Black History Essay Topics With Pictures and Algebra Lesson Plan Points

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Black History facts Essay Topics Pictures an Angebra

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ExponentAn exponent is when a little number is to the right and a bit above anumber. It's also called a "power." Here are a couple examples of whatit means:

!!!

A GradeA Trick: If You Struggle with FOIL, Try This...

Make a grid of boxes - kind of like a tic-tac-toe board. See right...

Then, fill in the binomials as shown


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The Math Foil System

You have probably heard of the math foil system... now you need to really learn what it is and howto use it.

FOIL is an acronym that stands for First Outside Inside Last.

These four words remind you of the four terms that you must multiply together in order to expand abinomial multiplied by a binomial.

(x + 3)•(x + 6)

binomial times binomial

FIRST: Multiply the first term of each binomial. x • x

OUTSIDE: Multiply the two terms on the outside: x • 6

INSIDE: Multiply the two terms on the inside: 3 • x

LAST: Multiply the last term of each binomial: 3 • 6Visual Representation of the Math Foil System

The Math Foil System F: O: I: L:

x • xx • 63 • x3 • 6 = x26x3x18 = x2 + 6x + 3x + 18

x2 + 9x + 18

This means that FOIL helps us to expand(x + 3)•(x + 6) into x2 +9x + 18

Expression Polynomial Term Algebraic expression

BinomialDefinition of Binomial

* Binomial is an algebraic expression (or a polynomial) containing two termsthat are not like terms.

Examples of Binomial

* 6x – 3 and 2t – 5 are two examples of binomials.They contain each two terms that are not like terms.

Solved Example on Binomial

What is the area of a rectangle that is 2x + 3 unitslong and x units wide?

Choices:A. 3xB. 2x + 3C. 2x2 + 3xD. 3x + 3Cor rect Answer : CSolution:Step 1: The area of a rectangle is found by mult iplying the length and the

width.Step 2: The area of the rectangle in its simplified form is a bino-

mial.x(2x + 3) = 2x2 + 3x

Related Terms for Binomial

* Polynomial* Algebraic Expression* Term

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xx

Area= L * W

XX((22xx ++ 33 ))==22XX++33

XX((22XX++33))22XX 22++33

22XX22XX))++33XX==

3(2.3 + 3)=6 +39

3(9)=27 IF

X = 3

Rectangle

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Table of Formulas For Geometry

A table of formulas for geometry, related to area and perimeter of triangles, rectan-gles, cercles, sectors, and volume of sphere, cone, cylinder are presented.

Right Triangle and Pythagora's theoremPythagora's theorem: The two sides a and b of a right triangle and the hypotenuse c arerelated by

a 2 + b 2 = c 2

Right Triangle

Area and Perimeter of Triangle

Triangle

Perimeter = a + b + c

There are several formulas for the area.

If the base b and the corresponding height h are known, we use the formula

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Circumference = 2*Pi*r

Area = Pi*r 2

Arclength and Area of a Circular Sector

Sector

Arclength: s = r*t

Area = (1/2) *r 2 * t

where t is the central angle in RADIANS.

Volume and Surface Area of a Rectangular Solid

Sector

Volume = L*W*H

Surface Area = 2(L*W + H*W + H*L)

Volume and Surface Area of a Sphere

Sphere

Volume = (4/3)* Pi * r 3

Surface Area = 4 * Pi * r 2

Volume and Surface Area of a Right Circular Cylinder

circular cylinder

Volume = Pi * r 2 * h

Surface Area = 2 * Pi * r * h

Volume and Surface Area of a Right Circular Cone

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Area = (1 / 2) * b * h.

If two sides and the angle between them are known, we use one of the formulas, dependingon which side and which angle are known

Area = (1 / 2)* b * c sin A

Area = (1 / 2)* a * c sin B

Area = (1 / 2)* a * b sin C .

If all three sides are known, we may use Heron's formula for the area.

Area = sqrt [ s(s - a)(s - b)(s - c) ] , where s = (a + b + c)/2.

Area and Perimeter of Rectangle

Rectangle

Perimeter = 2L + 2W

Area = L * W

Area of Parallelogram

Parallelogram

Area = b * h

Area of Trapezoid

Trapezoid

Area = (1 / 2)(a + b) * h

Circumference of a Circle and Area of a Circular Region

Circle

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Area = (1 / 2) * b * h.


Area = (1 / 2)* b * c sin A

Area = (1 / 2)* a * c sin B

Area = (1 / 2)* a * b sin C .




Rectangle

Perimeter = 2L + 2W

Area = L * W


Parallelogram

Area = b * h

Area of Trapezoid

Trapezoid

Area = (1 / 2)(a + b) * h


Circle

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Circumference = 2*Pi*r

Area = Pi*r 2

Arclength and Area of a Circular Sector

Sector

Arclength: s = r*t

Area = (1/2) *r 2 * t

where t is the central angle in RADIANS.

Volume and Surface Area of a Rectangular Solid

Sector

Volume = L*W*H

Surface Area = 2(L*W + H*W + H*L)

Volume and Surface Area of a Sphere

Sphere

Volume = (4/3)* Pi * r 3

Surface Area = 4 * Pi * r 2

Volume and Surface Area of a Right Circular Cylinder

circular cylinder

Volume = Pi * r 2 * h

Surface Area = 2 * Pi * r * h

Volume and Surface Area of a Right Circular Cone

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Area = (1 / 2) * b * h.


Area = (1 / 2)* b * c sin A

Area = (1 / 2)* a * c sin B

Area = (1 / 2)* a * b sin C .




Rectangle

Perimeter = 2L + 2W

Area = L * W


Parallelogram

Area = b * h

Area of Trapezoid

Trapezoid

Area = (1 / 2)(a + b) * h


Circle

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NIMROD

MIY CHILDREN

right cone

Volume = (1/3)* Pi * r 2 * h

Surface Area = Pi * r * sqrt (r 2 + h2)

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NIMROD

MIY CHILDREN

That is, FOIL tells you to multiply the first terms in each of the parentheses, then multiply the two terms that are on the "outside" (furthest from each other), thenthe two terms that are on the "inside" (closest to each other), and then the last terms in each of the parentheses. In other words, using the previous example:

* Use FOIL to simplify (x + 3)(x + 2)

"first": (x)(x) = x2"outer": (x)(2) = 2x"inner": (3)(x) = 3x"last": (3)(2) = 6

So: (x + 3)(x + 2) = x2 + 2x + 3x + 6 = x2 + 5x + 6

PolynomialFor now (and probably forever), you can just think of a polynomial as a bunch of blobs that are being added and subtracted. The blobs are just products of num-

bers and variables (letters) with exponents. Here's an example:polynomial: f(x)=2x^3+7x^2-x+5

what you do is First Outside Inside Last

for example

(m+5)(m+8)

is

m squared+8m+5m+40

and the answer is

m squared+13m+40

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So: (x + 3)(x + 2) = x2 + 2x + 3x + 6 = x2 + 5x + 6




for example

(m+5)(m+8)

is

m squared+8m+5m+40

and the answer is

m squared+13m+40

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So: (x + 3)(x + 2) = x2 + 2x + 3x + 6 = x2 + 5x + 6




for example

(m+5)(m+8)

is

m squared+8m+5m+40

and the answer is

m squared+13m+40

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____ 40. A(n) =!6+(n!1) 1 5 E! E" A#A# A#A# A#A# ˆ $ % % % % % %

a. –6, !51 5, !4 c. –6, !525, !415 b. 0, 3 5, 145 d. 5, !515,145 The rate of changeis constant in eachtable. Find the rateof change. Explainwhat the rate of change meansfor the situation. ____ 41. Time (hours) Distance (miles) 4 260 6 390 8 520 10 650 a. 10; Your car travels for 10hours. b. 260; Your car travels 260 miles. c. 65

1; Your car travels 65 miles every 1 hour. d. 1 65; Your car travels 65 miles every 1 hour.Name: ______________________ ID: A 7 Match the equation with its graph.

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Name: ______________________ Class: _________________ Date:_________ ID: A 1 Algebra Spring Break Math Packet Multiple Choice Identify the choice that best completes the statement or answersthe question. ____ 1. Evaluate u + xy, for u = 18, x = 10, and y = 8. a. 188 b. 36 c. 98 d. 224 ____ 2. When simplifying an expression, you ____ perform oper-ations inside grouping symbols first. a. always b. sometimes c. never Simplify the expression. ____ 3. 3 15!3( )2 ÷4E! I" I#I#

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Multiplication of PolynomialsMultiplication of a Polynomial by a Monomial

To multiply a polynomial by a monomial, usethe distributive property: multiply each termof the polynomial by the monomial. This in-volves multiplying coefficients and addingexponents of the appropriate variables.

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Function A function is arule in Algebra that's like a boxwhere you put ssoommeetthhiinngg iinn((ccaall lleedd aa ddoommaaiinn element)and ssoommeetthhiinngg ccoommeess oouutt((ccaall lleedd aa rraannggee eelleemmeenntt).Officially, a rule (or relation) isa function if, for every domainelement that goes in, EXACTLYone range element comes out.

EqualityA math state-ment showingthat two thingsare equalExample: 3 +2 = 5

b. z = 1 or z = 2 d. z =3 or z = 2 ____ 68. The expressionax2!bx=0 ________ hasthe solution x = 0. a. always b. sometimesc. never ____ 69. For which dis-criminant is the graphpossible? a. b2!4ac=!4 b.b2!4ac=3 c. b2!4ac=0 ____ 70. The equationx2 +n =0 ____ has atleast one real numbersolution when n > 0. a. always b. sometimesc. never Short Answer 71. a. Write an equa-tion to show how theamount of money in ajar of nickels is relatedto the number of nickels in the jar. b. If the jar contains 40nickels, how muchmoney is this? 72. A classwrites the equa-tion n + n + 1 +n + 2 = 87 tosolve the follow-ing problem. The sum of 3

consecutive oddintegers is 87. Find the three integers. What error did they make? 73. Write four solutions to the inequality 1>x 3. 74. Eduardo solved –4x > 120 by adding 4 to each sideof the inequality. What mistake did he make?

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117


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119


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Marcus Mosiah Garvey


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Hannibal

Slope of a LineBasically, the slope of a linetells us how steep a line isand whether it's going up ordown (increasing or de-creasing). The slope isfound by looking at the riseover the run.


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Right Angle

Acute Angle

Quadrilaterals

Triangular Prism

Prism

Cone

Sphere

Cube

134

Ri tesof passage With sincere

humbleness, gratitude, and loveI take this oath of loyalty, dedication,discipline, sacrifice, and achievementTo do all that I can, in the way that I canTo develop myselfand my peopleI accept my role

given by my ancestorsI promise not only to help my people, but to teach them to help themselvesI recognize my family as the smallest example of our nation

Rites ofpassage

NIMROD

Former CIA agent David MacMichaelexplained the inherent relationship be-tween CIA activity in Latin America anddrug trafficking: "Once you set up acovert operation to supply arms andm o n e y ,i t ' sv e r yd i f f i -cult tos e p a -rate it

f r omthe kind of people whoare involved in otherforms of trade, and es-pecially drugs. Thereis a limited number ofplanes, pilots andlanding strips. By de-veloping a system forsupply of the Contras,the US built a road fordrug supply into theUS."

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HIVE MINDSRites of passage


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There was no confusion among various peoples speaking dif-ferent languages, with everyone praising the god Enlil in onelanguage. Then, according to the poem, something happenedthat enraged the god Enki (the god of wisdom and water whohad organized the earth in accordance with a general plan laiddown by Enlil). The clay tablet on which the poem was writ-ten is damaged at this point, but the tablet indicates that Enkifound some sort of inappropriate behavior among humans.Enki decided to put an end to the golden age, and in the placeof the golden age came conflict, wars and a confusion of lan-guages. -

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"Since the 2003 Iraq War, my work as a field archaeologist has changed forever. Sometimes it feelsmore like an undertaker's work." Reichel, a Mesopotamian archaeologist at the University of Toronto,

is former editor of the Iraq Museum Database Project at the University of Chicago's Oriental Institute.

The scope of the catastrophe taking place cannot be overstated, said Reichel.

Thousands of cuneiform-inscribed tablets, cylinder seals, and stone statues have illegally made theirway to the lucrative antiquities markets of London, Geneva, and New York. Irreplaceable artifacts havebeen purchased for less than $100 on Ebay.

Beyond the loss of these precious objects, reckless digging has destroyed the ability of re-searchers to assemble a mosaic of meaning from the shards of ancient art and mud bricksburied in the ground. "Artifacts without context are decoration, nothing mAt least 80 percentof the 170,000 separate items stored at the National Museum of Antiquities in Baghdad werestolen or destroyed during the looting rampage that followed the US military occupation ofBaghdad. The museum was the greatest single storehouse of materials from the civilizationsof ancient Mesopotamia, including Sumeria, Akkadia, Babylonia, Assyria and Chaldea. Italso held artifacts from Persia, Ancient Greece, the Roman Empire and various Arab dy-nasties. The museum held the tablets with Hammurabi's Code, perhaps the world's first sys-tem of laws, and cuneiform texts that are the oldest known examples of writing-epicpoems, mathematical treatises, historical accounts. An entire library of clay tablets had notyet been deciphered or researched, in part because of the US-backed sanctions that re-stricted travel to Iraq.

Feb. 6, 2003 - A Hebrew University research team is reeling from the loss of their colleague

Pangea, the world before it was broken up. If this was the description of the terrain, then the peoplecould have traveled great distances without the hindrance of huge mountains after the flood.

The land was divided according to tribes about 100 years after the flood. Perhaps, the continents hadnot completed the drift.So this shows a possible distribution of the nations by land route before the continents drifted farapart. Other resettlements could have happened later. However, the map shows that America couldhave been populated directly from Africa and Europe.Land of Shinar Iraq Babylon has been captured, Bel has been put to shame, Marduk has been shat-tered. Her images have been put to shame, her idols have been shattered. (Jeremiah 50: 2)Babylon There were 53 temples and hundreds of altars to their gods. The temple of Marduk was in thecenter in a complex called the EsagEsagila. Beside it was a ziggurut that was supposed to be the towerof Babel (Etemananki).Iraq We will see other religions suffer now that the new constitution signifies a return to Islamic reli-gious law. Ancient Babylon fell in one night while the city was drunk.Iraq Iraq fell to the United States in about fourteen days, without a ground fight, prompting the pres-ident to declare a premature victory on May 1, 2003. Within that year, the fall of Babylon the Greatbegan as America met thestrong resistance of an insur-gency and reports of civil warin another year after.USAfulfillments will look likethe events in the past. *Babylon the Great and Persia(The United States and Iran).

unaccounted for was the Treas-ure of Nimrud, a spectacularcollection of more than 1,000pieces of gold jewelry and pre-cious stones from the eighthand ninth centuries B.C. that had been discovered between 1988 and 1990 by Iraqi archaeol-ogist Muzahim Hussein Mahmud during his excavation of four royal tombs, and is consideredby many to be one of the greatest archaeological finds of the last century. The treasure—theexact count of which we were never able to determine with certainty—was seen in public onlybriefly in 1989 and then was moved by the Hussein regime, ostensibly for safekeeping and al-legedly to the Central Bank of Iraq. Whether it was still in the bank vaults in April 2003 wasanybody’s guess.Buried in Iraq's clay and dirt is the history of Western civilization. Great em-pires once thrived here, cultures that produced the world's first wheel, first cities, first agri-culture, first code of law, first base-sixty number system, and very possibly the first writing.A brutal plundering of this rich cultural heritage has been taking place in broad daylight eversince the 2003 invasion of Iraq. These days Ancient Mesopotamia looks more like a scene fromthe movie Holes.

"I still find it hard to believe this is happening," Clemens Reichel told the Huffington Post.

Iraq - The cradle of civilization"If we ex-amine the oldest known Bible to date,the "Sinai Bible" housed in the BritishMuseum, we find a staggering 14,800differences from today's Bible and yet itstill remains the word of God? "What WasThe Church Trying To Hide?

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America. The Clovis people and Olmecs also migrated to central America. Although scientists say itwas from the Bering Straits, I believe it, or an earlier migration, could have been across North Africa when

Pangea was still connected. Evidence of giant human beings have been found in North Amer-ica.

Glen Rose Tracks. A human skeleton of a woman 7 feet tall (210 cm). In addition severalfootprints of giant men 8.3 - 11.8 feet (253-360 cm) tall have been found in the same re-gion in Texas with dinosaur tracks and below dinosaur tracks!

Alamogordo Tracks. Thirteen giant tracks 22 inches long (56 cm) in New Mexico.

Burdick Footprint. Dr. Clifford Burdick found a 10.25 inch long and 3.5 inch wide footprintof a human wearing a sandal has been found with tribolites 2000 feet up on Swasey moun-tain, Utah. Tribolites should have died about 300 million years ago according to evolution.At least 80 more prints have been found since 1968. Babylon, Mesopotamia,his is a map of

On 6 July 1971, Dr.Sampson inventedthe “gamma-electriccell”, which pertainsto Nuclear Reactor

use. This inven-tion produces stable high-voltage output and current todetect radiation in theground. The gamma-electriccell made it possible to sendand receive audio signals viaradio waves without wires;therefore, Henry Sampsoninvented the technologywhich made the cell phonepossible.

AFRIKAAN Descendants of Noah

HamCush Nimrod, Seba, Havilah, Sabtah,Raamah (sons: Sheba, Dedan),Sabteca Mizraim Ludim, Anamim, Lehabim, Naph-tuhim, Pathrusim, Casluhim,CaphtorimPut No children listed.Caanan Sidon, Heth, Je-busite, Amorite, Gir-gashite, Hivite,Arkite, Sinite, Arva-dite, Zemarite,Hamathite

Dr. Sampson BLACK LIKE ME

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TTEERRRRIITTOORRIIEESS::AAffrriiccaa,, AArraabbiiaann PPeenniinnssuullaa,, FFaarr EEaasstt

iinnttoo CChhiinnaa aanndd AAmmeerriiccaa

CELL

This, the eleventh tablet of theepic, describes THE STORY OF NOAH

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America. The Clovis people and Olmecs also migrated to central America. Although scientists say itwas from the Bering Straits, I believe it, or an earlier migration, could have been across North Africa when

Pangea was still connected. Evidence of giant human beings have been found in North Amer-ica.

Glen Rose Tracks. A human skeleton of a woman 7 feet tall (210 cm). In addition severalfootprints of giant men 8.3 - 11.8 feet (253-360 cm) tall have been found in the same re-gion in Texas with dinosaur tracks and below dinosaur tracks!

Alamogordo Tracks. Thirteen giant tracks 22 inches long (56 cm) in New Mexico.

Burdick Footprint. Dr. Clifford Burdick found a 10.25 inch long and 3.5 inch wide footprintof a human wearing a sandal has been found with tribolites 2000 feet up on Swasey moun-tain, Utah. Tribolites should have died about 300 million years ago according to evolution.At least 80 more prints have been found since 1968. Babylon, Mesopotamia,his is a map of

Pangea

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grow into bone and other tissues. To date, the matured bone cells haveonly been implanted into lab rodents that can accept human cells. Butthe aim is to be able to inject them into humans to replace destroyedbone.

Because the stem cells can be culled from the same person that willeventually receive the regenerated bone, the technique avoids thecomplications of rejection that often plague recipients of current trans-plants. -

Massi ve Change.Design has emerged as one of the

world's most powerful forces. It has placed us at the beginning of anew, unprecedented period of human possibility, where all economies and ecologies are becomingglobal, relational, and interconnected.

In order to understand and harness these emerging forces, there is an urgent need to articulate pre-cisely what we are doing to ourselves and to our world. This is the ambition of Massive Change.

Massive Change is a celebration of our global capacities but also a cautious look at our limitations. Itencompasses the utopian and dystopian possibilities of this emerging world, in which even nature isno longer outside the reach of our manipulation. For many of us, design is invisible. We live in a worldthat is so thoroughly configured by human effort that design has become second nature, ever-present,inevitable, taken for granted.

And yet, the power of design to transform and affect every aspect of daily life is gaining widespreadpublic awareness.

No longer associated simply with objects and appearances, design is increasingly understood in a muchwider sense as the human capacity to plan and produce desired outcomes. Engineered as an interna-tional discursive project, Massive Change: The Future of Global Design, will map the newcapacity, power and promise of design. massive change

SOME POSSIBLE EFFECTS OF THE CHANGES

* Migraine headaches, tiredness* Electrical sensations in the limbs and spinal column* Cramps in the muscular networks* Flu like symptoms* Intense dreams.* The human body will become more sensitive as a result of the new vibrations.* The resonance of Earth (Schumann Resonance) has been 7.8Hz for thousands ofyears. Since 1980 it has risen to over 12Hz.This means that 16 hours now equate to a 24 hour day. Time is speeding up!* The physical body has already begun to change. A new light body is being created.* Our DNA is being re-programmed from the Universe (as predicted in the Mayan

Ilan Ramon and the stem cell experiment hetook with him into space

Before Col. Ilan Ramon donned his spacesuit and entered the ill-fated Columbiashuttle on Thursday, January 16, he spentyears training for his flight, preparing forlife in space, and learning about the 79 sci-entific experiments he and his fellow crew-mates would administer during their 16days in space. When the space shuttle ex-ploded last Saturday, that research was lostalong with the astronauts.

The researchers had long been aware thatastronauts suffer from osteoporosis aftertheir return from space, suggesting thatweightlessness affects bone density. TheColumbia mission presented an opportunityfor them to study that relationship moreclosely.

The scientists developed an experiment inwhich two batches of stem cells would be ge-netically manipulated concurrently to grow into bone cells: one to go aboard the space shut-tle and the other to stay in Jerusalem. At the end of the mission, the two cultures would beanalyzed and compared.

Stem cells can be manipulated to develop into any type of cell contained in the body, such asskin, fat, or nerve cells. In their experiments, the Hebrew University researchers are usingadult human stem cells, not the controversial embryonic stem cells.

After obtaining the stem cells from bone marrow, the HU team genetically engineers them to cont from pg 11

cont on pg13


"... the art of warfare ...will be vastly different thanit is today ... "combat" likelywill take place in new dimen-sions ...advanced forms ofbiological warfare that can"target" specific genotypesmay transform biologicalwarfare from the realm ofterror to a politically usefultool."

grow into bone and other tissues. To date, the matured bone cells haveonly been implanted into lab rodents that can accept human cells. Butthe aim is to be able to inject them into humans to replace destroyedbone.

Because the stem cells can be culled from the same person that willeventually receive the regenerated bone, the technique avoids thecomplications of rejection that often plague recipients of current trans-plants. -

MMaassssii vvee CChhaannggee.Design has emerged as one of the

world's most powerful forces. It has placed us at the beginning of anew, unprecedented period of human possibility, where all economies and ecologies are becomingglobal, relational, and interconnected.

In order to understand and harness these emerging forces, there is an urgent need to articulate pre-cisely what we are doing to ourselves and to our world. This is the ambition of Massive Change.

Massive Change is a celebration of our global capacities but also a cautious look at our limitations. Itencompasses the utopian and dystopian possibilities of this emerging world, in which even nature isno longer outside the reach of our manipulation. For many of us, design is invisible. We live in a worldthat is so thoroughly configured by human effort that design has become second nature, ever-present,inevitable, taken for granted.

And yet, the power of design to transform and affect every aspect of daily life is gaining widespreadpublic awareness.

No longer associated simply with objects and appearances, design is increasingly understood in a muchwider sense as the human capacity to plan and produce desired outcomes. Engineered as an interna-tional discursive project, Massive Change: The Future of Global Design, will map the newcapacity, power and promise of design. massive change

SOME POSSIBLE EFFECTS OF THE CHANGES

* Migraine headaches, tiredness* Electrical sensations in the limbs and spinal column* Cramps in the muscular networks* Flu like symptoms* Intense dreams.* The human body will become more sensitive as a result of the new vibrations.* The resonance of Earth (Schumann Resonance) has been 7.8Hz for thousands ofyears. Since 1980 it has risen to over 12Hz.This means that 16 hours now equate to a 24 hour day. Time is speeding up!* The physical body has already begun to change. A new light body is being created.* Our DNA is being re-programmed from the Universe (as predicted in the Mayan

cont from pg 12


cont on pg14

Ilan Ramon and the stem cell experiment hetook with him into space

Before Col. Ilan Ramon donned his spacesuit and entered the ill-fated Columbiashuttle on Thursday, January 16, he spentyears training for his flight, preparing forlife in space, and learning about the 79 sci-entific experiments he and his fellow crew-mates would administer during their 16days in space. When the space shuttle ex-ploded last Saturday, that research was lostalong with the astronauts.

The researchers had long been aware thatastronauts suffer from osteoporosis aftertheir return from space, suggesting thatweightlessness affects bone density. TheColumbia mission presented an opportunityfor them to study that relationship moreclosely.

The scientists developed an experiment inwhich two batches of stem cells would be ge-netically manipulated concurrently to grow into bone cells: one to go aboard the space shut-tle and the other to stay in Jerusalem. At the end of the mission, the two cultures would beanalyzed and compared.

Stem cells can be manipulated to develop into any type of cell contained in the body, such asskin, fat, or nerve cells. In their experiments, the Hebrew University researchers are usingadult human stem cells, not the controversial embryonic stem cells.

After obtaining the stem cells from bone marrow, the HU team genetically engineers them to cont from pg 11

cont on pg13


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Prophecy).We are going from 2 strand back to 12 strand DNA.* Greater intuitive and healing abilities will emerge.* Eyes will become cat like in order to adjust to the new atmosphere and light.* All newly born children will probably be telepathic at birth.* All plagues of the 90's, including AIDS will

cont from pg 13

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writing a book of philosophy, you would consider past philoso-phers. In the same way, we recommend reading sample admissionsessays to understand what topics other applicants chose. Es-sayEdge maintains an archive of over 100 free sample admissionsessays. Click here to view sample essays that worked.

5. Goal DeterminationLife is short. Why do you want spend 2-6 years of your life at a

particular college, graduate school, or professional school? How isthe degree necessary to the fulfillment of your goals? When con-sidering goals, think broadly. Few people would be satisfied withjust a career. How else will your education fit your needs and leadyou to a fulfilling life?

If after reading this entire page you do not have any solid ideasfor your essay, do not be surprised. Coming up with an idea is dif-ficult and requires time. Actually consider the questions and exer-cises above. Without a topic you feel passionate about, one thatbrings out the defining aspects of your personality, you risk falling


WHICH WAY DO WEGO?

spheres

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LET’S MAKE A SLAVEThe Black slaves after receiving this indoctrinationshall carry on and will become self-refueling andself-generating for HUNDREDS of years, maybeTHOUSANDS. You must pitch the OLD black malevs. the YOUNG black male, and the YOUNG black

male againstthe OLD blackmale. Youmust use theDARK skinslaves vs. theLIGHT skinslaves, andthe LIGHT skinslaves vs. theDARK skinslaves.

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ParallelTwo lines (lying in the same plane) are parallelif they never intersect... This means that thetwo lines are always the same distance apart.

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planen.

1. Mathematics A surface containing all the straight lines that connect any twopoints on it.2. A flat or level surface.3. A level of development, ex-istence, or achievement: schol-arship on a high plane.4. An airplane or hydroplane.5. A supporting surface of anairplane; an airfoil or wing.adj.1. Mathematics Of or being a

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the cure?

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Number LineA number line is aninfinitely long linewhose points matchup with the real num-ber system.

Brainstorming About the College Ap-plication Essay

Brainstorming

The most important part of youressay is the subject matter.

You should expect to devote about 1-2 weeks simply to brainstorming ideas

for your essay. To begin brainstorming a subject idea, con-sider the following points. From this brainstorming session,

you may find a subject youhad not considered at first.

Finally, remember that thegoal of brainstorming is thedevelopment of ideas -- sodon't rule anything out atthis stage. See if any ofthese questions help youwith developing severalideas for your college essay.

* What are your major ac-complishments, and why doyou consider them accom-plishments? Do not limityourself to accomplishmentsyou have been formally rec-ognized for since the mostinteresting essays often arebased on accomplishmentsthat may have been trite atthe time but become crucialwhen placed in the context ofyour life.

* Does any attribute, qual-ity, or skill distinguish youfrom everyone else? How didyou develop this attribute?

* Consider your favorite books, movies,works of art, etc. Have these influenced yourlife in a meaningful way? Why are they yourfavorites?

* What was the most difficult time in your

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Two- and Three-Dimensional GeometryEssential content for elementary teachers

1. Develop an understanding of basicgeometric concepts including: point, line,plane, space, line segment, betweenness,ray, angle, vertex, parallelism, perpendic-ularity, congruency, similarity, simpleclosed curve, Pythagorean relationship.

2. Identify types of angles includingacute, right, obtuse, straight, reflex, verti-cal, supplementary, complementary, cor-responding, alternate interior, andalternate exterior.

3. Recognize and define common geo-metric shapes.

1. Two-dimensional geometricshapes

1. Triangles: be able to classifyby sides (equilateral, scalene, isosceles)and classify by angle (right, acute, obtuse)

2. Quadrilaterals (trapezoid, par-allelogram, rectangle, square, rhombus,kite): identify characteristics and relation-ships among these shapes

3. Polygons, regular polygons4. Circle

2. Three-dimensional geometricshapes

1. Polyhedra (prisms, pyramids),regular polyhedra (Platonic solids): con-necting polyhedra to polygons, nets

2. Cylin-der, cone, sphere

Essential contentfor students K-3

1. Analyze char-acteristics and properties of two- and three-dimensional geo-metric shapes and develop mathematical arguments aboutgeometric relationships.8

1. Two-dimensional geometric shapes1. Recognize, name, build, draw, compare, and sort

shapes.2. Describe attributes and parts of shapes: circle,

rectangle, square, triangle, parallelogram (sides and ver-tices); locate interior (inside) and exterior outside) angles.

3. Compare shapes made with line segments (poly-gons) and identify congruent and similar geometric shapes.

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Introduction:

Ks-3 Geometry is a construction of object accord-ing to our desired given measurement. Ks-3 Geometry hasthe collection of object it should be triangle, circle, parallel-ogram, etc. Each object in Ks-3 geometry has some proper-ties. The topic includes in Ks-3 Geometry is 2D shapes, 3Dshapes, Introduction to transformations, Angles, Polygons,Symmetry, Circles, Pythagoras' theorem etc.2D and 3D Geometry:

Two dimensional:

These shapes are always flat which has the four sides andfour corners. There are different kinds of quadrilaterals aresquare, rhombus, quadrilateral etc.

Three Dimensional:

3d shapes have 3-dimensions depth, width and length. Theimportant shapes in 3D are sphere, cube, cone, cylinder etc.It also includes Prisms and pyramids,

Polygon:

Polygons are the 2D shapes. It has sum of the exterior an-gles are 360°.

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tions of classes of shapes such as triangles and pyramids.4. Investigate, describe, and reason about the results of subdividing, combining,

and transforming shapes.4. Identify right angles in polygons.5. Investigate and predict the results of putting together and taking apart shapes.

2. Three-dimensional geometric shapes1. Recognize, name, build, draw, compare, and sort shapes: sphere (ball), cone,

cylinder (can), pyramid, prism (box), cube.2. Describe attributes and parts of shapes: identify faces, edges, vertices (cor-

ners).3. Sort using similar attributes (curved surfaces, flat surfaces).4. Investigate and predict the results of putting together and taking apart shapes.

2. Develop vocabulary and concepts related to two- and three-dimensional geometricshapes.

1. Two-dimensional shapes: angle, circle, congruency, line segment, parallelogram,polygon, rectangle, similarity, square, triangle

2. Three-dimensional shapes: cone, cube, cylinder, edge, face, prism, pyramid, sphere,vertices

Essential content for students grades 4-5

1. Maintain and expand on concepts introduced in primarygrades.

2. Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical ar-guments about geometric relationships.9

1. Two-dimensional geometric shapes1. Identify, compare, and analyze attributes of shapes,

and develop vocabulary to describe the attributes.1. Angles (right, acute, obtuse, straight)2. Circles (diameter, radius, center, arc, circumference)3. Lines (parallel, intersecting, perpendicular)4. Line segments5. Polygons (vertex, side, diagonal, perimeter); classification by

number of sides (quadrilaterals, pentagon, hexagon)2. Classify shapes according to their properties.

1. Triangles (classify by angles and sides)2. Quadrilaterals (square, rectangle, parallelogram, rhombus, trape-

zoid, kite)3. Investigate, describe, and reason about the results of subdividing,

combining, and transforming shapes.4. Explore and identify congruence and similarity.5. Make and test conjectures about geometric properties and rela-

tionships and develop logical arguments to justify conclusions.2. Three-dimensional geometric shapes

1. Identify shapes (cylinder, cone, sphere, pyramid, prism).2. Apply terms (face, edge, vertex).3. Classify shapes according to their properties and develop defini- cont from pg 31

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tions of classes of shapes such as triangles and pyramids.4. Investigate, describe, and reason about the results of subdividing, combining,

and transforming shapes.

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4. Identify right angles in polygons.5. Investigate and predict the results of putting together and taking apart shapes.

2. Three-dimensional geometric shapes1. Recognize, name, build, draw, compare, and sort shapes: sphere (ball), cone,

cylinder (can), pyramid, prism (box), cube.2. Describe attributes and parts of shapes: identify faces, edges, vertices (cor-

ners).3. Sort using similar attributes (curved surfaces, flat surfaces).4. Investigate and predict the results of putting together and taking apart shapes.

2. Develop vocabulary and concepts related to two- and three-dimensional geometricshapes.

1. Two-dimensional shapes: angle, circle, congruency, line segment, parallelogram,polygon, rectangle, similarity, square, triangle

2. Three-dimensional shapes: cone, cube, cylinder, edge, face, prism, pyramid, sphere,vertices

Essential content for students grades 4-5

1. Maintain and expand on concepts introduced in primarygrades.

2. Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical ar-guments about geometric relationships.9

1. Two-dimensional geometric shapes1. Identify, compare, and analyze attributes of shapes,

and develop vocabulary to describe the attributes.1. Angles (right, acute, obtuse, straight)2. Circles (diameter, radius, center, arc, circumference)3. Lines (parallel, intersecting, perpendicular)4. Line segments5. Polygons (vertex, side, diagonal, perimeter); classification by

number of sides (quadrilaterals, pentagon, hexagon)2. Classify shapes according to their properties.

1. Triangles (classify by angles and sides)2. Quadrilaterals (square, rectangle, parallelogram, rhombus, trape-

zoid, kite)3. Investigate, describe, and reason about the results of subdividing,

combining, and transforming shapes.4. Explore and identify congruence and similarity.5. Make and test conjectures about geometric properties and rela-

tionships and develop logical arguments to justify conclusions.2. Three-dimensional geometric shapes

1. Identify shapes (cylinder, cone, sphere, pyramid, prism).2. Apply terms (face, edge, vertex).3. Classify shapes according to their properties and develop defini- cont from pg

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Slope of aLineBasically, theslope of a linetells us how steepa line is andwhether it's goingup or down (in-creasing or de-creasing). Theslope is found bylooking at the riseover the run.

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Slope of a LineBasically, the slope of a line tells us howsteep a line is and whether it's going up ordown (increasing or decreasing). The slopeis found by looking at the rise over the run.

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Cartesian PlaneThe Cartesian plane is a plane (meaning that it's flat) made upof an x axis (the horizontal line) and a y axis (the vertical line).

Cartesian CoordinatesCoordinates on the Cartesian plane are a set of numbers offi-cially called "an ordered pair" that are in the form ( x , y ) ...The x guy is how far to the right or left you've counted over...and the y guy is how far up or down you've counted.

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CoordinateThis is the same thing as Cartesian Coordinates...

Coordinates on the Cartesian plane are a set of numbers officially called "an ordered pair" that are in theform ( x , y )

cont from pg

life, and why? How did your perspective on life change as a result of the difficulty?* Have you ever struggled mightily for something and succeeded? What made you successful?* Have you ever struggled mightily for something and failed? How did you respond?* Of everything in the world, what would you most like to be doing right now? Where would you

most like to be? Who, of everyone living and dead, would you most like to be with? These questionsshould help you realize what you love most.

* Have you experienced a moment of epiphany, as if your eyes were opened to something you werepreviously blind to?

* What is your strongest, most unwavering personality trait? Do you maintain strong beliefs or ad-here to a philosophy? How would your friends characterize you? What would they write about if theywere writing your admissions essay for you?

* What have you done outside of the classroom that demonstrates qualities sought after by uni-versities? Of these, which means the most to you?

* What are your most important extracurricular or community activities? What made you join theseactivities? What made you continue to contribute to them?

* What are your dreams of the future? When you look back on your life in thirty years, what wouldit take for you to consider your life successful? What people, things, and accomplishments do youneed? How does this particular university fit into your plans for the future?

If the previous questions did not generate enough ideas for your essay, consider the following exer-cises:

1. Ask for Help from Parents, Friends, Colleagues, etc.If you cannot characterize yourself and your personality traits do not automatically leap to mind,

ask your friends to write a list of your five most salient personality traits. Ask your friends why theychose the ones they did. If an image of your personality begins to emerge, consider life experiencesthat could illustrate the particular traits.

2. Consider your ChildhoodWhile admissions officers are not interested in reading about your childhood and are more inter-

ested in the last 2-4 years of your life, you might consider events of your childhoodthat inspired the interests you have today. Interests that began in childhood may be themost defining parts of your life, even if you recently lost interest. For instance, if youwere interested in math since an early age and now want to study medicine, you mightincorporate this into your medical school admissions essay. Analyze the reasons for yourinterests and how they were shaped from your upbringing.

3. Consider your Role ModelsMany applicants do not have role models and were never greatly influenced by just

one or two people. However, for those of you who have role models and actually as-pire to become like certain people, you may want to incorporate a discussion of thatperson and the traits you admired into your application essay.

4. Read Sample Admissions EssaysBefore you sat down to write a poem, you would certainly read past poets. Before

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life, and why? How did your perspective on life change as a result of the difficulty?* Have you ever struggled mightily for something and succeeded? What made you successful?* Have you ever struggled mightily for something and failed? How did you respond?* Of everything in the world, what would you most like to be doing right now? Where would you

most like to be? Who, of everyone living and dead, would you most like to be with? These questionsshould help you realize what you love most.

* Have you experienced a moment of epiphany, as if your eyes were opened to something you werepreviously blind to?

* What is your strongest, most unwavering personality trait? Do you maintain strong beliefs or ad-here to a philosophy? How would your friends characterize you? What would they write about if theywere writing your admissions essay for you?

* What have you done outside of the classroom that demonstrates qualities sought after by uni-versities? Of these, which means the most to you?

* What are your most important extracurricular or community activities? What made you join theseactivities? What made you continue to contribute to them?

* What are your dreams of the future? When you look back on your life in thirty years, what wouldit take for you to consider your life successful? What people, things, and accomplishments do youneed? How does this particular university fit into your plans for the future?

If the previous questions did not generate enough ideas for your essay, consider the following exer-cises:

1. Ask for Help from Parents, Friends, Colleagues, etc.If you cannot characterize yourself and your personality traits do not automatically leap to mind,

ask your friends to write a list of your five most salient personality traits. Ask your friends why theychose the ones they did. If an image of your personality begins to emerge, consider life experiencesthat could illustrate the particular traits.

2. Consider your ChildhoodWhile admissions officers are not interested in reading about your childhood and are more inter-

ested in the last 2-4 years of your life, you might consider events of your childhoodthat inspired the interests you have today. Interests that began in childhood may be themost defining parts of your life, even if you recently lost interest. For instance, if youwere interested in math since an early age and now want to study medicine, you mightincorporate this into your medical school admissions essay. Analyze the reasons for yourinterests and how they were shaped from your upbringing.

3. Consider your Role ModelsMany applicants do not have role models and were never greatly influenced by just

one or two people. However, for those of you who have role models and actually as-pire to become like certain people, you may want to incorporate a discussion of thatperson and the traits you admired into your application essay.

4. Read Sample Admissions EssaysBefore you sat down to write a poem, you would certainly read past poets. Before

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Scientific NotationScientific notation is a way to write a number as theproduct of a number between 1 and 10 and a multipleof 10.Examples:

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Black History Essay Topics With Pictures and Algebra Lesson Plan Points

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