This problem, the third in a series of tasks set in the context of a class election, is more than just a problem of computing the number of votes each person receives. In fact, that isnŐt enough information to solve the problem. One must know how many votes it takes to make one half of the total number of votes. Although the numbers are easy to work with, there are enough steps and enough things to keep track of to lift the problem above routine.

This is the fourth in a series of tasks about ratios set in the context of a classroom election. What makes this problem interesting is that the number of voters is not given. This information isnŐt necessary, but at first glance some students may believe it is.

Working with educators at all academic levels involved in WAC partnerships, the authors and editors of this collection demonstrate successful models of collaboration between schools and institutions so others can emulate and promote this type of collaboration. The chapters in this collection describe and reflect on collaborative partnerships among middle schools, high schools, colleges, and universities that are designed to prepare students for the kinds of work and civic engagement required to succeed in and contribute to society. The WAC partnerships celebrated in this collection include frameworks to build connectivity between institutions while addressing Common Core State Standards, academic and non-academic collaborations around science education, WAC partnerships in Argentina and Germany, and both long- and short-term collaborations.

In WAC and Second-Language Writers, the editors and contributors pursue the ambitious goal of including within WAC theory, research, and practice the differing perspectives, educational experiences, and voices of second-language writers. The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East.

After completing the associated lesson, students test their understanding in two programming tasks that utilize LEGO MINDSTORMS(TM) NXT robots and sound/touch sensors. In the first challenge, students become acquainted with wait blocks by designing programs to simply make robots move forward until "hearing" a noise, and then turn left. The second, more challenging activity pushes students to fully understand the potential of wait blocks. They create programs that make the robots change speed several times when a touch sensor is pressed. Students gain practice in the iterative design-program-test-redesign process. A PowerPoint® presentation, pre/post quizzes and worksheet are provided.

As the standards in statistics and probability unfold, students will not yet know the rules of probability for compound events. Thus, simulation is used to find an approximate answer to these questions. In fact, part b would be a challenge to students who do know the rules of probability, further illustrating the power of simulation to provide relatively easy approximate answers to wide-ranging problems.

In this activity, students participate in a series of timed relay races using their skeletal muscles. The compare the movement of skeletal muscle and relate how engineers help astronauts exercise skeletal muscles in space.

After students have complete the associated activity to collect and graph acceleration data from walking human subjects, they learn more about gait analysis---the study of human motion, which is used as biometric data for human medical diagnostics and (non-human) comparative biomechanics. They learn about the steps that comprise the universal process of engineering analysis—data collection, data analysis, mathematical modeling and reporting—and consider how these steps could be applied to analyze a person's gait, which prepares them to conduct the second associated activity.

Prepared with pre-algebra or algebra 1 classes in mind, this module leads students through the process of graphing data and finding a line of best fit while exploring the characteristics of linear equations in algebraic and graphic formats. Then, these topics are connected to real-world experiences in which people use linear functions. During the module, students use these scientific concepts to solve the following hypothetical challenge: You are a new researcher in a lab, and your boss has just given you your first task to analyze a set of data. It being your first assignment, you ask an undergraduate student working in your lab to help you figure it out. She responds that you must determine what the data represents and then find an equation that models the data. You believe that you will be able to determine what the data represents on your own, but you ask for further help modeling the data. In response, she says she is not completely sure how to do it, but gives a list of equations that may fit the data. This module is built around the legacy cycle, a format that incorporates educational research feindings on how people best learn.

This art history video discussion looks at Henry Wallis' "Chatterton", 1856, oil on canvas (Tate Britain, London).

This art history video discussion looks at Andy Warhol's "Gold Marilyn Monroe", Silkscreen ink, Silkscreen ink on synthetic polymer paint on canvas, 1962 (MoMA).

This course is a general overview of the recent political science literature on violent non-state actors. Its aim is to examine why non-state actors (such as warlords, terrorists, militias, etc.) resort to violence, what means and tactics they use, and what can be done to counter that violence. In that regard, the class will cover works pertaining to the production side of non-state violence (i.e. the objectives and organization of insurgents/terrorists/militias/warlords, their mobilization strategies and support base, how they coerce opponents, etc.); as well as the response that violence elicits from governments or other actors (i.e. counter-insurgency or counter-terrorism strategies, among others). Apart from introducing the basic variables and theoretical and empirical findings in the literature, this course will also grapple with questions of definition, operationalization of variables, and general methodology relevant to conducting research in this area of violent conflict. Though thematically-driven, this course will also reference cases from the contemporary battlefields of insurgency and terrorism (be it Afghanistan, Iraq, Pakistan, the West Bank and Gaza, Colombia, etc.) as they relate to the pertinent themes.

This task is meant to be a straight-forward assessment task of graph reading and interpreting skills. This task helps reinforce the idea that when a variable represents time, t=0 is chosen as an arbitrary point in time and positive times are interpreted as times that happen after that.

This collection uses primary sources to explore the War of 1812. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

In this lesson, students explore the First Industrial Revolution in early nineteenth-century America. Through simulation activities and the examination of primary historical materials, students learn how changes in the workplace and less expensive goods led to the transformation of American life.

Students observe and discuss a simple model of a wet scrubber to understand how this pollutant recovery method functions in cleaning industrial air pollution.

Focuses on the geotechnical aspects of hazardous waste management, with specific emphasis on the design of land-based waste containment structures and hazardous waste remediation. Introduction to hazardous waste; definition of hazardous waste, regulatory requirements, waste characteristics, geo-chemistry, and contaminant transport. The design and operation of waste containment structures, landfills, impoundments, and mine-waste disposal. The characterization and remediation of contaminated sites, the superfund law, preliminary site assessment, site investigation techniques, and remediation technologies. Monitoring requirements.

How can we ensure the continuous supply of the increasingly scarce raw materials that are needed to make the products we use every day? In this course, we will look at the potential benefits of circular procurement and how recycling technologies and more efficient ways of collecting and recycling critical raw materials (CRMs) can make your business and production more resource resilient.

A good number of the materials found in everyday products are now referred to as “critical”. This means that there is a risk of failure in their supply and that they are also critical in terms of economic importance.

Many metals, for instance, are already critical or could become critical in the near future due to their limited availability and the growing demand for products worldwide. Think of the newest electronic products that contain critical metals such as gallium, which is used in integrated circuits; beryllium, used in electronic and telecommunications equipment and permanent magnets and germanium found in infra-red optics.

Innovative product design and reusing, recycling and remanufacturing products can help to deal with a raw materials shortage. But this can only provide an integrated solution if we keep CRMs in the loop through smarter CRM management. The starting point is to identify CRMs in products. It is not always clear what materials are in which products. It is, therefore, necessary to keep all metals in the loop for as long as possible.

Scarcity in the supply chain can not only damage businesses but also negatively impact economic development and the environment. For this reason, the course will also discuss environmental issues and electric and electronic waste regulations.

This course will be of value to a wide range of professionals working in or interested in this field. These include professionals involved in producing products containing CRMs (such as electronics) as well as local or national government officials tasked with organizing waste management and recycling for these products. Students interested in the field of waste management will also find this course helpful for their studies in electronics, industrial design, and industrial ecology.

Welcome at the course Wastewater Treatment. This course is given by the faculty Civil Engineering and Geosciences at the University of Technology Delft.
Description
The course deals with background and application of various wastewater treatment technologies. Both high-tech and low-tech systems are discussed, which are applicable in industrialized and developing countries. Anaerobic treatment systems, focusing on resource recovery are extensively discussed. Modern technologies for (extensive) nutrient removal / recovery are dealt with as well as membrane techniques for wastewater treatment.

People use energy in all aspects of their lives for cooking, lighting and entertainment. Much of this energy use takes place in buildings, such as our homes. To save money and reduce the impact on our environment, many people are reducing their energy use. One way is to hire engineers to perform home energy audits to understand the ways we use energy and identify ways we can conserve energy. In this activity, students act as energy conservation engineers and identify the ways energy is conserved or wasted. They also learn many ways to personally conserve energy everyday.