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"This book is a gem. It will most assuredly help patients, their family members and their friends as they meet the many challenges ahead including the compelling emotional issues largely ignored in the doctor's office."
–Will Cross
Will Cross is the first person with Type 1 diabetes to summit Mt. Everest.
Sell sheet
Book description
Press release
Authors
Diabetes is an Epidemic
Endorsements
Sample Excerpts
The Challenge of Childhood Diabetes
Self-Help / Diabetes / Caregiving
Trade Paperback
Publication Date: Sept-2006
Price: $15.95
Size: 6 x 9
Author: Laura Plunkett with Linda Weltner
ISBN: 0-595-38625-3
168 Pages
Available from www.challengeofdiabetes.com, www. amazon.com, www.barnesandnoble.com and selected bookstores.
When seven-year-old Danny was diagnosed with juvenile diabetes, his mother, Laura Plunkett, a psychotherapist with a private practice in Marblehead, MA, desperately searched for ways to cope with his life-threatening disease. Struggling to manage her anxiety over wildly fluctuating blood sugar numbers, to transform her reluctant family's diet, and to educate friends and teachers, she eventually finds unique ways to help Danny attain excellent blood sugar control and a new and comfortable sense of normal.
To help others weather such shocking new circumstances, Laura and her extended family share their three-year journey from crisis to confidence with humor and warmth. An intimate look at issues of nutrition, exercise, sibling rivalry, medical care, and holistic medicine, The Challenge of Childhood Diabetes is the friend, coach, and consultant that the family of every newly-diagnosed child will turn to on a daily basis. Written with her mother, Linda Weltner, former "Ever So Humble" columnist for The Boston Globe, the book includes a Survival Guide for those seeking support and a new emotional perspective.
The Challenge of Childhood Diabetes is insightful and compassionate, filling the void between doctor's visits with the comforting voice of a loving and experienced caretaker. It's an invaluable resource for extended family, friends, teachers, neighbors, and medical professionals.
Visit www.challengeofdiabetes.com or call Vanessa Childs at 617.838.9456 for more information.
Back to Contents
The Challenge of Childhood Diabetes
is designed to:
* Offer day-to-day and month-by-month support in order to lessen anxiety in parents of newlydiagnosed children
* Suggest a wholesome diet for the entire family
* Help parents bring their children's Hemoglobin A1c below 7.0, preventing long-term complications
* Foster a co-operative, supportive and loving family team approach
* Advocate for a more active lifestyle, with limited TV and computer use
* Advise parents to be proactive, creative, independent thinkers
* Enable parents to find an excellent medical support team
* Teach parents how to gain co-operation from children with diabetes
* Encourage parents to consider the benefits of alternative treatments
* Support the participation of fathers in their children's care
* Promote marital communication, harmony and closeness
* Facilitate intergenerational co-operation in the care of children with diabetes
* Raise medical awareness of the nutritional and psychological needs of parents of children with diabetes
FOR IMMEDIATE RELEASE
[email protected] 617.838.9456
Contact: Vanessa Childs www.challengeofdiabetes.com
"The Challenge of Childhood Diabetes: Family Strategies for Raising a Healthy Child" Chronicles a Successful, Unconventional, and Sound Approach to Juvenile Diabetes
Laura Plunkett provides original strategies for creating optimal health for children with Type 1 and Type 2 Diabetes.
MARBLEHEAD, MA (September 13, 2006) Recently published "The Challenge of Childhood Diabetes: Family Strategies for Raising a Healthy Child"(www.challengeofdiabetes.com) chronicles how one mother's unconventional, successful, and sound approach helped her child consistently achieve near-normal blood sugar levels, an accomplishment the magazine Diabetes Positive calls "something rare in pediatric endocrinology".
Written by award-winning author, Linda Weltner, and Laura Plunkett, a psychotherapist, The Challenge of Childhood Diabetes is an invaluable resource for parents, extended family, friends, teachers, neighbors, medical professionals, and others who want to provide optimal care for children with Type 1 and Type 2 diabetes.
The American Diabetes Association recommends children's HbA1c numbers stay under 7.0 to avoid long-term complications. The U.S. average for children with diabetes is 8.5. A recent study by the Yale Pediatric Diabetes Program proved that intensive therapy could reduce it to 7.6. Danny Plunkett has been between 6.2 and 6.8 for the past 2 years. Normal children are between 4.5 and 6.5.
The Challenge of Childhood Diabetes is a day-by-day and month-by-month chronicle designed to bring distraught families from crisis to confidence. This warm, humorous and poignant book presents not only a mother's point of view but also the unique perspectives of three generations, providing original strategies for improving nutrition and making use of alternative treatments as well as dealing with sibling rivalry, non-cooperation, fathering, and exercise.
The Challenge of Childhood Diabetes is the friend, coach, and consultant that the family of every newly-diagnosed child will turn to on a daily basis.
Danny
When seven-year-old Danny was diagnosed with juvenile diabetes, his mother, Laura, desperately searched for ways to cope with his life-threatening disease. Struggling to manage her anxiety over wildly-fluctuating blood sugar numbers, to transform her reluctant family's diet, and to educate friends and teachers, over time she found new and original ways to help Danny attain excellent blood sugar control and a new, comfortable sense of normal.
The Epidemic of Childhood Diabetes
"Diabetes is one of the biggest health catastrophes the world has ever seen," said Dr. Martin Silink, president-elect of the International Diabetes Federation. Over the last two decades, the number of people with diabetes has climbed from 30 million to 230 million, claiming millions of lives. Each year in the U.S. more than 13,000 young people are diagnosed with type 1 diabetes. IDF's 2003 report shows that 2% of the world's children suffer from Type 1, with 65,000 newly diagnosed cases per year.
Challenging the Paradigm and Winning
"Repeatedly, we struggled against the belief that limiting your child's food choices can cause eating disorders," says Plunkett. "All I know is that it hasn't happened in our family. I have seen that our family's present whole food diet has a huge effect on blood sugars and on our family's feelings of well-being. Although the transition was tough, once we were all eating a more complex- and reducedcarbohydrate diet, we felt better. Both my children are maintaining healthy weights and seem to be relatively unconcerned about body image. The results for Danny are a stronger immune system, fewer mood swings, an enhanced sense of well-being, more energy, and smaller blood sugar fluctuations."
The Challenge of Childhood Diabetes, published by Orion Star Press, is a 168-page paperback including A Survival Guide for Parents, an instant summary for those seeking immediate support and a head start on a new emotional perspective. The Challenge of Childhood Diabetes is available for $15.95 through www.challengeofdiabetes.com, Amazon.com, Barnes & Noble.com, and selected bookstores.
About The Authors
Laura Plunkett has a BA in Psychology with Honors from Brown University and had a thriving therapeutic private practice for fourteen years with families, individuals and couples in Marblehead, MA. A member of the Juvenile Diabetes Research Foundation, her avocation since her son's diagnosis has been doing research on nutrition and the latest developments in diabetes. Ms. Plunkett is also a public speaker on the topic of "Raising Wholesome Children in a Fast-Food World: A Framework for Creating Family Health."
Linda Weltner, Laura's mother, is a former Boston Globe columnist and the author of two young adult novels and two collections of her columns. She was awarded the Best Columnist Award by the New England Women's Press Association. A popular public speaker, she received the Gold Award by the National Mature Media Awards.
Other contributors are attorney and father, Brian Plunkett, older sister, Jessie Plunkett, now 15, psychiatrist and grandfather, Jack Weltner, MD, and Danny Plunkett himself, now a healthy 12-year-old.
For a copy of the book and to download the press kit, please visit www.challengeofdiabetes.com. To schedule interviews with the authors or for additional information, contact Vanessa Childs at [email protected] or call 617-838-9456.
Special Note: November is National Diabetes Month and the authors are available for expert resource interviews, byline contributions, and excerpts from the book.
AUTHORS
Laura Plunkett has a BA in Psychology with Honors from Brown University. She has been a head teacher in a preschool intervention program, a research assistant to Dr. Aaron Beck studying anxiety disorders and depression, and had a thriving therapeutic private practice for 14 years with families, individuals and couples. She is a workshop leader and public speaker who is comfortable with large audiences and often
speaks together with her mother on issues of parenting. Her avocation during Danny's illness has been doing research on the latest developments in diabetes and nutrition and corresponding with researchers and specialists in many countries. She is a member of the Juvenile Diabetes Research Foundation.
Linda Weltner wrote the weekly column, "Ever So Humble," in the At Home section of The Boston Globe for nineteen years. Her column was syndicated in newspapers around the country by the New York Times Wire Service. She is the author of four books, two novels for young adults and two collections of her columns. She was awarded the Best Columnist Award by the New England Women's Press Association, and given the Gold Award from National Mature Media Awards 2000 for best feature in a magazine. As a public speaker, and a member of the New England Speakers Association, she has addressed over 300 audiences, including universities, women's organizations, library groups, writing conferences, church congregations, hospital auxiliaries and corporate convention audiences. She is the grandmother of a child with diabetes
CONTRIBUTORS
Jack Weltner, MD, is a Harvard-trained child psychiatrist, who is the Medical Director of Behavioral Health at the Lynn Community Health Center in Lynn, Massachusetts. He was one of five doctors chosen as finalists in the Kenneth Schwartz Compassionate Physician competition at Mass General Hospital. In 2001, he was given the Community Innovation Award by Family Therapy Networker Magazine. His essays have been published in a variety of psychiatric journals and books as well as Harvard Magazine. He is one of the founders of the Marblehead Community Counseling Center and has a private practice in Marblehead, MA. He is Danny's grandfather.
Brian Plunkett has an undergraduate degree in political science from Brown University and a law degree from the University of Pennsylvania. He is a partner in the Boston law firm of Bartlett, Hackett, Feinberg, P.C. He has a third degree black belt in small circle jujitsu and is Danny's father.
Jessie Plunkett was 10 when her brother Danny was diagnosed with juvenile diabetes and is currently 15. She is an accomplished public speaker in her own right and is his best babysitter.
Danny Plunkett, 12, diagnosed at age 7, is the one whom all the fuss is about.
Diabetes is an Epidemic
November is National Diabetes Month
* Diabetes is a chronic, debilitating disease afecting every organ
* In the last two decades, the number of people around the world suffering from diabetes has skyrocketed from 30 million to 230 million. (International Diabetes Federation)
* "Diabetes is the worst health catastrophe the world has ever seen." Dr. Martin Silink, director of International Diabetes Federation
* In the U.S. approximately 176,500 people aged 20 years or younger have diabetes.
* Type 1: 13,000 children will be diagnosed in the U.S. in 2007 (Juvenile Diabetes Research Foundation)
o Type 1 is an autoimmune disease where a person's pancreas stops producing insulin, a hormone that enables people to get energy from food. Diabetics must take multiple injections of insulin daily or continuous infusion of insulin through a pump in order to survive.
* Type 2: affects 21 million Americans and prevalence is increasing at the rate of 8 percent per year.
o Type 2 is a metabolic disorder where a person's body still produces insulin but is unable to use it effectively.
Reviews
"An extremely moving, personal and amazing journey told in a clear, honest and inspiring manner. This book will definitely help not only patients, their family members and friends, but also health care professionals." Eric S. Freedland, M.D.
Diabetes researcher and columnist, diabetesincontrol.com
"As a diabetes nurse educator, it has been a pleasure for me to work with and get to know the Plunkett family. In this book, they honestly and openly share their journey through the first few years of life with diabetes. They beautifully illustrate that when a child has diabetes, it affects everyone in the family, not just the child. When I see newly diagnosed families for their first outpatient visit, often they are doing quite well with the tasks of diabetes—the injections, the blood sugar checks, the meal planning, but the largest challenge that they are facing is the emotional one. This book addresses the effects of chronic illness on the whole family, and it will help others realize they are not alone in their feelings."
Kristen Rice, R.N., B.S.N., C.D.E. Diabetes Nurse Educator Children's Hospital Boston
"The book was wonderful! The story illustrates how daunting, but also crucial, dietary changes can be."
Jan Hangen, M.S., R.D., L.D.N. Clinical Nutrition Specialist Children's Hospital Boston
"Laura, I found this book compelling. I couldn't put it down and read it in one sitting. Even though our boys are good friends and we are neighbors, I had no idea what you as a family were going through. I was aware that Danny's diabetes was challenging, but your book showed me in detail what it takes to raise your son. Now I know. Thank you." Larry Reece, Esq.
Friend and neighbor
"The Challenge of Childhood Diabetes demonstrates that a family's love and determination to think and act holistically pays off. Laura Plunkett has touchingly described the heart connection of a family that endures and grows through the challenge of diabetes. No one is beyond the scope of its message. I heartily recommend it."
Ra'ufa Clark, L. Ac., Dipl. Ac.
Licensed Acupuncturist, National Board Certified
Introduction Typical Day Food Log
When our seven-year-old son, Danny, developed juvenile diabetes, the diagnosis came as a severe shock. One day my husband and I had two active, healthy children; the next, we were faced with the fact that our youngest child had a chronic and life-threatening illness. We were stunned by the enormous impact that diabetes had upon our family. I had an especially difficult time because I felt both very responsible and completely unprepared.
I cried in the supermarket during my first post-diagnosis shopping trip. Breakfast, lunch, and dinner were filled with stress. I wondered how other parents dealt with their confusion and fear, food issues, holidays, and parties. I questioned how others coped with the strain of learning how to make medical decisions, give shots, and do blood tests. I wanted to know how the diagnosed child and his or her siblings felt and how their feelings changed over time. I wanted to be reassured that we would somehow survive the pressure the illness placed on our family and specifically my relationship with my husband.
In those first months, I read every book I could lay my hands on, but I could not find one that described a family's long-term adjustment. I found many how-to books that gave valuable, practical advice, none of which spoke to the ache in my heart or showed how a family could recover its sense of stability, comfort, and hope for the future.
In addition, I looked for information about extending Danny's honeymoon period. After he began getting insulin, his pancreas started producing more insulin on its own. From the moment he needed less insulin, I wanted to extend that stage as long as possible. Although prolonging the honeymoon is an extremely important goal in diabetes research now, at the time no one thought it of any consequence. It seemed to me that helping Danny make as much of his own insulin for as long as he could was far better than injecting a foreign substance, but I could not find any clinicians who had ever tried it.
Since then we have found our own way. Through trial and error, our family made sense of overwhelming and often conflicting advice about nutrition. We developed a kid-friendly wholefoods diet that keeps Danny's blood sugar levels from spiking or dropping too quickly and keeps all of us healthy, energized, and at an optimum weight. We found many ways to enjoy exercising with Danny, which helps keep his numbers low. We also incorporated complementary medicines such as acupuncture and acupressure as a way to support Danny's endocrine system, with very beneficial results. We kept searching until we found a medical team that fit our family and, ultimately, helped us make the transition from injections to the insulin pump.
Making decisions based on what fit our family has paid off. Danny's honeymoon lasted almost two years, and his insulin needs continue to be lower than normal for his age and weight. While the average child with juvenile diabetes has a Hemoglobin A1c number (representing the average of blood sugar levels of the previous three months) of 8.5, and one-third of American children are above
9.5, in the past nine months, Danny's numbers have been 6.2 and 6.3. This is important because the American Diabetes Association and the American Academy of Endocrinologists recommend staying under 7.0 and 6.5, respectively, to avoid or minimize long-term complications.
Danny is now stronger physically, at an ideal weight, more consistently rested, healthier, more resistant to colds and flu (this winter none of us were sick at all), and more vibrantly alive than he has ever been, but I still wish I'd been able to find diabetes books that talked about creating overall health. I was looking for support in treating the whole child, not just the disease. A challenge like diabetes should invite you to try to improve your child's life in every way. During the last two years, as I improvised ways to help him, I often struggled with the doubting voice in my head because I did not have any role models.
Three years ago, as we struggled with uncontrollable blood sugar levels, lack of sleep, and the sudden onslaught of so many new demands, everyone seemed to have a horror story about seizures, comas, or the long-term complications associated with diabetes. I had many fears for Danny and for our ten-year-old daughter, Jessie. I was afraid that the focus we put on Danny would make Jessie feel neglected or drive her away. Would this disease tear our family apart?
In hindsight, I can see that by "circling the wagons," by letting diabetes take center stage in the beginning, we slowly and deliberately developed a new way of being. By curtailing our outside interests and focusing so much attention on mastering Danny's care, meeting Jessie's needs, and strengthening our marriage, we created a safe "home base" where we slowly developed a new definition of a "normal" life.
At this point, Danny takes part in sports, goes on sleepovers, and is happy and successful at school. Despite my worst fears, he has never gone into a coma or awakened throwing up. He doesn't seem sorry for himself, nor is he self-destructive, passive-aggressive, teased, or excluded from activities by other children. Although initially an incredibly picky eater whose main diet consisted of pasta, white bread, juice, and desserts, he now enjoys a wider range of the healthy foods that make up our relatively low-carbohydrate diet. Whatever his teen years bring, we are grateful for today's smooth sailing.
We are also aware that diabetes comes with its own gifts, though I could never have imagined myself saying that when Danny was first diagnosed. Jessie, at age fourteen, has become Danny's best babysitter. Because of our new diet and a greater emphasis on exercise, she is healthier and thinner than she was before. Although she has had to mature quickly, learning to be a team player has held her in good stead at home and at school. She does not seem to have suffered from the event that divided our life into before and after. My husband and I have learned to rely upon each other in ways we had never done before, and we are grateful for good times with an intensity we would never have felt if we weren't facing this challenge together.
Obviously, at the beginning, I knew none of this. Overwhelmed and anxious all the time, I needed an outlet for my emotions, a way to reflect upon my experiences and the tremendous amount of information I was absorbing. Luckily, my parents live around the corner, and at random times I found myself sharing what was happening with my mother, who is a writer. Over the next two years, I described the rewarding and heart-breaking moments of Danny's illness, without self-consciousness or censorship. My mother listened and typed while I thought things through aloud. It took two years before our family reached a point where I felt we had constructed a way of life that felt not only manageable but also hopeful and happy.
At that point, we were surprised to find we had 250 pages describing our journey from a family mired in shock and apprehension to our current state—stable, confident, and conscious of our many blessings. I became convinced that others just entering this frightening world, could benefit from our story. I wanted to share what we had finally distilled from our experience, to describe our accomplishments and our blunders so that the learning curve for others would be easier than the one we faced. In an effort to include more perspectives, my mother, Linda, added her own entries and interviewed my husband, Brian, my son, Danny, my daughter, Jessie, and my father, Jack.
This book offers no easy answers. Instead, it reveals the slow maturing of a family struggling to maintain a balance between caring and overprotection, between self-discipline and self-indulgence, and between being loving parents and loving partners. Everyone feels discouraged or unsuccessful, resentful or overwhelmed in the beginning. We believe that validation—knowing that another family has successfully coped with impersonal doctors and sudden fevers, with Halloween and birthday parties, with sibling jealousy and the sudden loss of every carefree moment—makes the process of healing easier.
The story of our life with Danny is not meant to be a definition of the "right way" to achieve this. All we hope to do is show you our way and encourage you to find yours. Although we have created a summary of all the lessons we learned in the section titled "A Survival Guide for Parents," we have found, over time, that in the moments when we paused and looked closely at what was happening, when we listened to what we thought and what we wanted, we found important answers and got the best results.
When you become pregnant, people can tell you what it is like to give birth, but no one can prepare you. Your old life dissolves, and you are forced by love and circumstance to step up to the plate and be a parent. In the same way, when your child gets diabetes, no matter how much you read about it, you will be taken aback by the reality. Your old life dissolves, and this time, as the parent of a child with diabetes, routines and family patterns need to be formed all over again. Without having a choice, you become someone who thinks about ketones and blood sugar levels, someone who lives in a constant state of vigilance, and someone who bears the daily responsibility for a child's life or death.
Parents of children with diabetes long to take this new unsettled life and right themselves again. We all want to reach that place where a child's diabetes is no longer such a huge blow to our equilibrium. We want to be comfortable with a new definition of normal. Though it is hard to imagine incorporating diabetes into your lifestyle so deeply that it becomes an integral part of who you are as a family, that is what happens over time.
It is important, however, not to underestimate how stressful the adjustment can be. I had an involved, supportive husband, a loving extended family, comprehensive health insurance, and enough money to take a prolonged leave of absence from work after Danny was diagnosed, and yet I still had feelings I hope I never feel again.
A recent study on posttraumatic stress disorder (PTSD) in parents of children with newly diagnosed Type 1 diabetes found that 24 percent of the mothers and 22 percent of the fathers met full diagnostic criteria for posttraumatic stress disorder. In addition, in the first year after diagnosis, mothers of newly diagnosed children become clinically depressed two to three times more often than other mothers.
Unfortunately, few people realize how much parents need support. One of the most isolating aspects of having a child with diabetes is that friends and relatives often fail to comprehend the enormous demands diabetes makes upon a family and assume that everything has returned to normal within two or three months. Since children with diabetes do not look ill, it is easy for others to forget the very thing that consumes a parent's life. When friends read early copies of my manuscript, they immediately responded with greater sympathy and understanding. I no longer felt excluded from the community of the healthy by their incomprehension. Perhaps by sharing this book and your own experiences with others, you will be able to bridge the gap between your life and theirs.
Many of your reactions will not be the same as mine, but if you feel as if you will never reach solid ground, please know that you are not alone. You will regain your sense of balance as time passes. Although some families may recover sooner than we did, even slow learners discover unknown strengths.
In any moment when accepting this illness seems beyond your reach, you can also take a vacation from the "facts" and simply watch your child. Whether he is reading a book or she is tying her shoes, our children are extraordinary, whole and alive. We have them now, and in every moment when the details and distractions can be set aside, it is enough.
Dietary Changes Equal Success!
Studies have found that improved glycemic control benefits people with both type 1 or type 2 diabetes. Every percentage point drop in A1C blood test results (e.g., from 8 to 7 percent) reduces the risk of micro vascular complications (eye, kidney, and nerve disease) by 40 percent.
Typical Day Food Log after Diagnosis (Jan. 02)
| Breakfast | Snack | Lunch | 2:30 Snack | 4:00 Snack | Dinner |
|---|---|---|---|---|---|
| 75 | 30 | 60 | 20 | 40 | 80 |
butter
Danny's Hemoglobin A1c was 8.0
Typical Day Food Log Two Years after Diagnosis (Jan. 04)
| Carbs /meal 165-200 | 40-50 | 30 | 40 | 15 | 30 | 10-20 |
|---|---|---|---|---|---|---|
| Monday | plain yogurt frozen blueberries homemade granola cut-up cantaloupe | almonds natural applesauce | peanut butter & jelly sandwich on oat-bran bread popcorn | orange slices cheese stick | snack plate of celery & peanut butter, cucumber, carrots, & apples | meatballs with sauce broccoli salad |
Danny's Hemoglobin A1c was 6.8
Typical Day Food Log Three Years after Diagnosis (Jan. 05)
| Day | Breakfast | AM Snack | Lunch | 2:30 Snack | 4:00 Snack | Dinner |
|---|---|---|---|---|---|---|
| Carbs /meal total/day 140-220 | 30-40 | 20-35 | 25-45 | 20-25 | 20-30 | 25-35 |
| Thursday | plain yogurt with blueberries, homemade granola, & maple syrup | apple almond cookies | school salad bar with fruit salad glass of milk | energy bar with almonds, pecans, dates, cinnamon, cloves | lemonade (lemon juice, Stevia, water) cut veggies with hummus | roast chicken with broccoli & salad |
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#1 Find a tag that shows original price and sales price. The sales price has to be at least $4 off the original price.
#2 Find a manager in charge. The manager must have a name tag that labels them as the manager.
#3 Find a women's pair of gray Tom's. The pair must be size 6, 7 or 8- can not get from Dillards
#4 Find a black backpack. The packpack must have at least one letter on it- can not get from Dillards
#5 Find anything that has Here Comes the Boom on it (example- movie ticket, poster, sign, flyer)
#6 Find a menu that has soup as an appetizer
#7 Find a massage chair or mattress
#8 Find a piece of jewelry that has a star in it- can not get from Dillards
#10 Find a lego set
#11 Find a birthday cake or pie
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INHALTSVERZEICHNIS
Architektur
S. 4-16 Leonardo Glass Cube, Bad Driburg
S. 17-22 Phaeno Science Center, Wolfsburg
S. 23-28 Tempodrom, Berlin
S. 29-32 Zeiss relaxed Vision Center, Kassel
S. 33-34 Coexistence/Ludwig Erhardt Haus, Berlin
S. 35-36 Potsdamer Platz/Kirche der Versöhnung, Berlin
S. 37-46 City of Arts and Science, Valencia
Werbung
S. 47-50 HP Spectre Ultrabook
S. 51-52 Mike Kosei Schuhdesign
S. 53-54 Nike Air Max Classic
S. 55-56 Nike Air Max Ultra/Speedfire
S. 57-58 Zeiss Drive Safe Event Berlin
S. 59-60 Robens Tents, Österreich
Landschaft
S. 63-64 Zugspitze, Österreich
S. 65-66 Robens Tents, Tschechien
S. 67-73 Schottland, Schweden, Norwegen, Slovenien
S. 74-94 Island
S. 95-96 Italien
S. 97-98 Schottland
high resolution fine art photography / high end retouching
panorama 360° / timelapse / shortfilms
Philip Gunkel ist ein international arbeitender Fine Art Fotograf in den
Bereichen Architektur-, Werbung- und Landschaftsfotografie. Erst 1986
in Berlin, Deutschland geboren, wo er auch heute noch lebt und
arbeitet. Philip hat seinen Abschluss an einer Fotografie-Verein
gemacht, seitdem arbeitet er als selbstständiger Fotograf in Berlin und
studiert geologische Wissenschaften an der freien Universität.
ARCHITEKTUR
The building is designed to be a showcase for the latest in sustainable architecture and technology, with a focus on energy efficiency and environmental sustainability. The building's design incorporates a variety of innovative features, including a green roof, solar panels, and a geothermal heating and cooling system.
The building's exterior is clad in a combination of glass and metal, creating a striking contrast against the surrounding landscape. The building's interior is equally impressive, featuring a variety of high-tech amenities, including a state-of-the-art auditorium, a conference center, and a variety of meeting rooms and offices.
The building is located in a beautiful natural setting, with a stunning view of the surrounding mountains and forests. The building's design takes full advantage of this natural beauty, with large windows that allow visitors to take in the breathtaking views from every room.
Overall, the building is a stunning example of modern architecture and sustainable design, and it is sure to become a landmark in the region.
The Phaeno Science Center is a modern science museum located in Wolfsburg, Germany. It was designed by the renowned architect Renzo Piano and opened in 2005. The building's unique design features a series of interconnected structures that create a dynamic and engaging environment for visitors. The museum offers a wide range of interactive exhibits and programs that aim to make science accessible and fun for people of all ages. The Phaeno Science Center has become a popular attraction in the region, attracting thousands of visitors each year.
The Phaeno Science Center in Wolfsburg, Germany, is a striking example of modern architecture that combines science and art. Designed by the renowned architect Renzo Piano, the building features a unique design with a series of interconnected structures that resemble a giant puzzle. The exterior is made of concrete and glass, creating a sleek and modern appearance. Inside, the center houses a variety of interactive exhibits that explore various scientific topics, making it an engaging and educational experience for visitors of all ages. The Phaeno Science Center is not only a place of learning but also a cultural landmark that has become a symbol of innovation and creativity in Wolfsburg.
The image on the left shows a warm, golden light illuminating a modern architectural space, creating a sense of warmth and inviting atmosphere. The image on the right displays a cool, blue-toned interior with a more industrial and futuristic feel, emphasizing sharp lines and geometric shapes. Both images highlight the impact of lighting on mood and perception in architecture.
ZEISS Vision Center
ZEISS Vision Center is a leading provider of premium eyewear and vision care services. Our state-of-the-art facilities offer a wide range of high-quality products and expert advice to help you achieve optimal eye health and vision.
Our team of experienced optometrists and opticians is dedicated to providing personalized care and ensuring that each patient receives the best possible treatment. We use the latest technology and techniques to diagnose and treat a variety of eye conditions, including myopia, hyperopia, astigmatism, presbyopia, and more.
We offer a comprehensive range of eyewear options, including prescription glasses, sunglasses, and contact lenses. Our selection includes frames from top designers and brands, as well as a wide range of lens options to suit your individual needs.
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SMILEODONTICS
SMILEODONTICS
The image on the left shows a building with a unique, pointed roof structure illuminated by warm lighting, creating a striking silhouette against the dark sky. The right image presents a similar scene but with a different angle and perspective, showcasing more of the surrounding area and additional architectural details. Both images emphasize the architectural design and the interplay of light and shadow in an urban setting.
The interior of the concert hall features a striking design with a geometric pattern on the ceiling, creating a visually captivating atmosphere. The seating arrangement is arranged in a semi-circular fashion, allowing for optimal viewing and hearing experiences. The stage area is equipped with modern lighting and sound systems, ensuring high-quality performances. The overall ambiance of the venue is both elegant and functional, making it an ideal space for various events such as concerts, conferences, and theatrical productions.
The City of Arts and Sciences in Valencia, Spain, is a stunning example of modern architecture that seamlessly blends art, science, and technology. Designed by Santiago Calatrava, this complex features several iconic structures, including the Hemispheric, the Principe Felipe Museum, and the Oceanographic. The buildings are not only visually striking but also serve as venues for various cultural and scientific events.
In the image on the left, we see the Hemispheric, a large glass dome that houses a planetarium and a science museum. Its unique design reflects light beautifully, creating a mesmerizing effect during sunset. The surrounding water features add to the serene atmosphere, making it a popular spot for both locals and tourists.
On the right, the Principe Felipe Museum stands out with its distinctive triangular glass facades. These structures are not just aesthetically pleasing; they also house state-of-the-art exhibits related to natural sciences. The museum's innovative design allows natural light to flood the interior spaces, enhancing the visitor experience.
Together, these buildings form a cohesive urban landscape that celebrates human ingenuity and creativity. They serve as a testament to how architecture can inspire awe and foster a deeper appreciation for the world around us.
The City of Arts and Sciences in Valencia, Spain, is a stunning example of modern architecture that combines art, science, and technology. Designed by Santiago Calatrava, this complex features five main buildings: the Hemisfèric, the Palau de les Arts Reina Sofia, the L'Umbracle, the Museo de las Ciencias Príncipe Felipe, and the Palau de les Arts Reina Sofia. Each building is unique in its design and purpose, making it a must-visit destination for anyone interested in contemporary architecture and cultural experiences.
The architecture of the 21st century is characterized by its complexity and innovation, often featuring intricate geometric patterns and structures that push the boundaries of traditional design. This shift towards more complex forms is not only a response to the technological advancements of our time but also reflects a broader cultural trend towards abstraction and the exploration of new aesthetic possibilities.
One of the key drivers behind this change in architectural style is the increasing use of digital tools and techniques. These tools allow architects to create and manipulate complex geometries with unprecedented precision, enabling them to realize designs that were once considered impossible. The result is a new generation of buildings that are not only visually striking but also functionally advanced, incorporating innovative materials and technologies to enhance their performance.
Another significant factor contributing to the rise of complex architecture is the growing emphasis on sustainability. As concerns about environmental impact continue to grow, architects are increasingly turning to sustainable design principles to create buildings that are both energy-efficient and eco-friendly. This shift towards sustainability has led to the development of new materials and construction methods, further fueling the evolution of architectural forms.
In conclusion, the architecture of the 21st century is a testament to the power of innovation and creativity. It is a field that continues to evolve, driven by advances in technology and a growing awareness of environmental issues. As we look to the future, it is clear that the architectural landscape will remain dynamic and ever-changing, offering endless opportunities for exploration and discovery.
Berlin, Germany
The image on the left shows a modern, multi-story building with a glass and steel facade, featuring a central atrium with a circular structure in the middle. The interior is spacious and well-lit, with a clean, contemporary design.
The image on the right depicts an interior space with a curved concrete ceiling and large windows that offer a panoramic view of a lush, green forested landscape. The floor appears to be made of a reflective material, possibly glass or polished stone, adding to the modern aesthetic of the space.
WERBUNG
Hewlett-Packard
HP Spectre x360 13t-aq0000ng
HEWLETT-PACKARD
Left: A black leather shoe with a textured pattern, displayed on a reflective surface.
Right: Two blue leather shoes, one with a wingtip design and the other with a classic brogue pattern, placed on a black box with a beige cloth underneath. The shoes are surrounded by a white cloth with a logo featuring a deer head and laurel wreath.
NIKE AIR MAX COMMAND
Sneaker & Drink
Nike Air Max 2013 & Speed Fire Orange
repair conditioner
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Audi A6 Avant 2015
The Audi A6 Avant is a luxury estate car that combines elegance, performance, and practicality. It features a sleek design with a spacious interior, offering ample room for passengers and cargo. The car is equipped with advanced technology, including a sophisticated infotainment system and a range of safety features. Under the hood, the A6 Avant offers a choice of powerful engines, ensuring a smooth and responsive driving experience. Whether you're navigating through city streets or embarking on long-distance journeys, the Audi A6 Avant provides a comfortable and enjoyable ride.
#ZEISSDriveSafe
TRAVEL
The new ZPacks Zulu 2 is a lightweight, durable, and versatile tent designed for backpackers and campers who value simplicity and functionality. With its compact footprint and easy setup, the Zulu 2 offers a comfortable sleeping space while minimizing weight and bulk. The tent features a single door with a vestibule, providing ample storage space for gear and personal items. Its waterproof construction ensures protection from rain and moisture, making it suitable for various weather conditions. The Zulu 2's lightweight design allows for easy transport and quick assembly, making it an ideal choice for those seeking a reliable and efficient camping solution. Whether used for solo adventures or shared with a companion, the ZPacks Zulu 2 promises a comfortable and enjoyable outdoor experience.
Camping is a great way to enjoy nature and get away from the hustle and bustle of everyday life. It can be a fun and exciting experience, but it's important to be prepared for any potential challenges that may arise.
One of the most important things to consider when camping is safety. You should always make sure that you have a plan in place for emergencies, such as fires or accidents. It's also important to be aware of your surroundings and to take precautions to avoid dangerous situations.
Another thing to keep in mind is comfort. While camping can be a great way to get away from the comforts of home, it's important to make sure that you're comfortable while you're out there. This means having the right gear, such as a good tent and sleeping bag, and making sure that you're staying hydrated and eating well.
Finally, it's important to respect the environment. This means leaving no trace behind, not disturbing wildlife, and following any rules or regulations that are in place. By doing so, you can help ensure that future generations will be able to enjoy the same natural beauty that you do today.
Camping in the woods with a dog.
Iceland is a land of contrasts, where the rugged beauty of its landscapes is matched only by the raw power of its natural forces. From the dramatic cliffs of the Atlantic coast to the serene lakes and rivers that dot the highlands, Iceland offers a unique blend of wilderness and tranquility.
One of the most striking features of Iceland’s landscape is its vast, open spaces. The country is known for its expansive vistas, with endless horizons stretching out before the eye. This sense of openness is particularly evident in the highlands, where the terrain is characterized by rolling hills and valleys, punctuated by occasional patches of snow and ice.
The highlands of Iceland are a testament to the country’s geological history. The landscape is shaped by the forces of nature, with mountains rising steeply from the flat plains, and rivers carving their way through the rugged terrain. The highlands are also home to some of Iceland’s most iconic landmarks, including the famous Landmannalaugar, a colorful volcanic landscape that is a favorite among hikers and photographers alike.
Despite its harsh climate, Iceland is home to a rich variety of wildlife. The country’s diverse ecosystems support a wide range of plant and animal species, from the hardy reindeer that roam the highlands to the elusive puffins that nest on the rocky shores of the Atlantic. The country’s abundant waterways also provide a habitat for a variety of fish and marine life, making Iceland a popular destination for anglers and marine biologists alike.
In recent years, Iceland has become an increasingly popular destination for tourists, who come to experience the country’s unique blend of natural beauty and cultural heritage. The country’s stunning landscapes and vibrant communities offer a glimpse into a world that is both wild and welcoming, making Iceland a truly unforgettable destination.
Left: A tent glowing in the foreground with a sunset in the background.
Right: A person walking on a snow-covered hillside with mist rising from the ground.
Left: A lone cottage stands in a field under a dramatic sky, with mountains in the background.
Right: A silhouette of a person facing a sunset over a body of water, with trees in the background.
Left: A person sits outside a green tent, preparing food with a view of mountains and a lake in the background.
Right: A panoramic view of a vast landscape with rolling hills, some covered in greenery and others in dark soil, under a cloudy sky.
Lago di Fusine, Italy
Left: A lone figure stands on a frozen landscape, dwarfed by the vastness of the icy expanse and the looming clouds above.
Right: A serene scene of icebergs floating in calm waters, with a bird soaring overhead against a deep blue sky.
Left: A stunning landscape with a river winding through a green valley, under a dramatic sky with sunbeams piercing through the clouds.
Right: The interior of a cave illuminated by a bright light source, revealing intricate ice formations and rugged rock walls.
Iceland is a land of contrasts, where the rugged beauty of its volcanic landscape meets the serene expanse of its glacial waters. From the majestic Godafoss waterfall, where the river plunges into a deep chasm, to the enigmatic Hvitserkur rock formation that stands like a guardian in the sea, Iceland’s natural wonders offer a breathtaking spectacle. The island’s diverse terrain, from the lush green valleys to the stark, snow-capped mountains, provides a canvas for photographers and nature lovers alike. Each corner of Iceland tells a story, from the tranquil lakes that mirror the sky to the dramatic coastlines that stretch towards the horizon. Whether you’re drawn to the raw power of waterfalls or the quiet majesty of the icebergs, Iceland’s landscapes are a testament to the awe-inspiring beauty of our planet.
Kirkjufell, Iceland
The sun filters through the trees, casting dappled light and shadow on the forest floor.
A foggy forest with tall trees and a ground covered in fallen leaves, bathed in a blue hue.
A misty forest landscape at dusk or dawn, with a gradient sky transitioning from deep blue to purple, and silhouettes of trees against the soft light.
Aerial photography can be used to capture stunning images of landscapes, architecture, and more. Here are some examples:
1. Aerial view of a forest with a lake in the center.
2. Aerial view of a solar panel farm with a road running through it.
3. Aerial view of a castle on top of a hill at sunset.
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Aid to the U.S.
Information concerning the flow of trained scientists and engineers to the United States has recently been summarized in a National Science Foundation report, and information on immigration of all classes of workers, in a Department of Labor report. In the 10 years from 1952 through 1961, 30,000 trained engineers migrated to the U.S. So did 9000 natural scientists (with the equivalent of a bachelor's degree or higher), 14,000 physicians and surgeons, 28,000 nurses, 12,000 technicians, and 16,000 skilled machinists and tool and die makers. One can compute the meaning of some of these figures in several ways.
In numbers. The 30,000 engineers are nearly as many as will graduate this year from U.S. schools of engineering; in the past 10 years they have augmented our own graduates by 10 percent.
In dollars. The total cost of rearing a child and educating him through college can be estimated—in very round numbers—at $35,000. At this rate, the investment in the 39,000 scientists and engineers who have come here in the 10-year period comes to 1¼ billion dollars. The cost of rearing and training the other groups enumerated above can be estimated at about 2¼ billion dollars. We have been saved these amounts of money, for the immigrants have come in their productive years, ready to add, to the amount saved, the value of the contributions they will make to industrial production, research, and education. By the time they retire, their contribution will be large indeed.
In enriching the labor force. The Department of Labor report compares all immigrants with our total labor force and demonstrates that the mixture is enriched by immigration. The immigrant group includes relatively more professional and technical personnel and more craftsmen than does the labor force at large.
At the top level in science—and now we are no longer considering only the period since 1952—migrants from other countries have greatly enriched the United States. The Hungarians are proverbial. But consider also the distinguished contributions of American scientists who once were Chinese, or German, or British, or of some other national origin. Turning from anecdotal to statistical evidence of the enrichment brought by immigration, we find that 17 percent of the members of the National Academy of Sciences were born and educated abroad, and an additional 7 percent were born abroad but received a good portion of their education here. Over 60 Americans have received the Nobel Prize in physics, chemistry, or physiology or medicine. A fourth of them were born in other countries.
Too many factors are involved for us to try to draw up here a balance sheet of scientific and technological credits and debits, but in considering the various kinds of aid this country offers to other peoples, we do well to remember that American science and engineering profit greatly from the contributions of men and women who come here from other countries.—D.W. | <urn:uuid:3e6d8456-7e16-4bce-8b09-3a7681aaea88> | CC-MAIN-2018-51 | http://science.sciencemag.org/content/sci/139/3557/local/ed-board.pdf | 2018-12-17T13:25:48Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.57/warc/CC-MAIN-20181217113255-20181217135255-00088.warc.gz | 256,463,474 | 599 | eng_Latn | eng_Latn | 0.999026 | eng_Latn | 0.999026 | [
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Asthma Resources
Rescue Inhalers In Schools
RSA 200:54-200:57
Summary Of The Law
These sections of RSA 200 allow schools to obtain and keep a supply of of bronchodilators, spacers, and nebulizers for student use during an asthma emergency.
Prescribing Authority
School board authorizes the school nurse to maintain the medication supply
A healthcare practitioner can prescribe rescue medications to the school district
Student Eligibility
Reporting Requirements
Student must have an asthma action plan on file, updated annually
Student's health provider must provide dosage information and permission to use school stock in an emergency
School must have written permission from the parent
School Personnel
To administer a rescue inhaler, a school employee must be designated by the school nurse and must have completed asthma training conducted by the school nurse
The school nurse will maintain a list of those who have completed an asthma training program
The asthma training program must consist of:
An initial training and an annual refresher course based on training programs by the NH School Nurses' Association, the National Association of School Nurses, and the American Lung Association
Techniques on how to recognize symptoms of severe respiratory distress
Standards and procedures for storage
Administration of the bronchodilator with spacer or nebulizer
Guidance from Department Of Education
The Department of Education, in consultation with the NH School Nurses Association and the American Lung Association, shall provide guidelines for this policy to all schools
Immunity
Immunity against liability is built into the legislation provided that any damages are not caused by the willful disregard for the requirement
School must produce an annual report summarizing use of meds and equipment
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Posters A Concise History
"To understand the history and spirit of America, one must know its wars, its laws, and its presidents. To really understand it, however, one must also know its cheeseburgers, its love songs, and its lawn ornaments. The long-awaited Guide to the United States Popular Culture provides a single-volume guide to the landscape of everyday life in the United States. Scholars, students, and researchers will find in it a valuable tool with which to fill in the gaps left by traditional history. All American readers will find in it, one entry at a time, the story of their lives."--Robert Thompson, President, Popular Culture Association. "At long last popular culture may indeed be given its due within the humanities with the publication of The Guide to United States Popular Culture. With its nearly 1600 entries, it promises to be the most comprehensive single-volume source of information about popular culture. The range of subjects and diversity of opinions represented will make this an almost indispensable resource for humanities and popular culture scholars and enthusiasts alike."--Timothy E. Scheurer, President, American Culture Association "The popular culture of the United States is as free-wheeling and complex as the society it animates. To understand it, one needs assistance. Now that explanatory road map is provided in this Guide which charts the movements and people involved and provides a light at the end of the rainbow of dreams and expectations."--Marshall W. Fishwick, Past President, Popular Culture Association Features of The Guide to United States Popular Culture: 1,010 pages 1,600 entries 500 contributors Alphabetic entries Entries range from general topics (golf, film) to specific individuals, items, and events Articles are supplemented by bibliographies and cross references
Comprehensive index
More Than Sixty Course Syllabi That Bring the New Complexity of Graphic Design to Light All graphic designers teach, yet not all graphic designers are teachers. Teaching is a special skill requiring talent, instinct, passion, and organization. But while talent, instinct, and passion are inherent, organization must be acquired and can usually be found in a syllabus. Teaching Graphic Design, Second Edition, contains syllabi that are for all practicing designers and design educators who want to enhance their teaching skills and learn how experienced instructors and professors teach varied tools and impart the knowledge needed to be a designer in the current environment. This second edition is newly revised to include more than thirty new syllabi by a wide range of professional teachers and teaching professionals who address the most current concerns of the graphic design industry, including product, strategic, entrepreneurial, and data design as well as the classic image, type, and layout disciplines. Some of the new syllabi included are: Expressive Typography Designer as Image Maker Emerging Media Production Branding Corporate Design Graphic Design and Visual Culture Impact! Design for Social Change And many more Beginning with first through fourth year of undergraduate courses and ending with a sampling of graduate school course options, Teaching Graphic Design, Second Edition, is the most comprehensive collection of courses for graphic designers of all levels.
London Transport's poster collection represents the most complete graphic archive of its kind to be assembled by a single organisation over such a long period anywhere in the world. This book is richly illustrated with examples of posters from all periods.
How effective are election campaign posters? Providing a unique political history, this book traces the impact that these
posters - as well as broadsides, banners, and billboards have had around the world over the last two centuries. It focuses on the use of this campaign material in the United States, as well as in France, Great Britain, Germany, South Africa, Japan, Mexico, and many other countries. The book examines how posters evolved and discusses their changing role in the twentieth century and thereafter; how technology, education, legislation, artistic movements, advertising, and political systems effected changes in election posters and other campaign media, and how they were employed around the world. This comprehensive and original overview of this campaign material includes the first extensive review of the research literature on the topic. Posters, Propaganda, and Persuasion will be useful to scholars and students interested in communications, politics, history, advertising and marketing, art history, and graphic design. A chronology of world history ranges from the dawn of humankind to the present day, examining important events, milestones, ideas, and personalities that occurred simultaneously in different regions of the world. Reproduces posters that best reflect the social and political ideas of each decade since the French Revolution. Learn About Movie Posters by Ed & Susan Poole answers the important questions collectors need to know about this fascinating hobby. It's the most comprehensive book ever compiled on original movie posters and how to collect them. In 448 pages, you will learn about * The birth of the movie poster* The sizes and types of movie art* Common forms of movie art* How movie posters were processed and distributed* International movie posters* Movie art as investment* Grading the
condition of your movie art* How to buy and sell movie posters* Comprehensive filmography of poster artists* Caring for your collection And much, much more. Ed & Susan Poole's book is the first to teach you everything you ever wanted to know about collecting authentic movie posters.
A new edition of a seminalbook on the history of graphicdesign in the twentieth centuryby one of the leadingauthorities in the field.
The first compact history of the American poster with 80 full color reproductions and an essay on poster design.
In the late 1960s, IBM was one of the world's pre- eminent corporations, employing over 250,000 people in 100 countries and producing some of the most advanced products on earth. IBM President Thomas J. Watson Jnr. sought to elevate the company's image by hiring world-renowned design consultants, including Eliot Noyes and Paul Rand. As well as developing the iconic IBM logo and a corporate design guide, Rand also brought together a remarkable team of internal staff designers. One of the designers he hand-picked was Ken White, who, along with John Anderson and Tom Bluhm, headed up the design team at the IBM Design Center in Boulder, Colorado. Together, they initiated a poster program as a platform for elevating internal communications and initiatives within the company. These posters were displayed in hallways,
conferences rooms, and cafeterias throughout IBM campuses, with subject matter including everything from encouraging equal opportunity policies, to reminders on best security practices, to promoting a family fun day. Designers often incorporated figurative typography, dry humor, visual puns, and photography to craft memorable and compelling messages.
A collection 110 posters, many created by wellknown artists and photographers, looks back on life during World War II and features such famous posters as the "Loose Lips Sink Ships" poster and Rockwell's illustrations of the four freedoms. Looks at posters from Children's Book Week's history, gives information on the artists, and traces the history of children's book publishing since 1919 Between 1910 and 1920 Mexico was convulsed by socialist revolution, from which emerged a strong leftwing government that laid great stress on art as a vehicle for promoting revolutionary values. This led to a pioneering programme to cover the walls of public buildings with vast murals and, later, to setting up print workshops to produce works for mass distribution and education. This book is published to accompany the first ever exhibition on this period to be held in Europe, on view at the British Museum from 27 October -- 28 February 2010. It will feature approximately 130 prints by over 40 artists, including the three great men of Mexican art of the period:
Diego Rivera, José Clemente Orozco and David
Alfaro Siqueiros. A fascinating range of material includes not only single-sheet artists' prints but also large posters with designs in woodcut or lithography, as well as illustrated books on many different themes. Also included are earlier works by the popular engraver José Guadalupe Posada, adopted by the revolutionaries as the archetypal printmaker working for the people, and whose macabre dances of skeletons have always fascinated Europeans. Essays by Alison McClean and Dawn Ades will set Mexican printmaking in its artistic and political context. The book will also contain concise biographies of all the artists featured. The Cultural Revolution in China was a time of upheaval and change. Millions of lives were disrupted and much effort was spent by the government and the Party to "reeducate" the populace through a great propaganda campaign. Posters, ceramic statues, Red Books, pins, and a myriad of other means were designed to get the message across. Now, after the opening of China to the West, these things are finding their way into the collector's market. In this remarkable volume, the history of an era and the material culture that it generated are shown in over 450 color images. They include 180 posters that set the tone as art and as propaganda. The iconography of the posters was used to rally the people around the programs and
personalities of the Maoist regime. In addition there are hundreds of ceramic statues, "Little Red Books," awards, ration coupons, wall hangings, prints, and many other objects included that promoted the Cultural Revolution and sought to influence the Chinese people. For graphic artists, collectors, and Sino-historians, these items have growing importance. With its concise and informative history and beautiful color illustrations, this book provides an introductory guide to the meaning and value of a variety of the most common posters and artifacts to be found in markets in China and the West, along with brief explanations of their historical background and their current value.
Even in the digital age, the printed poster retains an important, much-loved role in connecting with audiences in a way that both entertains and informs. The V&A was one of the first museums to start collecting posters and to recognize the importance of doing so. Far from ephemeral, posters are both a representation of the time in which they were produced and distributed and, in many instances, have shaped the societies in which they were seen. The story of the poster is both one of changing styles and new innovations in design, illustration and printing, and a visually compelling social history. 0The Poster brings together over 300 examples that tell a comprehensive visual history of poster design and the various ways the poster has been used to
tell, to sell, to charm and to spur on change.
Organized into seven thematic chapters that tell the story of the poster as a medium, each poster is accompanied by a concise commentary that explains the work in terms of its design, printing, content, message and the commercial, social or political impact it may have had. 0Featuring works by the masters of poster design that have become popular and highly collectible classics, charting the ebb and flow of styles such as Art Nouveau, Modernism, Art Deco, Psychedelia and Punk and featuring the nostalgic glow of muchloved brands as well as posters that shook and changed the world, The Poster will be an essential visual resource for graphic designers and illustrators - a reference for anyone with an interest in collecting posters and an engaging design and social history for all who appreciate this most popular of art forms. Railway posters have huge appeal for the modern audience, but just what explains this continuing interest? Enduring images of iconic locomotives, bathing beauties and characters such as Sunny South Sam are testament to the creativity of the railway company marketing departments and the posters tell us not only about railway history and technology, architectural and engineering accomplishments, but also about the cultural and social significance of the railways. The influence of the railway industry on our cities and coastlines, and
on the development of leisure time and holiday resorts, can be seen in the recurring images of design has evolved as a means of identification, information, and promotion to become a profession and discipline in its own right. This authoritative documentary history begins with the poster and goes on to chart the development of word and image in brochures and magazines, advertising, corporate identity, television, and electronic media, and the impact of technical innovations such as photography and the computer. For the revised edition, a new final chapter covers all the recent international developments in graphic design, including the role of the computer and the Internet in design innovation and globalization. In the last years of the twentieth century, at a time when "designer products" and the use of logos grew in importance, the role of graphic designers became more complex, subversive, and sometimes more politicalwitness Oliviero Toscani's notorious advertisements for Benetton. Digital technology cleared the way for an astonishing proliferation of new typefaces, and words began to take second place to typography in a whole range of
ramblers, bathers and idyllic tourist destinations. This book explores the changing styles and functions of the railway poster from the early pre-grouping days through to the inter-war 'golden age' and nationalised British Railways. From its roots in the development of printing, graphic
magazines and books as designers asserted the primacy of their medium. Designers and companies discussed here include Neville Brody, David Carson, Design Writing Research, Edward Fella, Tibor Kalman, Jeffery Keedy, LettError, Pierre di Sciullo, Tomato, Gerard Unger, Cornel Windlin, and a host of others. Over 800 illustrations, 30 in color. To this day, Japan's modern ascendancy challenges many assumptions about world history, particularly theories regarding the rise of the west and why the modern world looks the way it does. In this engaging new history, Brett L. Walker tackles key themes regarding Japan's relationships with its minorities, state and economic development, and the uses of science and medicine. The book begins by tracing the country's early history through archaeological remains, before proceeding to explore life in the imperial court, the rise of the samurai, civil conflict, encounters with Europe, and the advent of modernity and empire. Integrating the pageantry of a unique nation's history with today's environmental concerns, Walker's vibrant and accessible new narrative then follows Japan's ascension from the ashes of World War II into the thriving nation of today. It is a history for our times, posing important questions regarding how we should situate a nation's history in an age of environmental and climatological uncertainties. Long-time poster aficionado William Crouse has selected over 300 of the most soughtafter examples of poster art
created between the wars for this definitive volume. Organized thematically into subject categories (aviation, communication, fashion and more), this book includes over 300 highly rare and even unique examples by masters of the art form, including Nizzoli, Cassandre and Beall. Each poster - digitally photographed under carefully controlled conditions is accompanied by an expanded caption that addresses the aesthetic, sociological, economic and/or political context of the image. Introduced by Art Deco specialist Alastair Duncan, Art Deco Posters is an essential addition for all interested in graphic design, Art Deco, and life and culture between 1919 and 1939.
An extraordinarily visceral collection of posters that represent the progressive protest movements of the twentieth Century. Two of the most recognizable images of twentieth-century art are Pablo Picasso's "Guernica" and the rather modest massproduced poster by an unassuming illustrator, Lorraine Schneider "War is Not Healthy for Children and Other Living Things." From Picasso's masterpiece to a humble piece of poster art, artists have used their talents to express dissent and to protest against injustice and immorality. As the face of many political movements, posters are essential for fueling recruitment, spreading propaganda, and sustaining morale. Disseminated by governments, political parties, labor unions and other organizations, political posters transcend time and span the entire spectrum of political affiliations and philosophies. Drawing on the celebrated collection in the Tamiment Library's Poster and Broadside Collection at New York University, Ralph Young has compiled an extraordinarily visceral collection of posters that represent the progressive protest movements of the twentieth Century: labor, civil rights, the Vietnam War, LGBT rights, feminism and other minority rights. Make Art Not War can be enjoyed on aesthetic grounds alone, and also offers fascinating and revealing
insights into twentieth century cultural, social and political history.
It was in the early 20th-century renaissance of the decorative arts that modern graphic design was born, art made to serve the global expansion of business and industry. Alain Weill traces the history of commercial imagemaking and typography in Europe and the United States, from the earliest poster artists to the radical avant-garde influences of Dada and Constructivism, De Stijl and the Bauhaus, from the political and social consciousness of the 1960s to the digital age. With an extremely readable text, hundreds of colour illustrations and additional documents by distinguished authors on 'Early Writings on Graphic Design', 'Advertising The Mother of Graphic Design' and 'The Future of Graphic Design?', this is a treasure trove for students and practising artists and designers.
The poster - inexpensive, colorful, and immediate - was an ideal medium for delivering messages about Americans' duties on the home front during World War II. Design for Victory presents more than 150 of these stunning images many never reproduced since their first issue - culled from the collections of the National Museum of American History, Smithsonian Institution. William L. Bird, Jr. and Harry R. Rubenstein delve beneath the surface of these colorful graphics, telling the stories behind their production and revealing how posters fulfilled the goals and needs of their creators. The authors describe the history of how specific posters were conceived and received, focusing on the workings of the wartime advertising profession and demonstrating how posters often reflected uneasy relations between labor and management.
Better posters mean better research. Distilling over a decade of experience from the popular Better Posters blog, Zen Faulkes will help you create a clear and informative
conference poster that delivers maximum impact. Academics have used posters to share research for more than five decades, and tens of thousands of posters are presented at conferences every year. Despite the popularity of the format, no in-depth guide has been available on how to create and deliver compelling conference posters. From over-long titles, tiny text and swarms of logos, to bad font choices, chaotic colour schemes and blurry images – it's easy to leave viewers confused about your poster's message. The solution is Better Posters: a comprehensive guide to everything you need to know – from writing a title and submitting an abstract, to designing the poster and finally presenting it in the poster session. Your conference poster will be one of your first research outputs, and the poster session is your first introduction to a professional community. Making a great poster develops the skills to create publications, reports, outreach and teaching materials throughout your career. This book also has material for conference organizers on how to make a better poster session for their attendees. Communicate Science Papers, Presentations, and Posters Effectively is a guidebook on science writing and communication that professors, students, and professionals in the STEM fields can use in a practical way. This book advocates a clear and concise writing and presenting style, enabling users to concentrate on content. The text is useful to both native and non-native English speakers, identifying best practices for preparing graphs and tables, and offering practical guidance for writing equations. It includes content on significant figures and error bars, and provides the reader with extensive practice material consisting of both exercises and solutions. Covers how to accurately and clearly exhibit results, ideas, and conclusions Identifies phrases common in scientific literature that should never be used Discusses the theory of presentation, including "before and after examples
highlighting best practices Provides concrete, step-by-step examples on how to make camera ready graphs and tables "Applied art and design have shaped culture and the economy in Finland since the late 19th century. In this process they have become an integral aspect of the identity and international image of the country. This book outlines the evolution of design in Finland from the founding stages of the 1870s to the beginning of the 21st century. It focuses on its main underlying factors -industries, training and education, culture, designers and products. Design has operated in the tension between art and industry, and continues to do so, belonging to both but never exclusively to either one."--Publisher's description.
The Poster: Art, Advertising, Design, and Collecting, 1860sÐ1900s is a cultural history that situates the poster at the crossroads of art, design, advertising, and collecting. Though international in scope, the book focuses especially on France and England. Ruth E. Iskin argues that the avant-garde poster and the original art print played an important role in the development of a modernist language of art in the 1890s, as well as in the adaptation of art to an era of mass media. She moreover contends that this new form of visual communication fundamentally redefined relations between word and image: poster designers embedded words within the graphic, rather than using images to illustrate a text. Posters had to function as effective advertising in the hectic environment of the urban street. Even though initially commissioned as advertisements, they were soon coveted by collectors. Iskin introduces readers to
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Acces PDF Posters A Concise History
the late nineteenth-century ÒiconophileÓÑa new type of collector/curator/archivist who discovered in poster collecting an ephemeral archaeology of modernity. Bridging the separation between the fields of art, design, advertising, and collecting, IskinÕs insightful study proposes that the poster played a constitutive role in the modern culture of spectacle. This stunningly illustrated book will appeal to art historians and students of visual culture, as well as social and cultural history, media, design, and advertising.
Covers a wide range of graphic design including film, magazines and posters. Also cover techniques used such as airbrushing and computer generated images Copyright: 15d35afa0b932e5ff1b4d13a34486f24
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How do I talk to young children about the racial injustices happening right now?
1. Above all else, reassure the child that they are loved and the adults in their life are doing their best to take care of them. Notice I did not say safe. We cannot keep our children safe from racial injustice. People of color have always known this. White people are catching on, slowly.
3. Help children find words to describe their wonderings and worries by asking questions. Are you worried about the car you saw on fire? Are you wondering what made me and auntie cry last night?
2. Your best is good enough. Do not be afraid to say the wrong thing. There is no perfect answer.
4. Keep the concepts simple. For now, share the least amount of information necessary to reassure the child.
5. Use phrases that are familiar . For example, if the child does not yet know what race is, stick to skin color. If the child understands "went to heaven" rather than death, use this language. If the child knows the concept of "bad guys" then talk about who the "bad guy" is in this context.
6. End the conversation with love, reassurance , and redirection. You need this as much as the child does. Do something together to reassure the child that it is ok to keep going. For example: read a book, sing a song, build a tower, toss a ball, color a picture, make a snack, or play a game.
No really, what do I say?
No one can tell you what to say because only you know your family. We can only offer sample language. You are the one who knows how to make the language fit your family. And the truth is, what seems like the right thing today might not feel right tomorrow. Again, we're aiming for good enough not perfection.
Here are some examples:
Why are people so mad they are burning cars?
- People are upset because a police officer hurt a man so badly he went to heaven/died and can never come back.
- Those people you saw are so mad they think the only way to be heard is to start a fire.
- People are tired of living in a world where people are treated badly because they have black and brown skin.
When I was angry you told me to take a timeout. Those people should take a time out.
- When you were mad at Bobby and you hit him, I wanted you to take a time out to calm down so you could ask Bobby nicely for your toy. You did a great job using your words. This is a little different.
- Starting a fire is very dangerous and if you are ever so angry you want to hurt something or someone, you must find an adult/grown-up to help you.
- The people on TV already tried a time out and used their words many, many times. Now they are very angry and trying something else. It is important for them to keep trying to help the people being hurt because they have black and brown skin.
- Sometimes people get so upset they do things without thinking about what will happen next. Like when you were upset and knocked down your brother's block tower. Your angries bubbled out before you could stop them. Those people had their angries bubble out.
Why do the police hurt people who aren't bad guys?
- That police officer was not a nice man. He was a mean man. I don't know why he was so mean. I hope he goes to jail for a long long time.
- Most police are helpers and work to keep us safe. But some police only keep people safe if they like them. Those police should get in trouble and not be able to go to work anymore.
My friend Gina has brown skin. Will the police hurt her?
- I hope not. Gina does everything she can to stay safe.
- You're right. Gina's skin is beautiful and brown. If you ever see someone be mean to Gina because of her skin I want you to stand next to her and say "Gina is my friend. You leave her alone." Then I want you and Gina to go get an adult/grown-up to help.
Are the police going to hurt me?
- I don't want you to worry about the police. It is my job to make sure you don't get hurt.
- I say a prayer (make a wish) every day to keep that from happening. Do you want to hear it?
- If you feel afraid when the police are around you can hold my hand. I am here and you can always come to me when you are feeling worried.
Resources for talking to young children about racial injustice
Image credited to prettygooddesign.org
Remember that these links are starting points for conversations rather than final destinations.
Step 1. Help children process their feelings in this moment
* Once I was very very scared by Piplo Productions is a free online book that helps kids talk about scary feelings, what they feel like in your body and things that help them feel better.
* From PBS you can find more information on how to help children process information that comes forth in the news around tragic events
* Supporting Kids Of Color in The Wake of Racialized Violence - an interview to help caregivers get an understanding on the impacts of radicalized violence on young children and how they can help them.
* The National Child Traumatic Stress Network (NCTSN) has developed a simple table that can help caregivers respond and help young children dealing with traumatic grief.
* Zero to Three's article applies a child development lens to guidance for talking to young children about racism and violence.
Step 2. Talk about race and racism consistently and take action
* Wee the People is a Boston based social justice project for children age 4 to 12 launched by two black mothers and offers workshops that explore activism, resistance, and social action through the visual and performing arts for both kids and caregivers.
* HealthyChildren.org also has tips around talking to young children about racial bias.
* Embrace Race is a great source of helpful information. In this article find out 8 ways to talk to young kids about racial injustice.
* Books for Littles is a website with diverse book recommendations on how to talk to children about race.
* For educators, the NCTSN has also developed materials on how to address race and trauma in classrooms.
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Book of Mormon Central
Type: Magazine Article
The Indians - Laman and Nephi Visit Laban Author(s): George Q. Cannon Source: Juvenile Instructor Published by: George Q. Cannon & Sons
, Vol. 1, No. 3 (1 February 1866), p. 12
Abstract: Believes that "all the Indians in North and South America, and the inhabitants of some of the islands in the Pacific Ocean, are descendants of [the Lehite] family, who came away from Jerusalem about 2,400 years" ago.
1
C Ij e Luhtans.
LAMAN AND NEPHI VISIT LABAN.
When Nephi and his brothers arrived near Jeru salem they consulted together, and concluded to cast lots'to see which of them should go to ask La'ban for the brass plates containing the records. The lot fell upon Laman; so he went np to Laban's house and, after being invited in, sat and conversed with him.for a little while. Now, it is quite proba ble that Lehi and all his family were well acquaint ed with Laban before they left Jerusalem, so that they had some reason to expect a kind reception. But when Laman told his business and asked for the plates, Laban was greatly enraged, abused him shamefully, called him a thief, and would have kill" ed him had he not fled out of his house.!
obedient to their parents, and He sends His Angels to watch over and take care of them, although we do not see them. Still, there are some of them near us most of the time, and a great many chil dren have had their eyes opened by the Spirit of the Lord so that they could see them,- and some of our little readers may be so happy, some day, as to see them and enjoy their company, if they will only try to overcome their -naughty feelings, always speak the truth and not forget to pray to the Lord.
After the Angel left Nephi and his brethren, Laman and Lemuel still complained and murmur ed, but as Nephi was determined to go once more to Jerusalem, as the Angel had commanded, they concluded to go with them. It was after dark when they arrived at Jerusalem, aud Nephi told his brothers to wait outside the walls while he went up into the city. He proceeded very cautious ly, and, on arriving near to Laban ' s house, found a man lying in the street, before him, drunk. He stooped down to _ see who it was and found it was Laban. He had girt around his waist, a very beautiful and valuable sword, the hilt, or handle of which was made, of gold and the blade was of the very best steel. Nephi took this sword out of its scabbard and cut off Laban ' s head with it. He hesitated to do it at first, as he had never killed anyone before; but the Spirit of the Lord told him to do it, because Laban was a wicked man and would not obey God, and be sides, he had tried to kill Nephi and his brothers, and had robbed them of all their treasures and would not give them the plates, — he, therefore, deserved to die.
God has also said that it is not good for us to use tobaceo or liquor or to eat much meat in summer, and He has promised that all who will give heed to His advice and obey all His commandments shall become very wise and very good. People who do not use any hot drinks, toba^po, intoxicating liquors, nor a great deal of meat, are always healthier, hap pier and handsomer than those who do.
Now, if any of the little boys and girls who read this have indulged in these or any other bad habits, we hope that they will discontinue them at once, and if they have not formed them we trust they will never be so foolish as to do so. If they will abstain from the use X)f tea, ''coffee, tobacco, intox icating liquors, bad words and everything that is wicked, they will grow up to be healthy, happy, wise and useful men and women, and they will be loved by the Lord and by all good people.
THE LION.
'
The lion is not a very large animal, but is very strong and powerful, so much so that he is called the king of beasts. The illustration above repre sents what is told in the. following fable,—a fable, we must tell you, is a short story conveying a moral, by which some principle is taught.
s A lion had a little mouse in his power, and was just going to set his paw ou it and crush it to death, when the'little thing pleaded for its life, and the lion let it go. The mouse, full of gratitude, thank ed the lion, and said if it ever had the opportunity it would do a good turn for the lion. The power ful beast looked down on it with contempt, wonder ing how such a little thing could imagine it could be of any service to him. But by and by the lion was caught in a net set for him by Some huuters, and when the little mouse heard the roars of its preser ver, who was unable to free himself, it came and cut the meshes of the net with its little sharp teeth, and set the lion free. This is the fable; and though beasts cannot talk, the moral is, that we should never despise the power of anything to do good, no matter how insignificant it may appear to be.
When Laman returned to his brothers, and told them the treatment he had received from Laban, they were all very sorrowful, and Laman and Lem uel wanted to go back to their father without the plates; but Nephi said,--No, God sent us here for them, and we will not go back without them, for the Lord always gives His children power, in some way, to do what -He commands them. So, after another consultation, they concluded to go and gather together all the gold and silver and precious things that belonged to their father, which he had left in his house at Jerusalem, and offer to ex change them with Laban for the plates of brass. The brass plates were not worth a great deal except for what was written upon them; and Laban, be ing a wicked man, did not <yj.re about the good things they contained; but Lehi ' s sons wanted to show Labah that they did not wish to steal or beg the plates 'rem him, but were willing to pay him a great dèal more than they were worth to any one butthemselves. So they all went up to Laban ' s house this i -, ing their riches with them, and offered him the whole of them for the plates. But when Laban saw their great .treasures he coveted them, and, as he still refused to let them have the plates, he determined to kill them and take their property. So he quarrelled with them, drove them out of thé house and sent his servants to murder them. Nephi and his brothers escaped, however, out of their hands, bub had to leave all their treas ures behind them.
This was a sad blow to them all, and they felt more sorrowful than ever. Laman and Lemuel be came very angry with Nephi and Sam and began beat and abuse them, charging them with being the cause of all their troubles. But while Laman and Lemuel were thus cruelly, beating their younger brothers, as they dwelt in a cave in the mountains near Jerusalem, an Angel suddenly appeared in their midst and rebuked them for their wickedness and violence, telling them that the Lord had chosen Nephi, because of his righteousness, to be their ruler and leader, and commanded them to go up once more to Jerusalem, promising that the Lord would deliver Laban into their hdhds.
to Nephi then stripped Laban of his "clothes and put them upon himself, girding his sword round him also, and went towards Laban ' s house. On his way he met Zoram, Laban ' s servant, who, sup posing Nephi to be his master, readily obeyed his command to fetch the brass plates out of Laban ' treasury and to bring them outside the city walls. Upon Nephi ' s approach lii^brethren fled from him in dismay, supposing him to be Laban, and that, having killed their brother, he wasnow come to slay them. Nephi called after them, however, and as soon as they heard his voice they were glad and returned. Zoram, finding that he had not been fol lowing Laban, as he supposed, trembled and turn ed to flee. But Nephi knew that if Zoram went back to Jerusalem to tell what had happened, the wicked Jews would follow them and try to kill him and his brothers, so, being a large and very strong young man, he laid hold of Zoram to prevent his running away and talked to him until he finally consented to accompany thenf into the wilderness their father Lehi.
it, L ittle boys and girls should not use tea or cof fee, nor drink soup nor anything else while it is hot. Why? Because the Lord has told us that it is not good to do so; (see Book of Doc. & Cov., Sec. 81.). Now we are all satisfied that God knows what best for us, not only in eating and drinking, but everything else.that affects our happiness in this life as well as in the life to come; and when he has been so kind as to speak to us and tell us what for our good, do you not think it very ungrateful and wicked not to pay attention to what He says? What do you think of children who habitually dis regard the wishes of their parents? You would say they do not love their fathers and mothers, they would do as they tell them. And the angels and good men will think we do not love God much if we do-not strive to please Him. in every respect.
Many of our little readers will, no doubt, won der if Angels ever come to visit people in these days. Yes,'numbers of persons have had very glorious and happy visits from them during the last thirty or forty years: -and many more might enjoy this privilege if they would only seek for and make their hearts, their persons and their houses clean and pure, for good angels will not visit wicked men and women, nor naughty children, neither do they like to go-into dirty houses; they only love those who are good and gentle, kind and clean, who love God and try to do as He and His servants tell them. The Lord loves little chil dren who pray to Him, who try to be good and to is in is or The following extract, from a book called Alge ria and Tunis, concerning a pet lion, is interesting. A gentleman visiting at a house in Algeria, says': " In a few minutes the door opened, and a lion entered the-room, the man only leading him by a tuft of his mane. He was a magnificent .animal, two years old, and full grown, all but his mane, which, although But a foot long, made, neverthe less, a respectable appearance. He did not seem to care about our being strangers, but walking about the room like a large dog, permitted us to take liberties with him, such as patting him, shak ing a paw, and making him exhibit his teeth and eJaws. He showed, however, a marked predilec tion in favor of his old acquaintances, and lying down before them, turned on his back to be scratch ed. After a scratch or two he began to yawn, and was fairly settling himself for a nap, when a cigar was puffed in his face, a proceeding he evidently did not approve of. Rising in a hurry, curling up his lips, and wrinkling his nose, lie exposed to view a splendid set of teeth, a sure sign he was not pleased. A hearty sneeze seemed to restore him to good temper; and bearing no malice, he returned a friendly pat, bestowed upon him by Captain Martenot, who had been the aggressor, by rubbing his head caressingly against his knees. " | <urn:uuid:9ca85c64-0006-42f7-8add-aeac2d274c91> | CC-MAIN-2024-22 | https://archive.bookofmormoncentral.org/sites/default/files/archive-files/pdf/cannon/2019-06-03/george_q._cannon_ji_1.3_the_indians-laman_and_nephi_visit_laban_1_february_1866.pdf | 2024-05-19T03:08:10+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057631.79/warc/CC-MAIN-20240519005014-20240519035014-00767.warc.gz | 94,427,420 | 2,619 | eng_Latn | eng_Latn | 0.975381 | eng_Latn | 0.997568 | [
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IOWA End-of-Course
Assessment Programs Released Items
1 Which cubic equation has roots of ∙2, 1, and 3?
A
x
3
− 6 = 0
INCORRECT: The student wrote a cubic equation with a constant that is the product of the roots.
B x 3 + 6 = 0
INCORRECT: The student wrote a cubic equation with a constant that is the absolute value of the product of the roots.
C x 3 − 2x 2 − 5x + 6 = 0
D x 3 + 2x 2 − 5x − 6 = 0
INCORRECT: The student incorrectly found the squared term and constant of the cubic equation.
CCSS Conceptual Category:
Algebra
CCSS Domain:
Reasoning with Equations and Inequalities
2 If f(x) ∙ 2x ∙ 3 and g(x) ∙ x ∙ 2, what is f(g(3))?
A
1
INCORRECT: The student only evaluated g(3).
5
```
CORRECT: f(g(3)) = f(3 – 2) = f(1) = 2(1) + 3 = 5
```
7
INCORRECT: The student evaluated g(f(3)).
10
INCORRECT: The student added the like terms of the functions together and then simplified:
f
(
g
(3))
→
(2
x
3)
(
x
2)
3
x
1
3(3)
+
+
–
=
+
+
1
=
10
CCSS Conceptual Category:
Functions
CCSS Domain:
Interpreting Functions
B
C
D
3 If f(x) ∙ 3x ∙ 1, what is f ∙ 1 (x)?
B 1 3 x – 1
INCORRECT: The student did not divide both terms of the left-hand side of the equation by 3.
```
INCORRECT: The student incorrectly found the reciprocal of f(x): 1 f(x) = 1 3x + 1 → 1 3x + 1
```
D – 3 x – 1
```
INCORRECT: The student found the opposite of f(x): – f(x) = – (3x + 1) = – 3x – 1
```
CCSS Conceptual Category:
Functions
CCSS Domain:
Building Functions
4 What is the solution to the following equation?
INCORRECT: The student simplified log 10 as 10.
INCORRECT: The student divided the right-hand side of the equation by 5 instead of multiplying by 5.
INCORRECT: The student simplified 5 log 10 as log 50.
CCSS Conceptual Category:
Functions
CCSS Domain:
Linear, Quadratic, and Exponential Functions
5
Find the vertical asymptote line(s) of the
INCORRECT: The student used the constant term in the expression left in the denominator.
B x = – 2
CORRECT: Found the zero of the denominator:
x
2
0
→
x
2
[Note: there is a hole at
x
=
2.]
x
=
–
2 and
x
=
2
INCORRECT: The student did not simplify the common factor of x – 2.
x
C
D
=
–
4 and
x
=
4
INCORRECT: The student factored the denominator incorrectly.
CCSS Conceptual Category:
Functions
CCSS Domain:
Interpreting Functions
+
=
=
–
6 Zach went on a bike ride. He recorded his distance from home at various times along the route. Using the line graph that charts his progress, during which time period was Zach traveling at the greatest rate of speed?
Time
A From 8:00 to 8:30
CORRECT: The greatest rate of speed corresponds with the segment with greatest slope. The slopes of the segments corresponding to the answer options are 7.5 30 , 2.5 15 , 4 30 , 6 30 .
B From 8:45 to 9:00
INCORRECT: The student selected the time period that ends when Zach is the farthest from home.
C From 9:00 to 9:30
INCORRECT: The student selected the time period that begins when Zach is the farthest from home.
D
From 9:30 to 10:00
INCORRECT: The student selected the time period with the greatest negative slope.
CCSS Conceptual Category:
Functions
CCSS Domain:
Interpreting Functions
7 U-Rent charges $20 per day and 10 cents per mile to rent a car. Atlas charges $30 per day and 5 cents a mile. If you were renting a car for one day, when would U-Rent be cheaper than Atlas?
A When driving less than 200 miles
CORRECT: The total cost to rent from U-Rent is represented by the expression 20 + 0.10x, where x is the number of miles the car is driven. The total cost in dollars to rent from Atlas is represented by the expression 30 + 0.05x, where x is the number of miles the car is driven:
```
20 + 0.10x < 30 + 0.05x 0.05x < 10 x < 200
```
B When driving more than 200 miles
INCORRECT: The student found when it would be more expensive to rent from U-Rent than Atlas.
C U-Rent is always cheaper than Atlas.
INCORRECT: The student answered based on the daily rate.
D U-Rent is never cheaper than Atlas.
INCORRECT: The student answered based on the mileage rate.
CCSS Conceptual Category:
Algebra
CCSS Domain:
Reasoning with Equations and Inequalities
8
What is the domain of the quadratic function graphed below?
y
A (– ∞
, 0)
INCORRECT: The student thought the graph shows a vertical asymptote at 0.
B (– ∞
, 1]
INCORRECT: The student found the range.
C (– ∞
,
∞
)
CORRECT: All unrestricted quadratic functions have domains of all real numbers.
D [1, ∞)
INCORRECT: The student selected the part of the y-axis from the maximum point and greater.
CCSS Conceptual Category:
Functions
CCSS Domain:
Interpreting Functions
9 If the discriminant of a quadratic equation is – 25, what must be true about the roots of the equation?
A They are imaginary conjugates.
CORRECT: A discriminant that is less than 0 indicates imaginary conjugate roots.
B They are irrational.
INCORRECT: The student confused imaginary with irrational.
C They are rational.
INCORRECT: The student thought that since the absolute value of the discriminate is a perfect square, the roots are rational.
D The equation has no roots.
INCORRECT: The student did not open the possibility of having roots outside of the real number system.
CCSS Conceptual Category:
Number and Quantity Overview
CCSS Domain:
The Complex Number System
10 Graph the solution to the following inequality.
A
B
–4
–3 –2 –1 0
1
2
3
4
INCORRECT: The student only solved 2x + 3 ≤ 5 since the 5 was positive.
–4
–3 –2 –1 0
1
2
3
4
CORRECT:
|2
x
3|
5
–
–
≤
5
–
8
4
2
+
≤
x
2
≤
x
3 and 2
+
x
3
x
2
≤
≤
x
5
2
1
≤
x
–
≤
≤
4
≤
x
1
The graph of which shows closed dots at –4 and 1 and everything between the dots is shaded.
INCORRECT: The student added 3 and –5 in the left-hand side of the inequality.
D
–4
–3 –2 –1 0
1
2
3
4
INCORRECT: The student added 3 and –5 in the left-hand side and added 3 and 5 in the right-hand side of the inequality.
CCSS Conceptual Category:
Algebra
CCSS Domain:
Reasoning with Equations and Inequalities
+
11 What are the solutions to the following equation?
A
x
=
± 2
i
INCORRECT: The student did not take the opposite of b in the quadratic formula and then when simplifying the fraction thought the 2s divided to 0.
B x = – 1 ± ∙6
INCORRECT: The student moved the –10 to the left side of the equation without making it its opposite and solved: 2x 2 + 4x – 10 = 0.
i
C x = – 1 ± 2
D
x
= –
1 ± 4
i
INCORRECT: The student did not divide the second term in the numerator by 2.
CCSS Conceptual Category:
Number and Quantity Overview
CCSS Domain:
The Complex Number System
12 What is the equation of the line that is perpendicular to and has the same y-intercept as the line graphed below?
y
A
–
2
x
+
3
y
=
–
9
INCORRECT: The student used the reciprocal of the slope of the given line for the slope of the new line.
INCORRECT: The student used the slope of the given line which resulted in the equation of the given line.
CORRECT: The slope of the given line is 3 2 , so the slope of a perpendicular line would be – 2 3 , (opposite reciprocal). The y -intercept of the given line is – 3. Using slope-intercept form:
3
D
x
+
2
y
=
–
6
INCORRECT: The student used the opposite of the slope of the given line for the slope of the new line.
CCSS Conceptual Category:
Algebra
CCSS Domain:
Reasoning with Equations and Inequalities
13 Which of the following graphs represents a function that has no real roots?
INCORRECT: The student selected a graph that has 2 real roots, one positive and one negative.
B
y
CORRECT: Since the graph of the function does not intersect the x-axis, the roots of the function are imaginary conjugates and therefore are not real.
INCORRECT: The student selected a graph that intersects the x-axis in one place and therefore has a double real root.
INCORRECT: The student selected a graph that has 2 real roots that are both negative.
CCSS Conceptual Category:
Functions
CCSS Domain:
Interpreting Functions
14 What is the inverse of y ∙ log (x – 3) ∙ 4?
A y = 10 x –3 – 4
INCORRECT: The student raised the log value to the power of 10 and took the opposite of the constant.
B y = 10 x –3 + 4
INCORRECT: The student raised the log value to the power of 10.
C y = 10 x –4 + 3
CORRECT: To find the inverse, switch the variables in the equation and solve for y.
D y = 10 x +4 + 3
INCORRECT: The student added 4 to the left-hand side of the equation instead of subtracting 4.
CCSS Conceptual Category:
Functions
CCSS Domain:
Linear, Quadratic, and Exponential Functions
15 What is true about the rate of change of the function y ∙ x 2 ?
A It decreases as x increases.
INCORRECT: The student was thinking of the value of the function as x approaches 0 from the left.
B It increases as x increases.
CORRECT: As x increases, the slopes of the tangent lines at each point are increasing from a limit of negative infinity to a limit of positive infinity.
C It decreases as |x| increases.
INCORRECT: The student misinterpreted the steepness of the tangent lines as the function approaches negative infinity from the right and positive infinity from the left.
D It increases as |x| increases.
INCORRECT: The student thought only about how steep the tangent lines would be approaching negative infinity from the right and positive infinity from the left and not whether the slopes are positive of negative.
CCSS Conceptual Category:
Functions
CCSS Domain:
Interpreting Functions | <urn:uuid:6182e614-1910-403b-b544-d7c9a429000f> | CC-MAIN-2017-47 | https://itp.education.uiowa.edu/ieoc/ReleasedItems/alg2/CCSS%20EOC%20Alg%20II%20Rel%20Items.pdf | 2017-11-18T15:40:10Z | crawl-data/CC-MAIN-2017-47/segments/1510934804976.22/warc/CC-MAIN-20171118151819-20171118171819-00796.warc.gz | 619,690,763 | 2,763 | eng_Latn | eng_Latn | 0.936107 | eng_Latn | 0.993426 | [
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Assignment for a Typical College Algebra or Precalculus Course Total Points: 20
Learning Goals
1. To understand exponential and log functions
2. To apply exponential and log equations to exponential growth and decay problems
3. To understand how carbon dating works and the political controversy surrounding it.
Instructions
Read my article "Connecting Algebra to Real World Issues" located at http://userhome.brooklyn.cuny.edu/skingan/Kingan_p.238-242.pdf
Learn Exponential and Log functions by watching Khan Academy videos. Links to videos for precalculus topics are at http://userhome.brooklyn.cuny.edu/skingan/precalculus/PrecalculusVideos.html Scroll down to Algebra Topic no 27 and watch those videos in particular.
Radioactive decay and carbon dating is the third set of applications in a set of five applications. Before solving these problems go through my notes of Exponential Growth and Decay Problems.
Radioactive substances have a half-life. That is the amount of time it takes a certain amount of the material to become half the initial amount. For example, the half-life of radioactive Plutonium-239, which is used in bombs, is 25,000 years. So it takes 25,000 years for 4 grams of Pu-239 to become 2 grams. When organic matter dies, its Carbon 12 content remains fixed while its Carbon 14 (radioactive carbon) content decays with a half-life of 5700
years. The ratio of Carbon 14 to Carbon 12 is 1 to 10
. That means
12
1
14
=
Carbon
Carbon
12
10
12
. To estimate the age of dead organic material the model used is 5700 12 2 10 1 t y − = where y is the ratio of Carbon 14 to Carbon 12 present in t years.
2) The statue of Zeus at Olympia, Greece is made of gold and ivory. The ivory was found to have lost 35% of its Carbon-14. How old is the statue? (Beecher et al)
3) The linen wrapping from one of the Dead Sea Scrolls had lost 22.3% of its Carbon-14 at the time it was found. How old was the linen wrapping? (Beecher et al)
Grading Rubric/Assessment
1)There is one correct solution to the three problems in the assignment. In order to get full credit students must have the correct solution and all the in between steps must also be correct.
2) Partial credit will be generously given if the final answer is wrong, but the steps are more or less correct.
3) You may work in teams and help each other, but each student has to submit individual work and not just copy from a friend. It is easy to tell when a student just copies without understanding. | <urn:uuid:e159d54f-7ef5-4b78-b5b0-b58525a98afc> | CC-MAIN-2020-40 | https://d32ogoqmya1dw8.cloudfront.net/files/NICHE/qrassignmentkingan.pdf | 2020-09-26T12:41:17+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400241093.64/warc/CC-MAIN-20200926102645-20200926132645-00754.warc.gz | 323,682,956 | 598 | eng_Latn | eng_Latn | 0.995852 | eng_Latn | 0.995852 | [
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REMEMBERING TO FORGET
We are commanded to obliterate all remembrance of Amalek. That seems impossible! The Torah itself mentions Amalek, discussing it in multiple parshiyos. In fact, one of the Six Remembrances we say each day is to "Remember … that which Amalek did to you."
So if it's in the Torah, how can it be erased?
The answer lies in why you're remembering Amalek. Remembering Amalek to keep their memory alive is prohibited. But remembering Amalek for the sake of erasing Amalek is not only allowed, it is a mitzvah. So much so, in fact, that some make a point to write Amalek's name on wood or stone in order to then erase it.
How, then, does one fulfill the mitzvah of obliterating Amalek? By ensuring that one's surroundings bear no reminders of Amalek—nothing that hearkens back to them. No sheep that people will call "Amalek's sheep."
Reading about what Amalek did and remembering Amalek—in order to wipe out all traces—is itself another way of erasing Amalek. 1
1. Adapted from Likkutei Sichos vol. 14 Parshas Teitzei, pages 86-92.
ELUL 5779
A CHASSIDISHER DERHER
5
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Title of Intervention: The Bootheel Heart Health Project
Intervention Strategies: Campaigns & Promotions, Supportive Relationships, Group Education, Environment and Policies
Purpose of the Intervention: To reduce morbidity and mortality due to cardiovascular disease through community-based activities.
Population: Adults in the Bootheel (6 counties in southeast Missouri); majority African American
Setting: Community-based; faith-based; school-based
Partners: Saint Louis University, Washington University, Center for Chronic Disease Prevention and Health Promotion (CDC), Division of Chronic Disease Prevention and Health Promotion, Missouri Department of Health and Senior Services, local leaders, local health agencies, coalition & sub coalitions, community organizations such as schools and churches
Intervention Description: Sub-coalitions were able to choose their own interventions from a list. Intervention activities included the following strategies:
Group Education: aerobic exercise classes, heart healthy cooking demonstrations, cardiovascular disease education programs
Campaigns and Promotions: community blood pressure and cholesterol screenings, annual heart healthy fitness festivals (demonstrations, registration for classes, screenings), "High Blood Pressure Sunday" in churches (sermons, screenings and healthy meals), poster contests in schools, "Heart Healthy Corner" (weekly newspaper column on heart disease)
Supportive Relationships: walking clubs
Environments and Policies: construction of walking and fitness paths
Theory: Community Health Model, Social Learning Theory, and Stage Theory of Innovation
Resources Required:
Staff/Volunteers: class leaders, coalition and sub-coalition members, ministers, health care providers
Training: no information provided
Technology: printer, screening assessment tools
Space: physical activity spaces (classrooms and walking trails)
Budget: approximately $105,000 over 5 years
Intervention: class materials, media, food, screening supplies,
Evaluation: surveys, random digit dialing capability
Evaluation:
Design: Quasi-experimental; cross-sectional
Methods and Measures: Survey based on the Behavioral Risk Factor Surveillance System included questions identical to those used in the 1990 and 1994 surveys and additional questions regarding coalition exposure, arthritis, functional status, and quality of life.
Outcomes:
Short Term Impact: not measured
Long Term Impact: Significant improvement was observed for communities having coalitions in comparison with communities not having coalitions.
Maintenance: Local sub-coalitions were able to apply for funding to implement community-based interventions addressing cardiovascular disease risk factors of their choosing.
Lessons Learned: With high poverty rates in the area, transportation to the interventions as well as purchasing fresh fruits and vegetables may be a barrier. There may be a lack of walking paths and accessibility to fitness centers in poor rural areas. Physical inactivity decreased within the intervention region, that is, in communities where heart health coalitions were developed and among respondents who were aware of these coalitions. In addition, the prevalence rates for reports of cholesterol screening within the past 2 years were higher for respondents in areas with coalitions and among persons who were aware of the coalitions.
Citation(s)
:
Brownson, R. C., C. A. Smith, et al. (1996). "Preventing cardiovascular disease through community-based risk reduction: the Bootheel Heart Health Project." Am J Public Health 86(2): 206-13. | <urn:uuid:33c969df-68bf-4893-9c3e-b5a4341ce946> | CC-MAIN-2019-43 | https://health.mo.gov/data/InterventionMICA/PhysicalActivity/4004.pdf | 2019-10-16T09:22:38Z | crawl-data/CC-MAIN-2019-43/segments/1570986666959.47/warc/CC-MAIN-20191016090425-20191016113925-00217.warc.gz | 519,803,706 | 662 | eng_Latn | eng_Latn | 0.693115 | eng_Latn | 0.974065 | [
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1 JV Warm-up
1. An $8 \times 8$ chessboard has two opposite corner squares removed. Is it possible to tile the remaining squares with $2 \times 1$ dominoes such that every square is covered and no two dominoes overlap?
**Solution.** No. Every domino covers one white square and one black square, but the two removed are the same color so there are more of one color than the other.
2. The French Open is a single-elimination tennis tournament with 128 people. In each round, players are paired off to play one game, and the winner advances to the next round with the loser eliminated from the tournament. This continues until only one player remains in the tournament. How many games are played? (look for a solution that uses little arithmetic!)
**Solution.** The winner loses 0 games and every other player loses exactly 1 game. There are 127 total losses, and therefore 127 total games.
3. There are 15 red marbles and 16 green marbles in a jar. Pascal removes two marbles at a time, with the following rules:
(a) If the marbles are both green, he puts one green marble back.
(b) If there is one marble of each colour, he puts one red marble back.
(c) If the marbles are both red, he puts one green marble back.
At the end, there will be one marble left. Is it always red, sometimes red, or never red?
**Solution.** The number of red marbles changes by 0 or 2 each time, so there are always an odd number of red marbles. There cannot be 0 red marbles, so the last marble is always red.
2 JV Problems
1. Let $a_1, a_2, \ldots, a_{15}$ represent an arbitrary arrangement of the numbers $1, 2, \ldots, 15$. Is the product $(a_1 - 1)(a_2 - 2)\cdots(a_{15} - 15)$ always even?
**Solution.** 8 of the $a_i$ are odd and 8 of the numbers $1, 2, \ldots, 15$ are odd. There must be one ordered pair in which $a_i$ is odd and $i$ is odd. Their difference is even, so the product is even.
2. Alice and Bob have a large chocolate bar, in the shape of a $10 \times 10$ grid. Each turn, a player may either eat an entire bar of chocolate, or break any chocolate bar into two smaller rectangular chocolate bars along a grid line. The player who moves last loses. Who has a winning strategy?
Solution. Let $b$ denote the turns in which a bar is broken, $e$ the number of turns in which a bar is eaten. Every time a bar is broken the number of remaining pieces increases by 1 and every time a bar is eaten the number of remaining pieces decreases by 1. Since there is initially 1 piece and the game ends when there are 0 pieces, we have $e = b + 1$. The total number of turns is $e + b = 2b + 1$ which is always odd, so Alice will always take the last turn and therefore lose. Bob has a winning strategy.
3. 127 people play in a chess tournament. Prove that at the end of the tournament, the number who have played an odd number of games is even.
Solution. Let $g_i$ denote the number of games played by player $i$. Then $\sum_i g_i$ counts every game played exactly twice, so it is twice the numbers of games played. In particular, this sum is even. Thus the sum has an even number of odd terms.
4. In a certain island there are 13 amber, 15 brown and 17 crimson chameleons. If two chameleons of different colors meet, both of them change to the third color. No other color changes are allowed. Is it possible that eventually all the chameleons have the same color?
Solution. No. Let $a, b, c$ be the number of each color chameleon at a given time. The invariant is that $a - b$, $a - c$, and $b - c$ are constant in mod 3. Note that none of these differences are 0. If all the chameleons were one color, then two of $a, b, c$ would be 0, and their difference would be 0 (mod 3), which cannot happen.
5. Snow White and the seven dwarves are sitting at a round table. Snow White starts with 8 candies, and all the dwarves start with 0 candies. Each second, everyone who has at least 2 candies passes 1 candy to each of their neighbors. After how many seconds does everyone have 1 candy? Does this ever happen?
Solution. No. We show that Snow White always has an odd even number of candies. She can only pass an even number in any round. By symmetry, her two neighbors always have the same number of candies. If one of them passes her candy at a particular second, so will the other one. Thus she can only receive an even number of candies. Her number of candies can only change by an even number, so it will always stay even.
6. A $n \times n$ chessboard has a single corner removed. For which values of $n$ is it possible to tile the remaining squares with $3 \times 1$ triminoes such that every square is covered and no two dominoes overlap?
Solution. Label the square $(i, j)$ by $i+j \pmod{3}$. A trimino covers $(i, j), (i+1, j), (i+2, j)$ or $(i, j), (i, j+1), (i, j+2)$ for some $i, j$. These have different labels, so the tiling is impossible if there aren’t the same number of squares with each label. The corner that was removed has label $1+1=2$. If the opposite corner has a label other than 2, then by symmetry there were initially the same number of these two labels, but there are no fewer with label 2. Thus the opposite corner has label 2, so $2n \equiv 2 \pmod{3}$, or $n \equiv 1 \pmod{3}$.
We can check that it is possible whenever $n = 3k + 1$: tile the first row and column by themselves, and the remaining is a $3k \times 3k$ board which can easily be tiled.
7. In the parliament of Armltopia, each member has at most three enemies. You have to split the parliament into two parties. In order to maintain a peaceful atmosphere, you want to make sure that each person has at most one enemy in his party. Can you do it?
Solution. Start by arbitrarily partitioning. Let $\Phi$ the number of enemy pairs within the parties. If someone has $\geq 2$ enemies in his party, switch him. $\Phi$ decreases each time, so this can only be done finitely many times. At the end, we have the desired parties.
3 A really awesome challenge problem
1. There is a field that has size $10 \times 10$ meters, divided into unit $1 \times 1$ squares. In the beginning, 9 of these squares are occupied by weed. Now, every day all unit squares that are adjacent to at least two other weed squares in the morning, also contain a weed at the end of the day. Is it possible that one day the entire field will be covered with weed?¹
4 Varsity Warm-up
1. On the Colorful island there are 3 types of chameleons - red, blue and green. There are 13 red, 15 blue and 17 green. Every time two chameleons of different colors meet, they change their color to a third one (so if red and blue meet, they both become green). Is it possible that at some point all chameleons on the island have the same color?
2. There is a field that has size $10 \times 10$ meters, divided into unit $1 \times 1$ squares. In the beginning, 9 of these squares are occupied by weed. Now, every day all unit squares that are adjacent to at least two other weed squares in the morning, also contain a weed at the end of the day. Is it possible that one day the entire field will be covered with weed?
3. There is a complete graph $G$ on 100 vertices. You are allowed to do the following operation: choose any 4 cycle and remove your favorite edge from it. We are interested in the minimum amount of edges you can get after applying this operations several times.
(a) Prove, that you can obtain 100 edges.
(b) Prove, that you can’t obtain 98 edges.
(c) So, what is the minimum - 99 or 100?
5 Varsity Problems
1. There are numbers $1, 2, 3, \ldots, 19, 20$ written on the board. You are allowed to erase any two numbers $a$ and $b$ and write $a + b - 1$ instead. You do this operation until one number is left - what is that number?
2. There are numbers $1, \ldots, 6$ are placed on a circle in this order. During one move you can add 1 to any three consecutive ones, or from three numbers that are alternating (no two are consecutive) substruct one. Could you make all numbers equal?
3. An $m \times n$ table is given, each entry has a real number. In one step you can choose row or column and multiply all numbers by $-1$. Prove, that it is possible to transform this table, so that the sum of number in every row and every column is nonegative.
¹If you don’t solve this during practice, try it at home. I am happy to discuss at any time, but I will never tell you the answer to this one. It’s so satisfying if you get it on your own that I don’t want to deprive you of that 😊.
4. On a $8 \times 8$ board in a left bottom $3 \times 3$ corner there are 9 stones. During one move you are allowed to take a stone and jump over any other stone on the field that is symmetric to the original field with respect to the second one. Is it possible to collect all stones in the top right $3 \times 3$ corner.
5. Circle is divided into 6 sectors which contain numbers $1, 0, 1, 0, 0, 0$. You can add one to any adjacent sectors. Can you make all numbers equal?
6. A natural number is written in each square of an $m \times n$ chessboard. The allowed move is to add an integer $k$ to each of two adjacent numbers in such a way that nonnegative numbers are obtained (two squares are adjacent if they share a common side). Find a necessary and sufficient condition for it to be possible for all the numbers to be zero after finitely many operations.
7. You have three printing machines. The first takes pair of numbers $a$ and $b$ and outputs pair $a + 1$ and $b + 1$; the second one takes pair of even numbers $a$ and $b$ and outputs pair $\frac{a}{2}$ and $\frac{b}{2}$; the third one takes two pairs $a, b$ and $b, c$ and outputs pair $a, c$. Also, all machines return original pairs of numbers. Starting with a pair $(5, 19)$ is it possible to get $(1, 1988)$?
8. There are 2000 white balls in the box and an infinite number of white/green and red squares. In one move you can change 2 balls from a box by the following rules: two white or two red for a green one, two green for a white and red, white and red for a green, green and red for a white. After several moves there are only 3 balls left. Prove, that at least one of them is green. Is it possible to leave only one ball in the box? | <urn:uuid:f5ba8ea6-02b6-4143-a44e-a2e0221df785> | CC-MAIN-2018-51 | http://math.cmu.edu/~cargue/arml/archive/18-19/combo-10-14-18.pdf | 2018-12-17T20:45:50Z | crawl-data/CC-MAIN-2018-51/segments/1544376829115.83/warc/CC-MAIN-20181217183905-20181217205905-00340.warc.gz | 181,490,696 | 2,665 | eng_Latn | eng_Latn | 0.999332 | eng_Latn | 0.999392 | [
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EXPLORING THE IMPACT OF FAMILY RELATIONSHIPS ON STUDENT DROPOUT RATES: A PSYCHOLOGICAL INVESTIGATION
Elina Romanov
Ph.D. student
Department of Psychology
Varna Free University "Chernorizets Hrabar"
Abstract: This research aimed to investigate the relationship between family dynamics and dropout rates among truant students in Israel. Data was collected through a Likert scale survey distributed via email and social networks, assessing students' opinions on their family relationships. Correlation analysis revealed that students who were more involved in their family life, received stronger family support, had positive family relationships, and shared about school with their families were less likely to drop out. The implications of the findings suggest the importance of fostering strong and inclusive family relationships to mitigate dropout rates. Schools can promote family involvement through various strategies, such as parent-teacher conferences and family engagement events. Customized learning models and technology integration can also enhance student engagement and motivation. However, the study has limitations in terms of sample size, geographical focus, age range, and potential unaddressed factors. Interventions and policies can be developed to reduce dropout rates and create inclusive and supportive educational environments for all students.
Keywords: Student Dropout Rates, family relationships, family dynamics, dropout prevention, parental involvement, truant students.
Student Dropout Rates
Student dropout is a significant issue in education systems worldwide. It refers to students leaving school before completing their education, which can have long-lasting negative consequences for both individuals and society as a whole. Dropout rates vary across different countries and educational levels, but they consistently pose challenges to educational institutions, policymakers, and communities.
Statista (2022) outlines that 90 percent of the world's population had completed primary education in 2020, 66 percent had attained secondary education, and only 40 percent of the global population pursued tertiary education. Adult males are more literate than females, although females almost exclusively pursue tertiary education.
According to recent estimates, over 200 million children will be out of school in 2030. As of 2018, around 16 percent of children globally are missing primary education, and over 30 percent are lower secondary. Sub-Saharan Africa and South Asia have the highest proportions of out-of-school children worldwide.
Inequality gaps in education have widened by the coronavirus (COVID19) crisis. School closures kept about 90 percent of all students out of school. Around 1.5 billion students and 630 million teachers have already been affected by the pandemic. Recent estimates predict that about 23.8 million students worldwide are at risk of not returning to education institutions, particularly students in tertiary education.
Marginalized children, minority groups, and children with disabilities suffer the most and are left behind, widening educational inequality and learning gaps.
During 2017 - 2018, 707.7 thousand students attended primary schools in Israel, 17,300 of which dropped out. The percentage of dropouts among seventh to 12th graders was 2.5% of all seventh to 12th-grade students. Of the total number of students who dropped out in 2017 - 2018, 13.1 thousand have not succeeded enrolling in alternative education frameworks, and their share among all 7th to 12th graders was 1.7%. (Central Bureau of Statistics, 2018).
However, it is worth noting that there are still significant numbers in the dropout rates between different populations in Israel. For example, the dropout rate among Arab students is higher than among Jewish students, and the dropout rate among students from a lower socioeconomic background than among those from a higher socioeconomic background.
According to the Association of Local Authorities in Israel, 2010 characteristics of the dropouts include: Students who are regularly absent and exhibit various attendance problems tend to drop out openly; Children and youth of low socioeconomic status; According to data from the Central Bureau of Statistics in 2009, based on data from the Ministry of Education, 18% - 26% of Arab youth (minority group) do not study; A high percentage of dropouts are boys. The percentage of dropouts among boys is twice that of dropouts among girls; Students with low self-esteem tend to drop out of school; Children from single-parent families; large families with four or more children; Families in which one parent suffers from some disability; Families where parents are loweducated.
In this article, I will discuss the effect of family relationships on dropout. The hypothesis is - the closer, more inclusive, stronger the relationship with the family, the less likely the student is to drop out.
The significance of studying the relationship between family dynamics and student dropout rates lies in its potential to inform interventions and strategies aimed at reducing dropout rates and promoting educational attainment. Understanding the influence of family relationships on a student's decision to continue their education or drop out can contribute to the development of targeted support systems and interventions that address underlying familial factors.
Understanding the complex interplay between family dynamics and dropout rates can inform targeted interventions and policies aimed at reducing student attrition. Schools and communities should work collaboratively to promote parental involvement, enhance communication channels between families and schools, and provide support to families facing socio-economic challenges. By fostering strong and supportive family relationships, we can create an environment that encourages educational persistence and increases the chances of academic success for all students.
The family is the basic unity of society in which a person is born, develops and forms as a person. Usually, family relationships largely determine a psychiatrist's development of a person and his behavior (Hristova, 2020).
Impact of Family Relationships on Student Dropout Rates
The issue of student dropout rates has garnered significant attention from educators, researchers, and policymakers alike. Dropout rates not only affect the individual students but also have far-reaching societal and economic consequences. One crucial factor that has been identified as influential in students' decision to drop out of school is the quality of their family relationships. This literature review aims to explore the relationship between family dynamics and dropout rates among students and shed light on the key findings from relevant studies.
Multiple studies have investigated the impact of various family factors on students' likelihood of dropping out. Parental involvement, communication, support, and socio-economic status have emerged as significant predictors of dropout rates. A study by McNeal (2013) found that parental involvement in a student's education, including attending school events and monitoring homework, significantly reduced the likelihood of dropout. Positive and
supportive communication between parents and children has also been associated with lower dropout rates (Spera, 2005).
As supported by the findings from Heyne & Maynard (2016), Khasawneh (2021), Van Breda (2015), and Boualaphet & Goto (2020). These studies highlight various aspects of family influence on students' educational outcomes and provide valuable insights into the significance of family dynamics in dropout prevention.
Heyne & Maynard (2016) suggest that family responsibility plays a role in truancy, where truant students may stay at home instead of attending school due to family factors. This emphasizes the need to understand and address the underlying family issues that contribute to student absenteeism.
Khasawneh (2021) argues that family disinterest in the student's education can lead to a lack of attention to studies. When families do not prioritize or show interest in their child's academic pursuits, it can negatively impact their motivation and engagement in school, increasing the likelihood of dropout.
Van Breda's (2015) study focused on truants' perceptions of their parents' attitudes and involvement in their education. The findings indicate that parental disengagement is a significant factor in truant behavior. Students who perceive their parents to have an unfavorable attitude towards schooling are more likely to exhibit truant behavior. The study emphasizes the importance of parental interest and involvement in their children's education, as it is directly linked to educational aspirations and academic success.
Boualaphet & Goto (2020) conducted research in the Lao People's Democratic Republic to identify determinants of school dropout. Their findings highlight the positive impact of maternal education and the presence of a lower secondary school within the village on reducing dropout rates. Additionally, the study found that net household income and school quality measured by studentteacher ratio had negligible effects on dropout rates. The disadvantage faced by female students in rural areas was also identified as a significant factor.
These studies collectively emphasize the importance of family factors, including parental involvement, attitudes, educational aspirations, and maternal education, in shaping students' educational outcomes and dropout rates. Understanding and addressing these family dynamics can help inform interventions and policies aimed at reducing dropout rates and promoting educational success.
Furthermore, the socio-economic status of the family has been consistently linked to dropout rates. Students from low-income households often face additional challenges, such as limited access to resources and educational opportunities, which can increase the likelihood of dropping out (Alexander et al., 1997). Financial stress within families can also lead to diminished parental support and engagement, further exacerbating the risk of dropout.
Another critical aspect of family dynamics that impacts dropout rates is parental expectations and academic motivation. High parental expectations for academic achievement have been found to positively influence student motivation and persistence, reducing the likelihood of dropout (Chen & Gregory, 2010). Conversely, low parental expectations or lack of parental involvement in setting academic goals can contribute to disengagement and dropout (Valle et al., 2003).
The structure and stability of the family unit also play a role in dropout rates. Research suggests that students from single-parent households, particularly those without a positive father figure, may be at a higher risk of dropping out (Crosnoe, 2004). Frequent family disruptions, such as divorce or parental separation, can contribute to emotional distress and instability, negatively impacting students' academic performance and commitment to education (Amato, 2000).
My research delves into the crucial interplay between family dynamics and student dropout rates, specifically focusing on how students perceive their relationships with their families. By exploring the quality and significance of these familial connections from the students' perspective, I aim to establish a hypothesis that highlights the inverse relationship between positive family relationships and the likelihood of dropout.
One of the primary factors influencing a student's decision to remain in school or discontinue their education is their perception of their familial relationships. When students perceive their relationships with their families as supportive, nurturing, and harmonious, they tend to experience a greater sense of belonging and emotional well-being. This positive emotional climate within the family unit fosters a conducive environment for academic growth, motivation, and resilience, which, in turn, can act as protective factors against dropout.
When students have a strong and meaningful connection with their families, they often benefit from open lines of communication, trust, and mutual understanding. These factors provide a solid support system that encourages students to seek guidance, share their challenges, and seek assistance when faced with academic or personal difficulties. The presence of such support systems can enhance students' coping mechanisms and problem-solving skills, enabling them to overcome obstacles more effectively.
Furthermore, positive family relationships contribute to the cultivation of healthy self-esteem and self-confidence in students. When students feel valued, respected, and loved within their family, they develop a positive self-image and a belief in their own abilities. This sense of self-worth translates into greater selfmotivation, resilience, and a higher level of commitment towards their educational journey.
Conversely, students who perceive their familial relationships as strained, unsupportive, or lacking in emotional connection may experience higher levels of stress, isolation, and disengagement. These negative dynamics within the family unit can create a sense of emotional turmoil, undermining a student's ability to focus on their studies and navigate the challenges of school life effectively. Consequently, students may be more prone to considering dropout as an escape from their perceived burdens or as a consequence of diminished motivation and self-belief.
A Psychological Investigation
Methodology
Population and sample: The research involves a population of truant students in Israel. The population sample includes 75 dropout students attending alternative education in Kidum Noar - Hila. Also, there is a control group that sustains 13 students that are still in formal school.
Research tools: The research data is collected with the help of a structured Likert scale survey, using Google Forms, simple to use web-based survey tool to conduct survey research, evaluations, and other data collection activities. The survey consists of 20 questions with most questions on a five to seven-point Likert scale, where 1 represents "Strongly Disagree" and 5 represents "Strongly agree". The survey aims to collect the opinion of the students regarding the relationship with their family. The survey distribution is performed using email and social networks.
Research Procedure: The research sampling is a convenience, haphazard or accidental sampling, where members of the population are chosen based on their relative ease of access. The researcher locates the study participants by prior acquaintance with them, their friends and their teachers. As mentioned previously, the researcher distributes the survey using email and social networks. Participants are guaranteed anonymity and confidentiality. The results of the research as well as the survey data will be available upon request upon research completion. The researcher complements the study by conducting observations at the truant officer's department as well as at the Kidum Noar - Hila department. As mentioned previously, the data is collected using the Google Forms survey system, that allows the results of the survey to be downloaded in several formats, including Excel and SPSS for result analysis.
Statistical Processing Methods: The statistical analysis is conducted using SPSS (Statistical Package for the Social Sciences). SPSS Statistics is a software package used for interactive, or batched, statistical analysis (Nie, Bent & Hull, 1975). First, the researcher performs descriptive statistics to create and compare metrics for concise and easy-to-understand data. The purpose of descriptive statistics is to assist the researcher in summarizing the data collected from different measurement or evaluation tools. Subsequently, the researcher performs inferential statistics. Statistical inference or inference statistics is a process in which conclusions are drawn about the features of the sample distribution, based on an analysis of empirical information. The analysis of the information makes it possible to draw conclusions about the characteristics of the population.
Research results
The research examined several parameters related to students' family dynamics and their perceptions: family opinion about school, framily history of dropout, frequency of involvement in family life, importance of family support, importance of family relationship, satisfaction from family relationship, share about school, Family causes pain and fear of divorce:
The findings reveal that, on average, the families of students in the dropout group have a positive opinion about school and a low history of dropout, while the students in the formal school group also have positive family opinions about school and a significantly lower history of dropout. Additionally, both groups of students are involved in their family life to some extent, consider family support and relationship important, and share their school experiences with their families. However, the dropout group experiences some pain caused by their family, and both groups have some fear of their parents getting divorced, albeit to a varying degree.
Overall, the students in formal school have higher means for most of the variables, indicating that they have stronger family relationships and less negative experiences with their families compared to the students in the dropout group. These descriptive statistics support hypothesis 5, which states that a stronger and more inclusive relationship with the family is related to a lower likelihood of dropping out.
The correlation findings for the dropout group of students indicate significant relationships between various factors. The frequency of involvement in family life is positively correlated with the importance of family support, importance of family relationship, satisfaction from family relationship, and sharing about school. The importance of family support is positively correlated with the importance of family relationship, satisfaction from family relationship, and sharing about school. Additionally, the importance of family relationship is positively correlated with satisfaction from family relationship, and sharing about school is positively correlated with satisfaction from family relationship.
Overall, the correlations suggest that a stronger and more inclusive relationship with family is associated with a lower likelihood of dropping out. Specifically, students who are more involved in their family life and have stronger family support are less likely to drop out. Additionally, students who share about school with their family and have a positive relationship with them are also less likely to drop out. For students who did not drop out, family support and relationship were found to be very important, with a strong positive correlation between the two. The correlations also suggest that students who have a positive relationship with their family are more likely to share about school with them.
Implications of the research
The findings of this research align with existing literature that emphasizes the crucial role of family relationships in students' educational outcomes and dropout rates. The study provides empirical evidence that a closer, more inclusive, and stronger relationship with the family is associated with a lower likelihood of dropping out. The results demonstrate that students who are more involved in their family life, receive stronger family support, and have positive relationships with their families are less likely to drop out. Furthermore, students who share about school with their families and maintain positive relationships with them also exhibit lower dropout rates.
The implications of these findings are significant both theoretically and practically. Theoretically, the study supports and adds empirical evidence to the existing body of literature that underscores the importance of family dynamics in influencing student educational outcomes. It reinforces the notion that a supportive and positive family environment plays a crucial role in reducing the risk of dropout and promoting academic success.
From a practical standpoint, the findings highlight the importance of fostering strong and inclusive family relationships to mitigate dropout rates. Schools and educational institutions can implement strategies to promote family involvement, such as organizing parent-teacher conferences, open houses, and family engagement events. Creating opportunities for positive communication between parents, teachers, and students can enhance family-school partnerships and strengthen support networks for students. Additionally, customized learning models, incorporating technology and educational games, can enhance student engagement and motivation, reducing the likelihood of dropout.
It is essential to acknowledge the limitations of this study: The research was conducted in Israel with a small sample size of 88 students with disabilities, but only 13 from the control group did not drop out. The geographic focus was on dropout students living in the southern region of the country, and the age range was between 13 and 19. The research focused on topics related to community, contact with community-based agencies, contact with colleagues, contact with family, and self-development of students. Potential limitations include not covering other variables or factors influencing dropout rates.
Further research with larger and more diverse samples from different regions and cultural backgrounds would provide a more comprehensive understanding of the relationship between family dynamics and dropout rates.
Additionally, this study focused on the association between family relationships and dropout rates without exploring other potential contributing factors comprehensively. Future research should consider examining the interplay between family relationships and other variables, such as socioeconomic status, peer relationships, and school environment, to gain a more comprehensive understanding of the dropout phenomenon.
Moreover, qualitative research methods, such as interviews or focus groups, can provide deeper insights into students' experiences and perceptions regarding family relationships and their impact on dropout decisions. Exploring students' voices and narratives can enrich our understanding of the complexities involved in the relationship between family dynamics and dropout rates.
This study underscores the importance of strong family relationships in reducing dropout rates among students. By recognizing and addressing the role of family dynamics, schools and policymakers can develop targeted interventions and strategies to enhance family involvement, support, and communication, ultimately promoting academic persistence and success. Future research should continue to explore these factors to develop more effective interventions and policies to reduce dropout rates and create inclusive and supportive educational environments for all students.
In conclusion, my research highlights the importance of family dynamics in understanding and addressing student dropout rates. Positive family relationships, including parental involvement, support, and communication, play a crucial role in reducing dropout rates. By recognizing and addressing the underlying familial factors, targeted interventions and policies can be developed to promote educational attainment and reduce dropout rates.
References
1. Alexander, K. L., Entwisle, D. R., & Kabbani, N. S. (1997). The dropout process in life course perspective: Early risk factors at home and school. Teachers College Record, 97(4), 508-531.
2. Amato, P. R. (2000). The consequences of divorce for adults and children. Journal of Marriage and Family, 62(4), 1269-1287.
3. Boualaphet, P., & Goto, R. (2020). Determinants of school dropout in Lao People's Democratic Republic: A study using panel data from Khammouane Province. International Journal of Educational Development, 76, 102220.
4. Central Bureau of Statistics (2018). Dropout from School in Israel 2017-2018. Retrieved from: http://www.cbs.gov.il/en/subjects/Pages/Dropouts-From-Schools.aspx
5. Chen, J. J., & Gregory, A. (2010). Do family routines moderate the impact of stressful life events on young adolescents' daily cortisol? Journal of Family Psychology, 24(2), 92-99.
6. Crosnoe, R. (2004). Social capital and the interplay of families and schools. Journal of Marriage and Family, 66(2), 267-280.
7. Heyne, D., & Maynard, B. R. (2016). Truancy and family responsibility: Insights from a national sample of parents. Journal of Child and Family Studies, 25(4), 1331-1339.
8. Hristova, V. (2020). Parenthood – Predictable Crisis at The Family Life Cycle. Diogenes, Issue 28/ number 1/2020, St. Cyril and St. Methodius, University of Veliko Tarnovo, pp. 207-213. ISSN: 1314-2763.
9. Khasawneh, H. (2021). Factors influencing high school dropout in Jordan: A systematic literature review. International Journal of Adolescence and Youth, 26(1), 97-109.
10. McNeal, R. B. (2013). Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out. Social Forces, 91(4), 1591-1613.
11. Nie, N. H., Bent, D. H., & Hull, C. H. (1975). SPSS: Statistical Package for the Social Sciences. New York: McGraw-Hill.
12. Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review, 17(2), 125-146.
13. Statista (2022). Education Attainment Levels Worldwide. Retrieved from: https://www.statista.com/statistics/439600/educationattainment-levels-worldwide/.
14. Statista (2022). Out-of-School Children Worldwide by Education Level. Retrieved from: Valle, M. F., Huebner, E. S., & Suldo, S. M. (2003). Further evaluation of the Children's Hope Scale. Journal of Psychoeducational Assessment, 21(4), 388-399.
15. Van Breda, A. D. (2015). Truants' perceptions of their parents' attitudes towards and involvement in their education: Implications for school attendance and attainment. Journal of Child and Family Studies, 24(10), 3053-3063.
16. Association of Local Authorities in Israel (2010). Characteristics of Dropouts in Israel. Retrieved from: https://www.moch.gov.il/en/Subjects/Education/High_school/Docum ents/Ezrachim_Slaim_Homriyim_2010.pdf | <urn:uuid:c73eaf6f-aace-4957-abcc-a6311a14576d> | CC-MAIN-2023-40 | https://ejournal.vfu.bg/pdfs/Elina%20Romanov,%20EXPLORING%20THE%20IMPACT%20OF%20FAMILY%20RELATIONSHIPS%20ON%20STUDENT%20DROPOUT%20RATES_%20A%20PSYCHOLOGICAL%20INVESTIGATION%20(VFU).pdf | 2023-09-24T14:36:00+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506646.94/warc/CC-MAIN-20230924123403-20230924153403-00617.warc.gz | 248,813,994 | 4,903 | eng_Latn | eng_Latn | 0.95615 | eng_Latn | 0.997112 | [
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Findings of the Fall 2021 Kindergarten Readiness Assessment (KRA)
Prepared by
Dr. Jenny May
Matthew Ferguson
Background
Section 59-152-33 of the South Carolina Code of Laws requires the adoption and administration of a school readiness assessment by the State Board of Education. The results may not be used to deny a student admission or progress to kindergarten or first grade but instead should demonstrate progress toward improving school readiness.
In 2014, the Kindergarten Readiness Assessment (KRA) was selected as the readiness assessment for use by the state of South Carolina, and it has been used since. Proviso 1A.58 of the 2019-20 General Appropriation Act directs the South Carolina Department of Education to expend up to $2.0 million in Education Improvement Act (EIA) funds to administer the Kindergarten Readiness Assessment (KRA) to “each child entering kindergarten in the public schools. The assessment of kindergarten students must be administered at a minimum of once during the first forty-five days of the school year with the results collected by the department.”
Recommendations
Recommendation 1. Maintain the educational outcomes data dashboard
In 2021 Education Oversight Committee (EOC) staff piloted an Educational Outcomes Data Dashboard to illustrate early childhood outcomes across educational settings for 4-year-olds, thus satisfying legislatively required reporting requirements in an innovative, user-friendly way. Much of the information was later released in aggregate form and described Kindergarten readiness for Fall 2021. This briefing paper supplements the dashboard, but the interactive nature of data dashboards offers more detail and has the potential to link data from early childhood through post-secondary outcomes. Staff recommends maintaining the data dashboard piloted by the EOC.
Recommendation 2. Include Head Start performance data
Currently, Head Start data cannot be identified and linked to KRA performance level. This omission leaves a gap, and the incomplete information about 4K setting limits the data-driven programmatic decisions that can be made. It is the recommendation of EOC staff that data from Head Start be connected within the data systems so that a complete understanding of 4K experience and KRA performance can be investigated.
Recommendation 3. Conduct Assessment Study
While the KRA is used to determine Kindergarten Readiness at this time, it is unknown how closely related the KRA is to the Kindergarten standards, and how predictive this instrument is of success in 3rd grade reading as measured by the SC READY. EOC staff recommends that a study on assessment validity and alignment be conducted.
Figure 1: Readiness Level in Fall of 2021
- Did Not Participate: 669 (1.2%)
- Emerging Readiness: 15K (27.7%)
- Approaching Readiness: 19K (35.5%)
- Demonstrating Readiness: 19K (35.6%)
Total: 54K
KRA Performance Level Description
- Did Not Participate
- Demonstrating Readiness
- Approaching Readiness
- Emerging Readiness
Figure 2: KRA Performance by Race in Fall of 2021
| Race | Did Not Participate | Emerging Readiness | Approaching Readiness | Demonstrating Readiness |
|-----------------------------|---------------------|--------------------|-----------------------|-------------------------|
| Asian | 21.58% | 31.32% | 47.10% |
| Black/African American | 35.77% | 38.71% | 25.52% |
| Latino/Hispanic | 43.08% | 35.68% | 21.24% |
| Native Hawaiian/Other Pacific Islander | 54.29% | 45.71% |
| Not Recorded | 45.77% | 30.80% | 23.43% |
| Two Or More Races | 27.77% | 37.11% | 35.12% |
| White | 19.13% | 34.41% | 46.46% |
More figures can be found by visiting: https://bit.ly/EOC4KDash
Figure 5: KRA Performance for Pupils in Poverty by Prior 4K Experience, Fall 2021
| Category | Emerging Readiness | Approaching Readiness | Demonstrating Readiness |
|---------------------------------|--------------------|-----------------------|-------------------------|
| CERDEP | 26% | 41% | 33% |
| CERDEP 4K | 25% | 41% | 34% |
| First Steps 4K | 29% | 43% | 28% |
| Non-CERDEP | 37% | 38% | 24% |
| Public 4K (Non-CERDEP) | 30% | 38% | 32% |
| Informal (Relative or Non-Relative) | 28% | 49% | 23% |
| Other Formal 4K Experience | 40% | 40% | 20% |
| Unknown | 41% | 38% | 21% | | fccf0fe8-59f5-437a-8600-eca8e35642a9 | CC-MAIN-2022-27 | https://eoc.sc.gov/sites/eoc/files/Documents/KRA/KRA_Brief.06252021%20(1).pdf | 2022-06-29T22:36:30+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103645173.39/warc/CC-MAIN-20220629211420-20220630001420-00279.warc.gz | 295,031,951 | 1,128 | eng_Latn | eng_Latn | 0.793244 | eng_Latn | 0.989969 | [
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Piano Pedagogy Certificate
Piano Pedagogy Certificate Program Learning Outcomes
At the successful conclusion of this program, students will be able to:
1. Investigate and critique the current and historical methods in teaching elementary and intermediate piano students.
3. Design and apply teaching strategies for a given student using appropriate pedagogical skills and teaching applications.
2. Evaluate and perform piano repertoire and technique for elementary and intermediate piano students. | <urn:uuid:cf1c38ad-b682-454c-aceb-3fd501511008> | CC-MAIN-2024-51 | https://catalog.utahtech.edu/programs/music/piano-pedagogy-certificate/piano-pedagogy-certificate_programlearningoutcomestext.pdf | 2024-12-05T00:58:51+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066322645.68/warc/CC-MAIN-20241204233153-20241205023153-00040.warc.gz | 134,169,517 | 88 | eng_Latn | eng_Latn | 0.982253 | eng_Latn | 0.982253 | [
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Permit Exemptions
Even though permits are not required for the scenarios below, it is important to follow safe food handling practices like washing your hands, maintaining proper food temperatures, and storing food in a safe place.
Food Service operations that do not require permits:
1. An establishment that offers only commercially pre-packaged food or drinks that are non-time/temperature control for safety (TCS) foods.
2. Promotional sampling of commercially pre-packaged food or drinks that are non-TCS foods.
3. Those registered with the Cottage Food Program and serve or vend food directly to the consumer that has been prepared in a private home in compliance with A.R.S. § 36-136(I)(4)(g). The final consumer of the product served or vended shall receive a copy of the required package label in accordance with A.R.S. § 36-136(I)(4)(g). This includes food prepared by the food establishment that incorporates products prepared in compliance with A.R.S. § 36-136(I) (4)(g).
4. A produce stand that only offers whole, uncut fresh fruits and vegetables.
5. The producers of food products in their natural state on agricultural lands, farms and gardens and in compliance with Arizona Revised Statutes Title 3, Chapter 3, Article 7.
Food Products include:
* Every product of the soil in its natural or manufactured state
* Beef and beef products.
* Swine and pork products.
* Fowls and poultry products.
*
Eggs and egg products.
* Milk and milk products.
* Lamb and sheep products.
6. Served at a noncommercial social event such as a potluck.
7. Prepared or served at an employee-conducted function that lasts less than four hours and is not regularly scheduled, such as an employee recognition, an employee fund-raising, or an employee social event.
Permit Exemptions (cont)
8. Offered at a child care facility and limited to commercially prepackaged food that is not time/temperature control for safety foods and whole fruits and vegetables that are washed and cut onsite for immediate consumption.
9. Demonstration culinary cooking schools and home economics classes accredited by the appropriate entity such as an educational institution and all food is prepared and consumed by the student in training. Food may not be purchased by the school or stored on premises.
10. A school or business that demonstrates the preparation of food but does not offer samples to the public for consumption.
11. A demonstration cooking class in which the public purchases, prepares and/or cooks and consumes their food.
12. A home cooking school in which food and/or meals are served at a non-commercial social event, employee conducted function, or prepared at a home cooking school. No more than one meal per day shall be served to no more than fifteen students. The students shall be informed by a statement contained in a published advertisement, mailed brochure and placard posted at the cooking school's registration that the food is prepared in a kitchen that is not regulated and inspected by the Department or by a local health authority.
13. A kitchen in a private home if only food that is not time/temperature control for safety food, is prepared for sale or service at a function such as a religious or charitable organization's bake sale if the consumer is informed by a clearly visible placard at the sales or service location that the food is prepared in a kitchen that is not subject to regulation and inspection by the regulatory authority.
14. A kitchen in a private home, such as a small family day-care provider; or a bed-and-breakfast operation that prepares and offers food to guests if the home is owner occupied, the number of available guest bedrooms does not exceed 6, breakfast is the only meal offered, the number of guests served does not exceed 18, and the consumer is informed by statements contained in published advertisements, mailed brochures, and placards posted at the registration area that the food is prepared in a kitchen that is not regulated and inspected by the regulatory authority.
15. A private home that receives catered or home-delivered food.
16. A "Chef for Hire" at a private residence for a private, non-advertised event where fees are paid by the responsible party for this service. Fees cannot be collected from the attendees of the event.
17. No permit is required for commercial beverage sampling/sales when:
* Pouring non-TCS drinks including, but not limited to, beer, wine, soda, or juice from a commercial container (e.g. bottle, keg, can, or beer truck) into a disposable cup;
* Providing non-TCS drinks in a can or bottle (commercial container) even if the lid or top has been opened for the customer.
Note: A permit will be required from the Department if ice, cut fruit or garnishes including, but not limited to, lemon and lime wedges, cut vegetables, cut jalapeno, and mint are added to the drink, or reusable cups are used.
Permitting FAQs
* Are food permits required for private events?
If the food is being provided by members of an organization/group and served to the members of the organization/ group, no permits are required. This is similar to a potluck and corresponds to exemption #6 above.
* What are permitting requirements for competition food events, tasting events or promotional events where food is either given away or where the booths have no point of sales at the individual service areas?
If the product being sampled is non-time/temperature control for safety foods, no permit is required (see #2 above).
If the products being sampled are time/temperature control for safety foods, permits are required:
The coordinator of the event is responsible for obtaining permits and ensuring all tasting booths are properly equipped and set up before workers handle open foods/beverages.
* What does time/temperature control for safety (TCS) food mean?
Time/temperature control for safety food means any food (or beverage) item that requires time/temperature control for safety to limit pathogenic microorganism growth or toxin formation.
Some examples of TCS foods are:
* Meat, Poultry, Fish
* Shellfish and Crustaceans
* Eggs
* Milk and dairy products
* Heat-treated plant food (cooked rice, beans, or vegetables)
* Raw seed sprouts
* Tofu and soy protein foods
* Untreated garlic and oil mixtures
* Custards, puddings, cakes with custard fillings, meringues, cheese cakes, pumpkin, cream or custard pies and other desserts containing ingredients of animal origin, should be assumed to be potentially hazardous
Maricopa County Environmental Services Department esd.maricopa.gov [email protected]
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