Mon build factory
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This document provides information and prompts for a lesson on the role of industry in communities during the Industrial Revolution. It includes: - Objectives and bellringer questions about how industry impacts communities and schools. - Demographic information about London. - Prompts for students to consider worries or concerns people in different roles (e.g. factory worker, doctor) may have had during the Industrial Revolution. - A scenario where students debate as representatives of different roles whether a school should sell land to build a 3D printer factory. - A closing question about how considering different roles shaped students' views on the factory proposal.
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You must send me your answers to all of the questions.
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you thoroughly understand the material. You cannot do that
with short, vague answers!
Suggestions:
• Use this document as your starting point.
• As you work your way through each topic, look for information that will help you
answer a question.
• When you complete each topic, start preparing answers.
• Include discussion of the related concepts, facts, issues, etc.
• In many cases some additional research will be necessary.
• Consult with other students to get feedback as you work to fine-tune your
answers.
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College unless otherwise noted.
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This document contains a series of questions about geography and maps. It asks the reader to identify locations of cities and countries, name continents and oceans, describe physical borders and features of various places, and identify capitals and populations. The purpose is to test the reader's knowledge and understanding of world geography, locations, political boundaries, and physical landscapes using an atlas.
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Questions for exam 1
You must send me your answers to all of the questions.
I will grade 6 of your answers.
Very Important info about exams! Please Read This!
In order for you to be successful in this class, you will have to do
significant research.
I am only interested in your work, not the work of others.
Do not copy the work of others and send it to me included in
your answers. I will certainly figure out that it is not your work
and I will give you a zero for the entire exam.
The best thing for you to do is Read, Think, Listen, Observe,
Discuss, and ask good questions of the material you are
studying. Paraphrase! Do not copy!
Please remember that your goal here is to demonstrate that
you thoroughly understand the material. You cannot do that
with short, vague answers!
Suggestions:
• Use this document as your starting point.
• As you work your way through each topic, look for information that will help you
answer a question.
• When you complete each topic, start preparing answers.
• Include discussion of the related concepts, facts, issues, etc.
• In many cases some additional research will be necessary.
• Consult with other students to get feedback as you work to fine-tune your
answers.
Creative Commons Attribution 4.0 License, CC BY Charles Hackner Houston Community
College unless otherwise noted.
• Make sure that you are using an open outline like format in the construction of
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The document describes an empirical study called Energy Biographies that examined everyday energy use over 4 years through longitudinal interviews. The study used a qualitative longitudinal approach with 3 interviews spaced 6 months apart in 4 study sites. The interviews explored topics like daily routines, life transitions, and visions of the future. Between interviews, participants took photographs in response to prompts to facilitate discussion. The goal was to generate insights into energy practices and how change in one element, like materials or meanings, could impact other elements and practices. The study brought together practice theory, psychosocial perspectives, and cross-disciplinary insights to enhance understanding of energy use behaviors.
1.5 can you_recognise_critical_thinking
This document discusses critical thinking skills and provides examples of responses to a question about encouraging domestic recycling in the UK that demonstrate different levels of critical thinking.
The first response shows some critical thinking by outlining barriers to recycling and proposing educating the public as a potential solution, but lacks evidence and scale.
The second response demonstrates a high level of critical thinking by looking beyond the UK situation to successful models in other countries, and proposing an innovative solution of shifting responsibility from consumers to producers.
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This document discusses the concept of price discrimination. It begins by defining price discrimination as selling the same good at different prices to different buyers based on their willingness to pay. It provides examples such as student/senior discounts and differences in airline ticket prices. The document explains that under perfect price discrimination, a monopolist can capture all consumer surplus as profit and eliminate deadweight loss. However, in reality firms can only imperfectly discriminate by dividing customers into groups based on observable traits related to willingness to pay. It concludes by asking questions about whether price discrimination should always be illegal and discussing the "Soup Nazi" character from Seinfeld.
Monopoly types
This document discusses monopolies and public policy related to monopolies. It begins by explaining the key characteristics of a monopoly market, including that a monopoly has total pricing power as the sole seller of a good or service. It then discusses the different types of monopolies such as geographic, government-granted, technological, and natural monopolies. The document goes on to explain how a profit-maximizing monopoly determines its optimal quantity and price using demand and marginal cost curves. It notes that a monopoly produces a lower quantity and charges a higher price than would be produced under perfect competition, resulting in deadweight loss. Finally, it discusses various public policy options for dealing with monopolies, such as antitrust laws to increase competition, regulation
Thurs banking
This document contains instructions for a homework assignment about the Medici family during the Renaissance. Students are asked to answer 7 questions: 1) identifying if a source is primary or secondary, 2) discussing how the Medici family business helped Europeans, 3) considering why the Medici patronized artists, 4) listing 3 Medici contributions people enjoy today, 5) analyzing the Medici view on education, 6) evaluating the impact of powerful families, and 7) creating a timeline of 5 Medici family events. The document repeats the assignment questions multiple times.
Block renaissanceart
This document provides an overview of Renaissance art and key concepts about the Renaissance period from the 1300s to 1550. It discusses causes of the Renaissance like the rediscovery of Greek/Roman ideas and art. Renaissance art is characterized by elements like perspective, realism, contrast between light and dark, and depicting humanism in Greek/Roman styles. The document lists and shows images of famous Renaissance artists like Michelangelo, Donatello, Da Vinci, and Raphael and some of their iconic works. Students are assigned a task analyzing Renaissance paintings or creating original art in the Renaissance style.
Mon printing press
The document discusses the impact of the printing press invention by Johannes Gutenberg in the 1400s-1600s. It notes that before the printing press, all books were handwritten which was a long and difficult process. The printing press allowed books and new ideas to spread widely across Europe, helping to end ignorance. This was a factor in the Renaissance period, a time of "rebirth" in European culture and society. The document suggests Gutenberg is one of the most important people to ever live due to his role in popularizing printing.
Shut down point and profit
The document contains examples and explanations of microeconomic concepts related to firm behavior including:
1. How a competitive firm determines its profit-maximizing quantity where marginal revenue equals marginal cost.
2. How the marginal cost curve determines the firm's supply decision - if price is above marginal cost, the firm will increase output.
3. The difference between a firm's short-run decision to shutdown if price is below average variable cost, versus its long-run decision to exit the market if price is below average total cost.
Black plague wed thur
The document discusses the deadliness of diseases over time. It mentions that the Black Plague killed 30-50% of Europe's population in the 1300s. Students are asked to compare graphs showing which diseases are not as deadly today and which two diseases remain deadly. The document also discusses a modern plague outbreak in Madagascar in 2013 and brainstorms ways the US and Madagascar governments could help prevent future outbreaks. Students are assigned to create a 4-page health pamphlet for people in the 1300s about the symptoms, prevention, and societal impacts of the Bubonic Plague.
04 black plague wed thur
The document discusses several deadly pandemics throughout history, including the Black Death plague which originated in China and spread along the Silk Road to Europe in the 14th century, killing an estimated 30-50% of the European population. Students are assigned to write a letter from a Silk Road trader during this time period describing how life has changed in Rome due to the plague, symptoms of the disease, and how to prevent its spread. Other assignments involve analyzing the impact of a modern disease outbreak and creating an educational pamphlet about the bubonic plague.
03 intolerance today
The document provides instructions for students to complete assignments on discrimination and religious intolerance. Students are asked to describe a time they witnessed discrimination and how they responded, and how they will respond in the future. They are also assigned a group poster project analyzing cases of extreme religious intolerance by indicating the location, groups involved, and events, and conveying a message about the effects of such behavior.
02 intolerance inquisition
The document discusses the religious protections guaranteed by the First Amendment and how countries may change if they adopted different state religions. It provides background on countries with official state religions, the concept of a theocracy where government is run by religious rules, and details about the Spanish Inquisition where the Catholic church ruled Spain and persecuted those who did not conform to Catholic doctrine.
01 end of crusades
Constantinople was important during the Crusades as it was the capital of the Byzantine Empire and controlled the trade routes between Europe and Asia. Spain was under Muslim control during the Crusades. The document provides notes about Crusades events like the Siege of Jerusalem in 1099 and Battle of Nicopolis in 1396, and asks questions about Crusader advantages and Ibn Fadlan's travels.
Perfect comp m t
This document discusses competition in markets through a series of examples and questions. It begins with an experiment involving different levels of competition and asks students to consider how it affects pricing power. It then discusses the benefits and drawbacks of competition for consumers and producers. Various market structures are introduced, including perfect competition as exemplified by markets like gasoline, salt, and paper clips. Firms in perfect competition are price takers, and the document explores how they can increase revenue and profit given these constraints.
Sports assignment
The Tohono O'odham tribe wants to build a soccer stadium next to their casino. This would create both positive and negative externalities for the local community and governments. Negative externalities could include increased traffic and noise, while positive externalities could include more jobs and tax revenue. Finding ways to minimize the harm to neighbors, such as addressing traffic issues, would help gain city support for financing the stadium project. Understanding the elasticity of demand for tickets, concessions, and merchandise through price changes would help the tribe maximize revenue.
Cost curves computer lab
This document provides instructions for creating graphs using an online graphing tool to illustrate various microeconomics concepts related to supply and demand, costs of production, and market equilibrium. Students are asked to create graphs showing: a unit elastic supply/demand curve with price controls; a market with negative externalities; the effect of a per unit tax; short-run cost curves and break-even analysis; and supply/demand shifts in response to current events. The final questions provide an additional economics game and a request for new classroom tools.
More from Travis Klein (20)
Mon build factory
- 1. Objective • Students will evaluate the role of industry in communities
- 2. Bellringer 1. How has your school life changed without the bells? 2. How would your life change without the school buses? 3. Do you think Flowing Wells should allow advertisements in the halls or on buses to pay for the new bell system or other expenses?
- 4. #3 on BR OPTIC What problems does London have that rural communities do not? Resident population Source: UK government
- 5. Notes for this week: Title: Industrial Revolution problems
- 6. Role in society • Think about your parents What worries, questions or concerns do they have about the future? Environmentalist Factory owner Factory Worker Doctor Restaurant Owner Unemployed
- 7. Role in society• Think about your assigned role 3 worries, questions or concerns do they have about the future? Environmentalist Factory owner Factory Worker Doctor Restaurant Owner Unemployed
- 8. 1870 • 5 ways life was changing during Industrial Revolution
- 9. Your role in society • Think about your assigned role 3 worries, questions or concerns you would have in 1870? Environmentalist Factory owner Factory Worker Doctor Restaurant Owner Unemployed
- 10. 3D printer factory, groups by role Flowing Wells high school needs to raise money to for the new bell system. Imagine Mr. Brunenkant is considering selling the area in the yellow boxes to a 3D printer factory. 1. What would FWHS lose? 2. At least 3 benefits to FW area 3. At least 3 costs to FW area 4. Short speech to class sell or don’t sell
- 11. Consider your role • Should FWHS sell the area? • Support your vote with a reason from your role Flowing Wells
- 12. Closure • In your “IR Problems” notes • How did your role change how you thought about building the 3rd printer factory?