Educational Curriculum Aligned with Michigan's Department Of
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On the Mechanics of the Bow and Arrow 1
On the Mechanics of the Bow and Arrow 1 B.W. Kooi Groningen, The Netherlands 1983 1B.W. Kooi, On the Mechanics of the Bow and Arrow PhD-thesis, Mathematisch Instituut, Rijksuniversiteit Groningen, The Netherlands (1983), Supported by ”Netherlands organization for the advancement of pure research” (Z.W.O.), project (63-57) 2 Contents 1 Introduction 5 1.1 Prefaceandsummary.............................. 5 1.2 Definitionsandclassifications . .. 7 1.3 Constructionofbowsandarrows . .. 11 1.4 Mathematicalmodelling . 14 1.5 Formermathematicalmodels . 17 1.6 Ourmathematicalmodel. 20 1.7 Unitsofmeasurement.............................. 22 1.8 Varietyinarchery................................ 23 1.9 Qualitycoefficients ............................... 25 1.10 Comparison of different mathematical models . ...... 26 1.11 Comparison of the mechanical performance . ....... 28 2 Static deformation of the bow 33 2.1 Summary .................................... 33 2.2 Introduction................................... 33 2.3 Formulationoftheproblem . 34 2.4 Numerical solution of the equation of equilibrium . ......... 37 2.5 Somenumericalresults . 40 2.6 A model of a bow with 100% shooting efficiency . .. 50 2.7 Acknowledgement................................ 52 3 Mechanics of the bow and arrow 55 3.1 Summary .................................... 55 3.2 Introduction................................... 55 3.3 Equationsofmotion .............................. 57 3.4 Finitedifferenceequations . .. 62 3.5 Somenumericalresults . 68 3.6 On the behaviour of the normal force -
FITA Level 1 Coaching Guide
COACHES MANUAL ENTRY LEVEL http://www.archery.org FITA Coaches Committee Coaching Manual - Entry Level Table of Content s Introduction Chapter 1 The archer’s skills Chapter 2 S teps of the Shooting Sequence Chapter 3 Safety Chapter 4 Archery Classes and Entry level Program Chapter 5 Common Problems Chapter 6 Coach’s Role Chapter 7 Teaching suggestions for the Coach Chapter 8 Tip s for your demonstration, organization and present ation Chapter 9 Tip s for practice planning Chapter 10 Some suggested Teaching exercises Chapter 11 Facilities for group instruction Chapter 12 The disabled archer Chapter 13 Games COACHING MANUAL Glossary COACHING MANUAL Dear Coaches and Friends, As President of FITA, I am very pleased with the results of the hard work of the Coaches Committee, the FITA office and all those coaches who have contributed to this valuable manual. FITA now has an updated coaching manual that will unify the basic coaching knowledge of the best coaches in the world. It is important that a uniform method be used at the basic level to give all new enthusiasts a well-tested foundation of the best archery practices. Archers will be able to go from this level to that of a recreational, national or international participant, building on this basic training with intermediate and expert coach- ing. My special thanks to Juan Carlos Holgado, Coaches Committee Chairman and Pascal Colmaire, FITA Development Director for their great effort and knowledge to write and compile this manual. Best regards, Jim Easton President COACHING MANUAL ere is the first coaching manual of the Federation Internationale de Tir àl'Arc (FITA). -
Timgad) , Founded at the Sunrise of Trajan’S Birthday Amelia Carolina Sparavigna
Archaeoastronomical analysis of the Roman Colonia Marciana Ulpia Traiana Thamugadi (Timgad) , founded at the sunrise of Trajan’s Birthday Amelia Carolina Sparavigna To cite this version: Amelia Carolina Sparavigna. Archaeoastronomical analysis of the Roman Colonia Marciana Ulpia Traiana Thamugadi (Timgad) , founded at the sunrise of Trajan’s Birthday. 2019. hal-02004922v2 HAL Id: hal-02004922 https://hal.archives-ouvertes.fr/hal-02004922v2 Preprint submitted on 2 May 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Archaeoastronomical analysis of the Roman Colonia Marciana Ulpia Traiana Thamugadi (Timgad) , founded at the sunrise of Trajan’s Birthday Amelia Carolina Sparavigna Politecnico di Torino Written 2 February 2019. DOI: 10.5281/zenodo.2555783 Revised 1 May 2019. DOI: 10.5281/zenodo.2656658 It was told that the Roman Colonia Marciana Ulpia Traiana Thamugadi (Timgad in Algeria), founded in 100 AD, had been oriented to the sunrise on the day of Trajan’s birthday, given as September 18. This Gregorian date corresponds to September 17 of the Julian Calendar. Here we use software such as CalSKY and Stellarium to investigate the sunrise azimuth and compare it to the direction of the decumanus of the Roman town. -
Introduction
Cambridge University Press 978-1-107-05193-5 — Oratory and Political Career in the Late Roman Republic Henriette van der Blom Excerpt More Information Introduction quin immo sibi ipsi persuaserant neminem sine eloquentia aut adse- qui posse in ciuitate aut tueri conspicuum et eminentem locum. nec mirum, cum etiam inuiti ad populum producerentur, cum parum esset in senatu breuiter censere nisi qui ingenio et eloquentia senten- tiam suam tueretur, cum in aliquam inuidiam aut crimen uocati sua uoce respondendum haberent, cum testimonia quoque in <iudiciis> publicis non absentes nec per tabellam dare sed coram et praesentes dicere cogerentur. Ita ad summa eloquentiae praemia magna etiam necessitas accedebat, et quo modo disertum haberi pulchrum et glo- riosum, sic contra mutum et elinguem uideri deforme habebatur. Moreover, they [the Romans of the Republic] believed i rmly that without eloquence nobody could either reach or maintain a position of distinction and prominence in society. It is no wonder that they thought so when they were brought forward at public meetings even when reluctant, when it was regarded as insui cient to express an opinion only briel y in the senate, unless one defended one’s opin- ion with talent and eloquence, when those summoned for some kind of of ence or crime had to give a reply in person, when also testi- mony in criminal trials had to be given not in absence or in writing, but in person and face to face. In this way eloquence not only led to great rewards, but was also a sheer necessity, and just as it was thought splendid and glorious to be regarded as a good speaker, so it was considered shameful to be seen as inarticulate and incapable of speaking. -
Teacher's Guide to the Core Classics Edition of Robin Hood
Teacher’s Guide to The Core Classics Edition of Robin Hood By Judy Gardner Copyright 2003 Core Knowledge Foundation This online edition is provided as a free resource for the benefit of Core Knowledge teachers and others using the Core Classics edition of Robin Hood. This edition is retold from Old Ballads by J. Walker McSpadden. Resale of these pages is strictly prohibited. Publisher’s Note We are happy to make available this Teacher’s Guide to the Core Classics version of Robin Hood and His Merry Outlaws prepared by Judy Gardner. We are presenting it and other guides in an electronic format so that they are accessible to as many teachers as possible. Core Knowledge does not endorse any one method of teaching a text; in fact we encourage the creativity involved in a diversity of approaches. At the same time, we want to help teachers share ideas about what works in the classroom. In this spirit we invite you to use any or all of the ways Judy Gardner has found to make this book enjoyable and understandable to fourth grade students. We hope that you find the background material, which is addressed specifically to teachers, useful preparation for teaching the book. We also hope that the vocabulary and grammar exercises designed for students will help you integrate the reading of literature with the development of skills in language arts. Most of all, we hope this guide helps to make Robin Hood a marvelous adventure in reading for both you and your students. 2 Contents Publisher’s Note.....................................................................................................................2 -