DOCSLIB.ORG

BD 115 953 DOCUMENT RESUME CE 005 848 Metric

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

DOCUMENT RESUME BD 115 9530 95 CE 005 848 TITLE Metric Education. An Annotated Bibliography for Vocational, Technical and Adult Education. Bibliography Series No. 26. INSTITUTION Ohio State Univ., Columbus. Center for Vocational and Technical Education. SPONS AGENCY Bureau of Occupational and Adult Education (DREW /OE), Washington, D.C. REPORT NO VT-102-344 PUB DATE 74 GRANT OEC-0-74-9335 NOTE 154p.; For related document, see CE 004 827 EDRS PRICE 10-$0.76 HC-$8.24 Plus Postage _DESCRIPTORS Adult Education; *Annotated Bibliographies; Audiovisual Aids; Indexes (Locaters); Information Sources; *Metric System; *Reference Materials-; *Resource Guides; Technical Education; *Vocational Education. ABSTRACT The annotated bibliography is designed to help vocational, technical, and adult education teachers and others. locate available materials on metric education. Each cited item is available from a supplier or'an information system. It is organized into three sections: instructional materials, reference materials, and resource lists. The instructional materials section is organized by material type: instructor guides, student materials, and audiovisual materials. Each citation provides information on possible use; for example, educational level indicated in parenthesis at the end of each citation and content indicated in the annotation. Included in the reference materials section are items on general metrication, impact on education, metrication of business and industry, impact on consumers, international systems of units (SI), converting from customary to metric units, national and international standards, and bibliographies. The lists of resources in section 3 are designed to help the user locate organizations, publishers, suppliers, and resource persons who may be helpful in developing or selecting curriculum materials. Names, addresses, and available materials and services are given.(Author/NJ) *********************************************************************** Documents acquired, by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy availableNevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy, reproductions ERIC 'makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not *.responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. ************************************************************************ US DE PAR"MENT OF HEALTH EOUCAT,ON i WELFARE 1..5.7.IHAtoeSTI,IUTE Of EOUCATION .MF'.' PEEN REPRO D.'ED AS cECE .c FRO,/ RE R>Oh :c oRe-,ch IA' ON ORCtorr C'S N'S 0 . E.. OR OP NONS S'A'E O NO' NE'ES`,=g+ REPsiE NS'T.,'E 0, Bibliography Series No. 26 ,(0,:c.^ PO. METRIC EDUCATION An Annotated Bibliography for Vocational, Technical, and Adult Education I, The Center for Vocational Education The Ohio State University Columbus, Ohio 43210 --17 1974 (02--344) I This publication was developed pursuant to contract No. OgC-0-74-9335 with the Bureau of Occupational and Adult Education, U.S. Department of Health, Education, and Welfare. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Officeof Education and no official endorsement by the U S. Office of Education should be inferred. YI DISCRIMINATION PROHIBITED Title VI of the Civil Rights Act of 1964 states.No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the bene- fits of, or be subject to discrimination under any program or activity receiving Federal financial assistance.There- fore, the Vocational Education program, like every prograrrior activity receiving financial assistance from the Departrnent of Health, Education, and Welfare, must be operated in compliance with this law. ... ., FOREWORD Metrication is occurring in our nation. Certain sectors of society are converting more rapidly than others, with business and industry in the forefront. Some major industries have nearly completed the process, while others are rapidly following suit. Educational practices must change to accommodate these developments and to prepare stu dents to function adequately as citizens and workers. The Center for Vocational Education is dedicated to make useful and vital information accessible so it may be used to improve school practices. Finding and using relevant information frequently is a major task for curriculum specialists, teachers, administrators and students. This bibliography should be of assistance in meeting immediate metric education needs in vocational, technical, and adult education. We are indebted to Gloria S. Cooper and Joel H. Magisos, co-directors of the project, to Mary Kathryne Baratta, Richard A Dieffenderfer and Edward F. Hauck, research specialists, to Anne E. Stakelon, program assistant, and to Jacqueline Parris, project secretary, for their efforts in compiling the bibliography. ) . Appreciation is extended to all agencies, public and private, which cooperated by submitting materials and useful information. We especially wish to thank the NSF;RANN Metric Conversion Study, University of Minnesota, the Center for Metric Education and Studies, Western Michigan University, The National Bureau of Standards, Metric Information Office, The National Council of Teachers of Mathematics, the American National Metric Council, the ERIC Clearinghouse on Science, Mathematics and Environmental Education, The Ohio State University, The Ohio Department of Transportation, Metric Highway Project, Mechanical Engineering Department, The Ohio State tint versity, The Cooperative Extension Service and School of Home Economics, The Ohio State University. Special thanks-go to M. Eldon Schultz, Regional Program Officer, Region V, for his support and cooperation in providing leads and materials for the adult education component of our bibliography. Robert E. Taylor Director The Center for Vocational Education .., TABLE OF CpNiENTS PAGE FOREWORD Ili TABLE OF CONTENTS v INTRODUCTION 1 SECTION ONE. INSTRUCTIONAL MATERIALS sl- Instructor Guides 6 Student Materials 13 Self-directed Student Materials 13 .,, Teacher-directed Student Materials 24 Audio-visual Materials 32 Films / 32 Film Loops 37 Videocassettes 40 Filmstrips 45 Transparencies, Transparency Masters, 35mm Slides 46 Audio-recordings 50 Multimedia Kits 52 Charts and Posters, 62 Metric Converters and Devices 70 . , w SECTION TWO: ReFERENOg MATERIALS General Metrication 74 Impact on Education 80 Metrication of Business and Industry 84 J v 4 PAGE ,. , Impact on Consumers . .1 91 International System of Units (SI) 92 Converting Customary/Metric Measurement Units 95 National and International Standards 99 Bibliographies 102 SECTION THREE: RESOURCE LISTS Directory of Publishers and Suppliers 106 State and Local Resource Persons 116 U.S. Organizations: Their Periodicals and Metric Resources 126 Foreign Metric Conversion Boards and Associations: Their Periodicals and Resources 129 EXES Author Index 133 . Title Index 135 Producing Agency Index 140 .0 1 EDUCATIONAL LEVEL INDEXES Occupational Cluster Index 145 General Metric Instructional Materials Index 147 1 Adult Basic Education Index 149 N vi --) INTRODUCTION This bibliography is designed to assist vocational, technical, and adult education teachers and others locate available materials on metric education. The cited materials will help educators acquire metric Skills for themselves and create learning opporkmities for others. The resources in this bibliography will help the user become familiar with current metric activity and gain some sense of its impact on vocational, technical, and adult education curricula. Organization of the Bibliography The bibliography is organized so that teachers can find appropriate materials to meet thneeds of their stu dents. Each item is cited and annotated in a manner to help the user decide whether he wants to obtain it for actual use. Each item is available from a supplier or an information system. Materials from foreign sources were not in cluded because of the potential difficulty users would have in obtaining them. The three sections of the bibliography are. Instructional Materials, Reference Materials and Resource Lists. These sections and several subdivisions are shown in the Table of Contents on pages v - vi. Instructional Materials The items in the Instructional Materials section were selected from a much larger group of materials based upon their potential for infusion in vocational, technical, and adult education curricula. Organization of the section is based upon the types of materials. instructor guides, student materials, and audio- visual materials. Each citation provides information on possible use, for example, educational level indicated in parenthesis at the end of each citation and content indicated in the annotation. Reference Materials The items in the Reference Materials section were selected from among available literature on various aspects of metrication based upon passible usefulness to vocational, technical, and adult educators. Included are parts on . general metrication, impact on education, metrication of business and industry, impact on consumers, international system of units (SI), converting from customary to metric measurement units, national and international standards, and bibliographies. Resource Lists The lists of resources
Recommended publications
  • Background a Short Introduction to Font Characteristics

    Background a Short Introduction to Font Characteristics

    fonts: background A short introduction to font characteristics Maarten Gelderman Hardly anyone will dispute the statement that proporion- ally spaced fonts are more beautiful and legible than mono- abstract spaced designs. In a monospaced design the letter i takes as Almost anyone who develops an interest in fonts is bound to much space as a letter m or W. Consequently, some char- be overwelmed by the bewildering variety of letterforms acters look simply too compressed, whereas around oth- available. The number of fonts available from commercial ers too much white space is found. Monospaced fonts are suppliers like Adobe, URW, LinoType and others runs into the simply not suited for body text. Only in situations where it thousands. A recent catalog issued by FontShop [Truong et al., is important that all characters are of equal width, e.g., in 1998] alone lists over 25.000 different varieties.1 And listings of computer programs, where it may be important somehow, although the differences of the individual letters are that each individual character can be discerned and where hardly noticable, each font has its own character, its own the layout of the program may depend on using mono- personality. Even the atmosphere elucided by a text set from spaced fonts, can the usage of a monospaced font be de- Adobe Garamond is noticably different from the atmosphere of the same text set from Stempel Garamond. Although fended. In most other situations, they should simply be decisions about the usage of fonts, will always remain in the avoided. realm of esthetics, some knowledge about font characteristics may nevertheless help to create some order and to find out Romans, italics and slant A second typeface character- why certain design decisions just do not work.
  • Integrating Quotes

    Integrating Quotes

    EXAMPLE: Wilfred Owens says that the only prayer said for those Integrating Quotes: "By necessity, by proclivity, and by delight, who die in battle is the "rapid rattle of guns which spatter out their hasty we a" quote." -Ralph Waldo Emerson orisons" (line 7). One of our great American authors, Emerson recognized the usefulness Note: When quoting poetry, just give the line numbers in parentheses and importance of quoting. Likewise, as a student writer, one of the best after you have established that the numerals in the parentheses refer to ways to strengthen your essays and research papers is to use quotations lines rather than to pages. from reliable sources. Quoting involves citing the exact words of another 2. Use an indirect statement with "that." writer. By quoting other writers, you lend credibility and support to your own ideas. Study this handout and learn the appropriate times and ways EXAMPLE: Margaret Mead feels that "the use of marriage contracts to integrate quotations into your writing. may reduce the divorce rate" (9). Think of the quotation as a rare gem that loses its value if found in 3. Blend your lead-in and quotation. abundance. EXAMPLE: Knight views the symbolism in Jones' play as a "creation 1. Use quotations to serve as examples of your main points and and destruction pattern" (164). observations. Remember that a quotation by itself has little significance. 4. Use a complete sentence lead-in followed with a colon before It needs your commentary to provide context and meaning. In general, the quotation. your commentary on anything you quote should be longer than the quotation itself.
  • Use Advanced Punctuation

    Use Advanced Punctuation

    Elftmann Student Success Center Use Advanced Punctuation “ - • Using known marks “ • Punctuation rules ; > Advanced Punctuation Punctuation plays a vital role in writing, and using more advanced marks can increase the maturity of your writing significantly. Why can’t I use basic punctuation marks I already know? The most important reason why these marks are essential to know is that they are required for the proper citation of sources in most format styles. As a writer, you need to be able to give due credit to the original author, or your work will be considered plagiarized. Using these advanced marks not only stretches you as a learner, but allows you to have more flexibility as a writer. However, many of these marks are often left behind because they are options, and writers can choose to use more familiar marks instead. What you say is as important as how you say it, and using these marks will give you more tools to make your message clear. What are the rules for using advanced punctuation marks? Mark (symbol) Purpose Examples Apostrophe (‘) The apostrophe She is -> She’s should stand Should not -> shouldn’t for any omitted I will -> I’ll letters, when you form a contraction. To indicate The teacher’s books possession. James’s house James and Joe’s house James’s and Joe’s houses Colon (:) To separate the His time for completing the marathon hours and minutes was 4:15:36. in an expression of 10:25 p.m. time. To set apart a Students should bring three tools to series or list within class: textbook, pen, and laptop.
  • Colorado Metric Conversion Manual

    Colorado Metric Conversion Manual

    COLORADO OT . DEPARTMENT OF TRANSPORTATION METRIC CONVERSION MANUAL January 1994 This manual or any part thereof must not be reproduced in any form without the following disclaimer. The information presented in this publication haS been prepared in accordance with recognized engineering principles and is for general information only. While it is believed to be accurate, this information should not be used or relied upon for any specific application without competent professional examination and verification of its accuracy, suitability, and applicability by a competent licensed engineer or other licensed professional. Publication of the material contained herein is not intended as a representation or warranty on the part of the Colorado Department of Transportation (CDOT) , that this information is suitable for any general or particular use or of freedom from infringement of any patent or patents. Anyone making use of this information assumes all liability arising from such use. Caution must be exercised when relying upon the specifications and codes developed by other bodies and incorporated herein, since such material may be modified or amended from time to time subsequent to the printing of this edition. COOT bears no responsibility for such material other than to incorporate it at the time of the initial publication of this edition, subject to the general comments set forth in the preceding paragraph. Table of Contents Preface ................................................... v Introduction . vii Chapter 1: Metric Units, Terms, Symbols, and Conversion Factors . ... 1-1 Basic Metric . 1-1 Length, Area, Volume and Temperature . 1-7 Civil and Structural Engineering . 1-10 Metric Project Definition ....................... .. 1-12 Chapter 2: Right-Of-Way ...................................
  • Style Guide for Graduate Students

    Style Guide for Graduate Students

    THE STYLE GUIDE FOR GRADUATE STUDENTS Presentation is vitally important. This is not because there is any virtue in following rules for their own sake, but because the rules make sense - an essay or dissertation that is well written and properly laid out will gain your readers' confidence and convey your message to them as efficiently as possible. Getting the presentation right is an essential part of the historian's craft. The rules in this guide should be followed in all class essays and assessed work, as well as in the dissertation or thesis. The standard authority on all matters of presentation and format is Judith Butcher, Copy-editing for Editors, Authors, Publishers, 3rd edn, (Cambridge, 1992), and the MHRA Style Guide (2002), of which there is a copy in the Graduate Programme Office. The MHRA Style Guide can also be accessed at http://www.mhra.org.uk/Publications/Books/StyleGuide/. A FORMAT a) The thesis should be typed (or printed), on A4 paper, on one side only. b) There should be a 4cm (1½-inch) margin at the left-hand side of the page, and an adequate margin on the other three edges. c) Spacing: The text of your essay should be double-spaced. The footnotes (or endnotes) should however be single-spaced. d) Indentation: Except for the very first paragraph under a new heading, the first line of every paragraph should be indented. You do not need to add extra spacing between paragraphs: the indentation alone tells the reader that you have begun a new paragraph. e) Pagination: Number each page of your essay.
  • How to Use Typography to Im

    How to Use Typography to Im

    Table of Contents Introduction 3 Pay Attention to Size 28 What’s the Perfect Size for 29 Typography Matters 6 your Type? Put a Face to Your Type 9 Throw Your Weight Around 30 Set the Mood with a Good 11 Set Leading to Control 32 Typeface Scanning Is Your Typeface Easy to Read? 13 Apply a Good (Medium) 34 Line Length The Difference Between 14 Typeface and Font 5 Tried-and-True Follow the “Rule of Three” 15 Typography Tips 36 Are Your Typefaces Doing 16 Create a Visual Hierarchy 37 Their Jobs? Left Align Your Text 39 The Art of Take the Guesswork out 40 Selecting a Typeface 18 of Design with a Grid Stick with What Your Learners 19 Already Know Use Your Best Judgment 41 Familiarize Yourself with Serif 19 and Sans Serif Pay Attention to the 21 Little Details When it comes to your online courses, can you think of anything more important than your learner’s attention? When you have it, you can teach any topic under the sun. But when you lose it, well, you don’t have a learner anymore. You’ve probably heard that the key to getting—and keeping—a learner’s attention is the engaging, meaningful, and utterly fascinating content in your courses. This is very true. But you might be missing an important piece of the puzzle. The way you present that content also makes a big difference. Enter typography—a valuable e-learning tool. 4 Typography is really just a fancy term that describes how we make our words look good.
  • The Fundamental Cartographical Technology of Ancient China ─ Forward Intersection

    The Fundamental Cartographical Technology of Ancient China ─ Forward Intersection

    THE FUNDAMENTAL CARTOGRAPHICAL TECHNOLOGY OF ANCIENT CHINA ─ FORWARD INTERSECTION Zilan WANG1 Keling WANG Institute of History and Philosophy of Science University of Wuhan P.R.China Email: [email protected] Institute of Historical Geography University of Wuhan P.R.China Most available ancient Chinese maps were not based on field survey but were compiled indoor using direct or indirect travel and exploration records. The map preparation process can be roughly divided into the following steps. Firstly, the position of a geographical object is marked on the sketch map using its orientation and distance. The orientation data is based on the 8-orientation system in which the circumference is divided into 8 parts. The distance data is mainly based on the Chinese distance unit “Li”, but a smaller unit “Bu” will be used for detailed description. Secondly, the rectification by “intersection” method is carried out in order to minimize the errors in the relative positions of a geographical object caused by the intrinsic “roughness” of the aforementioned spatial model. This “intersection” rectification method, which is similar to the “forward intersection” in modern survey technology, was analyzed in this article from three angles: (1) the simulation study of the 2nd century B.C. survey map “Mawang Dui Map”, (2) the analysis of the traditional survey theory recorded in Zhou Bi Suan Jing and Jiu Zhang Suan Shu (including Liu Hui’s annotation of the latter), and (3) the new interpretation of the Fei Niao model proposed by Shen Kuo. In addition, travel records of “intersection” observation and the technique and historical background of forward intersection were found in related historical and geographical documents.
  • Book Binding Ideas Over the Past 5 Months

    Book Binding Ideas Over the Past 5 Months

    CAREERS We have been exploring career Book Binding ideas over the past 5 months. If you missed those issues, you Beautiful Journals Dr. Barbara J. Shaw can find activities 38 through 42 located here: http://tra.extension.colostate. edu/stem-resources/. How did your project go? Did you enjoy it? What aspects were the easiest? What were the hardest? Write down your thoughts and add them to your journal. Now is the time you compile all your information about you. Spend some time looking at everything you have done (the interest test, the 2 projects, and your journal) exploring your interests, skills, and talents. What are the common themes BACKGROUND you find running through Information everything you have done? Bookbinding probably originated in India, What came to you easily? where sutras were copied on to palm leaves What parts were most fun? with a metal stylus. The leaves were dried and rubbed with ink, which would form a stain in Unfortunately, every job has the wound. Long twine was threaded through something that is hard for us. each leaf and wooden boards made the palm-leaf book. When the book For me, it is paperwork. I am was closed, the twine was wrapped around the boards to protect it. so grateful to Kellie Clark, A codex (plural codices) is a book constructed of a number of sheets of paper, vellum, papyrus, or similar materials. The term is now usually because she helps me with my paperwork. (Kellie is Colorado only used of manuscript books, with hand-written contents, but describes State University Extension the format that is now near-universal for printed books in the Western Western Region Program world.
  • Effective Punctuation

    Effective Punctuation

    Effective Punctuation Contents: 1. Oxford commas 2. Parenthetic phrases 3. Independent clauses 4. Punctuation before or after quotation marks 5. Ellipses in quotations 6. Em dashes 7. One or two spaces after periods 8. When to capitalize after colons 1. Oxford Comma Writers disagree on whether lists of three or more should include a comma before the “and” (or “or”) and the last item in the list. Above all, consistency is key. If you do not know your reader's preference, choose one method and stick to it. Commas before the last “and” must be used when the final item in the list itself contains a conjunction (e.g., “He was charged with assault, battery, and breaking and entering.”) Option 1 Option 2 When the “Oxford Comma” is required The American flag is red, The American flag is red, You are charged with white and blue. white, and blue. trespassing, burglary, and assault and battery. 2. Parenthetic phrases Use commas to set off words and phrases that do not neatly fit into the main grammatical structure of the sentence. Nonrestrictive clauses are examples of parenthetic phrases. Unless the parenthetic phrase ends the sentence, there should always be a comma at the end of the parenthetic phrase. Do not use commas to set off phrases that, if removed, would change the meaning of the sentence, i.e., a restrictive clause. • Examples: o The Constitution, which was signed in 1787, is the supreme law of the land. o The Constitution, signed in 1787, is the supreme law of the land. o The judge, however, was not amused.
  • A Lively and Delicate Blackletter Modelled on a Bâtarde Flamande

    A Lively and Delicate Blackletter Modelled on a Bâtarde Flamande

    TYPETOGETHER Givry A lively and delicate blackletter modelled on a bâtarde flamande. DESIGNED BY YEAR Tom Grace 2008 GIVRY ABOUT To create Givry, Tom Grace researched the bâtarde The bâtarde flamande is technically a writing hand flamande, a lively style of writing used predominantly that, with its syncopation and fluidity, produces a in France and what is present-day Belgium in the vibrance uncharacteristic of other blackletters. Simply 15th century. The style shares an ancestry with other put, the bâtarde flamande is the most expressive and writing styles traditionally grouped as blackletter: emotional of the blackletter options, and Givry plays fraktur, textura, rotunda, and schwabacher. The to this strength. bâtarde flamande, however, evolved into an aesthetic While suitable as an elegant and energetic display far removed from its relatives. face, Givry was created to set continuous text. Many The bâtarde flamande is strikingly distinct in almost refinements and adjustments were necessary to every way from its blackletter cousins. While high- balance both the style’s irregular nature with the contrast in nature, the bâtarde flamande is more consistency that continuous text typography requires. delicate and dynamic than the austere and condensed Carefully researched and developed in OpenType fraktur and textura. Its quick curves also lack the format for a wealth of typographic features and rigidity of the schwabacher and rotunda. Calligraphic support for more than forty languages, Givry is flair through swashes is thematic, as are the variations neither derivative nor experimental, but is historically in letterforms. accurate and textually enjoyable. The flowing rhythm, achieved through a slightly Givry comes in one weight, speaks multiple rightward lean, is most noticeable in the hallmark ‘f’ languages, and, along with our entire catalogue, and long ‘s’ and is undergirded by round forms which has been optimised for today’s varied screen uses.
  • Paragraph Grading Criteria: Poor Fair Good Very Good Excellent

    Paragraph Grading Criteria: Poor Fair Good Very Good Excellent

    Paragraph Grading Criteria: Poor Fair Good Very Good Excellent. TOPIC SENTENCE: The paragraph begins with a sentence that makes a clear and focused point appropriate for a paragraph. P F G VG E SUPPORT: The paragraph's body contains examples, facts, and/or details that show or explain the meaning of the topic sentence to a reader. P F G VG E SPECIFIC, VIVID DETAILS : The paragraph includes enough detail to show important ideas to the reader. P F G VG E UNITY: The paragraph’s examples and details stick to supporting the topic sentence. P F G VG E REPETITION / FLUFF: The paragraph is free of needlessly repeated ideas, or ideas that don’t help show the meaning of the topic sentence to a reader. Yes No CONCLUDING SENTENCE: The paragraph ends with a concluding sentence that captures the point of the paragraph in a fresh way. P F G VG E STYLE: Sentences are easy to understand. P F G VG E FORMAT: The format matches the “Paragraph Format” handout (in course menu). P F G VG E EDITING: The paragraph is free of proofreading errors. P F G VG E *Grade: * To receive this grade, make changes based on my comments to your draft and correct errors indicated with highlighting or an editing mark (see below); then re-send using “Send Assignment.” Please use the word “corrected” along with the name of the assignment. Please indicate your corrections by using blue text so that I can easily see the changes you’ve made. To change the color of text, select the text (letters and/or punctuation) and select the font color icon to select a color.
  • Modulor Dance Space

    Modulor Dance Space

    Modulor Dance Space ASKT (12/03/2019 - 13/03/2019) Tuesday 12/03/2019 Wednesday 13/03/2019 12:00 - 14:00 Student 1 Student 4 14:00 - 16:00 Student 2 Student 5 16:00 - 18:00 Student 3 The tribute entitled "Youth and work - Women and work" is implemented by the Operational Program "Human Resources Development, Education and Lifelong Learning" and its co-financed by the European Union (European Social Fund) and Greek National Funds. The film tribute has free admission and it’s accessible to disabled people. 1 / 5 Modulor Dance Space Student 1 Tuesday 12/03/2019 12:00 - 14:00 1. Ming, by Brenna Johnson, USA, 2018, 2:22 2. Primary, by , Not Specified, 2018, 2:25 3. Wasted, by Pratik Dey, Dhiman Sengupta, India, 2018, 1:00 4. Wholeness, by Lujain Al-Ibrahim, Saudi Arabia, 2018, 1:09 5. Anna, by Jessica Mountfield, United Kingdom, 2018, 5:15 6. Detective Avery Ebson – Hat and Everything, by Michael Farnon, United Kingdom, 2018, 3:36 7. The Legends of Jenny Haniver, by Rowan Sefton, United Kingdom, 2018, 3:28 8. Nine Coo Five, by Anye Chen, United Kingdom, 2018, 3:13 9. Save and Restore, by Thomas Hardy, United Kingdom, 2018, 3:34 10. Wolf’s Lullaby, by Polina Morozova, Valeriya Solotska, United Kingdom, 2018, 3:36 11. Whispering Onion, by Akari Hiraoka, United Kingdom, 2018, 3:56 12. Find me Mother, by Suchana Saha, India, 2018, 4:11 13. The Outlander, by Ani Antonova, Austria, 2018, 5:16 14. Exotic Man, by Barnaby Catterall, United Kingdom, 2018, 8:21 15.