Ikrandraco - Facts and Figures

Name Ikdrandraco (Ikran dragon, after the flying creatures from Avatar); pronounced EE-krahn-DRAY-coe Habitat Rivers and lakes of Asia Historical Period Early Cretaceous (120 million years ago) Size and Weight About 30 inches long and a few pounds Diet Fish Distinguishing Characteristics Moderate size; distinctive bill structure; possible throat patch for holding fish About Ikrandraco Ikrandraco is an odd choice to honor the Ikran, or mountain banshees, of Avatar: this early Cretaceous pterosaur was only about two and a half feet long and a few pounds, whereas the Ikran from the hit movie are majestic, horse-sized, flying creatures that the Navi ride into battle against their human antagonists. Once you get past its name, though, Ikrandraco avatar may have been a truly unique pterosaur: some paleontologists claim that it had a pouch on the underside of its distinctively shaped bill in which it stored recently caught fish, which would make it similar to the modern pelican. However, not everyone is convinced by this putative anatomical feature of Ikrandraco (made of soft tissue, a throat pouch would have no chance of surviving in the fossil record), nor by the hypothesis that this pterosaur skimmed over the surface of lakes and trapped wiggling prey in its submerged lower jaw. The fact is that it can be difficult to infer the everyday behavior of a 120-million-year-old reptile by analogy with modern birds, and the possibility remains that Ikrandraco fed in more conventional fashion, like other pterosaurs of the early Cretaceous period, simply diving into the water and swallowing its fill of fish.

Brief Summary Thematic Analysis of A Midsummer Nights...

â€Å"Lord, what fools these mortals be!† This line, uttered by the fairy king’s servant and trickster Robin Goodfellow, is very telling of how ridiculous the central four characters in William Shakespeare’s A Midsummer Night’s Dream are in their thoughts and actions. The true motivation behind their actions, though, is not found in witty quips by knavish fairies, but rather in the symbolic nature of the play’s setting. The varied settings in the play, from Duke Theseus’s regal estate to Fairy Queen Titania’s forest bower, serve to set the mood of every scene, and to accentuate the characters actions throughout the play. By observing the rich yet subtle backdrops of A Midsummer Night’s Dream, it is possible to glean greater understanding of†¦show more content†¦Once everyone is back in the confines of the city walls, order returns to the character’s actions – this is seen in their inability to justify or s ubstantiate their supposed dream, which they cannot see being possible now that they are thinking with normal reasoning. However, there are two events that in particular show that disorder is never truly gone - first, Thesus’ refusal to follow both the demands of Egeus and the Athenean law regarding Hermia’s marriage, and second, Robin’s final soliloquy, which encourages the audience to believe that the whole play was just an irrational dream driven by the streak of disorder inside all of us. It is on that thought, then, that I wish to concentrate. Shakespeare shows that both extremes – complete order, as represented by Theseus’ estate and the greater city of Athens, and complete disorder, as represented by the wild forest and the world of the fairies, both have problems in pure form. When Egeus demands that Theseus uphold the absolute, complete, and unyielding order of ancient Athenean law, while not bothering to think of his daughter’s tr ue feelings, Shakespeare shows that by-the-book proper behavior and law is often ridiculously unreasonable. Conversely, when the raw disorder of the fairy world is channeledShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 PagesWhat Are Management Skills? 9 Improving Management Skills 12 An Approach to Skill Development 13 Leadership and Management 16 Contents of the Book 18 Organization of the Book 19 Practice and Application 21 Diversity and Individual Differences 21 Summary 23 SUPPLEMENTARY MATERIAL 24 Diagnostic Survey and Exercises 24 Personal Assessment of Management Skills (PAMS) 24 What Does It Take to Be an Effective Manager? 28 SSS Software In-Basket Exercise 30 SCORING KEY AND COMPARISON DATA 42 Personal Assessment

Math Paper Free Essays

Derp university Derp derpington Human Resource Management Research Paper is Business Mathematics 101 1st Tri Semester SY 2011-2012 Ms. derpina derp TABLE OF CONTENTS TITLE PAGE ACKNOWLEDGEMENTii TOPICS Simple Discount1 Simple Interest2 Four types of Interest available3 Compounded Amount and Compound Interest4 Linear Programming Problems * Maximization6 * Minimization8 Forecasting by Trend Projection10 Acknowledgement I would like to thank God for guiding and giving me motivation to do this math research paper; my friends for answering my questions about this paper; Dr. Masajo for giving me the opportunity to gain more knowledge; and my mother to constantly remind me to do better in college. We will write a custom essay sample on Math Paper or any similar topic only for you Order Now I would like to thank my mentor, Ms. Grace Chong, for being my mentor and to aid me in my college life. Simple Discount Find the present value of $3800 due in 6 months at 7% discount rate. A) F = $3800 d = 7% = . 07 t = 6 / 12 = 1/2 Formula: D = Fdt Solution: D = $3800 (. 07) (1/2) D = $133 P = F – D P = $3800 – $133 P = $3667 Discount $2056. 80 for 85 days at a discount rate of 6 ? % B) F = 2056. 80 d = 6 ? % = . 065 t = 85 / 360 = 17 / 72 years Formula: D = Fdt Solution: D = $2056. 80 (. 065) (17/72) D = $31. 57 P = F – D P = $2056. 80 – $31. 57 P = $2025. 13 Simple Interest Find simple interest on $10,000 at the rate of 5% for 5 years. Also find the amount for 5 years. A) P = $10,000 R = 5% = . 05 T = 5 years = n = 5 I = PRT I = $10,000 (. 05) (5) I = $2500 A = P + I A = $10,000 + $2500 A = $12,500 Find simple interest on $15,600 for 1 ? years at the rate of 8% per annum. Also find total amount. B) P = $15,600 R = 8% = . 08 T = 1 ? = n = 1 ? I = PRT I = $15,600 (. 08) (1? ) I = $1872 A = P + I A = $15,600 + $1872 A = $17472 4 Types of Interest Available Find the different interest on $1000 at 6% from June 23 2011 to September 21 2015. A) Approximate number of days: Year: 2015 – 2011 = 4 Month: 8 – 6 = 2 Days: 51 – 23 = 28 4 x 360 = 1440 2 x 30 = 60 28 = 28 = 1528 Days B) Actual Number of days: 4 years x 365 days = 1463 days January 30 – June 23 = 173 days January 30 – September 21 = 263 days 1463 Days – 173 days = 1287 days 1287 Days + 263 days = 1550 days = 1550 days C) Io interest for approximate number of days: Io = PRT = $1000 (. 06) (1528/360) Io = $254. 67 D) Ie interest for approximate number of days: Ie = PRT = $1000 (. 06) (1528/365) Ie = $251. 8 E) Io interest for actual number of days: Io = PRT = $1000 (. 06) (1550/360) Io = $258. 33 F) Ie Interest for actual number of days: Ie = PRT = $1000 (. 06) (1528/365) Ie = $254. 79 Compounded amount and Compounded interest Find the Compounded amount and compounded interest of $1000 at 7% for 3 years A) B) Compounded Annually P = $1000 R = 7% = . 07 T = 3 years = N = 3 x 1 = 3 A = P (1+i) ^ n A = $1000 (1+0. 7) ^ 3 A = $1225. 043 I = A – P I = $1225. 043 – $1000 I = $225. 043 C) Compounded Semi – Annually P = $1000 R = 7 / 2 % = 3. 5 = . 035 T = 3 years = N = 3 x 2 = 6 A = P (1+i) ^ n A = $1000 (1+0. 5) ^ 6 A = $1229. 36 I = A – P I = $1229. 36 – $1000 I = $229. 36 D) Compounded Quarterly P = $1000 R = 7 / 4% = 1. 75 = . 0175 T = 3 years = N = 3 x 4 = 12 A = P (1+i) ^ n A = $1000 (1+0. 175) ^ 12 A = $1231. 44 I = A – P I = $1231. 44 – $1000 I = $231. 44 E) Compounded Monthly P = $1000 R = 7 / 12% = . 5833 = . 00583 T = 3 years = N = 3 x 12 = 36 A = P (1+i) ^ n A = $1000 (1+. 00583) ^ 36 A = $1232. 78 I = A – P I = $1232. 78 – $1000 I = $232. 78 Compounded amount and Compounded interest Find the Compounded amount and compounded interest of $1500 at 5% for 3 years A) B) Compounded Annually P = $1500 R = 5% = . 05 T = 3 years = N = 3 x 1 = 3 A = P (1+i) ^ n A = $1500 (1+. 05) ^ 3 A = $1736. 4375 I = A – P I = $1736. 4375 – $1500 I = $236. 4375 C) Compounded Semi – Annually P = $1500 R = 5 / 2 % = 2. 5 = . 025 T = 3 years = N = 3 x 2 = 6 A = P (1+i) ^ n A = $1500 (1+. 025) ^ 6 A = $1739. 540127 I = A – P I = $1739. 540127 – $1500 I = $739. 540127 D) Compounded Quarterly P = $1500 R = 5 / 4% = 1. 25 = . 0125 T = 3 years = N = 3 x 4 = 12 A = P (1+i) ^ n A = $1500 (1+. 0125) ^ 12 A = $1741. 131777 I = A – P I = $1741. 131777 – $1500 I = $741. 131777 E) Compounded Monthly P = $1500 R = 5 / 12% = . 41666 = . 00416 T = 3 years = N = 3 x 12 = 36 A = P (1+i) ^ n A = $1500 (1+. 00416) ^ 36 A = $1741. 792 I = A – P I = $1741. 792 – $1500 I = $741. 792 Linear Programming Problems (Maximization) Levi’s Jeans manufacturing company purchase2 styles of jeans, style X and style Y, which sell for $90 and $75 appropriately. Unit production test for style X is $40 and for style Y $35. Raw materials available monthly are 90 meters while processing time at a max of 70 hours per week. Style X jeans made 3 meters of materials and 2 for processing them. For style Y, 2 meters and 2 for processing. Style X market demand is no more than 40 per week. How many of each style should be produced in each week in order to make profit maximum? | Style X| Style Y| Total Available| RM| 3| 2| 90| PT| 2| 2| 70| MD| 40| | | | Style X| Style Y| USP| $90| $75| UPE| 40| 35| UBM| $50| $40| Composition of linear programming problems: I. Decision Variable X = Number of style X to be produced weekly Y = Number of style Y to be produced weekly II. Objective Function Maximum Profit (Z): Z = $50X+$40Y III. Subjects Constraints: RM = 3X+2Y 90PT = 2X+2Y 70 MD = X 40X; Y 0 IV. Graphical Solutions A) By intercept B) Graphical presentations and points A intersection between 2 lines C) Testing the curve of the convex polygon formed form the objective function V. Decision Raw Materials: 3X+2Y 90 X = 30 Y = 45 Processing Time: 2X+2Y 70 X = 35 Y = 35 Market Demand: X = 40 A) Z = $50X + $40Y = $50(0) + $40(35) =$1400 B) Z = $50X + $40Y = $50(20) + $40(75) =$1600 C) Z = $50X + $40Y = $50(30) + $40(0) =$1500 Choose B. Decision: The Levi’s manufacturing company must produce 20 pieces of style X and 50 pieces of style Y to have a maximum profit of $1600. Linear Programming Problems (Minimization) Mrs. Smith mining company owns two mines grading ores graded into 3 classes. High grade (H), Medium grade (M) and low grade (L). The company is tied with a contract to provide a smelting plant with 12 tons of (H), 8 tons of (M), and 24 tons of (L) per week. It costs $2000 per day to run mine 1 and $1600 per day to run mine 2. In a day operation, Mine 1 produces 6 tons of (H), 2 tons of (M) and 4 tons of (L). While mine 2 produces 2 tons of (H); 2 tons of (M) and 12 tons of (L). How many days a week should each mines operation to fulfil company’s commitment most economically? | Mine 1| Mine 2| Total Available| H| 6| 2| 12| M| 2| 2| 8| L| 4| 12| 24| Cost| $2000| $1600| | I. Decision Variables: X = Number of days to run mine 1 Y = Number of days to run mine 2 II. Objective Functions: Minimum Cost = $2000X + $1600Y III. Subjects to Constraints: H = 6X + 2Y 12 M = 2X + 2Y 8 L = 4X + 12Y 24 X; Y 0 IV. Graphical Solutions H = 6X + 2Y 12M = 2X + 2Y 8L = 4X + 12Y 24 X = 2 Y = 6X = 4 Y = 4X = 6 Y = 2 P1 (0,6) Min C = $2000(0) + $1600(6) = $9600 P2 (1,3) Min C = $2000(1) + $1600(3) = $6800 P3 (3,1) Min C = $2000(3) + $1600(1) = $7600 P4 (6,0) Min C = $2000(6) + $1600(0) = $12000 Choose P2 V. Decision: Mrs. Smith’s mining company should run mine 1 for 1 day and Mine 2 for 3 days in order to have a minimum cost of $6800. Forecasting by Trend Projection Forecast and graph the production of rice in the Philippines for the years 2012 and 2015 of the annual production of rice from year 2000 to year 2010. Year (N)| Production of Rice (Y)| X| XY| Y’| X^2| 2000| 20| 0| 0| | 0| 2001| 22| 1| 22| | 1| 2002| 18| 2| 36| | 4| 2003| 19| 3| 57| | 9| 2004| 21| 4| 84| | 16| 2005| 24| 5| 120| | 25| 2006| 22| 6| 132| | 36| 2007| 26| 7| 182| | 49| 2008| 28| 8| 224| | 64| 2009| 25| 9| 225| | 81| 010| 30| 10| 300| | 100| | ? (Y) = 255| ? (X) = 55| ? (XY)=1382| | ? (X^2) = 385| 2 Normal Equations: ?(Y) = NA + B? (X)Equation 1 ?(XY) = A? (X) + B? (X^2)Equation 2 Solve for B) 255 = 11A + 55B (-5) 1382 = 55A + 385B -1275 = -55A – 275B 1382 = 55A + 385B 107 /100 = 110B /100 B = . 97272727 Solve for A) 255 = 11A + 55B 11A + 55B = 255 11A +55(. 97272727) = 255 11A + 5 3. 5 = 255 11 A = 255 – 53. 5 11A /11 = 201. 5 /11 A = 18. 31818182 A = 18. 32 B = 0. 97 Formula Y’ = A+Bx Year 2000 = 18. 32 + 0. 97(0) Y’ = 18. 32 Year 2001 = 18. 32 + 0. 97(1) Y’ = 19. 29 Year 2002 = 18. 32 + 0. 92(2) Y’ = 20. 6 Year 2003 = 21. 23 Year 2004 = 22. 2 Year 2005 = 23. 17 Year 2006 = 24. 14 Year 2007 = 25. 11 Year 2008 = 26. 08 Year 2009 = 27. 05 Year 2010 = 28. 02 In the table: Year (N)| Production of Rice (Y)| X| XY| Y’| X^2| 2000| 20| 0| 0| 18. 32| 0| 2001| 22| 1| 22| 19. 29| 1| 2002| 18| 2| 36| 20. 26| 4| 2003| 19| 3| 57| 21. 23| 9| 2004| 21| 4| 84| 22. 2| 16| 2005| 24| 5| 120| 23. 17| 25| 2006| 22| 6| 132| 24. 14| 36| 2007| 26| 7| 182| 25. 11| 49| 2008| 28| 8| 224| 26. 08| 64| 2009| 25| 9| 225| 27. 05| 81| 2010| 30| 10| 300| 28. 02| 100| | ? (Y) = 255| ? (X) = 55| ? (XY)=1382| | ? (X^2) = 385| How to cite Math Paper, Papers

U.S. Government (History) The United States Government A Collection Of

U.S. Government (History) The United States Government A collection of short reports all dealing with the United States Government. William Jefferson Clinton William Jefferson Clinton was born on August 19, 1946, in Hope, Arkansas. His father, William J. Blythe III was killed in an automobile collision just two months before William's birth. At age four, William Jefferson Blythe IV was legally adopted by his mothers second husband, Roger Clinton, making him William Jefferson Clinton. At age 22 William received a Bachelor's degree from Georgetown University. Just five years later, he received his law degree from Yale. Soon after graduating from Yale, he became a law professor at the University of Arkansas. He did not stay in one place for long though, and in 1978 he became the Attorney General of Arkansas. From this political position, he moved higher up in the ranks and in 1978 won the election for the gubernatorial seat of Arkansas. In the 1980 elections, however, William (Bill) was defeated by Republican Frank White. As the youngest governor of Arkansas in 40 years, Bill then became the youngest ex-governor in United States history. During the interim, Clinton was hired by the law firm Wright, Lindsey and Jennings. In the 1982 elections, Mr. Clinton went after the position of governor with renewed vigor and defeated incumbent Republican Frank White. During the campaigning for the election a Time magazine article stated: ?If Clinton does win, it could seem like less a comeback than a canny mid-course correction in the path of a young, bright political star.? Clinton went on to win the next two gubernatorial elections in the state of Arkansas. In 1988 he had the possibility of a Democratic Party presidential nomination, but he refused to run. Finally, in 1991, Clinton announced that he was going to run for President of the United States. In the 1992 election, Bill Clinton ran against Republican incumbent George Herbert Walker Bush and independent Ross H. Perot. During the campaign, Bill met with some difficulty when the media discovered that he had dodged the Vietnam draft, been unfaithful to his spouse, and smoked marijuana while attending Oxford. Bill placated the liberal-biased media by saying that he didn't believe in the war, and he ?didn't inhale.? Opposition mounted when reporters discovered that Clinton and his wife, Hillary Rodham, whom he married in 1975, had made some questionable dealings over a piece of real estate referred to commonly as Whitewater. Despite the seemingly insurmountable odds, Clinton won the election, with 46% of voting Americans supporting him. Antonin Scalia, Supreme Court Justice Antonin Scalia was born March 11, 1936 in an Italian majority section of Trenton, New Jersey. His father, Eugene Scalia was a literary scholar and a professor of Romance Languages at Brooklyn College. His mother was an elementary school teacher. Scalia attended Xavier High School, a Catholic Military academy. He graduated, first in his class, in 1953. One of his good friends once said: ?He was brilliant, way above everybody else.? He later majored in History at Georgetown University in Washington, D.C., where he again graduated first in his class. Soon after leaving Georgetown, he enrolled in Harvard Law School, where he was known around the campus as an effective debater. From Harvard he earned an LL. B. Degree and in 1960 joined the Cleveland based law firm Jones, Day, Cockly and Reavis. He was one of the most straightforward conservatives on the staff and there too earned a reputation as a debater. Later, President Richard Nixon appointed Scalia to the position of Part-time General Counsel in Executive Office of Telecom Policy. He was confirmed by Congress under the Gerald Ford administration for the position of Assistant Attorney General in charge of the Justice Department's office of legal counsel. At that time his job was mostly to give advice to the Pres ident and the Attorney General. In 1977 he became a Professor at the University of Chicago Law School. Antonin Scalia is now an associate justice of the United States Supreme Court. He took his oath in 1986 and is the first Italian-American Supreme Court Justice. He was part of President Ronald Reagan's effort to make the judiciary system more conservative. Mr. Scalia is

buy custom Curriculum Guides on Writing, Spelling, Reading and Mathematics essay

buy custom Curriculum Guides on Writing, Spelling, Reading and Mathematics essay A curriculum guide is a plan on what subjects will be taught, how they will be taught and by whom they will be taught. It may be general or specific and is a determinant on what ways materials are taught to diverse groups of students (Tannehill Lund, 2010). In most cases, public schools setup curriculum guides for every individual subject and the guides are used as a trajectory of the expected standards of performance in the school. That is, the performance levels that are expected of students. The guides may specify the core concepts that must be taught within a given time limit and provide recommendations on the teaching method s that will appeal to a given group of students. Curriculum guides should embrace objectivity and proper goals if academic excellence is to be achieved (Glass Strickland, 2009). They should consider the students educational and social needs based on the age group. In addition, they should be based on content standards, thinking skills and mind habits as well as promote collaborative teaching, learning and assessment opportunities that enable all students to achieve high standards. This paper develops curriculum guides for reading, writing, spelling and mathematics in a way that promotes learning in the classroom situation. In the context of curriculum guide development, the teacher has the responsibility of teaching and following up on the pupils through mentorship sessions so that specific student needs are taken care of (Mattison, OShea Rowe, 2002). The teacher also has the responsibility of building students based on individual student assets. Assessment is done on a continuous basis to find out how much is being learnt. Apart from periodical assessments of written and oral tests, the teacher will provide end of lesson assignments which the students must do and submit results within a given timeline. There will also be end of year exams which will examine students strengths and weaknesses (Malloy, 2006). Curriculum Guide on Reading, Spelling and Writing for Grade One Pupils Objective: At the end of the learning year, the pupils are expected to be in a position to write a large proportion of correctly spelt high frequency words. In addition, the pupil should be able to write text that is readable by others regardless of the spelling of words. There should also be phonetic representation in the text. The pupil should also be able to draw a range of resources for deciding on how to spell unfamiliar words such as matching familiar words and word parts. The pupil should automatically and correctly spell words that are used commonly. Presentation of what is to be learnt within the clarified periods Class: Grade one period activity One week Letter formation of single letters Three days Students use magnetic letters to build words Three days Students sort words in a pocket chart Two days Writing and checking of spellings Two days Friends check on what others have done Four days Spelling Two days syllables Three days Name building To days Matching of names and pictures Three days Sorting names by categories Two days Sorting names by gender Two days Sorting names on a chart Two days Identifying consonants Four days Sorting names by how they end Three days Sorting of names that have double consonants One week Introduction to vowels Two weeks Syllables and their separation by line Ten days Naming of objects One week Sorting of attributes Two weeks Writing of words Two and a half weeks Word building One week Making of syllable breaks Curriculum Guide for Mathematics This guide provides direction on what a grade one student should know at the end of the academic year of doing mathematics (Maxwell, Mendez, Goldsmith Sorenson, 2001). At the end of the teaching period, the student should be able to have basic knowledge on addition and subtraction, measurements, place value and spatial understanding of geometry. The student should also know weights in terms of what is heavy or light and build number sense. Objective: The student is expected to have all rounded information on numbers, basic algebra, basic geometry, measurement and introductory probability. Given that grade 2 students are relatively young, the curriculum will engage the children in hands on activities. They will use manipulative aspects such as identification of numerals, writing of the memorized numerals, understanding one to one correspondence, describing positional words, sequencing events, completing simple patterns and addition and subtraction among other things. Here is a diagrammatic presentation of what is expected of students in Grade 1 in Mathematics as adopted from Team (2008). Time Objectives 4 weeks Number sense: count forward and backward, connect numerals and number words represented. 5 weeks Foundations of addition and subtraction, number words and ordinals: represent real life number stories, describe addition and subtraction using manipulatives, use two or three addends 3 weeks Fluency in addition and subtraction and introduction to geometry: solve addition and/or subtraction problems using one or two digit numbers, develop an understanding of fractions by dividing objects into equal parts. 3 weeks Spatial understanding of geometry, place value, counting: describe characteristics andd properties of two and three dimensional geometric shapes, explain similarities and differences in plane and solid shapes, recognize and name environmental shapes 4 weeks Measurements and operational extensions: use the calendar to identify the day, month and year as well as the day before, the day after among other things. Collect data from the environment. Rubric of Assessment and Evaluation A rubric is a tool that is used to assess several types of assignments including written work, projects and speeches among other things (Harrison 2001, 12). Rubrics are an excellent way to grading assignments that can lead to subjective grading. Rubrics ought to be given to students before the completion of course work so that they have knowledge on how they will be assessed (Bondi Wiles, 2011). In both the above subjects: mathematics and writing, spelling and reading there will be two continuous assessment tests and one final examination. The continuous assessment test will all account to 40% of the overall grade whereas the final exam will contribute to 60% of the final grade. For mathematics, the grades will be auto summed to a hundred percent mark. In the languages (reading, writing and spelling) however, there will be both oral presentations and written tests. Oral presentation in the two continuous assessment tests will amount to a total of 15% of the total grade. Oral presentations in the examinations will also contribute to 15% of the overall grade. In essence, oral presentations contribute to 30% of the overall grade in writing, spelling and reading tests. The following is a breakdown of the distribution of grades across the subjects covered with a basis on the guidelines provided by Soven McLeod (1992). Breakdown of Distribution of Marks for Grading subject nature Contribution Overall effect Reading, writing and spelling Continuous assessment tests NB: these are grades for two continuous assessment tests Oral presentations:15% Written work: 15% 30% Final examination Oral presentation:15% Written exams: 55% 70% Mathematics Continuous assessment tests NB: these are grades for two continuous assessment tests Counting and symbols: 20% Written arithmetic: 10% 30% Final examination Counting and identification of symbols: 20% Written arithmetic:50% 70% Conclusion A curriculum should be purposeful, rigorous and related to the real world. It should focus on developing complex and critical thinking skills of individual students thereby helping them develop deeper creativity in the subjects of study. In addition, it should integrate themes, essential questions and standards into the daily work of students. It should also be class specific and coherent both in writing and implementation. 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Knowledge Encyclopedia - DK and Smithsonian Institution

Knowledge Encyclopedia - DK and Smithsonian Institution Summary Knowledge Encyclopedia is a large (10† X 12† and 360 pages) book from DK Publishing that benefits from big, colorful computer generated images, including 3D images. The book, developed with the Smithsonian Institution, provides detailed information for each of its many illustrations.   While the publisher recommends the book for ages 8 to 15, I think younger children and adults will also find the book full of fascinating illustrations and facts and I recommend it for age 6 to adults. The Illustrations The emphasis throughout Knowledge Encyclopedia is on visual learning.   Beautifully constructed and detailed illustrations are used to present information and the text is used to fully explain the visual images. The illustrations include photographs, maps, tables and charts, but it is the computer generated images of animals, the human body, planets, habitats and much more that make this book spectacular.   The illustrations are fascinating, making the reader anxious to read all the text in order to learn more. The Organization of the Book Knowledge Encyclopedia is divided into six major categories: Space, Earth, Nature, Human Body, Science and History. Each of these categories has a number of sections: Space The 27-page long Space category has two sections: The Universe and Space Exploration. Some of the topics covered include: The Big Bang, galaxies, the sun, solar system, astronomy, space mission to the moon and exploring the planets. Earth The Earth category has six sections: Planet Earth, Tectonic Earth, Earth’s Resources, Weather, Shaping the Land and Earth’s Oceans.   Some of the topics covered in the 33-page section include: the Earth’s climate, volcanoes and earthquakes, rocks and minerals, hurricanes, the water cycle, caves, glaciers and the ocean floor. Nature The Nature category has five sections: How Life Began, The Living World, Invertebrates, Vertebrates and Survival Secrets.   Among the topics covered in the 59 pages are dinosaurs, how fossils form, plant life, green energy, insects, the life cycle of the butterfly. fish, amphibians, Frog life cycle, reptiles, the crocodile, how birds fly, mammals and the African elephant.   Ã‚   Human Body The 49-page Human Body category includes four sections: Body Basics, Fueling the Body, In Control and Life Cycle. Some of the topics covered include: the skeleton, how food moves from the mouth to the stomach, blood, air supply, the nervous system, brainpower, the sense, life in the womb, genes and DNA. Science There are four sections in the Science category, which is 55 pages long. Matter, Forces, Energy and Electronics include 24 different topics. Among them are atoms and molecules, the elements, laws of motion, gravity, flight, light, sound, electricity, the digital world and robotics. History The four sections of the History category are The Ancient World, The Medieval World, The Age of Discovery, and The Modern World. The 36 topics covered in the History categorys 79 pages include: the first humans, Ancient Egypt, Ancient Greece, The Roman Empire, Viking raiders, religious wars and faiths, the Ottoman Empire, The Silk Road, voyage to the Americas, the Renaissance, Imperial China, the slave trade, The Enlightenment, wars of the 18th-21st Century, The Cold War and the 1960s.   Ã‚   Additional Resources Additional resources include a reference section, a glossary and an index. There is a wealth of information in the reference section, which is 17-pages long. Included are sky maps of the night sky, a map of the world, with information about time zones, continent size and continental populations; flags of countries around the world, an evolutionary tree of life; entertaining charts and statistics on remarkable animals and their feats and a variety of conversion tables, plus wonders, events and people throughout history. My Recommendation While I recommend Knowledge Encyclopedia for a wide range of ages (6 to adult), I also especially recommend it for reluctant readers, kids who love to collect facts and kids who are visual learners. It’s not a book you’ll want to read straight through. It’s a book you and your kids will want to dip into again and again, sometimes in search of specific information, sometimes to see what you can find that looks interesting. (DK Publishing, 2013. ISBN: 9781465414175) More Recommended Nonfiction Books The Scientists in the Field series is excellent. The books include: Kakapo Rescue: Saving the World’s Strangest Parrot, Digging for Bird Dinosaurs, The Snake Scientist and The Wildlife Detective.   I recommend the series for ages 9 to 14, although I have also found that some younger kids who favor nonfiction enjoy the books as read alouds. I recommend the following nonfiction books for kids with an interest in weather and natural disasters: Inside Tornadoes, Inside Hurricanes and Tsunamis: Witness to Disaster.   For more nonfiction resources, see my directories Tornadoes: Recommended Nonfiction Kids’ Books and Tsunamis: Nonfiction Kids’ Books.

Critical Art Theory Of Raja Ravi Varmas Essay Example | Topics and Well Written Essays - 1500 words

Critical Art Theory Of Raja Ravi Varmas - Essay Example However, it should be noted that Raja Ravi Varma was noted for this realistic depiction of scenes from epics like the Mahabharata and Ramayana. He was recognized as a painter who made a fusion between Indian and Western art forms in terms of academic art. His talents were highly recognized in the west because of the depictions of bright colors and stylishly postured women in the sari. One such recognition came in 1873 with the Vienna Art Exhibition first prize. To the western world, he is regarded as one of the most prolific painters of the Indian tradition. But this could be termed as a bit exaggerated in the sense that during his time (1848- 1906) there were other stalwarts of the artists whose philosophies were not completely understood or conceptualized by the western art connoisseurs. During the period Raja Ravi Verma was working the most prominent of his contemporary colleagues were Abanindranath Tagore, Gaganendranath Tagore, Nandalal Bose, Jamini Roy and Gopal Ghosh of the 'Bengal School'. This was a school of thought process that was deeply influenced by the philosophic revival or renaissance of ancient Indian learning or values by the poet Rabindranath Tagore. These people choose subjects from both Indian history and mythology and juxtaposed them with the modern nationalist feeling of the time in the late 19th century. Their approach was guided by the philosophical essence of the philosophies of Hinduism with relevance to the political drifts and agitations against the British Raj in India. It was a form of painting with a mission of an extended approach of non-violence. (King, 2001, 143) So much is narrated about the Bengal School because at the same given point of time Raja Ravi Verma's approach towards painting was more religious than nationalist which stands a stark difference with his contemporary artists as he chooses to neglect the philosophical and the most important part of Hindu or Indian painting. Religion and philosophy are completely two different aspects of the trade. The religion of Hinduism is supposed to be formulated at around BC 2500 with the advent of the Aryans into the Indian subcontinent. But the religion in the context of a Hindu is not so much faith but mostly a way of life. It could be safely mentioned that Hinduism does not speak of a specific faith or code of conduct but is basically an accumulation of various school of philosophical thoughts. Under this perspective, a Hindu is free to choose his mode of philosophy where even the existence of a God is not mandatory. There are six main schools of thoughts called "sadadarshan" within the parameter of a Hindu philosophical essence and four of these schools overlook the need of a God altogether. (Fletcher, 2003, 276) Â