Transcript: BOOK Pop Rock Music My Friend's Interests What Kind Of-- Do You Like? SEVENTEEN-MENEMUKANMU SPORT FILM Music ROMANCE BOOK FOOD
Transcript: Khaled Sayed, he lead the leftist justice and freedom youth group. Mahmoud Sami, the top leader of the April 6 movement Mostly depended on social media such as: Facebook. Twitter Group Members Positive: Dictator Hosni Mubarak was thrown out of office. The Egyptians were able to voice their opinions about the government openly. The Egyptians had more freedom. Negative: Egypt is still a very unstable country. They elected a president (Muhammed Morsi) then they didn't want him as president any more. Since January 25 corruption in all orginazations still exist. Goals Long Term Effects The revolution ended relatively quickly. The military will remain the power even after parliamentary elections in August. Short Term Effects The Egyptian people wanted: To have a responsive government. A honest government To be able to voice their opinions in public. To end police brutality. democratic political system. A better economic system with more jobs. The Egyptian Revolution took place in Egypt , which is located in northern Africa along the Mediterranean and Red Sea. Egypt is known for its ancient history, desert landscapes and large pyramids. The revolution started in Cairo's Tahrir Square On January 25, the revolution started. February 11, Hosni Mubarak the president steps down and turns power over to the military. June 16-17, Egyptians vote between Morsi and Shafiq. June 30, 2013, millions of Egyptians demonstrate, calling for Morsi to step down. July 1, 2013 Egypt's powerful military gives both sides 48 hours to make their decision. THE EGYPTIAN REVOLUTION. Key Events Background Information The Egyptian Map Leaders Tactics Aodai Ali Nusaybah Abdul-khaliq
Transcript: Job Search Strategy Online and Offline - Format! -First impressions - Can you keep a conversation? - Confident - Humility To work hard. Hello, My Name Is... #TheStruggleIsReal Networking Where I've Worked Pamela Trinh, Talent Aqcuisition Specialist for Canada Drives Staying Authentic What Do Companies Look For? Seizing Every Opportunity... What Makes You Different? Why Am I Here Today? #LifeatCanadaDrives Everyday Leadership Moments that make you unique aren't the easy ones Confident VS. Cocky
Transcript: -too little/too much? -unrealistic with compensation? -amount vs. percentage compensation -UiO vs. BI? No contrast principle Contrast principle To investigate whether or not the contrast principle and sloppy language influence the response of a request in a text message (SMS) H3 2. Sloppy language does not matter in SMSs Ingunn Rensel H2 2 -time -location Interaction Effect CP*SL Sloppy language Consistency principle Does sloppy language matter? Group 1 184 university students at the University of Oslo Practical Implications BUT ... Sig. 0.000 Contrast principle 2. Setting Sloppy language Consistency principle? 1. Contrast principle has an effect in SMSs 4 Results 1 Group 2 Group 3 Sig. 0.678 Group 1 Hypothesis 3: Sloppy language in text messages reduces the probability of a positive response to a request. Sig. 0.323 Sloppy language Gender it matters for those who notice it! Group 6 1. Money No sloppy language H1 Hypothesis 1: Hypotheses Contrast principle Group 2 Mean age 24.5 Results Sample Sig. 0.593 Method Sig 0.01 Sig. 0.000 Group 5 Purpose: No contrast principle Group 4 Hypothesis 2: 3 Group 3 Limitations The probability of a positive response to a request in a text message will decline when exposed to the contrast principle. Ane Heimly Jenssen Group 4 Sloppy language combined with the exposure to the contrast principle in text messages will to a larger extent reduce the probability of a positive response to a request than the use of sloppy language and the exposure to the contrast principle alone. Age 69 men and 115 women No sloppy language Sloppy language matters for those who care
Transcript: I played football my freshman year. Im a junior Mexican food is the best. Mexicans don't like taco bell. Background Info Dream/Goal Conclusion My parents are mexican . i was born in the U.S. I lived about five years in mexico till we moved back to U.S. Lived about five years in California. Moved to Florida around when i was 10 years old FACTS To be the first person in my family to graduate from college. I want to be the owner of my own restaurant. Me
Transcript: When was Deaf Culture Established, What Was Sign Language Like? What did the Deaf Community Do in the Vineyard, What Schools Were in the Vineyard? -After the 1840s, people were drawn to California, and during that decade 14 deaf children were born in Chilmark, which had a population of about 350 -The deafness also ended because the gene pools on the island finally expanded -Around the 1870s the town's population was about the same, but only one deaf child was born there -After children started attending school in Hartford, some married classmates from there -In the late 19th century, Martha's Vineyard became a summer vacation spot, ruining the deaf community bringing in people who did not belong in their community Sources -History of Vineyard. N.p., 1999. Web. 29 Sept. 2013. <http://history.vineyard.net/lambert.htm>. -Eugenics Wiki. N.p., n.d. Web. 29 Sept. 2013. <http://www.conservapedia.com/ Eugenics>. -Blogs 4 History. Blogs 4 History, 29 Apr. 2012. Web. 29 Sept. 2013. <http://www.blog4history.com/2012/04/ marthas-vineyard-a-history-of-deaf-equality-on-a-little-island/>. -Everything 2. N.p., 11 Nov. 2001. Web. 29 Sept. 2013. <http://everything2.com/ title/Deafness+on+Martha%2527s+Vineyard>. -"Martha's Vineyard." Destination 360. N.p., n.d. Web. 29 Sept. 2013. <http://www.destination360.com/north-america/us/massachusetts/ marthas-vineyard>. -With the population of deaf individuals high, the hearing individuals picked up sign language, and learned to sign too -American School for the Deaf opened in Hartford, Connecticut, it was not in the Vineyard but many deaf children attended it from Martha's Vineyard -No person was excluded from any school in the Vineyard -In the Vineyard hearing and deaf were all taught how to read and write the same way Martha's Vineyard Deaf Utopia Background info, Where Was Martha's Vineyard? What Was Martha's Vineyard like? -Culture was establish around the mid-17th century after people settled on the island -The Vineyard had their unique language which was a mixture of spoken words, sign language, and gestures that created a fluid way of communicating -In Martha's Vineyard deafness was not considered a disability in any way, shape, or form -The deaf community in the Vineyard were treated fairly unlike any other part of the world -Jonathan Lambert was the first documented deaf individual -Nora Groce, who wrote a book on the Vineyard, she was a keypoint person after the community ended -Alexander Graham Bell investigated the rate of deafness in the Martha's Vineyard, he concluded deafness was hereditary there - -Martha’s Vineyard is on Nantucket, which is a small island off the southern coast of Massachusetts -Now it's an attractive tourist attraction -It was populated by English immigrants in the mid-17th century during a time when British settlement was going full force -Martha's Vineyard was located in a very isolated area The ending of the Deaf Community in the Vineyard Key People in the Deaf Community?
Transcript: Roland Kuster Why were they chosen? Background Info Roland Kuster was born in Switzerland and had a close relationship with his mother and sister. Who were they? Step 5 Step 4
Transcript: Conclusion Error Analysis and Recommendation to Scientists After the experiment was completed, many things were noticed as a result. It was evident that the seeds by the window germinated much faster than the seeds placed in the incubator. At the start of the experiment, the hypothesis claimed that the seeds in the incubator, the experimental group, would grow faster. Therefore, the hypothesis was NOT VALID because, in reality, the control group seeds grew faster. In the end, it seems that a warmer temperature has nothing to do with the germination of radish seeds and our hypothesis was incorrect. However, the amount of sunlight each received greatly impacted their growth. It is quite possible that the control group of seeds germinated faster because they were receiving more direct sunlight, leading to a more significant growth while the seeds in the incubator seemed to be cut off from the sunlight, which resulted in a slower germination rate. By the end of the experiment, one would notice that the control group seeds, or the ones by the window, grew towards the sunlight. On the other hand, the seeds in the incubator, or the experimental group seeds, seemed to have grown more or less in the same place, proving they were cut off from the sunlight. Daily Routine (in detail) Purpose and Hypothesis Materials and Methods Each day, retrieve the plants from the correct location (incubator or window). As soon as one has the plants, take a picture to document the growth changes. Before you water each dish, measure each seed from roots to leaves, add up the total for the control group and experimental group separately, and record the measurements (in centimeters) in the data table. Then, provide each dish with 3 mL of water after filling up the graduated cylinder with 6 mL of water. Split the water evenly using the pipette to distribute the water in each petri dish. Once all the measurements have been taken and the plants are watered, return the plants to their specific locations. If wanted, calculate the difference in growth between days by taking the number measured yesterday and subtracting it from the number measured today and record it in the chart and then find the germination percentage. Complete that task for the control group and experimental group. Please repeat these steps for everyday of the experiment. Results The radish seeds are “babies”, or the immature plant, that should grow and develop into a seedling and eventually a full-grown plant. It is considered a baby carrying it’s lunch in a suitcase because the “suitcase” is the outer shell which protects the seed and the “lunch” is the nutrition that helps the plant grow (water, temperature, environment). Certain plants grow with different resources and in different conditions, including different temperatures. Radish seeds grow towards the sunlight and also hook their roots into the soil to soak up all the water they need to help them grow. Background Information The experiment results seem to show that too much water was used to provide nutrients to the seeds and the plants were cluttered to one side, which could have effected the measurements. In the future, one might want to provide the plants with a little less water because sometimes they seemed to be overloaded with water- maybe try two milliliters instead of three. Also, at the beginning of the experiment, the seeds were placed towards the side of the petri dish, resulting in a cluttered growth in one area and it was hard to measure. Next time, other scientists might want to put the seeds more in the center or spread them out so the plants, when germinating, do not come to close to one another. If one did plant the seeds in a different way, it would also make it much easier to measure the plants because when they are all close to each other and jumbled, it is much more challenging to get an accurate measurement. All together, according to the hypothesis, the experimental group should have grown faster, but it seems that the germination relies more on the amount of sunlight than it does on temperature. Purpose: In this experiment, one wants to find out whether the germination rate of a radish seed is affected when one puts them in two different temperature settings. One petri dish was put in a heated incubator at 38 degrees Celsius and the other at a controlled room temperature of 24 degrees Celsius. The goal is to find out which set of three radish seeds germinates the fastest in the different temperatures. Hypothesis: If radish seeds are grown in an incubator, then they will germinate faster than radish seeds grown at room temperature. The Growth of Radish Seeds By: Madeline Cox and Rachel Coyle 10/10/13 Period 3 Mr. Florance Biology Introduction Graph Materials: Two petri dishes - To hold seeds (Acting as the pot) 6 Sparkler White Tip Radish seeds Ruler - To measure the growth each day 10 mL graduated cylinder - to measure the water 3 mL of water per dish per day (6mL total in graduated
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