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This resource includes two multi-step tasks where students connect diagrams and equations in order to solve real world problems. This task includes skills learned in the common core standard 5.NF.2
This flawed reasoning task provides practice for students to understand the size of the wholes must be equal in order to compare fractions.
This resource provides students with the opportunity to solve a multi-step contextual word problem with a degree of difficulty appropriate to Grade 4, requiring application of knowledge and skills.
"Narrative of the Life of Frederick Douglass, an American Slave" Text-Dependent Question organizer adapted from Acheivethecore.org.
The potential of The Trivedi Effect®-Consciousness Energy Healing vitamin D3 and DMEM medium was investigated in human bone osteosarcoma cells (MG-63). The Test Items (TI) i.e. vitamin D3 and DMEM were separated into two parts. Bone health parameters were tested such as Alkaline Phosphatase enzyme (ALP) activity, collagen levels and bone mineralization. The Test Items (TI) i.e. vitamin D3 and DMEM medium were divided into two parts. The test samples received Consciousness Energy Healing Treatment by Karen Byrnes Allen and samples were defined as the Biofield Energy Treated (BT) samples, while the other parts of each sample were denoted as the Untreated test items (UT). Cell viability using MTT assay exhibited increased cell viability more than 71% with safe and nontoxic profile among test samples on MG-63 cell line. The level of ALP was significantly increased by116.4% at 50µg/mL in the UT-DMEM+BT-TI group, while 35.6%, 81.2%, and 47.9% at 10, 50 and 100 μg/mL, respectively in the BT-DMEM+UT-TI group. In addition, ALP level was increased by 42.3% and 90.6% at 10 and 50 μg/mL, respectively in the BT-DMEM+BT-TI groups as compared with the untreated group. The level of collagen was significantly increased by 10.5% and 110.1% at 0.1 and 1 μg/mL, respectively in the UT-DMEM+BT-TI group, while 22.6% and 190.6% at 0.1 and 1µg/mL, respectively in the BT-DMEM+UT-TI group as compared with the untreated group. In addition, BT-DMEM+BT-TI group showed a significant increased collagen level by 140.6% and 39.9% at 0.1 and 1 µg/mL, respectively as compared with the untreated test item and DMEM group. The percent of bone mineralization was significantly increased by 128.7% at 50 μg/mL, in the UT-DMEM+BT-TI group, while 34.1%, 154.7%, and 18.7% at 1, 10, and 50 μg/mL, respectively in the BT-DMEM+UT-TI group as compared with the untreated group. In addition, BT-DMEM+BT-TI group showed a significant increased bone mineralization by 105.7%, 78.1%, and 39.6% at 1, 10, and 50 μg/mL, respectively as compared with the untreated group. Thus, the study results concluded that The Trivedi Effect® Treatment would be the best alternative treatment for the maintenance of strong and healthy bones and quality of life. Further, it regulates the osteoblast function and improved the level of collagen, ALP, and calcium absorption in wide range of bone disorders along with wide range of adverse bone health conditions.
The objective of the current experiment was to evaluate the potential of Consciousness Energy Healing-based test items (Vitamin D3 and DMEM) on bone parameters. Both the TI were distributed into two individual parts. One part of each samples was received Consciousness Energy Healing Treatment by Eileen Mary Meagher and those samples were labelled as the Biofield Treated (BT) samples, while the other parts of each samples were denoted as the untreated test items (UT). Cell viability data showed more than 71% viable cells signifies a safe and nontoxic profile of test items on MG-63 cell line. ALP was significantly increased by 132.18% and 126.52% in BT-DMEM+UT-TI and BT-DMEM+BT-TI, respectively at 50 µg/mL; while 139.06% (at 0.1 µg/mL) in UT-DMEM+BT-TI compared to untreated. Collagen was significantly increased by 172.76% at 1 µg/mL in UT-DMEM+BT-TI, while 89.65% in BT-DMEM+UT-TI at 10 µg/mL than untreated. Additionally, collagen was significantly increased by 111.2% in BT-DMEM+UT-TI at 50 µg/mL, while 113.16% in BT-DMEM+BT-TI at 100 µg/mL than untreated. The percent of bone mineralization was significantly increased by 206.21%, 168.74%, and 224.82% in UT-DMEM+BT-TI, BT-DMEM+UT-TI, and BT-DMEM+BT-TI, respectively at 0.1 µg/mL compared with the untreated. In addition, percent of bone mineralization data showed a significant increased by 190.63%, 181.07%, and 245.41% in UT-DMEM+BT-TI, BT-DMEM+UT-TI, and BT-DMEM+BT-TI, respectively at 1 µg/mL than untreated. Moreover, at 10 µg/mL it was significantly increased by 129.44%, 111.76%, and 109.81% in UT-DMEM+BT-TI, BT-DMEM+UT-TI, and BT-DMEM+BT-TI, respectively at 10 µg/mL with respect to untreated. Based on the study outcomes it emphasized that Biofield Energy Treatment could regulates the osteoblast function, improves bone mineralization, and calcium absorption in wide range of bone disorders along with wide range of autoimmune diseases.
This module – Educational Evaluation and Testing – is intended to enable you have the ability to understand the principles and concepts of the different types of educational evaluation. This is introduction course, and therefore, you will not be expected to become an expert in educational evaluation and testing. However, you will be able to understand the processes of evaluation, measurement and testing in a better a manner. You will be able to plan and conduct evaluation and testing on the basis of sound principles and practices. By the end of the module, you will be able to understand the interconnections between/among curriculum, goals, objectives, testing and evaluation. You will also have new perspective on how to use evaluation results.
The module, Physical Chemistry 2, focuses on six (6) areas of physical chemistry important to many aspects of our lives: solutions, colloids, phase equilibrium, electrochemistry, nuclear and quantum chemistry. Solutions are often necessary to facilitate many chemical reactions that are important to life, and/or for industrial processes; while colloids find extensive applications in various chemical industries (e.g., in pharmaceuticals, food and beverages, paints, adhesives, cosmetics, inks and many other industrial products). The applications of electrochemistry are wide spread with great economic significance. A number of real life processes also involve electrochemical reactions, the knowledge of which allows us to understand certain chemical and biological reactions related to them. Rusting of iron, bleaching of stains and photosynthesis are examples of such life processes. Many substances exist in more than one physical state, the most common being solid, liquid and gas phases. Each of the phases has significantly different physical properties, knowledge of which can be used for our benefit in different circumstances. As you may or may not know, although the nuclei of many isotopes are stable, some are however unstable and will undergo what is known as a nuclear reaction. Such reactions although useful in certain applications, like electricity power generation and nuclear medicine, yet nuclear reactions could also be harmful and destructive as with its application in producing the atomic bomb- a weapon of mass destruction. Elementary particles (photons, electrons, neutrons, protons, etc) configure with the forces of nature to make all forms of matter. Thus, the internal structures of these particles determine the chemical and physical behavior of matter and in turn, influence the nature of their interaction with radiation. The constructive interpretation of this kind of reaction using quantum chemical and mechanical principles provide useful framework for their application in the development of modern technologies. Solar energy panels, automatic doors, elevators, pocket calculator and intrusion alarms are some of the products of processes related to quantum mechanical ideas.
You are welcome to this Module in Contemporary Issues in Education, which is a part of your Professional Studies in education. To understand the content in this Module well, you need to grasp the meaning and major critical areas that constitute the concept of Contemporary Issues in Education. The word contemporary means modern, current, present-day or existing. In this context, Contemporary issues in Education refer to the various events, policies and developments of an educational nature which exist in the modern world.
The Department of Early Learning (DEL), in partnership with the Office of Superintendent of Public Instruction (OSPI) and Thrive Washington, has published the Early Learning and Development Guidelines (guidelines) for children from birth through third grade. The guidelines replace the Early Learning and Development Benchmarks, which were first created in 2005 to outline what children know and are able to do at different stages of their development.
This is the staff guide for the Learn Technology and Entrepreneurship course. Technology and Entrepreneurship introduces learners to the basic concepts and process of entrepreneurship, and demonstrates how technology can be used to advance a business idea.
This activity was originally developed by Intel® as part of the Intel® Learn program.
In a school setup, diverse issues requiring your attention emerge. At the same time, whatever you do everyday in the school needs to be given meaning so that it is worthwhile to you and your students. This module equips you with the skills and knowledge relevant to your teaching practice. It empowers you to be an effective teacher who is critical, creative, heuristic and insightful about your day- to-day experiences in school. The module will enable you to acquire a new perspective towards the teaching profession and its practice.
Massive amounts of chemicals produced by modern industries have given humankind an unprecedented standard of living and quality of life. However, this has also exerted a price of environmental degradation. To make a contribution to the improvement of environmental quality, individuals need to have some knowledge of environmental chemistry. Chemistry teachers are then expected to know and pass environmental knowledge to the society via their students.
The overall goal of this course is to gain an understanding of the fundamental chemical processes that are central to a range of important environmental problems and to utilize this knowledge in making critical evaluations of these problems. Specific goals include:
• An understanding of the chemistry of the stratospheric ozone layer and of the important ozone depletion processes.
• An understanding of the chemistry of important tropospheric processes, including photochemical smog and acid precipitation.
• An understanding of the basic physics of the greenhouse effect and of the sources and sinks of the family of greenhouse gases.
• An understanding of the nature, reactivity, and environmental fates of toxic organic chemicals.
• An understanding of societal implications of some environmental problems.
Welcome to the module: Graphic and Information Management. You are going to gain very exciting experiences while working with this module. As you know, Information and Communication Technologies (ICTs) have over the years become indispensable management and communication tools. At the global level, the use of ICTs has become so central that the definition of literacy has become expanded beyond basic reading and writing skills to include ability to use ICTs in almost all activities.
This module should be studied alongside the following other modules: Educational Psychology, General Psychology, Developmental Psychology, Learning Psychology, Guidance and Counseling and Educational Testing and Evaluation. The module is an introductory course for teacher education trainees. It is advisable before studying this module for the student to acquaint himself or herself with principles in general psychology because many concepts in the area of special needs education are based on psychological principles. Therefore, the student needs to understand the contribution of psychology to the theory and practice of education, to be conversant with self-assessment procedures, to have good knowledge in his or her subjects and to know about the personality of learners. It is also important to know about learners’ individual differences, moral, social, and cognitive development, theories of learning, guidance and counseling and educational testing and evaluation.
You are welcome to the module ICT Basic Skills 1: Introduction to ICT. As the name implies, this module introduces you to computer appreciation and application and the basic concepts of the Internet. Computers and the Internet rule our world today. If you are not computer and internet literate, you would find it difficult coping in today’s knowledge based economy. That is why this module is very important because it explains to you how computers and the Internet work. We invite you to go through this module and enjoy your new experience as you interact with this master piece that has changed the entire activities of humans.
The process of integrating ICT in education is rarely a simple and linear one - overlaps are often noted, with some elements operating in parallel, in partnership and cyclically. The sequence of steps varies from one activity or situation to the next and must take context into account in order to be effective. The process is thus necessarily incremental and relies on clearly defined objectives to succeed in improving the efficiency of ICT use in education. This document presents major themes to assist educators in better integrating ICT with their teaching, and particularly allowing them to offer higher quality distance education programs to Mathematics, Biology, Chemistry and Physics students. An introduction to the theories and principles of ICT integration is presented within six themes, and further developed into seven specific learning objectives, which can be adapted according to the specific subject of the program.
As a prerequisite to study this module you need to have some background knowledge to human growth and development and the different stages that a child goes through whilst growing up. These stages are infancy, early childhood, adolescence and early adulthood. The knowledge about these areas make it possible for you to understand the relevance and application of Guidance and Counseling to help learners overcome life challenges and associated problems that face them both inside and outside the school environment. You also need some background knowledge about the social, moral, and personality development and the general socialization processes that influence young people as they interact with their environment. This interaction between the individual and the environment can impact positively or negatively.
Curriculum constitutes the core of the teaching-learning process. This module is central in preparing you, the student, teacher in the theory and practice of curriculum. It empowers you in curriculum concepts, issues and processes at various levels of education. These levels are macro (global and national), meso ie. regional, school and departmental; and micro ie. the classroom. Through studying this module, you, the student teacher, becomes acquainted with the processes involved in developing curriculum in the various subjects and would therefore be better prepared for effective teaching. Issues regarding teaching and the teaching profession are highlighted, given that teachers are the main implementers of curriculum.
The ability to manage, lead and supervise students during the learning process has been shown to be an indispensible component of effective teaching and learning, more so in Sub-Saharan Africa where the challenge of overcrowded classrooms hinders effective teacher instruction in the classroom. For the classroom to serve its purpose, the teacher must be able to establish order. This requires him/her to have the knowledge, attitude and skills necessary. He/she must be able to establish rapport with the students and their parents, involve students in the processes of establishing ground rules for behaviour and being accountable for their actions, manage transitions during instructions, and motivate students to maximize time-on-task, supervise students in their learning activities and lastly deal with students’ misbehaviour effectively. This module is expected to help students master these key skills. It will also equip them with the ability to be open-minded and creative about the application of these techniques to their challenges.
This module consists of three interrelated subject areas; Separation Techniques and Chromatographic Techniques, Electro analytical Techniques and Spectroscopic Methods.
The module will be taught in six learning units reflecting common concepts and approaches.
Separation Techniques and Chromatographic Techniques unit will review elementary separation techniques that are usually taught in the school system, followed by a discussion of Chromatography Techniques these are covered by introducing the general chromatographic theory, followed by its application in different techniques of plane and column chromatographic techniques. Electro Analytical Techniques will introduce principles on which potentiometry is based, elaborate the common applications of potentiometry, this will be followed by voltammetry, starting with polarographic techniques ending with cyclic and anodic stripping voltammetry.
The unit on Spectroscopy and Atomic Spectroscopic Techniques will review concept of energy matter interaction, concepts of energy levels in atoms and molecules, and the unit will end with a discussion of atomic spectroscopic techniques.
Molecular Spectroscopy 1 will start with a discussion of the theory of UV-Visible spectroscopy, how it arises and how it is used in qualitative and quantitative analysis, instrumentation of the modern UV-visible spectrophotometer. The unit will end with a discussion of infrared spectroscopy starting with how the spectra arises, the different peaks exhibited by specific functional groups and how to apply IR in identification of functional groups and compounds.
Molecular Spectroscopy 2 will introduce nuclear magnetic resonance phenomenon, followed by a discussion of proton NMR, the relationship of chemical shift with the molecular chemical environment and how proton NMR used in identification of functional groups. The unit ends with a discussion of the carbon NMR and how it compliments proton NMR in analysis of compounds. The last learning unit will be Mass Spectrometry starting with how mass spectra arises, how it is used in identification of organic compounds ending with the Instrumentation for mass spectrometry.
Analytical chemistry is the branch of chemistry that deals with determination of qualitative and quantitative information about matter. This module covers introductory topics that are fundamental to analytical chemistry and it will mainly focus on quantitative aspects of reactions in aqueous solutions, termed solution stoichiometry. Volumetric chemical analysis which include various types of titration such as: acid-base, complexometric, redox, and precipitation titrations, will be examined in detail. In addition, a review of the basic concepts of chemical equilibria and specifically, acid-base equilibria will also be treated. As a prelude to all the topics mentioned, the concept of reliability in quantitative measurements such as sampling procedures, uncertainty as well as statistical treatment and presentation of experimental results will be discussed.
Introductory Chemistry 1 underpins the concepts of matter, measurements, structure and periodicity of the atom, Molecules and compounds, and their chemical reactions. This study builds on the aforementioned concepts by being the foundation stone for better undestanding of chemicals and the various ways of classifying the elements in Chemistry. With the ever expanding chemistry knowledge, here we show how best to predict and understand the simple applications of both chemical principles and chemical compounds and the use of the elements of the periodic table.
This module starts by defining industrial chemistry and then gives a view of the chemical industry, its position in the general economy, and its classification in terms of the chemical processes that characterize it. To enable the study of selected chemical processes, unit operations and unit processes, especially those that are relevant in later learning actvities, are then covered in Unit 2. With this background, it will be easy to study industrial inorganic and organic chemical industries. The study of extractive metallurgy in Unit 3 draws on the knowledge of size reduction and separation unit operations learnt earlier, as well as chemical conversions that take place during pyroprocessing. The extractive metallugy of iron, copper and aluminium is included. In Unit 4, we focus our attention on some basic inorganic industrial processes that synthesize products from a variety of raw materials derived from the natural environment. They include manufacture of chlorine and sodium hydroxide from brine, ammonia from methane and nitrogen, sulphuric acid from sulphur, fertilizer and cement from mineral ores. The study of organic industrial chemistry then starts with petroleum refining followed by the manufacture of selected petrochemicals and polymers. The module closes with the study of ethanol, pharmaceuticals, soaps and detergents. These are high value-added products, some of which are produced through the fermentation route.
The module examines the changes that take place in human beings across a broad range of areas including cognitive development, language development, personality and social development. In all these topics, the main focus is on the adolescent, the learner you will handle as a teacher.
Educators improve their practice by adopting and adapting educational systems and practices that were developed elsewhere. Comparisons of educational systems thus provide a basis for assessing the suitability of current practices. This module focuses on training students to compare and contrast educational systems and exposes them to the comparative approaches in education.
The National Background Investigations Bureau (NBIB) is a branch of the U.S. Office of Personnel Management and performs nearly all of the federal government’s employment background screening services. If you are applying to a federal opening, you will be subject to a background check of some level before being offered a permanent employment position with the government.
This task gives students the opportunity to reason about equivalent fractions. Students use images to develop an accurate claim and describe their thinking through reasoning.
Solving Complex Problems addresses complex multi actor systems; so called ‘spaghetti situations’ in which everything is connected to everything, and everything influences everything. Situations, for instance, in which innovative new energy technologies emerge into the existing energy system. Or new health technology, medicine, treatments or screening technologies are being developed and society has to decide about whether they should be allowed and what they may cost.
This course has been awarded with the Award for Open Education Excellence in 2015 and has been shortlisted for the Wharton Awards in the category of Hybrid Learning in 2014.
What to do about expanding international airports that have the habit of developing closely to densely populated areas? These airports are believed to contribute substantially to the economy and industrial activity in a country but also generate substantial hindrance when it comes to noise and local air quality. What to do about the multi-facetted and multi-subsystem linkages of the ICT based emergency response system in a country, where at different places decisions have to be made that may influence the safety of people substantially.
In situations such as the above, it is by far not obvious what the best solution is. All people involved have a different idea about what the solution should be. And if you ask them, all these people have different ideas about what the problem exactly is either. If you, as engineer, consultant, manager, policy maker, politician or analyst are in a situation like this, then what to do?
There are multiple ways, but one option that has proven to be very useful is the analytical, engineering like approach of analysing the problem, a methodology for making the problem explicit and rationalising the different potential solutions. In short: analytically based support of decision making, design and implementation of solutions.