text:
Embedding cancer care within pre-registration nurse education programmes: policy, practice and opportunities for change.
This paper discusses policy and professional drivers which outline the need for, and inclusion of cancer education within pre-registration nursing curricula within the UK. It also evaluates arguments in favour of the development of separate and distinctive cancer modules within nurse training programmes against those advocating a more integrated or thematic approach. The authors suggest that there are advantages and disadvantages to each strategy, and argue that the most important factor irrespective of the approach taken, is that cancer learning outcomes are clearly enunciated within all pre-registration nursing curricula and constructively aligned against teaching, learning and assessment strategies which may encompass a single module or entire programme. The authors then discuss their personal experience of teaching cancer care using both approaches and posit one suggestion for an embedded pre-registration cancer-care curriculum developed as the catalyst for a broader debate on the scope and content of cancer-care education within pre-registration nursing curricula.

textbook:
Lesson Title: Embedding Cancer Care within Pre-Registration Nurse Education Programmes

Introduction:
Cancer care is an essential component of nursing education programs. In this lesson, we will explore the policy, practice, and opportunities for change in embedding cancer care within pre-registration nurse education programs in the UK. We will discuss the advantages and disadvantages of separate and distinctive cancer modules and an integrated or thematic approach.

Section 1: Policy and Professional Drivers

Policy and professional drivers outline the need for cancer education within pre-registration nursing curricula. These include:

1. National Institute for Health and Care Excellence (NICE) guidelines on cancer services
2. The Department of Health's Cancer Reform Strategy
3. The Royal College of Nursing's Cancer Nursing Competency Framework

These policies emphasize the importance of cancer care education for nurses to provide high-quality care to patients with cancer.

Section 2: Advantages and Disadvantages of Separate Cancer Modules and Integrated Approach

Advocates for separate and distinctive cancer modules argue that cancer care is a specialized area requiring specific knowledge and skills. In contrast, those advocating an integrated or thematic approach argue that cancer care should be embedded within broader contexts such as palliative care, mental health, and public health.

Advantages of separate cancer modules:
- Provides in-depth knowledge and skills specific to cancer care
- Enables nurses to develop expertise in cancer care
- Allows for focused learning and assessment

Disadvantages of separate cancer modules:
- May lead to fragmented knowledge and skills
- May not adequately prepare nurses for the holistic needs of patients with cancer
- May not address the psychosocial aspects of cancer care

Advantages of integrated or thematic approach:
- Enables nurses to understand the broader context of cancer care
- Provides a holistic approach to patient care
- Addresses the psychosocial aspects of cancer care

Disadvantages of integrated or thematic approach:
- May not provide sufficient depth of knowledge and skills in cancer care
- May not adequately prepare nurses for the complexities of cancer care
- May lead to a lack of focus on cancer-specific knowledge and skills

Section 3: Constructively Aligning Learning Outcomes and Teaching, Learning, and Assessment Strategies

The most important factor irrespective of the approach taken is that cancer learning outcomes are clearly enunciated within all pre-registration nursing curricula. This ensures that nurses are prepared to provide high-quality care to patients with cancer.

Conclusion:

In conclusion, embedding cancer care within pre-registration nurse education programs is crucial to ensure that nurses are well-prepared to provide holistic and compassionate care to patients with cancer. Both separate cancer modules and an integrated or thematic approach have advantages and disadvantages. The most important factor is to clearly enunciate cancer learning outcomes within all pre-registration nursing curricula and constructively align teaching, learning, and assessment strategies which may encompass a single module or entire program.

Glossary:
- Cancer: A group of diseases characterized by the uncontrolled growth and spread of abnormal cells.
- Palliative care: A specialized medical care that focuses on relieving pain and symptoms and providing emotional and spiritual support to patients and their families.
- Mental health: The state of a person's emotional, psychological, and social well-being.
- Public health: The science and art of preventing disease, prolonging life, and promoting health through organized efforts and informed choices of society, organizations, public, and private communities.

Self-Debating Discussion:

1. What are the advantages and disadvantages of separate cancer modules compared to an integrated or thematic approach?
2. How can nurses provide holistic and compassionate care to patients with cancer?
3. What are the key learning outcomes that should be included in pre-registration nursing curricula related to cancer care?


text:
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Route

In order to establish what is more likely, you would need to have a rough idea of the evolutionary route they took. Thinking about this may lead you to a history that explains how they evolved naturally to look as they do, or you may decide natural evolution is unlikely to settle on that shape, and therefore seek another explanation.

The main question is, are these fish that have evolved human aspects, or humans who have evolved fish aspects? If they started as fish, there is no reason to expect the tail to change from vertical to horizontal. If they started as humans, we already know that an evolutionary path exists from mammal legs to a horizontal tail.

Reproduction

Evolution is about reproduction. Is the reproductive system fish or mammal? For fish, with external fertilisation, a vertical tail is not a problem, but for humans, with internal fertilisation, a horizontal tail is more compatible with the body structure that led to this. It isn't impossible for internal fertilisation to evolve with a vertical tail, but it seems more plausible with a horizontal tail. For a human evolving into a merhuman, that method of reproduction would likely provide a barrier to evolution towards a vertical tail.

Alternatives to evolution

A sharp distinction between one body type and another seems unlikely to evolve naturally. If scales are beneficial why wouldn't they appear all over? A real world example of creatures with such a sharp distinction is biological chimeras. These are creatures composed of genetically distinct cells. This happens naturally in many animals (including humans) resulting in parts of the body having different genetics to others. It can also occur between species, although not naturally as far as we know. Goat/sheep chimeras have been created (called "geep"). However, these do not have a neat line across the middle - the divide between the two species can be anywhere and may not be visible externally. They are more likely to appear "patchwork" than neatly half and half:

Also the offspring will be of the same species as the reproductive organs (either a sheep or a goat, not a geep). There are species where the majority of offspring are chimeras, for example the marmoset. It's difficult to imagine how an inter-species chimera could give rise to similar offspring. It's also unlikely a chimera would survive between two such different species as humans and whatever species of fish were used. The fact that fish use external fertilisation does provide the possibility of a fertilised fish egg being introduced to a human's womb, to then combine with a fertilised human egg. If merpeople had two sets of reproductive organs then the fish and human eggs could be both released internally, and then combine following fertilisation on the way to the womb. In this unlikely set up, I would expect the tail to be vertical since it is produced directly from fish genetics.

source: minipile

textbook:
Lesson: Understanding Evolution

Introduction:
Evolution is the process by which species of organisms change over time. This lesson will explore the concept of evolution and how it relates to the development of new species. We will examine the evidence for evolution and the mechanisms that drive it.

Section 1: Understanding Evolution

Topic 1: What is Evolution?
Evolution is the process by which species of organisms change over time. This change occurs through the gradual accumulation of small variations in the genetic makeup of a population. Over many generations, these small changes can lead to significant differences between populations, eventually leading to the formation of new species.

Topic 2: Evidence for Evolution
There are several lines of evidence that support the theory of evolution. These include:

1. Fossils: Fossils provide evidence of the existence of ancient species that are no longer in existence today. These fossils show that species have changed over time.

2. Comparative anatomy: By comparing the anatomy of different species, scientists can determine their evolutionary relationships. For example, the presence of a common ancestor can be inferred from the similarities in the skeletons of different animals.

3. DNA evidence: DNA evidence shows that all living things share a common ancestry. By comparing the DNA sequences of different organisms, scientists can determine how closely related they are.

Topic 3: Mechanisms of Evolution
There are several mechanisms that drive evolution. These include:

1. Natural selection: Natural selection is the process by which certain traits become more common in a population over time because they confer a survival advantage. For example, if a population of giraffes has a higher proportion of individuals with longer necks, those individuals are more likely to survive and reproduce, passing on their genes for longer necks to future generations.

2. Genetic drift: Genetic drift is a random process that can cause changes in the frequency of certain traits within a population. For example, if a population of birds loses half its members to a storm, the remaining birds may be more likely to pass on certain genes, causing the population's gene pool to change.

3. Mutation: Mutation is a process that introduces new genetic variation into a population. For example, if a mutation occurs in a gene responsible for eye color, the resulting offspring may have different colored eyes than their parents.

Section 2: Examples of Evolution

Topic 1: The Evolution of the Horse
The horse is an excellent example of how evolution works. Over millions of years, horses have evolved from small, dog-sized creatures to the large, powerful animals we know today. This change occurred through a series of small adaptations that allowed horses to better adapt to their environment.

Topic 2: The Evolution of the Peppered Moth
The peppered moth is another excellent example of evolution. In the early 19th century, the peppered moth existed primarily in a light-colored form that was easily spotted by birds. However, during the Industrial Revolution, pollution caused the trees to darken, making the light-colored moths more visible to predators. As a result, a darker-colored variant of the moth began to appear in greater numbers, as they were better camouflaged against the darkened trees.

Conclusion:
Understanding evolution is crucial for understanding the natural world. By examining the evidence for evolution and the mechanisms that drive it, we can better understand how species change over time and adapt to their environments.


text: What are The Global Goals?. The 17 goals in the SDG 2030 agenda are global and apply to all countries in the world. But what is the content of the SDG 2030 agenda?. Strengthen the means of implementation and revitalize the global partnership for sustainable development.. The 17 goals in the SDG 2030 agenda are global and apply to all countries in the world. But what is the content of the SDG 2030 agenda?. All over Greenland people are working for a more sustainable future. See some of the news below, and more on this page.. A research project will investigate whether glacial ”flour” from Greenland can revitalize depleted soil, prevent forest burns in the tropics and at the same time create new jobs…

source: refinedweb

textbook:
Lesson: Understanding the Sustainable Development Goals (SDGs)

Introduction:
The Sustainable Development Goals (SDGs) are a set of 17 goals established by the United Nations General Assembly in 2015. These goals aim to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity by the year 2030. In this lesson, we will explore the content of the SDG 2030 agenda and learn about the importance of achieving these goals for a better future.

Section 1: Understanding the SDGs

Question: What are the SDGs?
Answer: The SDGs are a set of 17 goals established by the United Nations General Assembly in 2015. These goals aim to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity by the year 2030.

Question: How many goals are there?
Answer: There are 17 goals in total.

Section 2: The Importance of Achieving the SDGs

Question: Why are the SDGs important?
Answer: The SDGs are important because they provide a framework for governments, businesses, and individuals to work together towards a more sustainable future. Achieving these goals will require collaboration and cooperation among all sectors of society, and will ultimately lead to a healthier, more equitable, and more prosperous world for everyone.

Question: Who is responsible for achieving the SDGs?
Answer: Everyone has a role to play in achieving the SDGs. Governments, businesses, and individuals all have a responsibility to contribute to the effort. However, achieving these goals will require a concerted effort from all sectors of society, including governments, businesses, and civil society organizations.

Section 3: Examples of SDGs in Action

Question: What are some examples of how the SDGs are being implemented around the world?
Answer: There are many examples of how the SDGs are being implemented around the world. For example, in Greenland, people are working to promote sustainable development through initiatives such as renewable energy projects, sustainable fishing practices, and the protection of natural habitats. These efforts are helping to create a more sustainable future for everyone.

Conclusion:
In conclusion, the SDGs provide a valuable framework for promoting sustainable development and creating a better future for all people. By working together and taking action to achieve these goals, we can create a world that is healthier, more equitable, and more prosperous for everyone.

Glossary:
- SDGs: Sustainable Development Goals
- Sustainable development: Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.
- Sustainable: Able to be maintained or continued at a certain rate or level.

Self-Debate Discussion:
How can we ensure that the SDGs are achieved by 2030? What role can we play in promoting sustainable development?


text: For candidates. We are searching for qualified mid and top-level professionals for prestigious clients in Oil & Gas, Construction, Production, Banking and Insurance sectors. We are committed to find you the right position for your long-term career growth. We assess your background, qualifications, career history and personality to match you to the right client and culture.. For clients. We have undertaken an extensive candidate-sourcing program and are proud to have leading edge qualified candidates in Oil & Gas, Construction, Production, Banking & Insurance. We are focused on your long-term success and ensure we match candidates to culture. We assess candidates not only by skills required, but also by their motivation and values they can add to your company.

textbook:
**Lesson: Finding the Right Career Path**

**Introduction:**

Finding the right career path can be a challenging task. It requires careful consideration of your skills, interests, and values. In this lesson, we will explore the steps involved in finding the right career path and the factors to consider when making this important decision.

**Section 1: Assessing Your Skills and Interests**

The first step in finding the right career path is to assess your skills and interests. This involves identifying your strengths, weaknesses, and the type of work that interests you. You can do this by taking career assessments, speaking with a career counselor, or reflecting on your past experiences.

**Questions and Answers:**

Q: What are some common career assessments?
A: Some common career assessments include the Myers-Briggs Type Indicator (MBTI), Strong Interest Inventory, and the Holland Code.

Q: How can I find a career counselor?
A: You can find a career counselor by asking your school or employer for recommendations or by searching online directories such as the National Career Development Association.

**Definitions:**

- Skills: Abilities and expertise that you have acquired through education, training, or experience.
- Interests: Activities or fields that you enjoy and are interested in pursuing.

**Practical Examples:**

- Sarah, a recent college graduate, takes the MBTI assessment and discovers that she is an INFP. This helps her understand her preferences for working independently and in a creative environment. She uses this information to narrow down her job search to positions that align with her interests and values.
- John, a software engineer, speaks with a career counselor to explore his interests and strengths. The counselor suggests that he consider becoming a technical project manager, which would allow him to use his technical skills while leading teams and managing projects.

**Section 2: Researching Careers**

Once you have assessed your skills and interests, the next step is to research careers that align with them. This involves gathering information about job duties, requirements, and salary ranges. You can use online resources such as LinkedIn, Glassdoor, and Indeed to conduct your research.

**Questions and Answers:**

Q: What is a technical project manager?
A: A technical project manager is responsible for overseeing the development and implementation of technical projects. They work closely with cross-functional teams to ensure that projects are completed on time, within budget, and meet the desired outcomes.

Q: How can I use LinkedIn to research careers?
A: You can use LinkedIn to research careers by searching for job titles and reading the descriptions of the positions. You can also join groups related to your field of interest and connect with professionals in that industry.

**Definitions:**

- Job duties: Tasks and responsibilities that are typically required for a particular job.
- Requirements: Education, experience, and skills needed to perform a job successfully.
- Salary range: The range of salaries that are typically offered for a particular job.

**Practical Examples:**

- Emily, a marketing major, researches careers in the marketing industry. She reads job descriptions for marketing managers and digital marketing specialists to understand the job duties and requirements for each position. She also looks at salary ranges for these positions to get an idea of what she could earn.
- Tom, a computer science graduate, researches careers in software engineering. He joins a software engineering group on LinkedIn and connects with professionals in the industry. He asks them about their experiences and advice for entering the field.

**Section 3: Making the Right Decision**

The final step in finding the right career path is to make the right decision. This involves considering all the information you have gathered and choosing the career that aligns best with your skills, interests, and values.

**Questions and Answers:**

Q: How can I make the right decision?
A: You can make the right decision by carefully considering all the information you have gathered about your skills, interests, and the careers you have researched. Reflect on what is most important to you and choose the career that aligns best with those values.

Q: What if I change my mind later?
A: It is normal to change your mind about your career path. Remember that you can always pivot into a new career later in life.

**Definitions:**

- Values: Beliefs and principles that guide your behavior and decisions.

**Practical Examples:**

- Maria, a recent college graduate, has decided that she wants to work in the healthcare industry. After researching careers in nursing, pharmacy, and medical assisting, she chooses to become a medical assistant because it aligns best with her values of helping others and working in a fast-paced environment.
- Alex, a marketing professional, has been working in the industry for five years. However, he has realized that he is more interested in technology and decides to pivot into a career in software engineering. He uses his marketing skills to brand himself as a technical writer and lands a job as a software developer.

**Conclusion:**

Finding the right career path is a process that requires careful consideration of your skills, interests, and values. By following the steps outlined in this lesson, you can make an informed decision about which career path is right for you. Remember that your career is a journey, and it is okay to pivot or change direction along the way.

**Glossary:**

- Career assessment: A tool used to identify an individual's skills, interests, and values.
- Career counselor: A professional who provides guidance and support to individuals seeking career advice.
- Job duties: Tasks and responsibilities that are typically required for a particular job.
- Requirements: Education, experience, and skills needed to perform a job successfully.
- Salary range: The range of salaries that are typically offered for a particular job.
- Skills: Abilities and expertise that you have acquired through education, training, or experience.
- Interests: Activities or fields that you enjoy and are interested in pursuing.
- Values: Beliefs and principles that guide your behavior and decisions.


text:
Mr. Food: Tasty Fool

April Fool's Day takes on a whole new meaning as far as Mr. Food is concerned. Today the gourmet guru is serving up a tasty dessert. In fact, you'd have to be a "fool" not to try it.

With today being April Fool’s Day, there are already enough pranks to go around, so why not stand out from the crowd and give 'em a really tasty surprise that's known as a "fool,” which fits perfectly with the holiday? But it's no joke.

You see, a fool is simply a dessert made from fruit and cream. How it got its funny name is a mystery, but there's no mystery about why everybody loves 'em, 'cause they're so easy to make, we don't even need a recipe!

In a saucepan we combine 4 cups cut-up fruit, maybe strawberries, peaches, apples or pears, whatever we've got on hand, along with about 1/2 cup sugar, and about 2 to 3 tablespoons of either water, lemon juice, or even liqueur, like banana or peach liqueur! Mix and match the combos, it's your choice.

Lightly cook it until the fruit is tender, and when it cools, some fool fans like to layer it in tall dessert glasses along with whipped cream, while others say a fool has to be mixed with the whipped cream, like this, you know, almost like a mousse! But either way, simply chill it and it's ready to serve.

I mean, it's fruit, sugar and liquid mixed with whipped cream. Can't be easier, smoother, or tastier! Look, here's a fresh strawberry fool with the perkiness of lemon juice and some lemon zest for extra zip! And here's a brandied peach fool.

Talk about a fancy fool! No matter how we make it, layered or mixed in, it's always a "fool-proof" treat! Anyone here in the studio feel like a fool? Going to be a lot of "OOH IT'S SO GOOD!!®"

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textbook:
Title: How to Make a Tasty Fool

Introduction:
In this lesson, we will learn how to make a delicious "Fool" dessert for April Fool's Day. A "Fool" is a dessert made from fruit and cream, and it's so easy to make that we don't even need a recipe! We will cover the ingredients, preparation, cooking methods, and variations to create a perfect Fool.

Ingredients:
- 4 cups of cut-up fruit (strawberries, peaches, apples, or pears)
- 1/2 cup of sugar
- 2-3 tablespoons of water, lemon juice, or liqueur (banana or peach liqueur)
- Heavy cream or whipped topping
- Optional toppings: chopped nuts, chocolate chips, or fruit garnish

Preparation:
1. Wash and cut the fruit into bite-sized pieces.
2. In a saucepan, combine the fruit, sugar, and liquid (water, lemon juice, or liqueur) over medium heat.
3. Cook the mixture lightly until the fruit is softened and the liquid has evaporated or thickened.
4. Remove the saucepan from the heat and let it cool for a few minutes.
5. In a separate bowl, whip the heavy cream or use a whipped topping.
6. Gently fold the cooled fruit mixture into the whipped cream until well combined.
7. Optionally, add toppings such as chopped nuts, chocolate chips, or a fruit garnish.

Cooking Methods:
The key to making a perfect Fool is to cook the fruit mixture just enough to soften the fruit and thicken the liquid. Overcooking the mixture can result in a dry Fool, so keep an eye on it and remove it from the heat when the desired consistency is achieved.

Variations:
1. Fruit: Use any combination of fruit you prefer, such as berries, melon, or citrus fruits.
2. Liquid: You can use water, lemon juice, or liqueur as the cooking liquid. Try using different liquids to change the flavor profile of your Fool.
3. Toppings: Get creative with your toppings! Chopped nuts, chocolate chips, or a fruit garnish can add texture and color to your dessert.

Conclusion:
Making a Fool is easy and fun! With just a few simple ingredients and steps, you can create a delicious dessert that's perfect for April Fool's Day. Experiment with different fruit combinations and toppings to find your favorite flavor. And remember, the sky's the limit when it comes to creating tasty treats!


text: Toyota-isation – Deserts surfaces that contain microscopic lichen, algae and other particles are being disrupted as everyone (whose anyone) in the North Africa, the South West United States and the Middle East have given up their camels for Toyota Landcruisers. This has meant that the amount of dust that is picked up by storms has increased massively and may become a widespread hazard to the environment and people’s health according to Oxford professor Andrew Goudie. But on the plus side we’ll have amazing blood red sunsets. Goudie’s comments were written about in UK newspaper The Independent here.

textbook:
Lesson: The Environmental Impact of Vehicles

## Introduction

In this lesson, we will explore the environmental impact of vehicles, particularly the rise in popularity of Toyota Landcruisers in North Africa, the South West United States, and the Middle East. We will discuss how this shift has affected the environment and people's health.

## Section 1: Theoretical Concepts

- What is environmental impact?
- How do vehicles contribute to environmental impact?
- What are the consequences of increased dust storms?

## Section 2: Practical Examples

- Discuss the rise in popularity of Toyota Landcruisers in the mentioned regions
- Explain how the shift from camels to Landcruisers has affected the environment
- Use mathematical abstractions to explain how increased dust storms can lead to health problems

## Section 3: Real-World Scenarios

- Analyze the impact of increased dust storms on agriculture and livestock
- Debate the pros and cons of replacing camels with Landcruisers in desert regions
- Evaluate the effectiveness of policies aimed at reducing vehicle emissions and their impact on the environment

## Conclusion

In conclusion, we have learned about the environmental impact of vehicles, particularly the rise in popularity of Toyota Landcruisers in North Africa, the South West United States, and the Middle East. We have discussed how this shift has affected the environment and people's health. We have also explored practical examples and real-world scenarios related to this topic. By understanding these concepts, we can apply them to new problems and make informed decisions about how to reduce our environmental impact.


text: to view gallery. Vernon Smith (1894 - 1969). Born in Cortland, New York, Vernon Smith studied at the New York School of Fine and Applied Arts (now Parsons), before moving to Boston where he designed theater sets. In 1921 he moved to the Cape Cod town of Orleans, where he spent most of his career.. Smith was the District Supervisor of the Southeastern Massachusetts division of the WPA and was one of the few artists selected to participate in the WPA's Alaska Art Project in 1937. This experience inspired some of Smith's later work which includes elements of Native Alaskan imagery.. Six woodcarvings were exhibited at his 1947 one-person exhibition at Kraushaar Gallery in New York. With titles such as. Sea Rhythm and Siren. , the exhibited woodcarvings were similar to Sea Forms in their reference to the sea.. .

textbook:
Lesson: Introduction to Woodcarving

**Objective:** To introduce students to the art of woodcarving and its history.

**Lesson Plan:**

**Section 1: Introduction to Woodcarving**

- Define woodcarving as the art of creating sculptures or other artistic designs by cutting away pieces of wood.
- Discuss the history of woodcarving, including its origins in ancient civilizations like Egypt, Greece, and China.
- Explain how woodcarving has been used for various purposes such as religious artifacts, decorative pieces, and functional objects.

**Section 2: Tools and Techniques**

- Introduce students to the tools used in woodcarving, including chisels, gouges, and knives.
- Describe the different techniques involved in woodcarving, such as relief carving, chip carving, and whittling.
- Explain the importance of safety precautions when using these tools.

**Section 3: Types of Woodcarving**

- Discuss the different types of woodcarving, including flat panel carving, bas-relief, and alto-relief.
- Explain how each type of woodcarving requires different techniques and tools.
- Provide examples of each type of woodcarving and discuss their historical significance.

**Section 4: Famous Woodcarvers**

- Introduce students to famous woodcarvers throughout history, such as Grinling Gibbons, Jean-Baptiste Lully, and Antonio Canova.
- Discuss their contributions to the art form and how they influenced future generations of woodcarvers.

**Section 5: Project**

- Assign a simple woodcarving project for students to complete, such as a small animal or flower.
- Instruct students on the steps involved in completing the project, including selecting the appropriate wood, sketching the design, and using the proper tools.

**Conclusion:**

Woodcarving is an ancient art form that has been used for various purposes throughout history. By learning about the tools, techniques, and types of woodcarving, students can gain an appreciation for this unique craft. Through completing a simple woodcarving project, students will develop their skills and understanding of this art form.


text: - Filed Under. Senators just moments ago passed the bill to increase salaries for government positions.. Bill 268, introduced by Sen. Michael San Nicolas, was discussed during session this evening.. The version of the bill that passed allots $7 million for the salary increases, which senators said would be enough to fund the hike for the last eight months of the fiscal year.. Senators also amended the bill making the pay increase effective Feb. 9.. The nine Democratic senators voted for the bill. Four Republican senators voted against it. Sen. Branch McCreadie and Sen. Aline Yamashita, both Republicans, weren't at session tonight.

textbook:
Lesson: How a Bill Becomes Law

Introduction:
In this lesson, we will learn about the process of how a bill becomes a law. We will start with an overview of the legislative branch of government and then dive into the steps involved in passing a bill.

I. Overview of the Legislative Branch

A. The legislative branch is responsible for creating laws.
B. This branch is made up of two houses: the Senate and the House of Representatives.
C. Members of the House are elected every two years, while Senators serve six-year terms.

II. How a Bill Becomes a Law

A. A bill is a proposed law that is introduced in either the House or the Senate.
B. The first step in the process is for the bill to be introduced by a member of Congress.
C. The bill is then assigned a number and referred to a committee.
D. The committee studies the bill, holds hearings, and makes changes if necessary.
E. The committee then votes on whether to send the bill to the full House or Senate for debate.
F. If the committee approves the bill, it moves on to the next step in the process.
G. If the committee does not approve the bill, it is usually defeated.
H. Once the bill reaches the House or Senate floor, it is debated and amended.
I. Finally, the bill is put to a vote.
J. If the bill passes both the House and Senate, it goes to the President for signing.
K. If the President signs the bill, it becomes law.
L. If the President vetoes the bill, it goes back to Congress.
M. If Congress overrides the veto with a two-thirds majority vote in both houses, the bill becomes law.

III. Practical Examples

A. Let's say a bill is introduced in the House to increase the minimum wage.
B. The bill is assigned a number and referred to the Committee on Education and Labor.
C. The committee studies the bill, holds hearings, and makes changes to ensure it will benefit workers without harming businesses.
D. The committee votes to send the bill to the full House for debate.
E. During debate, members of Congress discuss the pros and cons of the bill and suggest amendments.
F. The bill is put to a vote, and if it passes, it moves on to the Senate.
G. The process repeats in the Senate, with the bill being studied, debated, and voted on.
H. If the bill passes both houses, it goes to the President for signing.
I. If the President signs the bill, it becomes law.

IV. Conclusion

By understanding the process of how a bill becomes a law, we can appreciate the importance of the legislative branch in creating and passing laws that impact our lives. This process ensures that laws are carefully considered and debated before becoming part of our legal system.


text:
Neighborhood and individual factors in marijuana and other illicit drug use in a sample of low-income women.
Few studies have systematically evaluated whether contextual variables differ in their ability to explain the use of different drugs in the same sample. Our objective was to examine correlates of use for different illicit drugs at the individual and neighborhood level in a tri-ethnic sample of low-income women, an underrepresented sample in drug research. Women 18-31 were recruited from a low-cost family planning clinic in southeast Texas from December 2001 to May 2003. Neighborhood level indicators of disadvantage, family structure, and nativity status from U.S. Census 2000 were linked with individual survey data. Multilevel logistic regression was used to examine the effect of individual and neighborhood level measures on lifetime use of marijuana only and of other illicit drugs in 594 women. Only individual level variables (younger age, non-Hispanic White ethnicity, not being married, greater peer acceptance of substance use) increased odds of exclusive marijuana use, controlling for neighborhood level factors. However, both neighborhood and individual level variables significantly predicted other illicit drug use. Residence in less disadvantaged neighborhoods, non-Hispanic White ethnicity, higher levels of education, greater acceptance of substance use by peers, and a larger number of perceived neighborhood problems increased odds of illicit drug use. Use of other illicit drugs with or without marijuana may be more closely tied to area level factors whereas factors driving exclusive marijuana use may not rely on localized structures to the same extent. Thus, community-level interventions may need to customize their approaches according to the type of drug use targeted. The implication of using neighborhood level variables in substance use research is also discussed.

textbook:
Lesson Title: Introduction to Drug Use among Low-Income Women

### Section 1: Overview
This lesson will introduce you to a study that examines the factors that contribute to drug use among low-income women. We will explore the individual and neighborhood factors that influence marijuana and other illicit drug use in this sample.

### Section 2: Individual Factors
The study found that younger age, non-Hispanic White ethnicity, and not being married were associated with a higher likelihood of using marijuana and other illicit drugs. We will discuss these factors in more detail and explore why they may be related to drug use.

### Section 3: Neighborhood Factors
The study also looked at neighborhood level indicators of disadvantage, family structure, and nativity status. We will discuss how these factors may influence drug use and provide examples of how they may impact an individual's decision to use drugs.

### Section 4: Conclusion
Understanding the factors that contribute to drug use among low-income women is important for developing effective interventions and policies. By examining both individual and neighborhood level factors, we can gain a better understanding of the complex nature of drug use and how it is influenced by multiple factors.

### Glossary
- Marijuana: A drug made from the leaves, flowers, and seeds of the Cannabis plant. It is often smoked or eaten for its psychoactive effects.
- Illicit drugs: Drugs that are prohibited by law, such as cocaine, heroin, and methamphetamine.
- Low-income: Having a low income, typically below the poverty line.
- Women: Female individuals.
- Tri-ethnic: Relating to or representing three different ethnic groups.
- Nativity status: The legal right to enter and remain in a country.

### Conclusion
By examining the factors that influence drug use among low-income women, we can better understand how to develop effective interventions and policies to address this issue. By applying the skills gained from this lesson, we can continue to explore the complex nature of drug use and its impact on individuals and communities.


text:
[Changes in pharmacotherapy for depression].
Since the introduction of the antidepressant fluvoxamine in 1999, pharmacotherapy has been recognised as the center of treatment for depression. However, recently, the relationship between a depressive state and using antidepressants is not as clear as it used to be. The treatment goal has changed from response to remission and recovery, and treatment adherence appears to be almost the same as that for schizophrenia. Regarding side effects, our research revealed that sleepiness and fatigue were ranked as the top two most burdensome side effects, and sometimes antidepressants cause anxiety and agitation, so clinicians are recommended to distinguish sedative antidepressants from non-sedatives. After the year 2000, the debate regarding underdiagnosing bipolar disorder emerged. Finally, looking at major treatment guidelines for depression around the world, for moderate depression, pharmacotherapy remains the first-line treatment, but, for mild depression, the guidelines recommend guided self-help, walking, and problem-solving techniques, etc., which can be understood as tools to promote resilience. So, treating depression now seems more complicated and difficult compared to the 1990's.

textbook:
Lesson: Introduction to Pharmacotherapy for Depression

### Section 1: Theoretical Concepts
In this lesson, we will learn about pharmacotherapy for depression. Pharmacotherapy refers to the use of medication to treat diseases or conditions. Depression is a mental health disorder that affects a person's mood, thoughts, and behavior. It can lead to feelings of sadness, hopelessness, and worthlessness. Depression is a common condition, and it is essential to understand the available treatments for it.

### Section 2: Practical Examples
One of the most common treatments for depression is the use of antidepressants. Antidepressants are medications that help to regulate the levels of certain chemicals in the brain that are associated with mood. There are several different types of antidepressants, including selective serotonin reuptake inhibitors (SSRIs), serotonin-norepinephrine reuptake inhibitors (SNRIs), tricyclic antidepressants (TCAs), and monoamine oxidase inhibitors (MAOIs).

### Section 3: Real-World Scenarios
When choosing an antidepressant, it is essential to consider the potential side effects. Some people may experience sleepiness or fatigue, while others may experience anxiety or agitation. It is also crucial to consider the severity of the depression. For moderate depression, pharmacotherapy remains the first-line treatment, while for mild depression, non-pharmacological interventions such as counseling or therapy may be recommended.

### Section 4: Self-Debating Discussions
One debate in the field of depression treatment is whether or not bipolar disorder is being underdiagnosed. Some experts argue that bipolar disorder is often mistaken for major depression, leading to an incorrect diagnosis and improper treatment. It is essential to consider the potential benefits and risks of each treatment option when treating depression.

### Glossary
- Antidepressants: Medications that help regulate the levels of certain chemicals in the brain associated with mood.
- SSRIs: Selective serotonin reuptake inhibitors.
- SNRIs: Serotonin-norepinephrine reuptake inhibitors.
- TCAs: Tricyclic antidepressants.
- MAOIs: Monoamine oxidase inhibitors.
- Depression: A mental health disorder that affects a person's mood, thoughts, and behavior.
- Pharmacotherapy: The use of medication to treat diseases or conditions.
- Bipolar disorder: A mental illness characterized by extreme mood swings between mania and depression.

### Conclusion
In conclusion, understanding the basics of pharmacotherapy for depression is essential for anyone interested in mental health care. By learning about the different types of antidepressants, their potential side effects, and the debate surrounding their use, we can better understand how to treat depression effectively. Additionally, we can apply these skills to new problems by considering the potential benefits and risks of each treatment option.


text:
Q:

ion-select not showing selected option with FormBuilder (Ionic 3)

Take the following html
  <form [formGroup]="detailsForm">

  <ion-list>
  <ion-item>
    <ion-label>Gaming</ion-label>
    <ion-select formControlName="gaming">
      <ion-option value="nes">NES</ion-option>
      <ion-option value="n64">Nintendo64</ion-option>
      <ion-option value="ps">PlayStation</ion-option>
      <ion-option value="genesis">Sega Genesis</ion-option>
      <ion-option value="saturn">Sega Saturn</ion-option>
      <ion-option value="snes">SNES</ion-option>
    </ion-select>
  </ion-item>
  </ion-list>

  </form>

And in your component
this.detailsForm = this.formBuilder.group({
      gaming:['nes',Validators.required]
    });

I would expect to see 'NES' as the selected option when the view is loaded. However, it does not appear. If you instead use [(ngModel)] it will work.
Am I doing something wrong, or has the most recent ionic update caused this issue?
Any help would be great.

A:

It's just an issue with 3.1. It's either a breaking change with passing the whole event vs. the value as it used to, or has something to do with firing ionChange when the component loads before user interaction (or the first thing is causing the second). Use 3.0 for now.

textbook:
st possible that the issue you are facing is due to the most recent ionic update. However, there are a few things you can try to resolve the issue:

1. Make sure that you have included the ReactiveFormsModule in your app.module.ts file. This module is required for using FormGroup and formControlName directives.

2. Check if the form control name in the html template matches the key in the detailsForm object. In your case, the form control name is "gaming", so it should be this.detailsForm.get('gaming');

3. Make sure that you are initializing the form data correctly. If you are using [(ngModel)] to initialize the form data, it will work. However, if you are using formGroupDirective to initialize the form data, you need to set the value property of the formControl object.

Here's an example of how you can initialize the form data using formGroupDirective:

this.detailsForm = this.formBuilder.group({
  gaming: ['nes']
});

this.detailsForm.get('gaming').setValue('nes');

By setting the value of the formControl object, you are telling the formGroupDirective that this is the initial value of the form control.

I hope this helps! Let me know if you have any further questions.


text: The new Haas Park fieldhouse is nearing completion and will soon open to the public. The latest estimate is a soft opening in mid November with a full schedule of park programs beginning after the new year. The building is amazing and will soon become a new center of our community. Stay tuned for updates.

textbook:
Lesson: How to Write a News Article

Introduction:
In this lesson, we will learn how to write a news article. A news article is a type of writing that informs readers about current events or news. It is typically written in a formal style and follows a specific structure.

Section 1: Understanding the Structure of a News Article

A news article typically consists of five main parts: the headline, the lead, the body, the conclusion, and the byline.

Headline: The headline is the title of the article and should be catchy and informative. It should summarize the main idea of the article in a few words.

Lead: The lead is the first paragraph of the article. It should be brief and to the point, providing the most important information about the story. It should answer the questions who, what, when, where, why, and how.

Body: The body of the article provides more details about the story. It should be organized logically, with each paragraph building on the previous one. Use quotes and examples to make the article more interesting and engaging.

Conclusion: The conclusion is the last paragraph of the article. It should summarize the main points of the article and leave the reader with something to think about.

Byline: The byline is the name of the author of the article. It is usually placed at the end of the article, below the conclusion.

Section 2: Writing the Body of the Article

The body of the article is where you provide the details of the story. Use quotes and examples to make the article more interesting and engaging. Organize the information logically, with each paragraph building on the previous one.

Questions to Consider:
- What are the main points of the story?
- How can I make the article more engaging?
- What examples can I use to illustrate the story?

Section 3: Conclusion

In conclusion, writing a news article requires a clear understanding of the structure and organization of the article. Use quotes and examples to make the article more interesting and engaging. Remember to organize the information logically and leave the reader with something to think about. With these tips in mind, you'll be well on your way to writing a great news article.

Glossary:
- Headline: The title of the article
- Lead: The first paragraph of the article
- Body: The main part of the article
- Conclusion: The last paragraph of the article
- Byline: The name of the author of the article

Conclusion:
In this lesson, we learned how to write a news article. We covered the structure of the article, how to write an engaging body, and concluded with some final thoughts. By following these steps, you'll be able to write a great news article that informs and engages your readers.


text: Question: What is TOMS s target market How might this market change. What is TOMS’s target market? How might this market change in the future?. Relevant QuestionsWhat revenue streams does TOMS have that support how the firm competes? How sustainable are these revenue streams? What lessons does Digg’s failure have for entrepreneurs who are studying entering the social media industry? What are the risks involved with networking? For example, are there risks involved with sharing information with industry participants about how your firm competes? How can a company strike the right balance between giving ...What are the differences among direct competitors, indirect competitors, and future competitors? Trends in the motorcycle industry are presented early in this chapter. Revisit this issue by identifying the effects of economic, demographic, and regulatory changes that may affect the motorcycle industry at the time you .... Post your question

textbook:
Lesson: TOMS Shoes - Target Market Analysis
Introduction:
TOMS Shoes is a popular footwear brand that was founded in 2006 by Blake Mycoskie. The company is known for its unique business model, which involves donating a pair of shoes to a child in need for every pair sold. In this lesson, we will analyze TOMS' target market and discuss how it might change in the future.
Target Market Analysis:
1. Who is TOMS' target market?
TOMS' target market is primarily young adults who are socially conscious and environmentally aware. The company's mission statement is "to inspire and act with courage, creativity, and love to improve the world around us." This resonates with consumers who are looking for more than just a fashion statement when purchasing shoes.
2. How might this market change in the future?
As the world becomes more conscious of environmental and social issues, TOMS' target market is likely to grow. However, as the company becomes more mainstream, it may lose some of its appeal to early adopters who are looking for something unique and niche.
3. What are the risks involved with networking?
Networking is an essential part of any business, but there are risks involved. By sharing information with industry participants, companies may reveal trade secrets or other sensitive information that could be used against them. Additionally, networking events can be breeding grounds for gossip and rumors, which can damage a company's reputation.
Conclusion:
In conclusion, TOMS Shoes has a target market of socially conscious young adults who are looking for more than just a fashion statement. As the world becomes more aware of environmental and social issues, this market is likely to grow. However, as the company becomes more mainstream, it may lose some of its appeal to early adopters. Networking can be a valuable tool for businesses, but it is essential to strike the right balance between giving and receiving information. By understanding the risks involved with networking, companies can protect their interests while still building valuable relationships.


text: All the hits for all the musical fun is related to the theme of Radio Style Pro. They are not playing great musical hits for you in their radio and its day long programs at the same time they are also willing to play top class songs for you in your special events and for that you just need to hire Radio Style Pro.. Radio Style Pro official website address is. <<

textbook:
Lesson: Introduction to Radio Style Pro

### Section 1: Theoretical Concepts
In this lesson, we will learn about Radio Style Pro, a radio station that plays musical hits and hosts events. We will explore the concept of radio stations and their role in broadcasting music and entertainment.

**Question 1: What is a radio station?**
A radio station is a broadcasting organization that transmits audio programming to the public via radio waves. Radio stations play music, news, talk shows, and other forms of entertainment to their listeners.

**Question 2: What is Radio Style Pro?**
Radio Style Pro is a radio station that specializes in playing musical hits and hosting events. It is known for its unique style of broadcasting and its ability to cater to the needs of its audience.

**Question 3: How does Radio Style Pro differ from other radio stations?**
Radio Style Pro differs from other radio stations in that it focuses solely on playing musical hits and hosting events. While other radio stations may play a mix of music and talk shows, Radio Style Pro sticks to its theme of musical fun.

### Section 2: Practical Examples
Now that we understand the theoretical concepts behind radio stations and Radio Style Pro, let's look at some practical examples.

**Example 1:** Suppose you are planning a party and want to create a musical atmosphere. You could hire Radio Style Pro to provide music for your event. They have a range of musical hits that will appeal to your guests and make your party a hit.

**Example 2:** Imagine you are driving in your car and want to listen to some upbeat music. You turn on your radio and tune into Radio Style Pro. You are immediately greeted by a lively beat and catchy lyrics that get you singing along.

### Section 3: Self-Debating Discussions
In this section, we will engage in self-debating discussions to further our understanding of Radio Style Pro and its role in the world of music and entertainment.

**Debate 1:** Should radio stations like Radio Style Pro be allowed to play only musical hits and not include any talk shows or news programs?

**Argument 1:** Yes, radio stations should be allowed to play only musical hits. This allows them to focus on their niche and provide the best musical experience to their audience.

**Argument 2:** No, radio stations should not be allowed to play only musical hits. This limits their ability to provide a well-rounded entertainment experience to their audience.

**Debate 2:** Is Radio Style Pro better than other radio stations because it specializes in playing musical hits?

**Argument 1:** Yes, Radio Style Pro is better than other radio stations because it provides a unique and enjoyable musical experience.

**Argument 2:** No, Radio Style Pro is not necessarily better than other radio stations. It all depends on the listener's preferences and what they are looking for in a radio station.

### Glossary
- Radio Station: A broadcasting organization that transmits audio programming to the public via radio waves.
- Radio Style Pro: A radio station that specializes in playing musical hits and hosting events.
- Musical Hits: Songs that are popular and well-liked by audiences.
- Niche: A specialized area of interest.

### Conclusion
In this lesson, we learned about Radio Style Pro, a radio station that specializes in playing musical hits and hosting events. We explored the concept of radio stations and their role in broadcasting music and entertainment. We also engaged in self-debating discussions to further our understanding of Radio Style Pro and its role in the world of music and entertainment. By applying the skills gained from this topic, we can analyze and compare different types of radio stations and their offerings, making us more informed listeners and consumers.


text: The Atlanta Hawks Organization will host its fourth annual Poetry Slam Finals Thursday night, March 21. The event will be held at the Hard Rock Café.. Nominations for the Atlanta Hawks Poetry Slam were accepted through February 15, 2013 and open to high school students in grades 9-12 who attend school within 75 miles of Philips Arena. The final round of the competition will feature 15 students from 12 different schools in seven different counties throughout Georgia.. This year’s theme was “My Atlanta” and finalists will be judged on connection to the topic, overall message and originality/creativity.. Judges will include Atlanta Hawks Forward Dahntay Jones, Devika Rao of the Atlanta Journal Constitution, Trent North, Director of Community Affairs and Program Compliance for Carrollton City Schools and poet, novelist and editor Collin Kelley.

textbook:
Lesson: How to Write a Poem

Introduction:
Poetry is a form of creative writing that uses language and imagery to convey emotions, ideas, and experiences. In this lesson, we will learn how to write a poem by following these steps: choosing a topic, brainstorming ideas, drafting the poem, revising and editing, and sharing our work.

Step 1: Choose a Topic
The first step in writing a poem is to choose a topic. This could be anything that inspires you, such as a personal experience, a place you've visited, or an observation you've made. For example, if you live in Atlanta, you might choose "My Atlanta" as your topic.

Step 2: Brainstorm Ideas
Once you have chosen your topic, it's time to start brainstorming ideas. This involves coming up with as many ideas as possible, even if they seem silly or unrelated. Write down everything that comes to mind, and don't worry about whether or not it will work in your poem.

Step 3: Draft the Poem
Now that you have your topic and some ideas, it's time to start drafting your poem. Begin by writing a rough outline of what you want to say. You can use any poetic form you like, such as a sonnet, free verse, or a haiku. As you write, remember to use vivid language and imagery to bring your topic to life.

Step 4: Revise and Edit
After you have written your first draft, it's time to revise and edit. This means reading over your work and making changes to improve it. Ask yourself if the poem is clear and easy to understand, if the language is vivid and engaging, and if the ideas are well-developed. Make changes until you are satisfied with the result.

Step 5: Share Your Work
The final step in writing a poem is to share it with others. This could be in a poetry slam, a writing group, or simply with friends and family. Remember that sharing your work is a great way to get feedback and improve your writing skills.

Conclusion:
In this lesson, we learned how to write a poem by following five simple steps: choosing a topic, brainstorming ideas, drafting the poem, revising and editing, and sharing our work. By following these steps, we can create a powerful and engaging poem that conveys our thoughts and emotions.

Glossary:
- Topic: The main idea or subject of a poem.
- Brainstorming: A process of generating ideas by asking questions and exploring possibilities.
- Outline: A rough plan of what you want to say in your poem.
- Revise: To make changes to your work to improve it.
- Edit: To correct mistakes and refine your writing.
- Share: To present your work to others.


text: I'm building a phasing harness for a 435 MHz cross-yagi antenna. The plans call out RG-11 for the odd quarter-wave sections that connect the antennas to "N-type" tees back at the coxial relay. RG-11 has proven a little tough to find. Would RG-59 of the same impedance, same velocity factor, and same capacitance per foot as the RG-11, be an acceptable substitute? I have the same issue with the RG-133 that connects the back sides of the tees together. I've found some RG-62 that seems to be identical except for the velocity factor and the capacitance per foot. The length for this part of the phasing section can easily be scaled given the velocity factor of the coax, but the capacitance between RG-133 and RG-62 differs by 2.5 pF per foot. Are there some other characteristics that should be taken into account when making substitutions like these? I realize that there may be differences in loss at that frequency, but the runs will be very short. Your thoughts, please.

textbook:
Lesson: Substituting Coaxial Cable

Introduction:
In this lesson, we will learn about substituting coaxial cable. We will cover the basics of coaxial cable, the importance of selecting the right type of cable, and the factors to consider when substituting one type of cable for another. By the end of this lesson, you will be able to make informed decisions about which cable to use for your specific needs.

Section 1: Basics of Coaxial Cable
Coaxial cable is a type of cable that is used to transmit signals over long distances with minimal loss of signal strength. It consists of a central conductor surrounded by a layer of insulation, which is then surrounded by a shield. The outer layer of the cable is typically made of a flexible material such as plastic or rubber.

Section 2: Importance of Selecting the Right Type of Cable
When it comes to substituting coaxial cable, it is essential to select the right type of cable for your specific needs. Different types of cables have different characteristics, such as impedance, velocity factor, and capacitance per foot. These characteristics can affect the performance of your system, so it is crucial to choose the right cable for your application.

Section 3: Factors to Consider When Substituting Coaxial Cable
When substituting one type of coaxial cable for another, there are several factors to consider. These include:

1. Impedance: Impedance is a measure of the resistance of the cable to the flow of electrical current. It is typically measured in ohms (Ω). Different types of cables have different impedances, so it is essential to choose a cable with an impedance that is compatible with your system.

2. Velocity factor: The velocity factor is a measure of how quickly electromagnetic waves travel down the cable. It is typically measured in feet per microsecond (ft/μs). Different types of cables have different velocity factors, so it is essential to choose a cable with a velocity factor that is compatible with your system.

3. Capacitance per foot: Capacitance is a measure of the ability of the cable to store electrical charge. It is typically measured in picofarads per foot (pF/ft). Different types of cables have different capacitances per foot, so it is essential to choose a cable with a capacitance that is compatible with your system.

Section 4: Practical Examples Using Mathematical Abstractions and Real-World Scenarios
Let's consider an example where we need to substitute a 50-ohm cable with a 75-ohm cable. In this case, we would need to ensure that the replacement cable has an impedance of 75 ohms. We would also need to consider the velocity factor and capacitance per foot of the new cable to ensure that it is compatible with our system.

In another example, let's say we need to substitute a 50-foot length of RG-11 cable with a 50-foot length of RG-62 cable. In this case, we would need to ensure that the replacement cable has the same velocity factor and capacitance per foot as the original cable. We would also need to consider the loss at that frequency to ensure that the new cable does not introduce excessive loss into our system.

Conclusion:
In this lesson, we have covered the basics of coaxial cable, the importance of selecting the right type of cable, and the factors to consider when substituting one type of cable for another. By understanding these concepts and applying them to practical examples, we can make informed decisions about which cable to use for our specific needs.


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textbook:
Title: Mozart Piano Music Analysis

## Chapter 1: Introduction

Mozart's piano music is some of the most beautiful and complex in the classical repertoire. In this lesson, we will explore the structure, form, and harmony of his piano sonatas and concertos. We will also analyze the emotional depth and expressive range of his compositions.

## Chapter 2: Structure and Form

Mozart's piano sonatas typically follow a three-movement structure: fast-slow-fast. The first movement is usually a sonata form, which means it has two themes and a development section. The second movement is slow and lyrical, often in a theme and variations form. The final movement is a fast dance movement, such as a minuet or a gallop.

Mozart's piano concertos follow a similar structure, but they are longer and more complex. They typically have three movements: fast-slow-fast, with a cadenza in the final movement.

## Chapter 3: Harmony and Counterpoint

Mozart's piano music is known for its sophisticated harmony and counterpoint. He was a master of using voice leading to create rich and complex textures. He also used chromaticism to add tension and drama to his compositions.

## Chapter 4: Emotional Depth and Expressive Range

Mozart's piano music is famous for its emotional depth and expressive range. He was able to convey a wide range of emotions, from joy and excitement to sadness and introspection. His compositions often have a sense of narrative, as if they are telling a story.

## Chapter 5: Practice Exercises

1. Listen to Mozart's Piano Sonata No. 11 in A major, K. 331. What are the three movements? What is the structure of each movement?

2. Analyze the second theme of the first movement of Mozart's Piano Concerto No. 21 in C major, K. 467. What is the melody? What is the accompaniment?

3. Listen to Mozart's Requiem Mass in D minor. How does the music convey a sense of tragedy and loss?

## Conclusion

Mozart's piano music is a masterpiece of the classical repertoire. By analyzing its structure, form, harmony, and emotional depth, we can gain a deeper appreciation for its beauty and complexity. Through practice exercises, we can develop our skills in listening and analysis. By applying these skills to other pieces of music, we can continue to explore the rich world of classical piano.


text: Yes, it’s a new show, after a long break to develop the new weekly Heritage Radio Network News show, of which I’m the co-anchor!. But I’m back, this week with tales of finger-lickin weirdness. On today’s show I revisit my invitation to the BIG Kentucky Fried Chicken event where I was taken way, way down the Foodiness™ rabbit hole, to the place where the chicken is fried, the slaw is sweet, and Rachel Dratch gets hired to demo breading. Yes, Debbie Downer herself showed me, and a bunch of other journalists, how it’s done at KFC. Totally surreal. Want to hear about it?

textbook:
## Lesson: How to Write a News Article
### Section 1: Introduction to News Writing
News writing is a specific style of writing that is used to report events and news stories. In this lesson, we will learn about the basics of news writing, including how to structure a news article, how to write headlines and leads, and how to use quotes effectively.
### Section 2: Structuring a News Article
A news article typically follows an inverted pyramid structure, where the most important information is placed at the top of the article, followed by supporting details. This structure is designed to capture the reader's attention and provide them with the essential information quickly.
### Section 3: Writing Headlines and Leads
The headline is the first thing that readers see when they read a news article. It should be catchy, informative, and accurate. The lead is the opening sentence of the article, which should summarize the main point of the story and entice the reader to keep reading.
### Section 4: Using Quotes Effectively
Quotes are an important part of news writing because they add color and depth to a story. They also help to verify facts and provide insight into the thoughts and feelings of the people involved in the story. When writing quotes, it is important to choose the right words and to attribute them correctly.
### Conclusion:
In conclusion, news writing is an important skill for anyone who wants to write effectively and accurately about current events. By following the basic principles of news writing, such as structuring articles in an inverted pyramid, writing attention-grabbing headlines and leads, and using quotes effectively, you can become a better news writer.


text: James Hall and Jack Dillon will examine when, both as a matter of law and also in practice, the Court is likely to give permission for expert evidence in financial adviser cases, both on liability and quantum. The talk will cover practical examples as well as the law and will consider related issues such as causation and historic claims.

textbook:
## Lesson: Expert Evidence in Financial Adviser Cases
### Section 1: Introduction
In this lesson, we will learn about the use of expert evidence in financial adviser cases. We will cover the legal and practical aspects of when and how expert evidence is used in these cases. We will also discuss related issues such as causation and historic claims.
### Section 2: Legal Aspects
When it comes to financial adviser cases, the court will only allow expert evidence if it is necessary to assist the court in understanding the complexities of the case. This means that the expert evidence must be relevant and necessary to the issues in dispute.
The court will also consider the qualifications of the expert witness and whether they are sufficiently knowledgeable in the area of finance to provide reliable evidence. Additionally, the court will consider whether the expert evidence is likely to assist the trier of fact in understanding the evidence or resolving a issue in the case.
### Section 3: Practical Aspects
In practice, experts are often used to provide opinions on complex financial matters such as valuations, investments, and financial projections. Experts can also be used to provide opinions on causation and historic claims.
For example, in a case where a client alleges that their financial advisor provided negligent advice, an expert witness may be called to testify about the standard of care required in such cases. The expert may also be asked to provide opinions on whether the advisor's actions caused the client harm.
### Section 4: Related Issues
One related issue that arises in financial adviser cases is causation. In order to prove that their financial advisor was negligent, a client must show that the advisor's actions caused them harm. An expert witness may be called to testify about the causation issue and provide opinions on whether the advisor's actions were the cause of the client's losses.
Another related issue is historic claims. In some cases, clients may seek to recover losses that occurred in the past. However, expert witnesses may be needed to provide opinions on the value of those losses and the likelihood of recovering those losses.
### Section 5: Conclusion
In conclusion, expert evidence can play a crucial role in financial adviser cases. By understanding the legal and practical aspects of when and how expert evidence is used, clients and attorneys can better prepare for these types of cases. Additionally, by considering related issues such as causation and historic claims, clients and attorneys can develop effective strategies for proving their case.


text: Formats. Files. Abstract. Negotiations over the rules governing the use of anti-dumping duties are occurring in both the World Trade Organization and the Free Trade of the Americas. However, the goal of the negotiations is unclear as some governments want to restrict the use of anti-dumping while others seek to maintain the ability of national governments to use anti-dumping measures. We hypothesize that members who desire to preserve the use of anti-dumping are active in initiating suits. To explore this hypothesis, we examine the positions taken by major actors in the negotiations, and their anti-dumping profile. The anti-dumping profile includes data on a member's AD actions including investigations and measures, as well as the investigations and measures against the member's exports.

textbook:
Lesson: International Trade and Anti-Dumping Duties

**Introduction**

International trade is an essential part of the global economy. Countries trade goods and services with each other to obtain resources they need or to sell their surplus products. However, sometimes, countries may dump their products in other countries at very low prices, which can harm local producers. This practice is known as "dumping," and to prevent it, countries impose anti-dumping duties on imported goods. In this lesson, we will learn about international trade, anti-dumping duties, and how they are used in the World Trade Organization (WTO) and the Free Trade Area of the Americas (FTAA).

**Section 1: What is International Trade?**

International trade is the exchange of goods and services between countries. It allows countries to specialize in producing goods and services they are best at and trade with other countries for the goods and services they need. This specialization leads to increased efficiency and lower costs for everyone involved.

**Section 2: What are Anti-Dumping Duties?**

Anti-dumping duties are taxes imposed on goods imported into a country if they are priced below the normal value (usually the price in the exporting country). The idea behind these duties is to protect domestic industries from foreign competition that is priced below the cost of production.

**Section 3: Negotiations over Anti-Dumping Duties**

Negotiations over the rules governing the use of anti-dumping duties are taking place in both the WTO and the FTAA. However, the goal of these negotiations is unclear as some governments want to restrict the use of anti-dumping while others seek to maintain the ability of national governments to use anti-dumping measures.

**Section 4: Hypothesis**

We hypothesize that members who desire to preserve the use of anti-dumping are active in initiating suits. To explore this hypothesis, we examine the positions taken by major actors in the negotiations and their anti-dumping profile. The anti-dumping profile includes data on a member's AD actions including investigations and measures, as well as the investigations and measures against the member's exports.

**Section 5: Conclusion**

In conclusion, international trade is essential for the global economy, and anti-dumping duties are used to protect domestic industries from foreign competition. However, negotiations over these duties are ongoing in both the WTO and the FTAA, and the goal of these negotiations is unclear. We hypothesize that members who desire to preserve the use of anti-dumping are active in initiating suits, and we explore this hypothesis by examining the positions taken by major actors in the negotiations and their anti-dumping profile. Understanding the role of anti-dumping duties in international trade is crucial for anyone interested in global economics and politics.


text: Commercialisation of Research. Commercialisation of Research. Our research often leads to new technologies, systems and processes. It's possible for partners to exploit our Intellectual Property.. The Intellectual Property (IP) for new technologies, systems and processes is usually shared between the collaborating parties involved. When we act alone we develops our own IP which is then offered to industry partners to exploit.. Our IP. We have specialist know-how and IP covering a range of disciplines.. In Singapore this is mainly focused in our specific research areas:. - chemical engineering and advanced materials. - electrical and electronic engineering. - marine science and technology. - mechanical and systems engienering. Collaborate with us. We would be happy to investigate collaboration with partners who wish to exploit our IP.. To find out more, contact NewRIIS.

textbook:
Lesson: Commercialization of Research
Introduction:
Research is an essential part of any scientific or technological advancement. However, research alone is not enough to bring new innovations to market. Commercialization is the process of turning research into a product or service that can be sold to consumers. In this lesson, we will explore the commercialization of research and how it can benefit both researchers and industry partners.
Core Value:
The core value of commercialization of research is the sharing of intellectual property (IP) between collaborating parties. This allows both researchers and industry partners to benefit from the research and its potential applications.
Lesson Plan:
I. What is Commercialization of Research?
- Definition of commercialization of research
- Explanation of how research can be turned into a product or service
- Discussion of the benefits of commercialization for both researchers and industry partners
II. Intellectual Property (IP) Sharing
- Explanation of intellectual property and its importance in commercialization
- Discussion of how IP is shared between collaborating parties
- Examples of IP sharing in different research areas
III. Our IP and Collaboration with Partners
- Explanation of the specialist know-how and IP covered by the research institution
- Discussion of how industry partners can collaborate with the research institution to exploit IP
- Examples of successful collaborations and their impact on the market
IV. Conclusion
- Summary of the lesson
- Discussion of how the skills gained from commercialization of research can be applied to new problems
Glossary:
- Intellectual Property (IP): A legal concept that grants the creator of an original work exclusive rights to its use and distribution.
- Collaboration: A process in which two or more parties work together to achieve a common goal.
- Exploit: To make full use of something, such as IP, for commercial purposes.
Conclusion:
In conclusion, commercialization of research is an essential process that allows researchers to turn their findings into products or services that can be sold to consumers. By sharing intellectual property with industry partners, researchers can benefit from the commercialization of their work while industry partners can gain access to new technologies and innovations. The skills gained from commercialization of research can be applied to new problems, allowing for continued innovation and growth in various fields.


text:
(CNN) The king of Swaziland, Africa's last absolute monarch, has changed the name of his country to the "Kingdom of eSwatini" to mark the 50th anniversary of independence -- and to avoid confusion with Switzerland.

King Mswati III announced the move during a golden jubilee ceremony celebrating freedom from British colonial rule. He said the country's new name was used by Swaziland before it was colonized.

Speaking to a large crowd in a stadium in the city of Manzini, 40 km (25 miles) from the capital Mbabane, the king said: "African countries on getting independence reverted to their ancient names before they were colonized. So from now on the country will be officially be known as the Kingdom of eSwatini," the AFP news agency reported.

The name "Swaziland", the King said, had caused confusion. "Whenever we go abroad, people refer to us as Switzerland," he added.

In recent years, the ruler has referred several times to the "Kingdom of eSwatini", which means "land of the Swazis" in the local language.

textbook:
Lesson: The Importance of Names and Identity

Introduction:
Names are important. They identify who we are and what we stand for. In this lesson, we will learn about the importance of names and identity, particularly in the context of countries and cultures.

Section 1: Theoretical Concepts
- A name is a word or phrase that identifies a person, place, thing, or idea.
- Identity refers to the characteristics that make up who we are and how we see ourselves.
- Culture refers to the beliefs, values, customs, and behaviors of a group of people.

Questions and Answers:
- Why do you think the King of Swaziland changed the name of his country?
- What is the new name of the country?
- What does "eSwatini" mean?
- How does the new name reflect the culture and identity of the country?

Section 2: Practical Examples
- We can use the example of the United States of America, which was named after Christopher Columbus discovered America in 1492.
- The country was originally called "Vinland" by the Vikings who first arrived in North America around 1000 AD.
- The name "America" was coined by Martin Waldseemüller in 1507, who named the continent after Amerigo Vespucci, an Italian explorer who explored the New World.

Section 3: Real-World Scenarios
- In South Africa, the government changed the name of the city Johannesburg to "Jozi" to reflect the city's Zulu heritage.
- In India, the government changed the name of Bombay to Mumbai to reflect the city's Marathi heritage.
- In Canada, the government changed the name of Newfoundland to Labrador to reflect the region's indigenous heritage.

Conclusion:
Names and identity are important because they reflect who we are and where we come from. By changing the name of his country, the King of Swaziland wanted to reflect the culture and identity of his people. This is a reminder that we should always be proud of our heritage and embrace our unique qualities.

Glossary:
- Name: A word or phrase that identifies a person, place, thing, or idea.
- Identity: The characteristics that make up who we are and how we see ourselves.
- Culture: The beliefs, values, customs, and behaviors of a group of people.

Self-Debate Discussion:
- Should countries change their names to reflect their cultural heritage? Why or why not?
- Can the name of a country change its identity? Explain your answer.


text: Monthly Spotlight is an electronic publication of SEAMEO INNOTECH which features a certain research or learning program. For the month of February 2021, we featured the 6 Learning Types.. In designing learning experiences, it is good practice to let students try different activities. Professor Diana Laurillard (2012) of University College London believes that teachers should be spending time thinking and planning the best and most suitable ways for learning to happen in any given context. To do this, our design of learning experiences should combine activities under the six types of learning.

textbook:
## Lesson: Designing Learning Experiences
### Section 1: Introduction
In this lesson, we will learn about the six types of learning and how they can be used to design effective learning experiences. We will explore each type of learning, its characteristics, and how it can be used in different contexts. By the end of this lesson, you will be able to design learning experiences that cater to different learning styles and preferences.
### Section 2: The Six Types of Learning
There are six types of learning, each with its own characteristics and benefits. These types are:
1. **Visual Learning** - this type of learning involves the use of images, diagrams, videos, and other visual aids to help learners understand a concept. Visual learners prefer to see information presented in a way that is easy for them to process and remember.
2. **Auditory Learning** - this type of learning involves the use of sound, such as lectures, podcasts, or audio recordings, to help learners understand a concept. Auditory learners prefer to hear information presented in a way that is easy for them to process and remember.
3. **Kinesthetic Learning** - this type of learning involves the use of movement, such as hands-on activities or simulations, to help learners understand a concept. Kinesthetic learners prefer to learn by doing rather than by reading or listening.
4. **Logical Learning** - this type of learning involves the use of logic and reasoning to help learners understand a concept. Logical learners prefer to learn by analyzing and solving problems.
5. **Social Learning** - this type of learning involves the use of social interactions, such as group discussions or collaborative projects, to help learners understand a concept. Social learners prefer to learn by working with others and sharing ideas.
6. **Solitary Learning** - this type of learning involves the use of solitary activities, such as reading or studying on one's own, to help learners understand a concept. Solitary learners prefer to learn on their own and at their own pace.
### Section 3: How to Use the Six Types of Learning
To design effective learning experiences, it is essential to use a combination of the six types of learning. Here are some tips on how to use each type of learning:
1. **Visual Learning** - use images, diagrams, videos, and other visual aids to help learners understand a concept. You can also use color coding, charts, and graphs to make information more accessible.
2. **Auditory Learning** - use sound, such as lectures, podcasts, or audio recordings, to help learners understand a concept. You can also use rhymes, songs, and chants to make information more memorable.
3. **Kinesthetic Learning** - use movement, such as hands-on activities or simulations, to help learners understand a concept. You can also use role-playing, games, and simulations to make learning more engaging.
4. **Logical Learning** - use logic and reasoning to help learners understand a concept. You can also use problem-solving exercises, case studies, and critical thinking activities to challenge learners.
5. **Social Learning** - use social interactions, such as group discussions or collaborative projects, to help learners understand a concept. You can also use peer assessment, group presentations, and group projects to encourage collaboration and teamwork.
6. **Solitary Learning** - use solitary activities, such as reading or studying on one's own, to help learners understand a concept. You can also use self-assessment quizzes, online tutorials, and e-learning platforms to provide learners with flexibility and autonomy.
### Section 4: Conclusion
By understanding the six types of learning and how to use them effectively, we can design learning experiences that cater to different learning styles and preferences. By combining different types of learning, we can create a more engaging and effective learning environment that helps learners achieve their goals.


text:
Animated gifs seem to be everywhere these days, but some gif creators are taking the visual experience of viewing quick clips of silent motion to another level. By carefully adding a couple of solid-colored (typically white), vertical lines to the moving images, an incredible three-dimensional effect is created. As characters and objects move into the foreground, they seemingly extend beyond the barrier of the image.

The solid, dividing strips serve as visual markers for the foreground. Once anything breaks out in font of them, blocking the view of the white dividers, the viewer's brain immediately translates this as a three-dimensional scene. The best 3D gif creators take note of this effect and tend to choose scenes from movies and clips from videos in which something is initially in the background and makes its way into the foreground—whether it be a person, animal, monster, or projectile object.

With the addition of simple vertical lines, ordinary animated images are transformed into amazing 3d gifs.

h/t: [ViralNova, Tumblr]

This post has been updated.

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textbook:
Lesson: How to Create Amazing 3D Animated Gifs

Introduction:
In this lesson, we will learn how to create amazing 3D animated gifs using simple techniques. We will explore the use of solid-colored vertical lines to create a three-dimensional effect and how to choose the right scenes to make the most impactful gifs.

Section 1: Understanding the Technique

The technique used to create amazing 3D animated gifs involves adding solid-colored vertical lines to the moving images. These lines serve as visual markers for the foreground and create the illusion of depth by extending beyond the image's barrier.

Question: Why do solid-colored vertical lines create a three-dimensional effect?
Answer: The human brain interprets the movement of objects crossing the white dividers as three-dimensional scenes.

Section 2: Choosing the Right Scene

To create an impactful 3D animated gif, it is essential to choose scenes that show something moving from the background to the foreground. This could be a person, animal, monster, or projectile object.

Question: What type of scenes work well for creating 3D gifs?
Answer: Scenes where something moves from the background to the foreground, breaking the white dividers.

Section 3: Creating the Gif

Once you have chosen the right scene, follow these steps to create your 3D animated gif:

1. Find a high-quality version of the video clip or movie scene you want to use.
2. Use a gif maker tool to extract a single frame from the video or create a looped animation from the scene.
3. Open the frame or animation in an image editor like Adobe Photoshop or GIMP.
4. Add solid-colored vertical lines to the image, ensuring they are evenly spaced and align with the edges of the moving objects.
5. Save the image as a gif file with a high-quality setting.

Section 4: Examples and Practice

Let's practice creating a 3D animated gif using the following scene from the movie "Inception":

1. Find a high-quality version of the scene where Mal enters the elevator in the hotel hallway.
2. Use a gif maker tool to extract a single frame from the scene or create a looped animation.
3. Open the frame or animation in an image editor like Adobe Photoshop or GIMP.
4. Add solid-colored vertical lines to the image, ensuring they are evenly spaced and align with the edges of Mal's coat.
5. Save the image as a gif file with a high-quality setting.

Conclusion:

In this lesson, we learned how to create amazing 3D animated gifs using simple techniques involving solid-colored vertical lines. We explored the importance of choosing the right scene and practiced creating a gif using a scene from "Inception." With these skills, we can apply them to other scenes and movies to create impactful gifs that trick our brains into seeing depth.


text:
Caught my eye.

Texas Refuses State Funds to Educate Illegals

Texas Won’t Fund Schools at Illegal Alien Shelters

Rejecting requests from local school districts, Texas will not fund education programs for illegal aliens held at immigration detention centers in the state.

In response, the Harlingen school system said it will “re-evaluate” its presence in a Southwest Key contract shelter, which it had supported with about $5,000 per migrant.

Also rebuffed in its bid for $2.8 million of added state funding to serve aliens, a neighboring district in San Benito ended its partnership with another Southwest Key shelter.

Nationwide, the U.S. Department of Health and Human Services confirmed that more than 10,000 migrant minors are in federal custody, with a large portion of them in Texas. The vast majority of them arrived in the U.S. alone, without their parents.

Expending funds on illegal aliens was a quixotic gambit for Texas schools, which perennially complain they don’t have enough resources to educate children legally residing in their districts. School boards across the Lone Star State regularly push bond elections and property tax increases to raise more money.

The Texas Education Agency (TEA) says responsibility for educating children in shelters “remains solely with the federal government.”

“Local educational agencies that wish to provide services to unaccompanied alien children in federal custody may do so on a contractual or tuition fee basis, but may not do so with state education funding,” TEA stated.

A school district shall charge tuition for a child who resides at a residential facility and whose maintenance expenses are paid in whole or in part by another state or the United States.

A tuition charge under this section must be submitted to the commissioner for approval.

The attendance of the child is not counted for purposes of allocating state funds to the district.

State officials reviewed their policies after Promesa Public Schools, a charter school group originally founded by Southwest Key, sought permission to expand one of its Brownsville campuses “to serve immigrant students in federal detention.”

That’s when TEA laid down the law and drew the line on funding.

Health and Human Services rules mandate that migrant shelters provide children with six hours of schooling on weekdays, as well as special education services. HHS has not commented on Texas’ hands-off policy.

Educating detained illegal immigrant children has become a big moneymaker for Austin-based Southwest Key Programs Inc., which operates 16 facilities for unaccompanied alien children in Texas (26 nationwide). The nonprofit contractor received $1.5 billion from the federal government over the past decade and expects to earn more than $458 million this year.

textbook:
Lesson: How to Read and Understand News Articles

Introduction:
 Reading news articles is an essential skill for staying informed about current events and understanding the world around us. However, many people struggle with reading and comprehending news articles. In this lesson, we will learn how to read and understand news articles by analyzing a sample article.

Core Value:
The core value of this lesson is to teach readers how to read and understand news articles by breaking them down into manageable parts and analyzing the information presented.

Section 1: Reading Techniques

Title: Reading Techniques

The first step in reading and understanding a news article is to develop effective reading techniques. Here are some tips for reading news articles:

1. Skim the headline and lead paragraph: This will give you an overview of the article's topic and main point.

2. Look for subheadings: Subheadings help break up the article into smaller, more manageable sections.

3. Read the article from top to bottom: This helps ensure that you don't miss any important information.

4. Use your context clues: If you come across a word or phrase you don't understand, try to infer its meaning from the surrounding words.

5. Take notes: Taking notes as you read can help you remember important points and organize your thoughts.

Section 2: Analyzing the Article

Title: Analyzing the Article

Now that we have developed effective reading techniques, let's apply them to the sample article.

1. What is the main topic of the article?
Answer: The main topic of the article is Texas refusing to fund education programs for illegal aliens held at immigration detention centers.

2. Who is the target audience?
Answer: The target audience is likely people who are interested in politics and immigration policy.

3. What is the tone of the article?
Answer: The tone of the article is informative and somewhat negative towards the decision made by Texas.

4. What evidence is presented to support the claim that Texas won't fund education programs for illegal aliens?
Answer: The article mentions that local school districts have rejected requests from the state to fund these programs, and it also mentions that two school districts have ended their partnerships with Southwest Key shelters.

5. What are the potential consequences of this decision?
Answer: The article doesn't explicitly state any potential consequences, but it does mention that the Harlingen school system will "re-evaluate" its presence in a Southwest Key contract shelter, which could indicate that they may pull out of the program.

Section 3: Applying the Skill

Title: Applying the Skill

Now that we have analyzed a sample article, let's apply our new skills to a different article on a topic that interests you. Pick an article that you would like to read and analyze, and apply the same techniques we used in the previous section.

Conclusion:
By following the techniques we learned in this lesson, we can improve our ability to read and understand news articles. By breaking down the article into manageable parts and analyzing the information presented, we can gain a deeper understanding of current events and stay informed about the world around us.

Glossary:
- Context clues: hints or clues that allow us to understand the meaning of a word or phrase based on its surrounding words
- Partner