Civics and Government

Standard 1: Students will understand and be able to explain the purposes and structure of governments with an emphasis on constitutional governments. To achieve this standard, the learner will:

• Be aware the laws and rules we follow are decided by the people (school, community, country).
• Recognize the need for rules for daily living and fair treatment of others.
• Understand why families need rules.
• Be aware that every community has some form of government.

Standard 2: Students will be able to analyze, interpret, and evaluate the rights, responsibilities, and privileges of citizens living in a democratic society. To achieve this standard, the learner will:

• Recognize that a person born into a country is a citizen of that country.
• Develop an understanding of citizenship responsibilities.
• Explain how community laws determine individuals’ rights and responsibilities.

Standard 3: Students will analyze the United States Constitution in principle and practice, describing the republican form of government it creates. To achieve this standard, the learner will:

• Describe what the United States Constitution is and why it is important.
• Understand the difference between enforcing the laws and making them.

Standard 4: Students will be able to explain the extent to which Americans have incorporated the principles of the Constitution into their daily lives. To achieve this standard, the learner will:

• Explain that people in neighborhoods are interdependent and respect others’ rights and property.
• Develop a respect for rules and authority and accept individual responsibility.

Standard 5: Students will gain knowledge, skills, and attitudes necessary to become contributing citizens in our participatory democracy. To achieve this standard, the learner will:

• Understand cooperation is necessary when working within large and small groups to complete tasks.
• Demonstrate the ability to share and give opinions in a group.
• Discuss rules of safety including signs and signals.
• Recognize important sites and symbols of our state and country.

History

Standard 1: Students will exhibit a knowledge of history identifying and describing major events, people, and trends. To achieve this standard, the learner will:

• Know individuals have a personal history.
• Recognize each family has a heritage.
• Compare how our country has changed from the first settlements to the present.

Standard 2: Students will analyze a variety of primary source materials. To achieve this standard, the learner will:

• Develop a sense of personal history through the collection and interpretation of family photos
• and stories.

Standard 3: Students will address historical events and trends in order to interpret historical information and put it in the context of past, present, and future. To achieve this standard, the learner will:

• Recognize that things change over time.
• Describe personal changes over time, such as those related to physical development,
• personal interests, and family structures.
• Be aware schools have changed through the years.
• Review how laws have changed as communities have changed.
• Explore the roles of the first groups of settlers in this country.

Standard 4: Students will exhibit an understanding of the dynamic interaction between human events and the state, region, or country in which they occur. To achieve this standard, the learner will:

• Recognize neighborhoods began at a certain point in time and change in composition over time.
• Explain the impact other cultures have had upon the history of the United States.

Geography

Standard 1: Students will be able to use maps, globes, and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. To achieve this standard, the learner will:

• Know individuals have a space.
• Develop a spatial relationship of home to school.
• Describe personal connections to place, especially as associated with immediate surroundings.
• Understand what a globe and map represent.
• Interpret the use of symbols to represent places on graphs and maps.
• Locate directions on a globe or map.

Standard 2: Students will demonstrate a basic geographic knowledge through identifying and locating major physical and political features on globes and maps. To achieve this standard, the learner will:

• Identify how land masses and bodies of water are represented on globes and maps.
• Locate the United States and Tennessee on a map and globe.
• Locate the continents and oceans on a map and globe.

Standard 3: Students will identify and show an understanding of the major physical characteristics of places and regions of the world. To achieve this standard, the learner will:

• Know different aspects of the environment-land forms, water, natural and man-made features.

Standard 4: Students will identify and demonstrate an understanding of the cultures and human patterns of places and regions of the world. To achieve this standard, the learner will:

• Describe how geography affected early settlements.
• Be aware that the ways people use environmental resources are determined by their culture.

Standard 5: Students will exhibit an understanding of the dynamic interaction between human and physical systems around the world. To achieve this standard, the learner will:

• Know land and water forms affect types of transportation.
• Know individuals live in an environment and environments differ.
• Understand people need shelter and shelters differ according to culture and environment.
• Be aware of jobs related to working with and protecting the environment.

Economics

Standard 1: Students will gain an understanding of fundamental economic concepts and their application to a variety of economic systems. To achieve this standard, the learner will:

• Recognize that people work to satisfy needs and wants by doing different jobs.
• Define the terms “goods” and “services” and understand how they are produced and provided.
• Compare and contrast various cultures with regard to food, clothing, homes, families and
• modes of transportation.

Standard 2: Students will gain the knowledge, skills, and attitudes necessary to function effectively in a technologically expanding global economy. To achieve this standard, the learner will:

• Compare and contrast jobs in different communities.
• Explore the worldwide exchange of goods and services through imports and exports.
• Explain the necessity of importing resources needed for industry.
• Discuss how communities around the world are interdependent.

Standard 3: Students will gain an understanding of the potential costs and benefits of individual economic choices in a market economy (Microeconomics). To achieve this standard, the learner will:

• Recognize the importance of all jobs and the interdependence of many jobs.
• Explain how taxes are collected within communities to provide services for citizens.
• Identify the roles of service workers in neighborhoods.

Standard 4: Students will gain an understanding of the roles and interaction of individuals, businesses, and the government in a market economy (Macroeconomics). To achieve this standard, the learner will:

• Explain how the type of work needed is often dependent upon the environment.
• Explain how taxes are collected and utilized at the national level.

To give an idea of how well it works this mechanism, researchers have conducted a series of scenarios that calculate the probability of occurrence of a war. “Without transfer – details – is 38.6 percent, whereas transfers decreases to 4.6 percent, as can be deduced that eliminates transfers 88 per cent of disputes,” they conclude. In other types of war, however, this mechanism is not as useful. For example, when the probability of winning the war does not depend almost no resources, poor incentives to attack the country are so great that there is no way to make it peaceful, they say. Or, conversely, when the odds of winning the war are heavily dependent on resources, there is no way to stop the attack the most powerful country. “In short – resume Corchón Professor – our work sets limits on the policies of appeasement and illustrates that in many cases it is necessary to have a third power to impose peace, because the negotiations between the countries in the field of cross can stop the aggression “.

Types of war
The study authors studied the war from the point of view of rational decision, regardless of outside elements into economic theory and that may be important in understanding its origin, such as religion, ethnic conflicts or emotional or historical reasons. In this context, they found that there are three fundamental causes of armed conflict: resource inequality, that the outcome of war is not very dependent on the material and military superiority of the economically most powerful country. In the first two cases its usually gives the paradox that the poorest countries are those that start the war, despite the probability that the gain is relatively small. This trend of relatively weak countries to start wars and lose them as was noted by Adam Smith and Carl von Clausewitz and is known as the paradox of the contests between unequal countries ( “uneven contenders paradox”), the researchers note.

This study is part of a research program on the impact and origins of conflict over resource allocation. The authors analyze the economic causes of conflict and suggest ways to avoid them. “If you do not take into account emotional factors, ethnic or religious strife are many that can be explained simply as movements of rational actors pursuing their own interests, essentially material, as resources, mines, people, fertile land … – Notes Luis Corchón -. The greatest achievement of this theory of the contests – ongoing – is to make us understand that a society in which all actors are rational can be self-defeating. “

In other words, these people found themselves greatly reduced for at least a generation. The low number of spawners remaining was therefore sent a fraction of the initial genetic diversity in subsequent generations. This resulted in the loss of genetic populations outside Africa. Despite the new genetic resources from diverse populations in the world who can trace the history of human migration, no consensus was reached on the explanation of this genetic poverty. Two proposals emerged models.
One suggested that humanity had faced two separate bottlenecks while migration of hundreds of thousands of people were quickly decimated by famine, epidemics or fighting.
The other was based on the founder effect: a small initial population of a hundred thousand people have left Africa and founded, gradually, new non-African populations.Vacationing in the Middle East and Yakutia …

With new data from the Human Genome Diversity Project, specialists in evolutionary genetics William Amos and Joe Hoffman of the University of Cambridge (United Kingdom) were able to test these two models. Two populations, one in the Middle East, one in Yakutia, near the Barents Sea show a high genetic variation, revealing symptoms of strangulation.

Indeed, analysis of 763 markers, microsatellites (short fragments AND repeated in the genome) from 53 different populations with the software Bottleneck (neck) can distinguish whether the loss of diversity are progressive (founder effect) or sudden ( bottleneck). The principle is to identify imbalances in the heterozygosity of alleles rare compared to the expected heterozygosity and standard error simulated.

Result: mankind has suffered two bottlenecks, one between 50 and 60,000 years from Africa to the Middle East, the other across the Bering Strait to colonize America. What were the reasons for these bottlenecks? Amos believes that the natural barriers (mountains, seas) have stopped migrants, only a handful having crossed. Climate change may also have played in opening and closing passages. “This study is a treat for the nerds [lonely people passionate for science and technology], its technology statistical genius,” said, convinced, anthropologist Henry Harpending of the University of Utah (Salt Lake City)

Corals depend on 99% of the nutritional intake of their symbionts, micro-algae called zooxanthellae. Without them, it is certain death. Anything that affects these micro-algae and photosynthetic corals will most vulnerable to money, to diseases and other threats.The team of doctors Alicia Crawley and Sophie Dove, Center for Marine Studies, University of Queensland, has discovered that by exposing the zooxanthellae rates provided if emissions of carbon are not contained, producing a certain enzyme is reduced by 50%. This enzyme is a key role in the protection of symbionts (algae) response to radiation and solar, without it, the oxidative stress caused hampers photosynthesis and thus their ability to feed their host coral. When it persists, the coral expels its zooxanthellae, the phenomenon of money laundering. If he does not recover quickly functional zooxanthellae, the coral starves.

CO 2: the dual effect kisscool
Although the photosynthetic micro-algae can take advantage of CO 2 levels a little higher, this is not the case at the present rate of emissions of carbon dioxide. Researchers say that this new effect is independent of climate (heat, rising sea level) and is caused only by the rate of CO 2 and water acidification. Recall that acidification has two origins, the rain acidic due to industrial emissions and the dissolution of CO 2 in water with the formation of ions HCO 3 – and CO 3 2 – but mainly H +, responsible for the acidity. It seems that these two phenomena are linked, the former favoring the latter.

This combination of negative risk exacerbate other effects of climate change, exacerbating the risks of money and affect approximately five hundred million people who depend on coral (fishing, tourism, protection against the waves). “This is another good reason to reduce our emissions,” Assen A. Crawley. This enzyme is only part affected by the rate of CO 2, others will surely, must “Australian leaders act now to tackle climate change. The future of our coral reefs depends on it.

THE recognizable women scientists
A group of female scientists has been awarded the first ever African Union Regional Women Scientists Awards, a new initiative Recognizing the best women scientists in the five regions of Africa. The U.S. $ 20,000 prizes given this month (September 9) went to researchers working in various scientific fields with an aim of integrating local knowledge with modern scientific advancementSouth Africa agrees to U.S. nuclear research deal
South Africa and the United States have signed a cooperation agreement for joint nuclear research. The two countries will collaborate on advanced energy systems and nuclear reactor technology as well as efforts to expand and Maintain Their nuclear science and engineering infrastructure.

Rwandan research fails to connect parasitic worms and anemia
A Study to Determine the burden of parasitic infections on Rwandese population has shown that people infected with more than one species of parasitic worm Are More Likely Than Those with one or no infection to be underweight. But the researchers, from the Rwanda Access Project, Imperial College London, and US-based Columbia University, found no link between infection and anemia or stunting, unlike past research.
Experts review models of circumcision impact on HIV / AIDS
Experts drawn from private research institutes and UN agencies have reviewed the accuracy of different mathematical models of the relationship between HIV / AIDS and male circumcision at the population level in Africa. Although they say that the models can lead to conflicting results, does Circumcision Reduce HIV in men in areas where circumcision would not generally be performed. They conclude the models can be useful decision-making tools.

Grant to tackle malnutrition in Malawi and Tanzania
A four-year, U.S. $ 673,000 research grant has been awarded to help scientists and plant breeders Develop crops that address malnutrition in Malawi and Tanzania. The grant from the McKnight Foundation has been awarded to Compatible Technology International (CTI), the Sokoine University of Agriculture (SUA) and the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT).

UK and Nigeria agree on bednets program
A new UK-backed campaign, managed by Malaria Consortium, to rid Nigeria of malaria and distribute over 63 million lifesaving bednets has launched its second phase. A £ 50 million (around U.S. $ 82 million) grant aid UK Will Provide two insecticide-treated bed net to every Nigerian household by December 2010, reaching more than 30 million homes.
Kenyan nurses to get e-learning
The African Medical Research Foundation (AMREF) is retraining nurses in Kenya through its Virtual Nursing School (AVNS). Kenya is served by just 1.500 doctors, assisted by 16.000 nurses and 700 public health officers. Nguku Angela, AVNS coordinator, says that the initiative will equip nurses with skills to deal with emerging health challenges. The Foundation will use 105 centers equipped with computers across the country.

Zambia to invest on an online library
Zambia has announced a plan to invest five one billion Zambian kwacha (around U.S. $ 1.1 million) in the development of an online science and technology library. The library will focus on the collection and housing of rare and important scientific works in various subject areas

What makes the earth shake?
Olivier Bellier, geologist, wipe only the fire of your questions. He has devoted to this theme a rich record (16 chapters!), In which he recounts the earthquakes, their origins and their terrible effects, but also the way geologists study. What happened in Sumatra in 2004? The France she is prone to seismic risk? How far does is the movement of tectonic plates? For further information:Biodiversity in the Mediterranean

The biodiversity is fashionable. But for scientists, it is a measurable reality. What in the Mediterranean, especially after the invasion of Caulerpa, and even caulerpa since they are both? In front of you on our forum, Futura-Sciences has lined up no less than seven scientists, which, incidentally, demonstrates the motivation of researchers to come to meet the public … To inspire and clarify your questions, consult the files on these themes: the fascinating carnivorous sponges, big surprise to zoologists, told by Jean Vacelet, their discoverer, how artificial reefs act to maintain biodiversity by Eric Charbonnel; the amazing history of red coral, which we detail John Georges Harmelin. For further information:

We can, of course – what kind of collection is suitable – read only certain contributions, according to the interest or curiosity. Note for example the analysis offered by Christian Le Bart of “political blunder” as a violation of laws such as “political speech”. It says the author, based on two founding beliefs: the affirmation of the legitimacy of elected by universal suffrage, and faith in their ability to influence the social world. Hence the “gaffe” by Lionel Jospin when he says, then Prime Minister, the government can not deal with dismissal by Michelin … We should also mention, by way of illustration, an analysis of speeches made by Cicero on his return from exile (57 BC). To restore its position (the words are marked by pathos, alternating compassion for oneself and hatred for opponents), or a study of the staging of political authority in local assemblies (councils, for example).

However, as will fans of argument and political discourse, we will derive even more benefit from this book by reading it from beginning to end. For it is through playing this type of reflection that feeds on fundamental issues, most of whose authors of this book is never far away: what links can be established between the speeches of politicians and what we call their “image”? What differences arise between the argument and manipulation? The categories established by Plato and Aristotle in Greece of the fifth and fourth centuries BC, can they help us understand the contemporary political discourse? What is the historical political speeches, and how far is he, the ancient world to our post-industrial societies, a continuity of such discourses and their forms