The document discusses different levers and classifies them as first, second, or third class levers based on the relative positions of the fulcrum, load, and effort. Examples given and their classifications are:
- Crowbar: first class lever with fulcrum between effort and load
- Nutcrackers: second class lever with load between fulcrum and effort
- Wheelbarrow: second class lever with load between fulcrum (wheel) and effort (hands)
- Broom: third class lever with fulcrum on one side, resistance on the other, and effort in the middle
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
TYPES OF LEVERS
1. Which class of levers are these objects? 2º ESO A BILINGUAL SECTION
2. The crowbar We use the crowbar to make force for up objects or things. We use it to help us with somethings that need an extra effort, too. E F L Enrique García Ortea. Second ESO A BILINGUAL SECTION. The crowbar is a FIRST CLASS LEVER because it has the fulcrum between the effort and the load. Crowbar means PALANCA
4. Women with a flag Is the therth lever The fulcrum is in the hand that is Below, the load is in beak of the flat and the effort is in the hand that is up. LUCÍA CANELLA
5. NUTCRACKERS LOAD FULCRUM EFFORT 2 nd class lever The nutcrackers are a 2nd class lever because the load is between the fulcrum and the effort we make. JAVIER
7. Is a second class lever because the load is between The fulcrum and the effort. The hands are the effort because it makes force, the fulcrum is the wheel because it support the wheel barrow and the load is in the middle. SAMUEL
8. The object is a broom. It is a third-class lever because the fulcrum is in a side, the resistance is in the other side, and the effort is in the middle. F E R CRISTIAN
9. This a first class, because the girl is the load .The fulcrum it`s in the middle of the see saw. And the effort it`s the boy . LOAD FULCRUM EFFORT Natalia Alonso Torre 2ºA nº1
10. FORK It is a first class lever. It has the load in the left, the fulcrum in the middle and the effort in the right It has the fulcrum in the middle. Andrea Díaz García
11. It is a second class lever. It has the fulcrum in the left, the load in the middle and the effort in the right. It has the fulcrum in the left. ANDREA
12. Unit 7: mechanisms THE PLIERS It is a first class lever because: The fulcrum is in the middle. We put the load on the left. And we apply the efforce on the right. IRENE COTO
13. The tweezers is the third class lever, because, the effort is in de tweezers, fulcrun is the hand and the load y the the object catch the tweezrs.
