Water
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This document provides instructions for a classroom activity where students will learn about water usage and conservation. Working individually or in groups, students will research water usage, complete online activities, and design an informational flyer. They will learn that water is a valuable resource, how it is used, and ways to reduce consumption. The activity aims to increase students' understanding of water sustainability issues.
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Classroom Recycling Group
Ward Edwards 3612
Warrensburg, MO 64093
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Ward Edwards 3612
Warrensburg, MO 64093
Dear Classmates,
We have all had that handout or piece of scratch paper that we just don’t want to take with us.
We crumple it up and then what do we do with it? Do we go looking for a recycling bin in the
hallway? Or do we just toss it in the trash on our way out the door? Most simply throw it away
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This document outlines a lesson plan for students to research whale migration. Students are divided into groups and each picks a whale to research. They use provided websites to learn about the whale's identifying characteristics, diet, and summer and winter locations. As a group, students create a word document on what they learned, a PowerPoint with whale pictures, and an Excel chart with whale information. They also map the whale's migration paths on a world map. The lesson incorporates science, geography, writing and technology standards.
Classroom Recycling Group Ward Edwards 3612 Warrensbur.docx
Classroom Recycling Group
Ward Edwards 3612
Warrensburg, MO 64093
September 10, 2017
Business Communications
Ward Edwards 3612
Warrensburg, MO 64093
Dear Classmates,
We have all had that handout or piece of scratch paper that we just don’t want to take with us.
We crumple it up and then what do we do with it? Do we go looking for a recycling bin in the
hallway? Or do we just toss it in the trash on our way out the door? Most simply throw it away
due to limited recycling options. We are focusing our project on looking into ways of expanding
these options in the university’s classrooms. We find ourselves qualified for this job because we
are:
● Time conscious
● Organized
● Enthusiastic about the problem
Background, Problem and Purpose
The University of Central Missouri has an existing problem of limited recycling options on
campus, and we all have an impact on this. The average American produces 900,000 pounds of
waste per year; and around half of this could be recycled (Recycling Coalition of Utah, n.d.). We
all see the need to recycle; no one will say they are against recycling. In fact, it is beneficial to
us all in various ways: economically, ecologically, and healthwise (Sawe, 2017). However, a
survey of college students finds that there is a lack of commitment from students which mirrors
a lack of commitment from universities (Emmanuel and Adams, 2011). Through research this
project hopes to discover better options for recycling within the classroom.
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We will collect information from several perspectives on campus. This project will be a
collaborative effort. To make sure new members of our team are included, we will work in pairs.
Then we will meet up as a whole group to compare each member’s progress. To collect the
information required for this project, we have developed the following plan:
Interview. We will be collecting data by interviewing various people around campus such as:
● Staff
● Administrators
● Students
● Faculty
Keira Solon
Keira Solon: most what? dangling modifier
Keira Solon
Keira Solon: spacing issue
Keira Solon
Keira Solon: How will this project be organized?
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Keira Solon: ,
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possible responses. The purpose of interviewing students at UCM is to see if they recycle and
have any issues with our accessibility to recycle. Janitorial staff will be interviewed to assess
how a change in recycling practices will affect their workload. Teaching faculty will also be
interviewed to see if they have any concerns about our limited access to recycling options in
classrooms or offices. Lastly we will conduct an interview with an administrator for ideas on how
much it would cost to have more recycling options.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Mule event processing models | MuleSoft Mysore Meetup #47
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Water
- 1. Introduction Task Process Resources Evaluation Conclusion
- 3. Introduction Task Process Resources Evaluation Conclusion Teacher's Page Working in pairs, students will complete a water calculator, visit and research various websites and discover how much water they use. What you learn from the research will help you interact and complete with a water wise game. Gather information and create a flyer that reflects your answers to the defined questions. The flyer will form part of your assessment. Look closely at the criteria sheet provided. Look closely at this so you fully understand what is expected of you. Home
- 5. Introduction Task Process Resources Evaluation Conclusion Teacher's Page Home Criteria A B C D Understanding of how water is used. Comprehensive and accurate details of how water is used. Clear details of how water is used are defined. Sufficient understanding of how water is used. Limited understandings are displayed. Thoughtful consideration of why water is valuable. Comprehensive understanding of water being valuable. Relevant understanding of water being valuable. Sufficient consideration of why water is valuable. Limited understandings are shown. Group participation. Considerate engaging participation in group work. Thoughtful and appropriate behaviour towards group work. Appropriate group work skills are utilised. Minimal participation in group work.
- 6. Introduction Task Process Resources Evaluation Conclusion Teacher's Page So now you have a better understanding of water, why we need it, how it is used, and what we can do to conserve it. So what do we do now with all this new information? We put it to use, we tell others and we try and do our best to conserve our precious and valuable resource – water. Congratulations go forth and be water wise. Home
- 7. Introduction Task Process Resources Evaluation Conclusion Teacher's Page http://www.citywestwater.com.au/residential/how_to_save_water.htm http://www.macgregoss.eq.edu.au/qldwebchall/Water/save.htm http://www.savewater.com.au/mission-h2o-game http://www.save-water-now.com/ http://www.greenplumbers.com.au/media/calculatorIndoor.htm http://www.actew.com.au/SaveWaterForLife/WaterRestrictions/current_restrictions.aspx http://www.up2meforkids.com.au/popup6.php?Do=ContentView&pageno=174 http://www.hunterwater.com.au/252.aspx http://www.abc.net.au/water/stories/s1864974.htm Here is a list of web pages for you to negotiate your way through in order to gather the information required when completing the set tasks. Press BACK to come back to this page. Home
- 9. Introduction Task Process Resources Evaluation Conclusion Teacher's Page Ways of working P lan investigations based on questions and inquiry models share opinions, identify possibilities and propose actions to respond to findings Place and space Sustainability of local natural, social and built environments can be influenced by positive and negative attitudes and behaviours e.g. positive responses to water management can influence the quality of river systems; negative responses to town planning principles can lead to traffic problems. Home