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This teacher's curriculum guide is designed to introduce secondary students to the ideas behind the Bill of Rights to the U.S. Constitution and the experiences of the Founders that led to the creation of this document. The curriculum's intent is to provide young people with a knowledge of how the Bill of Rights came into existence, why it took the form it did, and how it has been interpreted and applied over the past 200 years. By gaining a better understanding of their rights, it is hoped that students will become better prepared for their responsibilities as citizens. The curriculum helps students learn to apply their knowledge to contemporary issues as well as to a variety of political questions. In so doing, it is hoped that students will develop many useful skills of citizenship such as researching an issue, thinking critically about a problem, concisely summarizing their thinking, and expressing and justifying their reasoned opinions in both written and spoken forms. The curriculum contains 31 lessons that are organized into six units. The six units are entitled: (1) What did the Founders learn about rights from history and their own experience? (2) How was the Bill of Rights created? (3) How were the protections of the Bill of Rights expanded? (4) What rights are protected by the First Amendment? (5) What rights are protected by procedural due process of law? and (6) Who should be responsible for preserving and extending our heritage of individual rights? In the teacher's guide each lesson contains a lesson overview, lesson objectives, teaching procedures, and optional reinforcement and enrichment activities. A number of activities to be undertaken upon the culmination of the curriculum are suggested. A 44-item selected annotated bibliography also is included. (DB)

This curriculum is designed to introduce secondary students to the ideas behind the Bill of Rights to the U.S. Constitution and the experiences of the Founders that led to the creation of this document. Its intent is to provide young people with a knowledge of how the Bill of Rights came into existence, why it took the form it did, and how it has been interpreted and applied over the past 200 years. By gaining a better understanding of their rights, it is hoped that students will become better prepared for their responsibilities as citizens. The curriculum helps students learn to apply their knowledge to contemporary issues as well as to a variety of political questions. In so doing, it is hoped that students will develop many useful skills of citizenship such as researching an issue, thinking critically about a problem, concisely summarizing their thinking, and expressing and justifying their reasoned opinions in both written and spoken forms. The curriculum contains 31 lessons that are organized into six units. The six units are entitled: (1) What did the Founders learn about rights from history and their own experience? (2) How was the Bill of Rights created? (3) How were the protections of the Bill of Rights expanded? (4) What rights are protected by the First Amendment? (5) What rights are protected by procedural due process of law? and (6) Who should be responsible for preserving and extending our heritage of individual rights? Each of the lessons contains the purpose of the lesson and how to use the lesson statements, as well as critical thinking exercises. An appendix features the texts of the Virginia Declaration of Rights, the Declaration of Independence, the U.S. Constitution, and the Universal Declaration of Human Rights. A glossary of major terms and concepts also is included. (DB)

CIVITAS is a curriculum framework that sets forth a set of national goals to be achieved in a civic education curriculum, primarily for K-12 public and private schools. It is a framework that proposes to specify the knowledge and skills needed by citizens to perform their roles in U.S. democracy. There are two major sections in the framework. It begins with a rationale that explains the basic philosophy, purpose and nature of the framework. The other major section is a statement of goals and objectives that civic education should foster. This section is divided into three parts--(1) Civic Virtue, (2) Civic Participation, and (3) Civic Knowledge and Intellectual Skills. Parts 2 and 3 contain model scope and sequence statements that suggest what aspects of the subjects in the framework can be taught at varying school grades and how they may be taught. The part on Civic Knowledge and Intellectual Skills comprises by far the largest portion of the framework. It organizes summaries of numerous topics into three main groupings: the nature of politics and government; public government in the United States; and the role of the citizen. The intended audience for the curriculum is educators at state and local levels concerned with the development of civic education curricula in the schools. Classroom teachers also may find the framework a useful resource and reference book. A six-page executive summary is appended. (DB)

Background/Question/Methods     A single species geographically separated into island and mainland populations often exhibits differences in phenotype between those populations. Size differences, such as dwarfism and gigantism, are well-studied particularly in mammals, but island-mainland population phenotype differences are not well-studied in insects.Bees (Hymenoptera: Anthophila) have unique wing venation and imaged bee wings can be used to accurately identify bees to species. Wing venation patterns alone may be sufficient to classify variation between populations of the same species using geometric morphometrics. In this study, we applied these methods to determine if populations of island and mainland bees are significantly different. Populations are from Santa Cruz Island and Santa Barbara, California, a coastal mainland town. Santa Cruz Island is a 35-kilometer long island about 32 kilometers off the coast of Santa Barbara in the Pacific Ocean. Thus, there is a physical barrier between mainland and island populations. One species of sweat bee, Halictus tripartitus (Hymenoptera: Halictidae), was chosen. This species is commonly collected on both the island and the mainland, and specimens were obtained from both natural history collections and new collections.  To analyze wing venation patterns, both forewing and hindwing were removed, slide mounted, imaged, and annotated with digital landmarks using TPS morphometric software for approximately 500 specimens and 9 landmarks. In R, landmark coordinates were aligned with a generalized procrustes analysis (GPA) and simplified with a principal component analysis (PCA). The output of the PCA was plotted on biplots, and the output of the GPA was used in an analysis of similarities (ANOSIM) test. Results/Conclusions     Current ANOSIM results show that there is a statistically significant difference between island and mainland Halictus tripartitus populations (p-value < 0.05).

Bees (Hymenoptera: Anthophila) have unique wing venation, which can be used to classify variation between populations of the same species using geometric morphometrics. Here, an application of this method is presented, showing successful distinction between populations of the sweat bee Halictus tripartitus (Hymenoptera: Halictidae) from either island or mainland collections. These two locations are Santa Cruz Island, a 35-kilometer long island about 32 kilometers off the coast of Santa Barbara in the Pacific Ocean, and Santa Barbara, California, a coastal mainland town. To analyze wing patterns, forewings were removed, imaged, and annotated with digital landmarks using TPS morphometric software for 9 landmarks. Significant difference between populations is shown with an ANOSIM test (p<0.05), and principal component analysis results are visualized on a biplot. Ongoing work includes adding additional specimens and running new tests, including non-metric multidimensional scaling (NMDS), and “envfit” regression (in R library vegan) to identify the strength and direction each of the 9 landmarks has on the group.

Wing venation can be used to accurately identify bees (Hymenoptera: Anthophila) to species. Wing venation patterns alone, captured by geometric morphometrics, may also be sufficient to classify variation between populations of the same species. An application of this method is presented here with bees in the genus Halictus (Hymenoptera: Halictidae). Specimens were collected from Santa Cruz Island and Santa Barbara, California. The Pacific Ocean provides a physical barrier between mainland and island populations. To analyze wing venation patterns, forewings were removed, slide mounted, imaged, and annotated with digital landmarks using TPS morphometric software for approximately 360 specimens and 9 landmarks. Data collection for this project was conducted remotely during the COVID-19 pandemic with inexpensive equipment. Results show 100% accurate discrimination of three Halictus species and less accurate discrimination of two populations of one species, H. tripartitus, collected either from mainland or island locations.

Bees (Hymenoptera: Anthophila) have unique wing venation and imaged bee wings can be used to accurately identify bees to species. Wing venation patterns alone may be sufficient to classify variation between populations of the same species using geometric morphometrics. An application of this method is presented to discriminate specimens from four species of Halictus (Hymenoptera: Halictidae). This genus of sweat bee was chosen for its abundance in local existing monitoring projects and relatively low number of possible species when compared to other Halictidae genera. Specimens were collected from Santa Cruz Island Reserve and Santa Barbara, California, a coastal mainland town. Santa Cruz Island is a 35-kilometer long island about 32 kilometers off the coast of Santa Barbara in the Pacific Ocean, which creates a physical barrier between mainland and island populations. To analyze wing venation patterns, both forewing and hindwing were removed, slide mounted, imaged, and annotated with digital landmarks using TPS morphometric software for approximately 300 specimens and 9 landmarks. Results from the principal component analysis to discriminate between Halictus species, and quantify the variation between mainland and island populations, are reported in this poster. Further investment in automated bee identification processes will aid future monitoring projects, which are often hindered by the taxonomic impediment.

We propose the combination of k-means clustering with Gaussian Process (GP) regression in the analysis and exploration of 4D angle-resolved photoemission spectroscopy (ARPES) data. Using cluster labels as the driving metric on which the GP is trained, this method allows us to reconstruct the experimental phase diagram from as low as 12% of the original dataset size. In addition to the phase diagram, the GP is able to reconstruct spectra in energy-momentum space from this minimal set of data points. These findings suggest that this methodology can be used to improve the efficiency of ARPES data collection strategies for unknown samples. The practical feasibility of implementing this technology at a synchrotron beamline and the overall efficiency implications of this method are discussed with a view on enabling the collection of more samples or rapid identification of regions of interest.

When nanoparticle self-assembly takes place in an anisotropic liquid crystal environment, fascinating new effects can arise. The presence of elastic anisotropy and topological defects can direct spatial organization. An important goal in nanoscience is to direct the assembly of nanoparticles over large length scales to produce macroscopic composite materials; however, limitations on spatial ordering exist due to the inherent disorder of fluid-based methods. In this paper we demonstrate the formation of quantum dot clusters and spherical capsules suspended within spherical liquid crystal droplets as a method to position nanoparticle clusters at defined locations. Our experiments demonstrate that particle sorting at the isotropic-nematic phase front can dominate over topological defect-based assembly. Notably, we find that assembly at the nematic phase front can force nanoparticle clustering at energetically unfavorable locations in the droplets to form stable hollow capsules and fractal clusters at the droplet centers.

The role of support services in providing respite care for families of handicapped children is discussed. Areas in which families need assistance are explained to include basic tasks of family living and crisis management, while sources of support are seen to include role models, close friends and information agents. Exercises are described to assess personal support systems. (CL)

Equipping students intellectually to become active participants in society through an understanding of the past is this text's goal. Based on expository and inquiry methods that encourage active participation by students, the document stresses the development of analytic and evaluative skills. The activities built into the lesson plans include directed discussions, debate, and simulations. The text is organized into six units. Unit 1 introduces the students to the political philosophies which provided the basic principles and ideas underlying the U.S. Constitution. Unit 2 emphasizes the influence of the Magna Carta and the British Parliamentary system upon the framers of the U.S. Constitution. Unit 3 gives an account of the Philadelphia Convention and the conflicting points of view represented by the Virginia and New Jersey Plans. The powers of Congress and the organization of the executive and judicial branches are also presented in this unit. In addition to learning about the organization of the executive and judicial branches in unit 4, students study the manner in which the Bill of Rights was added to the U.S. Constitution. Unit 5 focuses on fundamental rights provided by the U.S. Constitution. Unit 6 explores the responsibilities of citizens. A reference section is included containing copies of the Declaration of Independence, the Constitution, and the Bill of Rights; a bibliography; and materials for a debate. (SM)

The World Bank will publish the nine volumes of Disease Control Priorities, 3rd edition, in 2015-16. Volume 1--Essential Surgery--identifies 44 surgical procedures as essential on the basis that they address substantial needs, are cost effective, and are feasible to implement. This report summarises and critically assesses the volume's five key findings. First, provision of essential surgical procedures would avert about 1·5 million deaths a year, or 6-7% of all avertable deaths in low-income and middle-income countries. Second, essential surgical procedures rank among the most cost effective of all health interventions. The surgical platform of the first-level hospital delivers 28 of the 44 essential procedures, making investment in this platform also highly cost effective. Third, measures to expand access to surgery, such as task sharing, have been shown to be safe and effective while countries make long-term investments in building surgical and anaesthesia workforces. Because emergency procedures constitute 23 of the 28 procedures provided at first-level hospitals, expansion of access requires that such facilities be widely geographically diffused. Fourth, substantial disparities remain in the safety of surgical care, driven by high perioperative mortality rates including anaesthesia-related deaths in low-income and middle-income countries. Feasible measures, such as WHO's Surgical Safety Checklist, have led to improvements in safety and quality. Fifth, the large burden of surgical disorders, cost-effectiveness of essential surgery, and strong public demand for surgical services suggest that universal coverage of essential surgery should be financed early on the path to universal health coverage. We point to estimates that full coverage of the component of universal coverage of essential surgery applicable to first-level hospitals would require just over US$3 billion annually of additional spending and yield a benefit-cost ratio of more than 10:1. It would effici

Comprised of 10 surveys by leading scholars, this collection showcases the largest and fastest growing strands of research on market behaviour in experimental economics. Covers topics such as asset markets, contests, environmental policy, frictions, general equilibrium, labour markets, multi-unit auctions, oligopoly markets, and prediction markets Focuses on the literature that has helped economists best understand how markets operate Assesses the impact of developments in theory, policy, and research methods

Transparency is crucial in a democracy – and in a 21st century democracy, transparency means public access to information online. This report considers four key areas of transparency in the U.S. state and federal governments: campaign finance, lobbying, procurement, and public officials' assets. The report describes the key features needed for effective online disclosure in these areas and highlights leading practices in the states.Some information about each of the four topic areas is currently disclosed online by many states, as well as the federal government, illustrating progress on making public official integrity information readily available to the American people. However, there is wide variation within each area in the method and manner of online disclosure.The report explains that thoughtful, citizen-centric disclosure websites share five common elements. The sites are easy to navigate; have the basic information that most users need; provide features that help users explore the data; offer more detailed information for advanced users; and allow users to download the data.The report finds that a number of states are doing well. Colorado's campaign finance website has a well designed interface, and its search features make it very easy for the average citizen to find information. Massachusetts' lobby disclosure website provides the information needed to paint a clear picture by linking a lobbyist's activities to particular legislation and recording his or her position on that legislation. However, no state has a uniformly user-friendly site.The parallel federal accountability websites explored in the report are doing a little better than state websites overall, except in the area of financial and asset disclosure by public officials; in that area, the federal government lags behind.

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Angiosperms, http://name.umdl.umich.edu/IC-HERB00IC-X-1389786%5DMICH-V-1389786, https://quod.lib.umich.edu/cgi/i/image/api/thumb/herb00ic/1389786/MICH-V-1389786/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. Some materials may be protected by copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the Herbarium professional staff: herb-dlps-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library Information Technology: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy

Angiosperms, http://name.umdl.umich.edu/IC-HERB00IC-X-1388825%5DMICH-V-1388825, https://quod.lib.umich.edu/cgi/i/image/api/thumb/herb00ic/1388825/MICH-V-1388825/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. Some materials may be protected by copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the Herbarium professional staff: herb-dlps-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library Information Technology: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy

Angiosperms, http://name.umdl.umich.edu/IC-HERB00IC-X-1398728%5DMICH-V-1398728, https://quod.lib.umich.edu/cgi/i/image/api/thumb/herb00ic/1398728/MICH-V-1398728/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. Some materials may be protected by copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the Herbarium professional staff: herb-dlps-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library Information Technology: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy

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Angiosperms, http://name.umdl.umich.edu/IC-HERB00IC-X-1375122%5DMICH-V-1375122, https://quod.lib.umich.edu/cgi/i/image/api/thumb/herb00ic/1375122/MICH-V-1375122/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. Some materials may be protected by copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the Herbarium professional staff: herb-dlps-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library Information Technology: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy

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Angiosperms, http://name.umdl.umich.edu/IC-HERB00IC-X-1374217%5DMICH-V-1374217, https://quod.lib.umich.edu/cgi/i/image/api/thumb/herb00ic/1374217/MICH-V-1374217/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. Some materials may be protected by copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the Herbarium professional staff: herb-dlps-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library Information Technology: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy

Angiosperms, http://name.umdl.umich.edu/IC-HERB00IC-X-1376339%5DMICH-V-1376339, https://quod.lib.umich.edu/cgi/i/image/api/thumb/herb00ic/1376339/MICH-V-1376339/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. Some materials may be protected by copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the Herbarium professional staff: herb-dlps-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library Information Technology: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy

Angiosperms, http://name.umdl.umich.edu/IC-HERB00IC-X-1361277%5DMICH-V-1361277, https://quod.lib.umich.edu/cgi/i/image/api/thumb/herb00ic/1361277/MICH-V-1361277/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. Some materials may be protected by copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the Herbarium professional staff: herb-dlps-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library Information Technology: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy

Angiosperms, http://name.umdl.umich.edu/IC-HERB00IC-X-1361082%5DMICH-V-1361082, https://quod.lib.umich.edu/cgi/i/image/api/thumb/herb00ic/1361082/MICH-V-1361082/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. Some materials may be protected by copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the Herbarium professional staff: herb-dlps-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library Information Technology: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy

Angiosperms, http://name.umdl.umich.edu/IC-HERB00IC-X-1427884%5DMICH-V-1427884, https://quod.lib.umich.edu/cgi/i/image/api/thumb/herb00ic/1427884/MICH-V-1427884/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. Some materials may be protected by copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the Herbarium professional staff: herb-dlps-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library Information Technology: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy

Angiosperms, http://name.umdl.umich.edu/IC-HERB00IC-X-1400286%5DMICH-V-1400286, https://quod.lib.umich.edu/cgi/i/image/api/thumb/herb00ic/1400286/MICH-V-1400286/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. Some materials may be protected by copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the Herbarium professional staff: herb-dlps-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library Information Technology: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy

Angiosperms, http://name.umdl.umich.edu/IC-HERB00IC-X-1397879%5DMICH-V-1397879, https://quod.lib.umich.edu/cgi/i/image/api/thumb/herb00ic/1397879/MICH-V-1397879/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. Some materials may be protected by copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the Herbarium professional staff: herb-dlps-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library Information Technology: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy

Angiosperms, http://name.umdl.umich.edu/IC-HERB00IC-X-1396811%5DMICH-V-1396811, https://quod.lib.umich.edu/cgi/i/image/api/thumb/herb00ic/1396811/MICH-V-1396811/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. Some materials may be protected by copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the Herbarium professional staff: herb-dlps-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library Information Technology: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy