital controls.
- Maintenance: Fluid-operated vises require regular maintenance to ensure they are operating correctly and safely.

**Section 4: Conclusion**

In this lesson, we have introduced the concept of fluid-operated vises and their applications in machining workpieces. We have explored the history and evolution of these tools, as well as the benefits and drawbacks of using them. By understanding these factors, students can make informed decisions about whether fluid-operated vises are the right tool for their specific manufacturing needs.

**Glossary:**
- Vise: A tool used to hold and position workpieces securely in place during machining operations.
- Fluid-operated vise: A type of vise that uses fluid pressure to operate its jaws.
- Jaws: The movable parts of a vise that grip and hold the workpiece.
- Base: The stationary part of a vise that supports the jaws.
- Machining: The process of using tools to shape and finish a workpiece.
- Workpiece: The material being worked on by a machine tool.


text:
>> I WAS ONE OF THOSE KIDS THAT, UH, NOT TO
TOOT MY OWN HORN, BUT I WAS KIND OF A POPULAR
KID.
I HAD LOTS OF FRIENDS.
ALWAYS HAD, LIKE, A LITTLE TRAIL OF KID THAT
WAS ALWAYS FOLLOWING AROUND.
IT WAS A FUN CHILDHOOD, RUNNING AROUND THE
CITY, THE TIME YOU COULD DO THAT, RUN AROUND
IN THE CITY WITHOUT HAVING TO BE WORRIED ABOUT
GETTING PICKED UP IN A CAR OR SOMETHING LIKE
THAT.
WHEN I WAS RAISED WITH MY GRAND PARENTS, THEY
WERE OLD, YOU KNOW, AND SO WHEN I WOULD COME
HOME FROM SCHOOL, THING LIKE THAT, THEY WEREN'T
MAYBE NOT BECAUSE THEY WEREN'T INTERESTED
IN MY EDUCATION, BUT MAYBE THEY WERE AT AN
AGE WHERE THEY WEREN'T REALLY THEY COULDN'T
BE INTERESTED.
THEY HAD HEALTH ISSUES, THEY HAD TO TAKE CARE
OF THE HOME.
I HAD TWO COUSINS THAT LIVED WITH ME TOO.
SO WHEN I WOULD GO TO SCHOOL, THERE WASN'T
ANYBODY MONITORING AS FAR AS CHECK YOUR HOMEWORK,
WHAT DID HE LEARN IN SCHOOL, THING LIKE THAT.
I WAS KIND OF ON MY OWN.
THEN WHEN I CAME TO SCHOOL, IT WAS LEFT TO
THE TEACHERS AND THEY DID A PRETTY GOOD JOB
OF THAT.
OTHER WISE I WOULDN'T BE IN THIS POSITION
RIGHT NOW SO
AFTER MY GRANDMA DIED I WENT BACK TO LIVE
WITH MY MOM IN KANSAS CITY.
AND MANHATTAN IS TOTALLY DIFFERENT THAN KANSAS
CITY.
IT'S JUST MORE OF AN URBAN ENVIRONMENT AND
SO WHEN I WENT THERE, I WAS LOOKED AS, YOU
KNOW, LIKE A NERDY KID.
THEY SAID I TALKED WHITE AND I WAS LIKE WHAT,
TALK WHITE, WHAT ARE YOU TALKING ABOUT?
I HAD TO DEAL WITH THAT, KIDS KIND OF MESSED
WITH ME A LITTLE ABOUT THAT AND, UM, THAT
WAS A LITTLE DIFFERENT.
MY POPULARITY WENT COMPLETELY OUT THE WINDOW.
IT DIDN'T BOTHER ME TO A POINT WHERE IT MISSED
MY ACADEMICS OR ANYTHING LIKE THAT, BUT IT
WAS DEFINITELY DIFFERENT.
I WAS IN 8TH GRADE AND I DIDN'T WANT TO BE
IN THE REGULAR SCHOOL IN KANSAS CITY, I WANTED
TO BE SOMEWHERE THAT WOULD KIND OF TEST ME
A LITTLE BIT MORE ASK PUSH ME AND A FRIEND
SAID GO TO SUMNER.
I WAS LIKE I DON'T KNOW WHAT THAT IS.
HE WAS LIKE YOU GOTTA TAKE A SPECIAL TEST
TO GET TO SUMNER.
I TRIED THE TEST, PASSED IT, THEY ACCEPT ME
SO FROM 9TH GRADE TO I FINISHED UNTIL I GRADUATED
I WENT TO SUMNER.
WE WERE LOOKED AT DIFFERENTLY THAN OTHER HIGH
SCHOOLS IN KANSAS CITY.
WE DID INTERNATIONAL BACCALAUREATE THERE WHICH
IS A TOUGHER ACADEMIC STANDARD THAN EVEN AP.
YOU KNOW, WHEN YOU TOOK IB AT A SCHOOL YOU'RE
LIKE MAN, I CAN DO SOME STUFF BECAUSE THAT'S
LIKE COLLEGE LEVEL TYPE STUFF.
SO I THINK THAT DEFINITELY KIDS WERE WE'RE
HEAD AND SHOULDERS ABOVE KIDS IN KANSAS CITY.
THEN OTHER KIDS IN KANSAS CITY LOOKED AT US
LIKE SNOBS AND STUFF LIKE THAT.
THEN WE KIND OF YOU KNOW GOT TOGETHER.
IT BRINGS EVERYBODY TOGETHER LIKE A SENSE
OF COMMUNITY, EVERYBODY HATES US IN KANSAS
CITY SO LET'S GATHER TOGETHER AND JUST SUIT
OURSELVES FROM EVERYBODY ELSE.
THAT'S KIND OF HOW IT WAS AT SUMNER.
THE MOMENT IT CRYSTALLIZED THAT I WANTED TO
BE A TEACHER WAS PROBABLY THE END OF MY SENIOR
YEAR WITH MR.
SMITH.
YOU KNOW, HE STAYED ON ME AND KEPT ME ON TOP
OF THINGS ABOUT GET NOTHING TO COLLEGE AND
KEEPING ME MOTIVATED.
MR.
SMITH ESPECIALLY REALLY STRESSED JUST PREPARATION,
YOU KNOW, BECAUSE THEY SAID EVERYTHING THAT
WE'RE DOING HERE GOING TO PREPARE YOU FOR
COLLEGE.
YOU CAN'T DO IT HERE, YOU KNOW, ARE YOU GOING
TO BE ABLE TO DO IT AT K STATE.
I'LL NEVER FORGET, LIKE, GRADUATION WHEN WE
WERE WALKING AT THE CAP AND GOWN CEREMONY
AND ALL THE TEACHER WERE IN THE CAP AND GOWN
AND WE WERE JUST WALKING WITH EVERYONE AND,
UM, ALL THE TEACHERS WERE LINED UP JUST HAD
A LOOK OF APPROVAL ON THEM, A LOOK OF OKAY,
YOU GUYS MADE IT AND, UM, HE JUST LOOKED HAPPY.
HE LOOKED LIKE, YOU KNOW, YOU DID IT FOR FOUR
YEARS AND I WAS LIKE MAN
THAT PRETTY MUCH CRYSTALLIZED IT FOR ME.
I SAID YEAH, THIS IS WHAT I'M GOING TO GO
INTO.
THE PRESSURE I FEEL IS PRETTY MUCH PUT UPON
MYSELF BECAUSE I'M HERE, I'M A SELF DRIVEN
PERSON.
THERE'S NO ONE FROM THE OUTSIDE REALLY SAYING
YOU HAVE TO DO IT.
IT'S ALL FROM ME.
I WANT TO SUCCEED; I WANT TO BE THE FIRST
PERSON IN MY FAMILY TO DO THIS.
AND I'M SO FAR INTO IT, I'M SO DEEP INTO IT,
LIKE, FOR ME TO BACK OUT OF IT NOW WOULD BE
A COMPLETE FAILURE.
SO THAT'S THE PRESSURE I FEEL IS JUST TO BE
THE FIRST ONE.
WHEN I WENT TO COLLEGE, I KNEW THAT I WAS
THE FIRST ONE TO GO.
SO I KNEW I WANTED TO FINISH, I KNEW THAT
I HAD THESE LOFTY GOALS TO MEET.
NOT JUST TO GO TO COLLEGE, NOT JUST TO GRADUATE,
I WANT TO GET A MASTERS, I WANT TO GET A DOCTRATE.
AT SOME POINT JUST TO SET THAT BAR IN MY FAMILY
HISTORY.
THERE PROBABLY ISN'T ANY STEREOTYPES IN THIS
DAY IN AGE AS FAR AS ME BEING A BLACK GUY
GOING TO COLLEGE, BUT AS FAR AS BEING EDUCATION
I THINK I'M BREAKING A LOT OF STEREOTYPES.
I MEAN, JUST LOOK AT MY PHYSICAL APPEARANCE
AND SAY OKAY, THIS GUY'S GOING TO BE A TEACHER.
YOU'RE GOING TO BE LIKE WHAT.
YOU MIGHT THINK MIGHT BE GOING INTO SPORTS
OR SOMETHING LIKE THAT.
BUT WHEN YOU LOOK AT ME AND SAY THIS GUY WANTS
TO BE A TEACHER, THERE'S A LOT OF STEREOTYPES.
THERE'S NOT A WHOLE LOT OF GUYS THAT WANT
TO BE A TEACHER FROM WHAT I UNDERSTAND.
THERE'S NOT A WHOLE LOT OF BLACK GUYS THAT
WANT TO BE A TEACHER.
SO THAT STEREOTYPE I THINK I'M BREAKING AND
I HOPE THAT AT SOME POINT, YOU KNOW, THAT
DOESN'T BECOME A STEREOTYPE.

textbook:
Lesson: How to Study Effectively

Introduction:
Studying is an essential part of learning. It helps us retain information, understand complex concepts, and apply knowledge to new situations. However, many students struggle with studying effectively. In this lesson, we will explore the best practices for effective studying and provide tips for primary through high school students.

Section 1: Understanding the Importance of Effective Studying

Theoretical Concept: Effective studying is crucial for learning and retaining information.

Practical Example: If you study for an exam without understanding the material, you may pass the test but forget the information shortly after. On the other hand, if you study effectively, you will remember the material long-term and apply it to new situations.

Definition of Purpose: Effective studying involves actively engaging with the material, understanding the concepts, and practicing problem-solving techniques.

Discussion Questions:
1. Why is effective studying important?
2. What are some common mistakes students make when studying?
3. How can you improve your studying habits?

Section 2: Strategies for Effective Studying

Theoretical Concept: Effective studying involves several strategies that help retain information and apply it to new situations.

Practical Example: You can use active recall techniques, such as flashcards or practice tests, to reinforce your memory of the material. Additionally, you can study with a group or tutor to get different perspectives on the concepts.

Definition of Purpose: Effective studying strategies include active recall, spaced repetition, and collaboration.

Discussion Questions:
1. What are some effective studying strategies?
2. How can you incorporate these strategies into your studying routine?
3. What are the benefits of collaborative studying?

Section 3: Tips for Primary through High School Students

Theoretical Concept: Effective studying techniques vary depending on the age and developmental stage of the student.

Practical Example: Younger students may benefit from visual aids, such as diagrams or illustrations, while older students may prefer to work with complex equations or theories.

Definition of Purpose: Effective studying techniques for primary through high school students include visual aids, hands-on activities, and real-world applications.

Discussion Questions:
1. How do effective studying techniques differ for primary through high school students?
2. What types of visual aids can you use to help remember information?
3. How can you apply real-world applications to academic subjects?

Conclusion:
Effective studying is crucial for learning and retaining information. By understanding the importance of effective studying, implementing strategies such as active recall and collaboration, and tailoring techniques to your developmental stage, you can improve your studying habits and apply knowledge to new situations.

Glossary:
- Active Recall: Techniques that require you to retrieve information from memory, such as flashcards or practice tests.
- Spaced Repetition: Repeating information over time to reinforce memory.
- Collaboration: Working with others to achieve a common goal.

Final Thoughts:
Effective studying is an essential skill that can help you succeed in school and beyond. By applying the strategies and techniques discussed in this lesson, you can improve your studying habits and retain information more effectively. Remember to always ask questions, seek help when needed, and apply knowledge to new situations.


text:
Lead, mercury, cadmium, chromium, nickel, copper, zinc, calcium, iron, manganese and chromium (VI) levels in Nigeria and United States of America cement dust.
This study was aimed at investigating the relative abundance of heavy metals in cement dust from different cement dust factories in order to predict their possible roles in the severity of cement dust toxicity. The concentrations of total mercury (Hg), copper (Cu), chromium (Cr), cadmium (Cd), nickel (Ni), manganese (Mn), lead (Pb), iron (Fe) and chromium (VI) (Cr (VI)) levels in cement dust and clinker samples from Nigeria and cement dust sample from the United States of America (USA) were determined using graphite furnace atomic absorption (GFAAS), while Zn and Ca were measured by flame atomic absorption spectrophotometry (FAAS), and Cr (VI) by colorimetric method. Total Cu, Ni and Mn were significantly higher in cement dust sample from USA (p<0.05), also, both total Cr and Cr (VI) were 5.4-26 folds higher in USA cement dust compared with Nigeria cement dust or clinker (p<0.001). Total Cd was higher in both Nigeria cement dust and clinker (p<0.05 and p<0.001), respectively. Mercury was more in both Nigeria cement dust and clinker (p<0.05), while Pb was only significantly higher in clinker from Nigeria (p<0.001). These results show that cement dust contain mixture of metals that are known human carcinogens and also have been implicated in other debilitating health conditions. Additionally, it revealed that metal content concentrations are factory dependent. This study appears to indicate the need for additional human studies relating the toxicity of these metals and their health impacts on cement factory workers.

textbook:
Lesson: Heavy Metal Toxicity in Cement Dust

Introduction:
Cement dust contains heavy metals that can cause health problems when inhaled or ingested. This lesson will explore the heavy metals found in cement dust, their sources, and their potential health effects.

Core Value:
Understanding the heavy metals in cement dust and their potential health effects is essential for protecting public health and the environment.

Section 1: Heavy Metals in Cement Dust

Topic 1: Sources of Heavy Metals in Cement Dust
- Heavy metals are naturally occurring elements in the earth's crust
- Cement production involves mining and processing of raw materials, which can release heavy metals into the air and water
- Combustion of fossil fuels during cement production can also release heavy metals

Topic 2: Types of Heavy Metals in Cement Dust
- Lead (Pb)
- Mercury (Hg)
- Cadmium (Cd)
- Chromium (Cr)
- Nickel (Ni)
- Copper (Cu)
- Zinc (Zn)
- Iron (Fe)
- Manganese (Mn)
- Chromium (VI) (Cr (VI))

Section 2: Health Effects of Heavy Metals in Cement Dust

Topic 1: Lead (Pb)
- Can damage the nervous system, kidneys, and reproductive system
- Exposure to high levels of lead can cause lead poisoning, which can result in cognitive impairment, behavioral disorders, and developmental delays in children

Topic 2: Mercury (Hg)
- Can damage the nervous system, kidneys, and digestive system
- Exposure to high levels of mercury can cause mercury poisoning, which can result in tremors, memory loss, and changes in vision and hearing

Topic 3: Cadmium (Cd)
- Can damage the kidneys, bones, and liver
- Long-term exposure to cadmium can lead to kidney failure and bone disease

Topic 4: Chromium (Cr)
- Can damage the lungs, stomach, and intestines
- Inhalation of chromium can cause respiratory problems, including asthma and bronchitis

Topic 5: Nickel (Ni)
- Can cause skin irritation and allergic reactions
- Long-term exposure to nickel can cause dermatitis and respiratory problems

Topic 6: Copper (Cu)
- Not considered toxic, but can cause allergic reactions in some people

Topic 7: Zinc (Zn)
- Essential nutrient, but excessive amounts can cause vomiting, diarrhea, and damage to the immune system

Topic 8: Iron (Fe)
- Not considered toxic, but can cause iron overload in people with certain medical conditions

Topic 9: Manganese (Mn)
- Can damage the nervous system and lungs
- Exposure to high levels of manganese can cause manganism, a neurological disorder characterized by tremors, muscle spasms, and other symptoms

Topic 10: Chromium (VI) (Cr (VI))
- A known human carcinogen
- Can damage the lungs, liver, and kidneys

Section 3: Preventing Heavy Metal Exposure from Cement Dust

Topic 1: Reducing Exposure
- Use personal protective equipment, such as respirators and gloves, when handling cement dust
- Implement proper ventilation and dust control measures in cement production facilities
- Limit outdoor activities during periods of high cement dust emissions

Topic 2: Testing for Heavy Metals
- Regularly test cement dust and clinker samples for heavy metal content
- Monitor air and water quality near cement production facilities

Conclusion:
Understanding the heavy metals in cement dust and their potential health effects is essential for protecting public health and the environment. By implementing proper safety measures and regularly testing for heavy metals, we can reduce the risk of exposure and minimize the potential health impacts associated with cement dust.

Glossary:
- Heavy metals: Elements with a specific gravity greater than 2.5 that can be toxic to humans and the environment
- Cement dust: Fine particles of cement that become airborne during production, transportation, and handling
- Clinker: The solid material that is produced when cement is made, consisting of limestone, silica, and alumina
- Graphite furnace atomic absorption (GFAAS): A technique used to measure the concentration of metals in samples by analyzing the absorption of light at a specific wavelength
- Flame atomic absorption spectrophotometry (FAAS): A technique used to measure the concentration of metals in samples by analyzing the absorption of light at a specific wavelength
- Colorimetric method: A technique used to measure the concentration of a colored compound in a solution by comparing its color to a standard
- Total Cu, Ni and Mn: The total amount of copper, nickel, and manganese in a sample, including both free and bound forms
- Cr (VI): The hexavalent form of chromium, which is more toxic than other forms of chromium.


text: Small ideas can make Metro greater.. The simple solution to this is that you ALWAYS open the rear door, but more importantly, you open it first - just long enough for people to start moving in that direction and then you start boarding from the front. Other bus systems use this method and it is really effective.. by Daniel R on Aug 22, Mt Vernon Sq Metrorail station and head outbound on the Yellow or Green Line, what is the next station you will reach?

textbook:
**Lesson: How to Solve Problems with Small Ideas**

**Introduction**

In this lesson, we will learn how to solve problems using small ideas. We will explore different ways to approach a problem and find solutions that work for us. We will also learn how to think critically and creatively to come up with innovative solutions.

**Section 1: Understanding the Problem**

The first step in solving any problem is understanding it. We need to identify the issue and gather as much information as possible. This will help us to come up with a solution that works.

**Question:** What is the problem we are trying to solve?

**Answer:** The problem we are trying to solve is how to improve the efficiency of the Metro system.

**Section 2: Brainstorming Solutions**

Once we understand the problem, we can start brainstorming solutions. This involves coming up with as many ideas as possible, no matter how small or unlikely they may seem. We can use these ideas as a starting point to come up with a more practical solution.

**Question:** What are some small ideas that could improve the efficiency of the Metro system?

**Answer:** Some small ideas that could improve the efficiency of the Metro system include:

- Opening the rear door first and boarding from the front
- Using a different color scheme for the lines
- Adding more signs to direct passengers
- Improving the cleanliness of the trains and stations
- Providing better customer service

**Section 3: Evaluating Solutions**

Now that we have some ideas, we need to evaluate them to see which ones are most likely to work. We can use criteria such as feasibility, effectiveness, and cost to determine which solutions are best.

**Question:** Which solution do you think would be most effective in improving the efficiency of the Metro system?

**Answer:** While all of these small ideas could potentially improve the efficiency of the Metro system, opening the rear door first and boarding from the front is the simplest and most effective solution. This solution has been used by other bus systems and has proven to be very effective.

**Conclusion**

In this lesson, we learned how to approach problems using small ideas. We started by understanding the problem, then brainstormed solutions, and finally evaluated them to find the most effective one. By using this method, we can solve problems in a logical and efficient way.

**Glossary**

- Problem: A situation or challenge that needs to be addressed
- Solution: A method or idea for solving a problem
- Feasibility: The ability to be done or carried out
- Effectiveness: The ability to produce the desired result
- Cost: The amount of money, time, or resources needed to achieve something

**Self-Debate Discussion**

How can we encourage critical thinking and creativity when solving problems?

**Answer**

Encouraging critical thinking and creativity when solving problems can be done by:

1. Asking open-ended questions that require more than a simple yes or no answer.
2. Providing opportunities for students to collaborate and share their ideas with others.
3. Encouraging students to think outside the box and consider multiple perspectives.
4. Providing real-world scenarios that require problem-solving skills.
5. Allowing time for reflection and self-assessment after completing a problem-solving task.


text:
Dana Inkster

Dana Inkster is an Alberta-based Canadian media artist and filmmaker.

Biography
Inkster grew up in Ottawa, Ontario and focused on political studies during her undergraduate education at Queen's University, and has a Graduate Diploma in Communications Studies from Concordia University. She currently lives and works in Lethbridge, Alberta where she lives with her partner and their son.

Artistic career

Inkster's work often experiments with narrative while exploring the complexities of identify, which stem in part, from her experiences as a black, queer, feminist. Her first film, Welcome to Africville, was released in 1999. In 2008 her film 24 Days in Brooks, which documents a 2005 labour strike at Lakeside Packers, won an Alberta Motion Picture Industry Award for best production reflecting cultural diversity. The film examines the lives of recent immigrant workers drawn to Brooks by numerous entry-level, unskilled labour jobs.

Inkster has directed a television ad in a Canadian Race Relations Foundation anti-racism campaign.

She has won the best Canadian female film director prize from the Toronto Images Film Festival. The Art of Autobiography was awarded Best Short or Medium-length Documentary by the Association of Quebec Cinema Critics.

Filmography
Welcome to Africville (1999)
The Art of Autobiography: Redux I (2001)
24 Days in Brooks (2007)

References

Category:Living people
Category:Artists from Alberta
Category:Artists from Ottawa
Category:Canadian women film directors
Category:Canadian women artists
Category:People from Lethbridge
Category:Canadian documentary filmmakers
Category:Black Canadian filmmakers
Category:Film directors from Ottawa
Category:LGBT people from Canada
Category:LGBT directors
Category:Black Canadian women
Category:Year of birth missing (living people)
Category:Black Canadian LGBT people
Category:Women documentary filmmakers

textbook:
Lesson: Introduction to Media Arts

Overview:
Media arts is a field that involves creating artistic expressions using different forms of media such as film, photography, and digital art. This lesson will introduce students to media arts and its different aspects.

Objectives:
- Understand the definition of media arts
- Learn about the different forms of media arts
- Know the basic principles of media arts

Section 1: Introduction to Media Arts

Media arts refer to creative expressions that use different forms of media to communicate ideas, stories, and messages. These forms of media include film, photography, digital art, and others. Media arts can be used to create different types of works such as movies, documentaries, photographs, and interactive installations.

Section 2: Forms of Media Arts

There are several forms of media arts, including:

1. Film: A film is a series of moving images that tell a story or convey a message. Films can be fictional or non-fictional, and they can be made for different purposes such as entertainment, education, or propaganda.

2. Photography: Photography is the art of taking and processing pictures using light and other electromagnetic radiation, either electronically or chemically on light-sensitive materials. Photographs can capture a moment in time, tell a story, or convey a message.

3. Digital Art: Digital art refers to any form of art that uses digital technology as an essential part of the creative or presentation process. It includes different forms of art such as animation, graphic design, and interactive art.

Section 3: Principles of Media Arts

There are several principles that guide media arts, including:

1. Storytelling: Media arts often involve telling stories that capture the audience's attention and convey a message. The story can be fictional or non-fictional, and it can be told through different forms of media such as film, photography, or digital art.

2. Aesthetics: Aesthetics refers to the visual, auditory, and emotional appeal of a work of art. Media arts often focus on creating works that are visually appealing, have a good soundtrack, and evoke emotions in the audience.

3. Creativity: Creativity is a crucial principle in media arts. Artists must be able to think outside the box, come up with new ideas, and find innovative ways to express themselves.

Section 4: Practical Examples

Here are some practical examples of media arts:

1. Film: The movie "The Shawshank Redemption" is a great example of media arts. It tells a compelling story, has excellent acting, and a beautiful soundtrack.

2. Photography: The photograph "Migrant Mother" by Dorothea Lange is an excellent example of media arts. It captures a powerful moment in time, tells a story, and conveys a message about the struggles of migrant workers during the Great Depression.

3. Digital Art: The interactive installation "The Night Sky" by Jeremy Couillard is an excellent example of media arts. It combines digital technology with physical installations to create an immersive experience that transports the viewer to a different world.

Glossary:
- Film: A series of moving images that tell a story or convey a message
- Photography: The art of taking and processing pictures using light and other electromagnetic radiation
- Digital Art: Any form of art that uses digital technology as an essential part of the creative or presentation process

Conclusion:
Media arts is a fascinating field that allows artists to express themselves creatively using different forms of media. By understanding the different aspects of media arts, we can appreciate the hard work and talent that goes into creating these beautiful works of art.


text:
Presentation on theme: "Words for Production 1. fable [ `febL ] n. [C] a story which teaches a lesson or truth, especially one in which animals or objects speak 寓言故事 Fables."— Presentation transcript:

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Words for Production 1. fable [ `febL ] n. [C] a story which teaches a lesson or truth, especially one in which animals or objects speak 寓言故事 Fables use simple language, but the kind of wisdom they present to us is not simple or easy to practice.

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Words for Production 2. character [ `k8rIkt2 ] n. [C][U] a person in a story or play; the qualities which make a person, thing, place, etc. different from another 人 物； ( 人的 ) 性格， ( 物的 ) 特性 PS. The example sentences are on the next page.

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Words for Production 2. character Most people like the play because all the characters in it are very real. When they pulled down the old church in the center of town, the whole character of the place was changed.

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Words for Production 3. weakness [ `wiknIs ] n. [C] a weak part; a fault in character 弱點 Drinking is his weakness. If he could get rid of it, he would be a perfect man.

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Words for Production 4. temptation [ tEmp`teS1n ] n. [C] a strong desire to have or do something even though one knows he/she should not; something that attracts ( 心想要做 … 的 ) 誘惑；誘惑 PS. The example sentences are on the next page.

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Words for Production 4. temptation Many people cannot resist the temptation to get a large amount of money in a short time. All that fame is certainly a big temptation for the young actor. Would you like to know more...

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Words for Production 5. insight [ `In&saIt ] n. [U] the power of using one ’ s mind to understand something deeply 洞察 力，深刻的了解 Visiting London on my own gave me an insight into the lives of people who live there.

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Words for Production 6. moral [ `mOr1l ] n. [C] a good lesson in behavior or the right way of leading one ’ s life that can be learned from a story or event ( 故事、 事件等的 ) 教訓，寓意 You can draw a moral from the story: no pain, no gain. Would you like to know more...

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Words for Production 10. juicy [ `dZusI ] adj. having a lot of juice 多汁的 The look of that juicy melon makes my mouth water.

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Words for Production 11. spy [ spaI ] vt. to notice; to catch sight of 注意到，看 見 Surprisingly, I spied an unidentified flying object in the sky last night. Would you like to know more...

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spy [ spaI ] n. [C] 間諜，密探 As a British spy, James Bond found out lots of secret information about other countries.

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Words for Production 12. bunch [ b^ntS ] n. [C] a number of things (usually small and of the same kind) fastened, held, or growing together at one point ( 一 ) 串， ( 一 ) 束 Robert sent his girlfriend a bunch of roses to show how much he loved her.

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Words for Production 13. determined [ dI`t3mInd ] adj. firm; having a strong will 決意的，堅 決的 Mary is determined to study abroad as soon as she graduates from college. Would you like to know more...

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determine [ dI`t3mIn ] vt. 決定 We all have the right to determine our own future.

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Words for Production 14. directly [ d1`rEktlI ] adv. exactly; precisely 正好地，恰好 I’ll meet you directly opposite the train station at 6 p.m. Would you like to know more...

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direct [ d1`rEkt ] adj. 直接的 When being asked when to get married, he avoided giving a direct answer.

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direct [ d1`rEkt ] vt. 指揮 I am a grown-up. Don’t direct me what to do all the time.

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Words for Production 15. pond [ pAnd ] n. [C] an area of still water, smaller than a lake 池塘 Many children stood by the pond in the park to feed the ducks.

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Words for Production 16. meadow [ `mEdo ] n. [U] grassland on which cattle or sheep may feed 牧場，草地 Seldom seeing animals, those children from big cities excitedly ran after the sheep in the meadow.

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Words for Production 17. crush [ kr^S ] vt. to press with great force so as to break or destroy something 壓壞，壓 碎 In the accident his car was crushed beneath the truck. Amazingly, he was only slightly hurt.

textbook:
Lesson: Understanding and Analyzing Fables

Introduction
Fables are short stories that use animals or objects as characters to teach a moral lesson. They are simple in language but contain deep wisdom that can be challenging to practice. In this lesson, we will learn about the key elements of fables, including their characters, settings, and moral lessons. We will also explore the role of weaknesses in fables and how they can help us understand human nature.

Section 1: Understanding Fables

Topic 1: Characters in Fables
- Fables often use animals or objects as characters to teach a lesson.
- These characters can represent human traits, behaviors, or situations.
- The characters in a fable are usually archetypes, meaning they represent a universal quality or type of person.

Topic 2: Settings in Fables
- Fables usually take place in a specific setting, such as a forest, farm, or town.
- The setting can affect the characters and the outcome of the story.
- The setting can also be used as a metaphor to represent a larger concept or idea.

Topic 3: Moral Lessons in Fables
- Fables teach a moral lesson or truth.
- The moral of the story is usually stated at the end of the fable.
- The moral can be applied to real-life situations and can teach us valuable life lessons.

Section 2: Analyzing Fables

Topic 1: Identifying Characters in Fables
- Read the fable and identify the characters.
- Determine what traits or behaviors each character represents.
- Consider how the characters' actions and decisions contribute to the moral of the story.

Topic 2: Analyzing the Setting in Fables
- Determine the setting of the fable.
- Consider how the setting affects the characters and the outcome of the story.
- Think about how the setting can be used as a metaphor for a larger concept or idea.

Topic 3: Understanding the Moral Lesson in Fables
- Determine the moral lesson of the fable.
- Consider how the moral can be applied to real-life situations.
- Reflect on how the moral can teach us valuable life lessons.

Section 3: Applying Fables to Real Life

Topic 1: Recognizing Weaknesses in Fables
- Identify the weaknesses of the characters in the fable.
- Consider how these weaknesses contribute to the moral of the story.
- Reflect on how understanding our own weaknesses can help us grow and improve as individuals.

Topic 2: Applying Fables to Real Life Situations
- Think about a real-life situation and consider how a fable could be applied to it.
- Reflect on how the moral lesson of the fable can teach us something valuable about the situation.
- Apply the moral lesson to the situation and consider how it can help us make a better decision.

Conclusion
In conclusion, fables are powerful tools for teaching moral lessons. By analyzing the characters, settings, and moral lessons in fables, we can gain valuable insights into human nature and apply these lessons to our own lives. By recognizing and addressing our own weaknesses, we can grow and improve as individuals, just as the characters in fables do.


text: Gazebo and Pergola Categories. Outdoor GreatRoom Tuscany II Pergola with Wood Beams. Outdoor GreatRoom Tuscany II Pergola with Wood Beams. Overall dimensions: 171W x 171D x 98.5H in.. Reinforced fiberglass columns. Beams of Ponderosa Pine salvaged from Black Forest. Each beam is unique in detail and edge. Outdoor-rated. Made in North America. Classic columns and Ponderosa pine beams salvaged from the Black Forest make the Outdoor GreatRoom Tuscany II Pergola with Wood Beams a grand choice for your landscape design

textbook:
Lesson: Introduction to Outdoor Structures

## Section 1: What are Outdoor Structures?
Outdoor structures are buildings or shelters designed for outdoor use. They can be used for various purposes such as shelter, shade, or decoration. Examples of outdoor structures include gazebos, pergolas, and patios.

## Section 2: Types of Outdoor Structures
There are two main types of outdoor structures: freestanding and attached. Freestanding structures are not connected to any other structure and can be moved easily. Attached structures are connected to a house or other building and cannot be moved.

## Section 3: Materials Used in Outdoor Structures
Outdoor structures can be made from various materials such as wood, metal, concrete, or vinyl. The choice of material depends on the purpose of the structure, the climate, and the available resources.

## Section 4: Designing an Outdoor Structure
Designing an outdoor structure involves several steps, including choosing the right location, determining the size and shape of the structure, selecting the materials, and deciding on the details such as the color and finish.

## Section 5: Building an Outdoor Structure
Building an outdoor structure requires careful planning and execution. It is essential to follow the instructions carefully and use high-quality materials to ensure the structure's durability and safety.

## Conclusion
Outdoor structures can enhance the beauty and functionality of any outdoor space. By understanding the different types, materials, and design options, you can create an outdoor structure that complements your home and meets your needs. With proper maintenance and care, your outdoor structure will provide enjoyment and relaxation for years to come.


text: Daniel Essien. Total 1 Post. The Labour Economics Of Uber In Nigeria And Similar Countries. What is the net effect of taxi apps like Uber and Taxify for a country like Nigeria that has a high illiteracy rate and unemployment? Will these apps create more losers or gainers in the long term, compared to the traditional cab model? What are the effects of the taxi

textbook:
Lesson: Introduction to Labour Economics

### Section 1: Theoretical Concepts
In this lesson, we will learn about labour economics, which is the study of how the market for labour works and how it interacts with other markets in the economy. We will cover the following topics:

1. Supply and Demand: The basic concept of supply and demand explains how prices are determined in a market. When the demand for a product increases, the price also increases, and vice versa. Similarly, when the demand for labour increases, the wage rate also increases, and when the supply of labour increases, the wage rate decreases.

2. Equilibrium Wage: The equilibrium wage is the wage rate at which the supply of labour equals the demand for labour. This means that there is no surplus or shortage of labour in the market.

3. Unemployment: Unemployment refers to the situation where people who are willing to work at the prevailing wage rate cannot find jobs. There are different types of unemployment, such as frictional unemployment, structural unemployment, and cyclical unemployment.

4. Efficiency Wages: Efficiency wages refer to wages that are higher than the market-clearing wage but lower than the minimum wage. They are paid to workers who are more productive than the average worker.

5. Monopsony: Monopsony refers to a situation where there is only one buyer of labour in the market. In such a situation, the buyer of labour can dictate the terms of trade and can exploit the workers by paying them lower wages.

### Section 2: Practical Examples
Let's consider an example to understand the concepts discussed above. Suppose there is a company that produces mobile phones. The company needs workers to assemble the phones. The demand for labour increases as the company produces more phones. This leads to an increase in the wage rate. However, if the company decides to produce fewer phones, the demand for labour will decrease, leading to a decrease in the wage rate.

Similarly, suppose there is a country with a high illiteracy rate and unemployment. In such a situation, taxi apps like Uber and Taxify can provide an opportunity for people to earn money by driving. This can lead to a decrease in unemployment. However, if the supply of drivers increases, the wage rate will decrease, leading to a surplus of labour in the market.

### Section 3: Self-Debating Discussions
1. Do you think taxi apps like Uber and Taxify create more losers or gainers in the long term, compared to the traditional cab model? Why?

2. Can taxi apps like Uber and Taxify solve the problem of unemployment in countries with a high illiteracy rate and unemployment? Why or why not?

3. Do you think efficiency wages can help reduce unemployment in a country with a high illiteracy rate and unemployment? Why or why not?

### Glossary
- Supply and Demand: The basic concept of supply and demand explains how prices are determined in a market.
- Equilibrium Wage: The wage rate at which the supply of labour equals the demand for labour.
- Unemployment: The situation where people who are willing to work at the prevailing wage rate cannot find jobs.
- Efficiency Wages: Wages that are higher than the market-clearing wage but lower than the minimum wage.
- Monopsony: A situation where there is only one buyer of labour in the market.

### Conclusion
In this lesson, we learned about labour economics, which is the study of how the market for labour works and how it interacts with other markets in the economy. We covered the basic concepts of supply and demand, equilibrium wage, unemployment, efficiency wages, and monopsony. We also considered practical examples and engaged in self-debating discussions to teach critical thinking. By understanding these concepts, we can apply our skills to new problems and make informed decisions.