Analyse Cast Away (Dir. Robert Zemeckis, 2000) in depth as an example Essay

Analyse Cast Away (Dir. Robert Zemeckis, 2000) in depth as an example of New Hollywood and examine film from industrial, formal- - Essay Example A FedEx delivery van pulls into a ranch with a big overhead iron sculpture which reads Dick and Bettram. The ranch is an island in a sea of prairie. The radio plays Elvis Pressley â€Å"Heartbreak Hotel† as the driver picks up a package stamped with a logo of two wings embraced by three halos. As the driver leaves, Elvis sings â€Å"I’m All Shook Up†; it’s not a radio, she’s an Elvis fan. The van door reopens in Russia. The package is delivered to her husband who is with another woman. The next package is delivered by a little boy to Chuck Noland (Tom Hanks) who pulls a timer from the packet and continues his lecture on urgency, how time rules life. Back in Memphis, Chuck proposes marriage, actually he doesn’t, but promises to discuss it on New Years Day when he returns, to Kelly Frears (Helen Hunt) in a car at the airport. He was paged at Christmas dinner for this troubleshooting trip. She has given him a family heirloom, a railroad pocket w atch used by her grandfather on the Southern Pacific, with her picture in the case. Chuck rushes to the plane. The plane crashes in the Southern Pacific. Chuck washes ashore, alone, on a small island. Chuck must learn survival skills such as building a fire, collecting edible plants, fishing and crabbing. An episode of self-help dentistry caps his early time on the island. Four years later, he is a competent provider and will survive. One day half a portable toilet shed washes up. He sees it as a sail to get past the breakers. He designs and builds a raft and awaits the changing winds and tides to escape. Finally, he is cast adrift again hoping for a sea rescue. When a freighter finds him, he is on his way to a home that no longer exists. He is dead in his home. Kelly has married and has a child. He knows he must find a new life. The Socio-Cultural Perspective of Cast Away Cast Away is set from 1995 to 1999. The coming millennium brought discussions of time or urgency versus the com pass or importance (Covey, 2004). The religious aspects of the millennium and associated doomsday scenarios concerned the populace. The man versus the machine debate gained momentum. This film addressed these pressing and timely issues. The Clock Versus the Compass (Covey, 2004) The first speech Chuck Noland gives involves the importance of time. The film opens in rural Texas, a crossroads in the middle of nothing, where time is measured in days, not seconds. An artist listens to Heartbreak Hotel, foreshadowing the sight of the husband in Moscow. Chuck is in Moscow to troubleshoot the truck delivery issues faced by FedEx. He rewards the boy delivering the package with a portable CD player and an Elvis tape; Chuck is a fan too. Chuck is explaining through an interpreter that time is a relentless master, time rules over everything, time is like fire, it can give warmth or burn. Logistics is life, more important than his asking Kelly to be his wife. Christmas is a pager at dinner and t wo minutes in a car at the airport. Scheduling dinner requires both people with calendars looking for gaps in urgent activities. Kelly and Chuck are not priorities in their own lives. Traditional Hollywood views time as a â€Å"ticking bomb†. A deadline is set, for instance, the kidnappers will call for the money by noon. The action centers on accomplishing a task by a certain time. This film reverses that trend. Time is irrelevant on that island. Survival is relevant. Then in Act III, when Chuck is exhausted and just hanging on, time becomes relevant

The Development Of Fundamental Movement Skills

The Development Of Fundamental Movement Skills The Development on Fundamental Movement Skills (FMS) during childhood is important for the development of that child as well as them being successful in sport, so they can learn other life skills. (Okely Booth 2004) To understand when Children should start to learn FMS is to understand the long term development model (LTD), knowing this will help indentify when children need to learn which skill by which age. (Balyi, 2004). During the first stage of the LTD is the FUNdametal stage which focuses on children aged 6-9. During this stage the children starts to learn the basic Fundamental movement patterns. Learning these skills is important as they are the building blocks to sport specific, for example kicking is a base in a number of skills in football, If a Child learns these skills it will contribute significantly their future athletic achievements (Balyi, 2004). Once the Child reaches 9 and 11 it is the most important periods of skills development, during this period they are developed enough to learn and complete general overall sports skills (Balyi, 2004). It has been recommended that all Children should of mastered all the basic FMS by the age of 8 (Gallahue and Ozmun, 2006) Jess et al (2004) also reported the importance of FMS stating that they allow children to pass through a proficiency barrier to allow the development of skills in the future. Booth et al (2004) reported that in a random sample of Year 4, Year 6, Year 8 and Year 10 children that less than 40% had mastered all the skills using subjective measures, suggesting that when the children should be learning FMS skills they are not developing them in the correct way There have been a number of studies that have looked on how to measure FMS mastery. The 2 main methods reported are objective and subjective. Objective measures are the result of the skill, i.e. the time taken to run 10 meters or the number of catches. The advantage of using objective measures is it allows a high level inter and intra and Inter-rater reliability over attempts and measurers (Spray 1987). Another important is the tester does not need a high level of knowledge about the skill (Hands Larkin, 1998). The second way to measure FMS is using subjective measures. This is done by using a checklist for each FMS that identifies coaching points that the subject needs to do while completing the skill. Knudson and Morrison (1997) defined subjective measures or qualitative analysis as the systematic observation and introspective judgment of movement and skills for the purpose of improving that skill. The checklist which will be used in this study is The New South Wales Fundamental Movement Skills (NSWFMS) guidelines (2000), this is a resource for primary school children. The advantage of using subjective measures is that it can help identify one point in the skill that is weak. That information can then lead to trying to develop that weakness (Hands, 2000). However the criteria can be read and identified differently by different assessors. In terms of research in the area of what affects FMS movement skills there has been a lot reported in what factors affect FMS ability. It has been reported that Physical Activity level (Fisher et al 2004) has an effect on FMS ability with Children who take part in more physical activity have better FMS skills. There has also been mixed views on the effect of gender on FMS skills, Fisher et al (2004) reported no difference in fundamental scores between boys and girls, however. Okley and Booth (2004) reported that boys did better than girls in the sprinting and the object control skills, which in this study would be the throw and catch, the girls performed better in the rest of the locomoter skills which in this case is the balance. The reason for this difference could be done to what reported that FMS are affected more by the activities done by boys while girls are affected by psychosocial or environmental factors (Cliff 2009). There has been however a small majority of research looking at how age effects FMS. Okely Booth (2004) did one such study looking at using subjective measures and found for certain parts on FMS Skills, Year 3 Children had mastered the skill better than Year 1 Children. For Example only 1.5% of the year 1 boys and 0% of girls completed the hips then shoulders rotate forward coaching point for the throw compared to 13.5% of year 1 boys and 1.7% of year 3 girls. It is also important to note with regards to age that even Children in the same year can be further developed, meaning their body can do more and they may be able to process the FMS in formation easier. It is important to understand this when the analysing results as one Year 6 child could be biologically more developed than another and therefore be able to perform the skill better. (Gallahue and Ozmun 2006). This paper will therefore look at age and specifically the difference between year 1 and 6 children due the lack of research looking at Year 6 Children and the fact it has been reported that all Children should have mastered FMS by Year 8. The study will also use subjective and objective to get a better idea of which children have mastered the skills. The results can be used to see what areas of each skill children are failing to master and then interventions can be designed to improve them as it has been reported that a well-planned and implemented fundamental movement skill intervention in has an effect on childrens motor skills, physical activity levels and will keep the child interested in Physical Education. Section 2 AIMS AND OBJECTIVES AND HYPOTHESIS Aim The Aim of the study is to assess Fundamental Movement Skill (FMS) mastery in primary school children, to examine if there is a relationship between subjective and objective for FMS and to compare mastery of these skills by children in Year 1 and Year 6. Objectives To measure Fundamental Movement Skills in Year 1 and Year 6 children To analysis the skills using the New South Wales Criteria To study the relationship between year groups and the subjective and objective measures Hypothesis The Year 6 children will have high objective and subjective measures for all the FMS than the Year 1 children. Section 3: EXPERIMENTAL METHODS The Children will be tested for 2 hours in a normal PE lesson for 2 separate weeks. Each Child will be asked to wear suitable kit and footwear. The school sports hall where normal PE lessons take place will be used as the testing site once a risk assessment form was completing and checking the sports hall is suitable to complete the testing. These checks will be done before each testing session. Also ethical approval will need to be given before any testing can take place. Also before testing each child will undertake a warm up overseen by a PE Specialist. Subject Population A sample of 30 Children aged 10-11 (year 6) and 30 children ages 5-6 years (year 1) will be recruited for this study from a local primary school in Coventry. Informed consent from the parents will be obtained as well as agreement from the Child as each participant is under the age of 18. Fundamental Movement Skill Measurements Both subjective and objective measures will be measured, with the subjective being taken while the child performs one of the skill trails. The subjective measures will be analysed using The New South Wales Fundamental Movement Skills (NSWFMS) guidelines (2000) (see appendix for criteria). Using Qunitic Software each video will be watched 5 times and notational analysis will be used to measure how many of the skill components have been achieved. This will give an overall percentage of how that Child has mastered the skill. That will compare to the actual result for that skill. The criteria will also be used during the demonstration to allow the children to know all the points that make up the skill, also no feedback will be given after each attempt. Fundamental Movement Skills Each Child will complete 5 fundamental movement skills, (Balance, Kicking, Catching, Throwing and sprinting). A description of what each test involves is shown below. FMS Test Method Balance Subjective Measures For the subjective measures the children will be asked to Stand on their dominant leg, children will be asked to stay as upright and still as possible keeping eyes forwards for 20 seconds, with their other leg bent. Objective Measures The objective measures will involve the children balancing for 20 seconds on a balance board device (Tunturi by MFT, Germany) connected to a laptop, The percentage of time spent on either side (left/right) will be used as the measurement. Each Child will have a practice before being called up/ inputted into the laptop system. Catch Subjective Measures The Children will move their body to become in line with the travelling path of a soft tennis sized ball, a thrown by the researcher and PE specialist in a measured square area of 1m by 1m. Objective Measures The number of successful catches the children make out of 3 will be recorded. Jump Subjective Measures The Children will be asked to start with knees bent and then using their arms for momentum, jump up as high as possible into the air. Objective Measures The Childrens jump height of the jump will measured using Quintic Biomechanics software (Quintic Biomechanics v17 software, Coventry, UK) and recorded in meters. Throw Subjective Measures The Children will throw a small soft ball over-arm, towards a target placed on the sports hall wall. Objective Measures Points will be awarded to determine the precision of the throw. There were three sections, each with different amounts to justify the accuracy of the throw. Sprint Subjective Measures Children will be asked to ran as fast as they could along the 10 m measured track and then joined the back of the queue. The time will be recorded as use as the measure. Objective Measures Children will be ask to sprint as fast as they could down a 10m track, split times will be recorded at 5m and 10m using the SMARTSPEED timing gate system (SMARTSPEED, UK). Any children will also be able to withdraw their assent and not take part even if their parents/guardian has given informed consent, at any time during the testing. Statistical analysis A combination of correlations and ANOVAs will be used to examine the relationship between the objective measures and the subjective measures but also each of the two year groups. Microsoft Excel will be used to produce the graphs and SPSS will be sued for the statistical analysis. Section 4: PROPOSED TIME PLAN Date Action to be completed before deadline 6th December 2010 Complete and hand in Project Proposal 10th 24th January 2011 Go to schools and collect data ready for analysis 27th January 4th February 2011 Complete data collection, produce table of results and complete graphs 4th- 8th February 2011 Complete data analysis 10th- 20th February 2011 Write discussion and put in info from proposal such as Introduction and Methods. 21st February 2011 Check final project with supervisor and compile lab file 23rd- 1st March 2011 Check for any errors in project and print out 2 copies ready for binding 11th March 2011 Hand in 2 copies of the thesis and lab file. 12th March 2011 5th April Revise for Viva Seminar Section Five: REFERANCES Balyi I., Hamilton A. (2004) Long-Term Athlete Development: Trainability in Childhood and Adolescence. Windows of Opportunity. Optimal Trainability.Victoria: National Coaching Institute British Columbia Advanced Training and Performance Ltd. Booth M, Macaskill, P, McLellan L. (1997) NSW Schools Fitness and Physical Activity Survey. Sydney. NSW Department of School Education. Cliff, D, P., Okely, A.D,. Smith, L.M and McKeen, K. Relationships Between Fundamental Movement Skills and Objectively Measured Physical Activity in Preschool Children. Pediatric Exercise Science, 2009, 21, 436-449 Fisher, A., Reilly J.J., Kelly, L.A., Montgomery, C., Williamson, A., Payton, J.Y., Grant, S., (2004) Fundamental Movement Skills and Habitual Physical Activity in Young Children Official Journal of the American College of Sports Medicine. 684-688. Gallahue, D, L and Ozmun, J,C. (2006) 6th edn. Understanding Motor Development: Infants, Children, Adolescents, Adults, USA: McGraw Hill Hands, B. (2000) How can we best measure fundamental movement skills? Health Sciences Conference Papers. Paper 5. Hands, B., Larkin, D. (1998). Australian tests of motor proficiency: What do we have and what do we need? The ACHPER Healthy Lifestyles Journal, 45(4),10-16. Hands, B. Martin, M (2003) Implementing a Fundamental Movement Skill program in an early childhood setting: The childrens perspectives Health Sciences Papers and Journal Articles Jess, M., Dewar, K. and Fraser, G. (2004) Basic moves: developing a foundation for lifelong physical activity, British Journal of Teaching in Physical Education 35 (2): 23-7. New South Wales (2000) Move It, Groove It Physical Activity in Primary Schools Summary Report. A NSW Health Physical Activity Demonstration Project (DP 98/1) Okely, A.D Booth, M,L. (2004) Mastery of fundamental movement skills among children in New South Wales: prevalence and sociodemographic distribution Journal of Science and Medicine in Sport 7 (3) 358-372. Spray, J. A. (1987). Recent developments in measurement and possible applications to the measurement of psychomotor behavior. Research Quarterly for Exercise and Sport, 58, 203-209. Section 6: APPENDIX

AIDS in Africa :: HIV Disease Epidemic

Africa’s AIDS Epidemic Acquired Immune Deficiency Syndrome (AIDS) has become an epidemic for many underdeveloped regions. Although it does exist in the developed nations, it is more prevalent in places like South America, Asia, the island countries and most heavily of all Africa. There are many aspects to the problem of AIDS in Africa. Public health departments lack the resources to treat patients properly and to control the epidemic through education. Thirty-three million people have AIDS in the world. Africa has two-thirds of that number. According to the United Nations Aids Program on HIV/Aids, and World Health Organization (WHO), estimates, seven out of ten people newly infected with HIV in 1998 live in sub Saharan Africa. Among children under 15, the proportion is nine out of ten. Of all Aids deaths since the epidemic started, eighty-three percent have been in the region. These numbers sound even more astonishing considering only one-tenth of the world’s population lives in Africa, south of the Sahara. The amount of Africans affected by the epidemic is frightening. Since the start of the epidemic, an estimated 34 million people living in sub-Saharan Africa have been infected with HIV. Approximately 11.5 million of those people have already died, one-fourth of them being children. During the course of 1998, Aids has been responsible for an estimated two million deaths in Africa. There is about 21.5 million men and w omen living with HIV in Africa, plus an extra one million being children. Four million of those people contracted the infection in 1998 alone (Mail & guardian). No country in Africa has escaped the virus. Most of the new infections are concentrated in East Africa and especially in the southern part of the continent. In fact, the southern region of Africa holds majority of the world’s most hard-hit countries with the most AIDS cases. According to the Department of Health, South Africa’s current estimates show that over one person out of every five between the age of 15 and 49 is living with HIV or Aids in Botswana, Namibia, Swaziland and Zimbabwe. Zimbabwe was especially hit hard. There are twenty-five surveillance sites in the country where blood taken from pregnant women is tested anonymously as a way of tracking the HIV infection. The most recent data, from 1997, show that HIV prevalence was below ten percent in just two sites.

Language and Taboo Essay

Dear Sir or Madam, I am writing this letter to complain about the episode 3 from the Season 13 of Modern Family where the small girl Lilly uses the f-word over and over again. This is unacceptable and inappropriate! I as a parent don’t want my child to hear the vulgar language on TV. TV programs have a special kind of effect on the children. This is so because they find the TV actors to be their role models. They want to wear the same clothes, act the same way and even talk the same way – basically live up to them. That’s why the script writers of the Modern Family need to be use appropriate word to express the ideas. I fully acknowledge that the f-word was used on purpose. If there is no other way to make the show funny, but to use inappropriate words, then I am sorry. But you need to keep in mind that the show is for the whole family to watch. I am so loud about this issue because a serious problem rose up in our family after watching the episode. Me and my family were all sitting in our living room and watching â€Å"Modern family†. When Lilly dropped the f-bomb, my younger son started laughing hard. As soon as the episode finished, he got up and stated: â€Å"What a f****ing good show it was. It was f****ing funny†. I was left speechless. Me and my wife had an hour long talk with him to explain how bad the f-word is and that he cannot use it in any circumstances. After listening for the hour-long harassment he turned to me and kindly asked â€Å"Dad, why can’t I use that bad word if Lilly can? † Dear reader, do you see where I am leading to? Lilly just showed him that using the word is completely okay and that it makes people lough out of it. Lilly’s dad laughed at each every time she pronounced the word. This is not right. That shouldn’t have been the reaction from her dad. This made my younger son Erik think that using the curse language is natural and funny. After watching the last episode yesterday, he got even more interested in watching the next episode. He is anxiously waiting for it because there is a chance of learning some new â€Å"nasty† words. On the other side, as You can assume, I will not stand still and will not allow him to watch the next episode because it is inappropriate for his age. Apparently, one family after another will realize the impact of the show on their children and will stop viewing it. I am sorry to say but You will be at a loss. According to a study by a university, â€Å"children exposed to profanity in the media think that such language is normal, which may reduce their inhibitions about using profanity themselves†. The study has shown that the children who are exposed to the vulgar language more often are more aggressive verbally and even physically. I as a parent don’t want my son to be caught by police because of assaulting someone on the road. Also, Erik can be beaten up by some elder boys if they hear him swearing at them. If anything of this kind happens, the responsibility lies on You! According to another research at the University of Bristol, â€Å"Swearing provokes a physical stress response which will increase the blood pressure level†. If my son starts using the f-word over and over, he might have high pressure and become a physically misbalanced person. None of the parents would like their son or daughter to have high pressure because of watching â€Å"Modern Family†. â€Å"Modern Family† is a show which should reduce the pressure by easing the life. The whole point of the show is to show how the modern family is different from past and make jokes about it. But making a small girl swear gives a complete opposite impression. Being a parent in this situation is a very tough job. It is very important to say the right thing at that moment. If a wrong message is given, then the child may go out of control. We never faced any problems of this kind with our elder son and so it is the first time we are having such a serious and vital conversation at home. For the future episodes please use appropriate language so that we could sit with the whole family and watch the series together again. We used to enjoy doing it. But now I am afraid that we can’t do it anymore due to the fear of inappropriate language. We managed to erase the f-word from the head of our young kid this time, but I am afraid the next time we won’t be able to do it anymore. So, we would plead you to revise your scripts and remove all the inappropriate vocabulary out of it. It is a show for all of us and lets not make fun of the swear words and stay away from them. They are not needed. There are many other ways to make people laugh and I am sure that your editors will be able to come up with some better ways to make people laugh.

The Problems of British Society

There are many issues the British society is facing, it is not a perfect society. British society just like Chinese society,European society and American society have positive things but also some problems that need to solved. British society is not perfect, it means it has a lot of issues. We need to look at them in order to find out what problems are and also suggest some methods. This essay will discuss three important issues, firstly, we are going to discuss that waves of immigration brings tension and stress to UK.Then, it will states the social crisis from population aging. Finally, it will look at how the monarchy affects British society and presents some arguments for abolishment. â€Å"Immigration is regarded by the public as the biggest problem facing British society, a major new survey taking stock of the state of the country reveals †(Boffey, 2013). Many people think that conflict between settlers and persons born in Britain is the principal reason of division.Boff ey (2013) makes the point that during the past twenty years, both immigration and emigration grew rapidly,the number of people going in Britain is more 100,000 than leaving Britain annually since 1998. According to modood & Sault (2013),â€Å"Large-scale population flows into and out of a nation have many social and economic implications†. Therefore, it gave rise to a set of implications at national and local levels, for example,the allocation of the welfare state, degrees of concentration on health and educational provision, unemployment or skill shortages.In this situation, the speed of control and number of immigrants is necessary, the immigrant restrictionism should be made correctly. There are some suggestions have been provided, such as immigrants must learn to speak English, the governments use BELTS to process immigration and student visa applications . Actually it is a test that checks out your proficiency in English language. Only those people who have sufficient ab ility to pass the test can have quality to stay in UK. Similarity, the welfare state should be open to those born abroad who have contributed to society and play by the rules.In my opinion, it is a good method to relieve stress effectively from immigrants in the UK. Secondly, let us have a look at aging population in the UK. According to the BBC News (2013), â€Å"The UK is ‘woefully underprepared’ for the social and economic challenges presented by an ageing society, a Lords committee has warned†. (BBC, 2013). An ageing population problem is when a country has a high percentage of old generation people. The problem may lead to a series of crises in public service provision.Drabble said: â€Å"From 2010 to 2030 there is expected to be a 50% increase in people aged 65 and over and the UK is by in no position to cope unless significant changes are made, according a special inquiry by the House of Lords†. (Drabble, 2013) The Royal Geographical Society (2013) summaries two megatrends causing these demographic changes, the first reason is low / declining fertility rate. Women have been having fewer children during the past 40years; though birth rates have grown in a bit in the past 20 years. In Britain, women are presently having 1.9 children,the highest figure since 1973,but far lower than 1964. The second reason is rising longevity. Individuals have longer lifetime benefits from improvements in diet, health and preventative health care. In the 20th century, the average life span added up by 30 years. With the elderly being the fastest growing age group in UK, it will create increasingly force in healthcare and social services. According to BBC (2013),†Peers said significant changes in pensions, health care and employment practices were needed to help people ‘sustain a good quality of life’ as they aged†.Thus, the state should assist people in later life was a priority. There are some suggestions has been raisen from Royal geographical society (2013), for example, raise the age of retirement, sustain or increase levels of migration-to help fill labor /skills gaps and improve financial planning for older age by increasing older people’s incomes and reducing costs for older people. Some people argue that spending money on the elderly is a waste of money, it is better to spend on the young who can still contribute to society.However, this is the fact that the elderly ever contributed the nation when they were young. Therefore, the problem of the elderly must not be neglected. In my opinion, these suggestions are effective to solve these social problems? Finally, we will discuss the monarchy in UK. â€Å"Calls for the U. K. to abolish the monarchy and become a republic are ever-present†(Khazan, 2013), this is because there are some problems produce from the monarchy. Firstly, the monarchy is a waste of taxpayers money. According to Buckingham Palace, Ithas been acknowledged that s ustaining the royal family costs Britons 53 pence, or about 81 cents, per person, per year. The total came to about 33. 3 million pounds (about $51. 1 million) for 2012-2013, according to the Palace, up from 32. 4 million pounds the previous year (Khazan, 2013). Therefore, the public are confused to this money is given to them instead of being given to support troop or fund hospitals. And it is enough to pay for thousands of teachers, nurses or polices officers at a time of sweeping public spending cuts.(Smith, 2012) However, it has been argued by Cole that â€Å"Britain’s royal family is an affordable indulgence†. (Cole, 2011) â€Å"Britain’s royal family is worth a staggering ?44 billion as a brand, according to a new study. †(Thornhill,2012) This is no doubt that the monarchy’s quality brings in heaps of tourism revenue, millions of tourists come to England to see the Monarchy per year, and many ships in London thrive on tourism. Although there are some benefits from the monarchy, there are still some suggestions on abolishment exist. Because in the past, the monarchy was the dominant power in UK.Nowadays, all affairs are solved by the British government, and the monarchy has no place in UK anymore. There are other methods have been suggested to solve, such as make a vote too decide whether to abolish the monarchy according to the opinion of the public. In my opinion, it may be not an effective method to solve by soliciting public opinion. In conclusion, it has been discussed which three key problems are influencing the British society. These problems are about immigrants, aging population and monarchy. For immigrants, the method of group of control by setting the level is used to solve the problem.For Aging population, it is inevitable cultural phenomenon with the development of economy and technology, it has been suggested to sustain the elderly quality of life as central concentration by improving financial planning. At last, whether to maintain the royal family has been suggested to decide by making a vote in the public. Among these methods, I think solutions on issues of immigrants and aging population are effective. But for the monarchy, I think the opinion of the public may be not decisive factor to abolish the royal family.

Dry Ice Science Fair Project Ideas

Dry Ice Science Fair Project Ideas There are a lot of interesting science fair projects you can do using dry ice. Here are some ideas that you can use as-is or can modify to make your own unique science fair project. Dry Ice Projects How can you store dry ice so that it lasts? Caution: Do not place dry ice in a sealed container, since the pressure build-up may cause it to burst.Does dry ice sublimate more quickly in air, water, oil, etc.? Can you explain why?If you put dry ice in water, how cold does the water need to be before the dry ice stops producing fog?Experiment with a dry ice sound lens. Sound travels more slowly in carbon dioxide than it does in air. If you fill a balloon or rubber glove with carbon dioxide by allowing dry ice to sublimate, you can hold the balloon about a foot away from your ear and listen for sounds that normally would appear very faint, such as the ticking of a clock or dropping of a pin. What is the best distance to hold the balloon from your ear? Do both of your ears hear equally well? Be safe! Do not use a balloon that still contains a piece of dry ice or one that is full where it is likely to burst. The popping of a balloon near your ear could cause injury. Just use a balloon or glove that contains a lot of carbon dioxide, but isnt in danger of popping. Can you find a way to harness the power of dry ice sublimation so that it can power a device? A Heros Engine can be made by puncturing opposite sides of a plastic film canister with a tack or pin held by pliers. Tie a loop in a piece of thread and catch the loop between the lid and the container so you can suspend the canister. When you put a piece of dry ice in the canister and close the lid, what happens? What happens if you change the pattern of the holes? What happens if you place the device in water? Not everyone has a film canister available, so you can substitute other containers, but you need to keep in mind your container can burst if too much pressure builds up. Look for containers that have plastic lids that can pop off under pressure.

Music

Music Film Showing in EnglishThe Book ThiefGifted HandsLike Stars On EarthSubmitted by: Siojo, Louisa Mae S.Section: NS1-o1Book ThiefSummaryThe Book Thief is narrated by Death, who tells a story of a ten years old girl named Liesel Meminger. It's January 1939, Liesel, her mother and his brother Werner are being taken to the small town of Molching, just outside of Munich, Germany, to live with foster parents Hans and Rosa Hubermann. Werner died in the train f mysterious causes having to do with poverty, hunger, cold, and lack of medical treatment. Her mother buries the boy in a cemetery by the tracks and Liesel picks up a book, "The Gravediggers Handbook", which was fell from a young grave diggers coat on the grave of her brother and brings it with her. When she arrived to her new home Liesel is reluctant to enter the Hubermann house on Himmel Street, but is coaxed by her foster father, Hans, to whom she takes an immediate liking.The Band ConcertWe meet five days a week, and play five days a week. Being a member of the Concert Band is not only a great opportunity to practice the wonderful collection of songs we play, but is always fun. Some of my best friends I know are people that I met through the band and they are ones I have been playing since elementary school. It feels nice to know that it is possible to be with your friends every day doing something you all share a passion for. I can come into the class confidently that I will always have a great time with exceptional instruction. Our band director, Mrs. Bollaro, is there every day to help us master our music. Not only does she provide great tips to all of us, we...