...majority of which is out of our control, but we will work around them by equipping the vehicle properly) * Vehicle (Making sure the vehicle has proper gear and can withstand terrain/weather conditions) * Route (Tunnel shutting out equipment for navigation, turns, off course) How fast do you need to go to complete the course in the allotted time? It takes 17.5 mph to finish 175 miles in 10 hours but considering the obstacles, turns, and weather/terrain conditions we can boost it to 19 mph giving us an estimated finish time of 9:12:37 What is the fallacy of considering the above average speed- what you need to consider? * Turns from mountain passes will cause the vehicle to slow down * Weather conditions such as rain, dust storms and heat could cause the vehicle to wither and slow down * Road hazards / obstacles such as holes in the ground causing vehicle to get stuck, rocks that may block the vehicle What strategies can you use to avoid obstacles? * Scanner systems (RADAR, LIDAR, GPS) for tracking, routing and incoming obstacle detection * 4 wheel drive letting the car maneuver faster and run smoother off road * Vehicle suspension with added aerodynamic side skirts/ from heavy wind to reduce drag and wind noise, Will also help to produce down force to improve traction and cornering abilities for turns What are some disadvantages of the route information you receive, in terms of the vehicle driving the route? * Road hazards(obstacles/potholes) ...
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...Finally, she stood up and nodded, which was Hortensia’s signal to wrap the towel around her. Esperanza went to one of the washtubs, put her hands out to her sides, and waited. Josefina looked at Hortensia and raised her eyebrows. Isabel said, “Esperanza, what are you doing”? Mama walked over to Esperanza and said softly, “I’ve been thinking that you are old enough to bathe yourself, don’t you think”? Esperanza quickly dropped her arms and remembered Marta’s taunting voice saying, “No one will be waiting on you here”. The pages I used for my evidence was pgs. #125 and 126. The second challenge Esperanza faced was the dust storms caused Mama to become sick with Valley Fever. This was a challenge for Esperanza, because she had servants back in her home country and in California she had no servants. This kinda goes back to the first paragraph of when she didn’t know how to do anything. Also, she didn’t know how to take care of somebody, because of the servants. “In a week, they finished cutting the grapes. Then while they finished packing the grapes, they were already talking about preparing for potatoes. The camp routine repeated itself like the regimented rows in the fields. Very little...
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...Dust Bowl:The Southern Plains in the 1930’s The Southern Plains Dust Bowl covered more than 100 million acres, coming from the East Coast, States that are near the Panhandle. The southern Plains States that were effected by the Dust Bowl are Texas, Oklahoma, Kansas, Colorado, and New Mexico. When the Dust Bowl rolled into all of these States it was the hardest thing that farmers, and everyone who lived in these states had been through. The dust storm was caused by a major drought, and wind erosion. Some of the States got it worse than some, Oklahoma and Kansas were the two that got hit the hardest during the 1930’s. In the book Dust Bowl, The Southern Plains in the 1930’s, written by David Worster it says, “The Dust Bowl was the darkest...
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...In the historical novel, Out of the Dust, written by Karen Smith. The readers are introduced to a family living through the struggles of the dust bowl. Billy JO who is fourteen years old and the protagonist of this novel. According to the novel, Billy JO was a long-legged girl with a wide mouth and cheekbones like bicycle handles. Her dad got a redheaded, freckle-faced,narrow-hipped girl with a fondness for apples and a hunger for playing fierce piano( page 3 ). Additionally, she lives in a panhandled shack .She lives with her dad who is a farmer,and he is dogmatic on the outside and soft on the inside, he relishes his wife and he really wanted another child who was a boy. Also, she lives with her mother who is pregnant after 14 years. She is really beautiful and her husband loves her. She also loves to play her piano and she loves to teach piano. Her mother did not appreciate the way Billie JO's music teacher taught her, it...
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...in each of our classes. I recently read several novels that depict what I learned from childhood. Jeannette Walls’ The Glass Castle, Janet Fitch’s White Oleander, and Karen Hesse's Out of the Dust are all novels that illustrate the theme that unfortunate childhood experiences do not always equate to an inferior or desolate adulthood. In Out of the Dust, Karen Hesse writes about a girl named Billie Jo that lived on a farm during the Dust Bowl. She writes “The dirt blew down so thick it scratched my eyes and stung my tender skin, it plugged my nose and filled inside my mouth”(Hesse 143). Hesse illustrates how Billie Jo grew up having to deal with things like dust flooding into her house. She explains how Billie Jo lived in poverty on a dying farm during the harsh and dry Dust Bowl. The reader see that Billie Jo is struggling for life and is not hopeful for a new and better life at all. Hesse then starts shining a hopeful light into Billie Jo’s life. She writes “It was the kindest kind of rain that fell . . . softened its stubborn pride, and eased it back to life”(Hesse 177). Hesse indicates th. The rain is used to symbolize that Billie Jo’s life was getting better and that she was not going to have a hard time any longer. Hesse shows that even though Billie Jo had lived through the rough Dust Bowl and still saw the hopeful rain come at the end. Janet Fitch in her novel White Oleander writes figuratively to tell the reader her thoughts. Fitch writes “How it was that the earth could...
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...The Dust Bowl, or the Dirty Thirties, was a period of time during the Depression in the 1930s. The Dust Bowl consists of several severe dust storms causing major damage to the environment and farm lands to the American and Canadian prairie lands. During the drought of the 1930s, the soil turned to dust because there was not any natural deep rooted grass to keep it in place. Once the soil was turned to dust the wind carried it eastward and southward in large dark clouds, which blackened the sky. The dark black cloud would reach cities on the East Coast, such as New York and Washington, D.C. The Atlantic Ocean was the final spot where most of the soil ended up deposited in the Atlantic Ocean, carried by strong winds which were created by the dry and bare soil conditions. These terrible dust storms which terrorized many people changing their lives were given names such as "black blizzards" and "black rollers" and they often reduced visibility to just a few feet. The Dust Bowl affected millions of acres of land changing many people lives, causing many to relocate, and other to try to survive, it was possibly the greatest natural disaster of its times. “The Dust Bowl got it name after Black Sunday, April 14, 1935. More and more dust storms had blown up in years leading to that day. In 1932, 14 dust storms were recorded on the Plains. In 1933, there were 38 storms. By 1943, it was estimated that 100 mill acres of farmland had lost all or most of the topsoil to the wind. By April...
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...Do you know what a dust bowl is? A dust bowl is drought or a dust storm. I am going to talk about how it developed and what effected the people that experienced the dust bowl. The Dust Bowl developed in 1930 in the eastern part of the country. Then, it moved to the west in 1931.the name "Dust Bowl" got its name in April 15,1935, the day after Black Sunday. It did not cause the black blizzard. Although, it was unavoidable in the region. It had covered the grasses that held the fine soil in place. When the Dust Bowl would hit, it would blow away in the wind. The Dust Storm had effected lots of people. In 1934, it turned the Great Plains into a desert. An Oklahoma woman had published a letter about the Dust Bowl in Reader's Digest magazine....
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...AS English Language [pic] [pic] [pic] Fiction style models and tasks – 2012/2013 Style Model Workbook Style models are examples of a type of writing used to give you an idea of the features used when adapting a particular style and form. As you will be required to include a fiction and non-fiction annotated style model as part of your coursework folder we have compiled a selection of materials to give you a head start. The two booklets (one fiction, one non-fiction) will contain the type of extracts you should be looking for and the questions that accompany them will help you to annotate the materials appropriately. You will be given some of the extracts to study in class and some to complete as homework tasks. There may be some materials that you haven’t been directed to by your teachers, these will make very good additional preparation and you should look at these in your own time. All the resources, and some additional style models, can be found in the AS Language section of Moodle. AS LANGUAGE COURSEWORK You must keep all work during the production of the coursework in your folder. You will need all drafts and style models for part of your final grade. Criteria • Two pieces of your own writing • Each piece must have a different audience and purpose • You should write with a specific genre in mind • Pieces should be designed with a real publication in mind • Two...
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...Robert Browning Robert Browning was born on May 7, 1812, in Camberwell, England. His mother was an accomplished pianist and a devout evangelical Christian. His father, who worked as a bank clerk, was also an artist, scholar, antiquarian, and collector of books and pictures. His rare book collection of more than 6,000 volumes included works in Greek, Hebrew, Latin, French, Italian, and Spanish. Much of Browning's education came from his well-read father. It is believed that he was already proficient at reading and writing by the age of five. A bright and anxious student, Browning learned Latin, Greek, and French by the time he was fourteen. From fourteen to sixteen he was educated at home, attended to by various tutors in music, drawing, dancing, and horsemanship. At the age of twelve he wrote a volume of Byronic verse entitled Incondita, which his parents attempted, unsuccessfully, to have published. In 1825, a cousin gave Browning a collection of Shelley's poetry; Browning was so taken with the book that he asked for the rest of Shelley's works for his thirteenth birthday, and declared himself a vegetarian and an atheist in emulation of the poet. Despite this early passion, he apparently wrote no poems between the ages of thirteen and twenty. In 1828, Browning enrolled at the University of London, but he soon left, anxious to read and learn at his own pace. The random nature of his education later surfaced in his writing, leading to criticism of his poems' obscurities. In 1833...
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...Handbook for Teachers Content and overview Paper/timing Content Part 1 Three texts on one theme from a range of sources. Each text has two multiple-choice questions. A text from which six paragraphs have been removed and placed in a jumbled order, together with an additional paragraph, after the text. A text followed by seven multiple-choice questions. A text or several short texts preceded by 15 multiple-matching questions. One compulsory question. Candidates are expected to be able to write non-specialised text types such as an article, a contribution to a longer piece, an essay, information sheets, a letter, a proposal, a report, a review, or a competition entry, with a focus on advising, comparing, evaluating, expressing opinions, hypothesising, justifying and persuading. Candidates are expected to demonstrate the ability to apply their knowledge of the language system by completing a number of tasks. Test focus Candidates are expected to show understanding of attitude, detail, implication, main idea, opinion, purpose, specific information, text organisation features, tone and text structure. 1 READING 1 hour 15 minutes Part 2 Part 3 Part 4 Part 1 2 WRITING 1 hour 30 minutes Part 2 Candidates choose one task from a choice of five questions (including the set text options). Part 1 Part 2 Part 3 A modified cloze test containing 12 gaps and followed by 12 multiple-choice items. A modified open cloze test containing 15 gaps. A text containing 10...
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...RICK RIORDAN THE CROWN of PTOLEMY A Percy Jackson/Kane Chronicles Adventure PUFFIN Contents The Crown of Ptolemy ABOUT THE AUTHOR Rick Riordan is the creator of the award-winning, bestselling Percy Jackson series and the thrilling Kane Chronicles and Heroes of Olympus series. Don’t miss his new series: Magnus Chase and the Gods of Asgard. According to Rick, the idea for the Percy Jackson stories was inspired by his son Haley. But rumour has it that Camp Half-Blood actually exists, and Rick spends his summers there recording the adventures of young demigods. Some believe that, to avoid a mass panic among the mortal population, he was forced to swear on the River Styx to present Percy Jackson’s story as fiction. Rick lives in Boston, Massachussetts, (apart from his summers on Half-Blood Hill) with his wife and two sons. To learn more about Rick and the Percy Jackson and Kane Chronicles series, visit: www.rickriordanmythmaster.co.uk The Crown of Ptolemy ‘CARTER!’ I SHOUTED. Nothing happened. Next to me, pressed against the wall of the old fort, Annabeth peered into the rain, waiting for magical teenagers to fall out of the sky. ‘Are you doing it right?’ she asked me. ‘Gee¸ I dunno. I’m pretty sure his name is pronounced Carter.’ ‘Try tapping the hieroglyph multiple times.’ ‘That’s stupid.’ ‘Just try it.’ I stared at my hand. There wasn’t even a trace of the hieroglyph that Carter Kane had drawn on my palm almost two months back. He’d...
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...ExpAQAPoetryClusters4Relationships_pp125-156_FINAL_Layout 1 28/05/2010 13:32 Page 125 Cluster 4 Relationships Different types of relationship are the focus of this cluster. Some poems, such as ‘Quickdraw’ and ‘Hour’, deal with the positive and/or negative emotions inherent in romantic relationships. Some deal with family relationships and the complex feelings that can be experienced by parents and children, or brothers and sisters, as in ‘Nettles’ and ‘Harmonium’ or ‘Brothers’ and ‘Sister Maude’ respectively. Some of the recurrent themes include conflict between couples, and the emotional vulnerability and pain that love can cause, whether it is between a father and his son or a couple at the start of a romantic love affair. When studying this cluster, it might be useful for students to focus on some of the following considerations: • What form of relationship is the focus of this poem? Is it a romantic or familial relationship? Is the poet drawing attention to any universal experiences as they portray this relationship in particular? • From whose perspective is the poem written? Is it first, second or third person address, and how does this affect meaning? Who does the poem address? Or is it about, rather than directed to, someone? Does the form of communication affect the meaning? Is the poet speaking directly, or does the poet use a persona to communicate their ideas? • Consider the mood / tone of the poem. Is it light-hearted or serious in tone? Is it making a serious...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...Good Guys Last of the Good Guys Last of the Mark Irwin Copyright 2008 by Mark Irwin All rights Reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission from the author or publisher. There is one exception. Brief passages may be quoted in articles or reviews. Library and Archives Canada Cataloguing in Publication Irwin, Mark, 1944Last of the good guys / Mark Irwin. ISBN 978-1-926582-04-7 I. Title. PS8617.R87L37 2008 C813'.6 C2008-907141-7 Dedication LCDR WB IRWIN MMM CD CHAPTER ONE Shipside A Bayou In Southeast Louisiana Early Monday Evening Bobby identified the second shot from the here and now, the first staying webbed into his dream. He knew without pleasure what the gunshots meant. Though he hadn’t known Howie more than a couple of days, he had become predictable. The lunacy of the disconnected. He pushed the tarp from his head and realized it was still daylight, with the sun backing decisively into evening. Uncomfortably covered with two days of sweat and grime he headed astern without thinking about it. Slowly, getting his legs under him, he moved in favor of the aches in his body. He hoped that everything would take care of itself by the time he got there. When he got to the aft quarterdeck he found Gomez sitting where he’d slept. Their eyes met and Bobby saw without speaking that Gomez didn’t want to...
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...Good Guys Last of the Good Guys Last of the Mark Irwin Copyright 2008 by Mark Irwin All rights Reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission from the author or publisher. There is one exception. Brief passages may be quoted in articles or reviews. Library and Archives Canada Cataloguing in Publication Irwin, Mark, 1944Last of the good guys / Mark Irwin. ISBN 978-1-926582-04-7 I. Title. PS8617.R87L37 2008 C813'.6 C2008-907141-7 Dedication LCDR WB IRWIN MMM CD CHAPTER ONE Shipside A Bayou In Southeast Louisiana Early Monday Evening Bobby identified the second shot from the here and now, the first staying webbed into his dream. He knew without pleasure what the gunshots meant. Though he hadn’t known Howie more than a couple of days, he had become predictable. The lunacy of the disconnected. He pushed the tarp from his head and realized it was still daylight, with the sun backing decisively into evening. Uncomfortably covered with two days of sweat and grime he headed astern without thinking about it. Slowly, getting his legs under him, he moved in favor of the aches in his body. He hoped that everything would take care of itself by the time he got there. When he got to the aft quarterdeck he found Gomez sitting where he’d slept. Their eyes met and Bobby saw without speaking that Gomez didn’t want to...
Words: 66282 - Pages: 266
