Hello Europe: A Youth Guide To Europe And The European
Hello Europe: A YouthGuide to Europe and theEuropean UnionA Teaching Guide for the Hello Europe CD-ROMDeveloped by the International CenterBush Presidential Library ComplexTexas A&M University1245 TAMUCollege Station, Texas 77843-1245(979) 862-6700(979) 862-6705 FAX 2002 International Center, Texas A&M University
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityIntroductionMany of these lessons were designed to be used with the Hello Europe:A youth guide to Europe and the European Union CD-ROM; however,the CD-ROM is not necessary to complete these assignments if otherresources are available. These lessons are designed primarily for sixthgrade social studies and high school geography and world history, andwere developed following the Texas Essential Knowledge and Skills.For continued update to these lessons and additional lesson plansplease check the following web site:http://international.tamu.eduTable of LessonLessonLessonOne: Mapping the European UnionTwo: The European Union FlagThree: Country StudyFour: Reading Charts and GraphsFive: Creating Charts and GraphsSix: The Founding Fathers of the European UnionSeven: Creating a European Union TimelineEight: “The United States of Europe”Nine: European Union SpeechesTen: Utopia Versus Dystopia391217212528303132Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union2
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityLESSON ONE: Mapping the European UnionSUMMARY: Students will use maps and other resources to locate thefifteen member states and thirteen applicant countries of the EuropeanUnion. Students will create a map of their own to use during this unitof study.GRADE LEVEL: 6th-9thOBJECTIVES:Identify the countries involved in the European Union using mapsand other resourcesCreate a thematic map based on member and applicant states ofthe European UnionPROCEDURES:The teacher will provide maps, globes, the Internet and otherresources (i.e. Hello Europe CD-ROM) to help students locate andidentify the member and applicant states of the European Union. Theteacher will provide students with handout on “Mapping the EuropeanUnion.” Based on grade level and experience the teacher can vary therequirements for this assignment.SUGGESTED ACTIVITIES:1. Students will locate the European Union states using the interactivemap on the Hello Europe CD-ROM, additional maps, globes, theInternet, and other available resources if needed.2. Students will identify the fifteen member states and thirteenapplicant countries of the European Union by writing theappropriate name within the boundaries of each country.3. Students will color each member state yellow and each applicantstate purple.MATERIALS:Computers with InternetMaps, Globes, CD-ROMs, and EncyclopediasColored Map PencilsHandout: “Mapping the European Union”Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union3
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityTIME REQUIRED: 50 minutesEXTENTIONS:Have students create maps based on other aspects of thesecountries (i.e. population, economics, languages, politics, etc.).Have students create large maps and display them in theclassroom.Have students create a map displaying countries that are notparticipating in the European Union.Have students create a physical map of Europe and discuss howthese geographical features may influence the relationshipsbetween these countries.Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union4
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityMapping the European UnionDirections: Using the interactive map on the Hello Europe CDROM, maps, the Internet, and other available resources identifythe fifteen member states and thirteen applicant countries ofthe European Union by writing the appropriate name within theboundaries of each country. Using map pencils color eachmember state yellow and each applicant state purple.Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union5
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityLESSON ONE: Mapping the European UnionAnswer KeyMember talySpainLuxembourgNetherlandsPortugalSwedenUnited KingdomApplicant rusCzech maniaSlovakiaSloveniaTurkeyTeaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union6
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityLESSON TWO: The European Union FlagSUMMARY: Students will identify and compare the symbolism of theEuropean Union and United States flags using various resources.GRADE LEVEL: 6th-9thOBJECTIVES:Identify the flags of the European Union and the United States ofAmerica using textbooks, the Internet, and other resourcesReproduce these flagsDiscuss what the flag symbols and colors represent.PROCEDURES:The teacher will provide the students with the handout “The EuropeanUnion Flag.” Using map colors and available resources the studentswill color in the European Union and United States flags and answerthe questions on the handout. The class will discuss the symbolism ofthe flags.SUGGESTED ACTIVITIES:1. Students will color the flags of the European Union and the UnitedStates of America.2. Students will compare and contrast the two flags.3. Students will complete the handout questions.4. Students will discuss their answers.SUGGESTED ndex omputers with Internet accessColored map pencilsTextbooks, CD-ROMs, EncyclopediasHandout: “The European Union Flag”TIME REQUIRED: 50 minutesTeaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union7
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityEXTENTIONS:Have students compare and contrast the proposals for theEuropean Union flag.http://www.fotw.ca/flags/eur!1.htmlHave students recreate other versions of the European Union andUnited States of America flags found on the Internet and displaythem in the htmlhttp://web8.si.edu/nmah/htdocs/ssb-old/2 home/fs2.htmlHave students create a new flag for the European Union or theUnited States of America and display them in the classroom.Have students create a new flag for a hypothetical union betweenEurope and the United States and display them in the classroom.Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union8
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityThe European Union FlagIn 1986, the European Council adopted the flag that has become theemblem of the European Union. The flag’s shapes and colors have symbolicmeanings.Directions. Color the European Union flag with the appropriatecolors and answer the questions below. Use the following theInternet website to complete this section of the /index en.htm1.What are the primary colors used in this flag?2.What does the circle of stars represent?3.What do the twelve stars represent?4.Do you think this design is appropriate for the European Union?Why or why not?Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union9
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityThe European Union FlagcontinuedIn 1776, Betsy Ross reported that she sewed the first American flag. Theflag has gone through many changes since then.Directions. Color the United States flag with the appropriatecolors and answer the questions below. Use the following theInternet websites to complete this section of the .htmlhttp://web8.si.edu/nmah/htdocs/ssb-old/2 home/fs2.html5.What are the primary colors of the US flag?6.What do the thirteen stripes represent on the US flag?7.What do the stars represent?8.How many stars are there on the US flag currently?9.What does the US flag represent to you?10.What similarities can you find between the US and the EU flags?Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union10
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityLESSON TWO: The European Union FlagAnswer Key1.2.3.4.blue and yellowthe union of the people of Europeperfection and unityanswers will vary5.6.7.8.9.10.red, white, and bluethe original thirteen coloniesthe statesfiftyanswers will varyanswers will varyTeaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union11
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityLESSON THREE: European Union State StudySUMMARY: Students can be divided into groups or workindependently to study one of the member states and/or the applicantstates of the European Union. Students will design a multimediapresentation to share the information with the class.GRADE LEVEL: 6th-9thOBJECTIVES:Conduct research on a European Union state using the Hello EuropeCD-ROM and other resourcesDesign a multimedia presentation on a European Union stateShare the multimedia presentation with the classEvaluate and provide feedback on the presentations of self andothersPROCEDURES:The teacher will provide maps, encyclopedias, the Internet and otherresources (i.e. Hello Europe CD-ROM) to help students research amember or applicant state of the European Union. The teacher willprovide students with the handout “European Union State StudyPlanning Document” to help them identify important informationduring their research.The teacher may also provide the student with copies of the handout“Multimedia Presentation Storyboard” to help students organize theirpresentation. Based on grade level and experience the teacher canvary the requirements for this assignment. Websites for evaluationrubrics are provided for the teacher’s discretion.SUGGESTED ACTIVITIES:1. Students will research a member or applicant state of the EuropeanUnion using a variety of resources.2. Students will create a presentation using multimedia computersoftware, digital cameras, scanners, the Internet, and otheravailable resources.3. Students will present their research to the class.4. Students will evaluate their own work.5. Students will evaluate the work of others.Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union12
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversitySUGGESTED WEBSITES FOR RUBRICS:Kathy Schrock’s Guide for Educators – Assessment sess.htmlRubrics from the Staff Room for Ontario Teachershttp://www.odyssey.on.ca/ elaine.coxon/rubrics.htmAssessment Rubric Sites on the ubrics.htmMATERIALS:Computers with Internet, multimedia computer softwareMaps, CD-ROMs, EncyclopediasDigital camera, scannerHandout: “European Union State Study Planning Document”Handout: “Multimedia Presentation Storyboard”TIME REQUIRED: two-three weeksEXTENTIONS:Have students turn their research products into web pages anddisplay via the Internet.Have students write response papers to themselves or their critics.Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union13
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityEuropean Union State Study Planning DocumentNameCountryGeneral InformationCapital:Population:Official Language(s):Type of Government:Head of Government:Major products/economical resources:Land:People/Culture:Historical Highlights:Map of Country:Flag:Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union14
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityMultimedia Presentation StoryboardYour NameTopicTitle Slide Topic SlideNotesNotesTopic SlideTopic SlideNotesNotesTeaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union15
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityMultimedia Presentation Storyboard – page 2Topic Slide Topic SlideNotesNotesTopic Slide Conclusion SlideNotesNotesTeaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union16
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityLESSON FOUR: Reading Charts and GraphsSUMMARY: Students will interpret charts and graphs related to thedistribution of the members and political groups of the European UnionParliament.GRADE LEVEL: 6th-12thOBJECTIVES:Interpret charts and graphsUnderstand the distribution of the members and the political groupsof the European Union ParliamentUnderstand the concepts of governmentsPROCEDURES:The teacher will provide students with the handout on “Reading Chartsand Graphs.” The teacher may use the Hello Europe CD-ROM toprovide students with information about the organization of theEuropean Parliament.SUGGESTED ACTIVITIES:1. Students will complete the handout “Reading Charts andGraphs.”2. Students will discuss and explain their answers.MATERIALS:Computers with InternetMaps, Globes, CD-ROMs, and EncyclopediasHandout: “Reading Charts and Graphs”TIME REQUIRED: 50 minutesEXTENTIONS:Have students compare and contrast the organization of the UnitedStates Congress to the European Parliament.Have students compare and contrast the political parties of theUnited States and the European Union.Have students interpret other graphs and charts from the HelloEurope CD-ROM.Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union17
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityReading Charts and GraphsNumber of members of the European Parliament by eSpainFranceIreland0Directions. Use the graph above to answer the followingquestions.1.Which country has the most members in the EuropeanParliament?2.Which country has the least?3.Why do you think this country has the least?4.How many countries have more than fifty members?5.Which three countries have 87 members each?6.What is the total number of European Parliament members?Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union18
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityReading Charts and Graphs continuedMembers of the European Parliament by politicalgroup 24851TGIEDDNon-attachedDirections. Use the chart above to answer the following questions.7.Which political group has the largest representation in theEuropean Parliament?8.Which political group has the least?9.Could the combined voting block of the other political groupsoutvote the EPP?10.Could the combined voting block of the EPP and the PESoutvote the other political groups?Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union19
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityLESSON FOUR: Reading Charts and GraphsAnswer Key1.Germany2.Luxembourg3.Smallest, members based on size/population4.Five5.France, Italy, United Kingdom6.In total there are 626 members of the European Parliament7.EPP – Group of the European People’s Party (ChristianDemocrats) and European Democrats8.EDD – Group for Europe of Democracies and Diversities (Nonattached are not a political group)9.Yes, the EPP has 233 members and the other groups total to393. (626 – 233 393)10.Yes, the combined voting block of the EPP and PES is 413.(626 – 413 213)Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union20
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityLESSON FIVE: Creating Charts and GraphsSUMMARY: Using computers students will create charts and graphsusing data provided regarding the area and population of the EuropeanUnion. Students can be assigned to work in groups or pairs.GRADE LEVEL: 6th-12thOBJECTIVES:Interpreting charts and graphsDemonstrating knowledge about charts, graphs, and spreadsheetsRecognizing the significance of area and population in the EUPROCEDURES:The teacher will provide the handout “Creating Charts and Graphs” tothe students along with computers with spreadsheet software (i.e.Excel, Clarisworks/Appleworks). The teacher will guide studentsthrough the process of using spreadsheet software andunderstanding/interpreting charts and graphs area and population.SUGGESTED ACTIVITIES:1. Students will use data provided from the handout “CreatingCharts and Graphs” to create their own bar graph and pie chart.2. Students will interpret and discuss the significance of the graphsand charts produced.MATERIALS:Computers with printer capabilitySpreadsheet softwareHello Europe CD-ROMHandout: “Creating Charts and Graphs”TIME REQUIRED: two to three class periodsEXTENTIONS:Have students complete the “Extra Practice” handout.Have students write their own questions for the graphs and chartsthey have created.Have students use the Hello Europe CD-ROM for additional practicein interpreting charts and graphs.Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union21
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityCreating Charts and GraphsDirections. In a spreadsheet use the data below to recreatethe bar graph and pie chart on the following dSwedenUnited 0Sample SpreadsheetTeaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union22
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityCreating Charts and GraphscontinuedExamplesArea of the 15 European Union CountriesTotal area in 1,000 square BelgiumDenmarkGermanyGreece0EU Area - Pie 301846954441AustriaPortugalFinlandSw eden3United KingdomTeaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union23
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityCreating Charts and Graphs – Extra PracticeDirections. In a spreadsheet recreate the bar graph and piechart below.PopulationTotal number of inhabitants in millions, .3giDBel80.49.95.18.8LuIxe talymboNuretgherlandsAustrPo iartugalFinlanSw nceIreland10.1EU Population - Pie denUnited KingdomTeaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union24
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityLESSON SIX: Founding Fathers of theEuropean UnionSUMMARY: Students will conduct research on the founding fathers ofthe European Union and share their research through computer-aidedpresentations. Students may be paired or work in groups for thisproject.Konrad Adenauer (1876-1967)Sir Winston Churchill (1874-1965)Alcide de Gasperi (1881-1954)Walter Hallstein (1901-1982)Jean Monnet (1888-1979)Robert Schuman (1886-1963)Paul Henri Spaak (1899-1972)Altiero Spinelli (1907-1986)GRADE LEVEL: 6th-12thOBJECTIVES:Identify the Founding Fathers of the European Union.Research the Founding Fathers of the European Union.Describe problems faced by the Founding Fathers.Explore the past through stories of people and compare the past tothe present.Explore values and contributions of heroic men.PROCEDURES:The teacher will introduce the topic of Founding Fathers of theEuropean Union using the Hello Europe CD-ROM. The teacher willdivide the class into eight groups of two to three students. She will putthe names of the eight Founding Fathers on separate sheets of paperand place them in a basket. Each group will draw out one name. Eachgroup will then use the Internet and other available resources toresearch that person based on the following suggested categories tobe adjusted according to level of difficulty for appropriate grade levels:Birth dateBirthplaceCountry he representedTeaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union25
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityLife before he became famous/family life/career/etc.Factors that made him famousHow was he a leader in the development of the European Union?Major contributionsHow did he exhibit characteristics of honesty, courage, strongleadership, or patriotism? Problems and challenges he faced in hisposition of leadership. Did his actions have a positive or negativeinfluence on the European Union and the present world overall?Cause of death, Date of deathSUGGESTED ACTIVITIES:1. Students will prepare a report about their Founding Father.2. Students may use computer software such as MicrosoftPowerPoint, Clarisworks/AppleWorks, or HyperStudio to createan electronic presentation or students may prepare a poster.3. Each group will present the information to the class.SUGGESTED rg/index.htmMATERIALS:Computers with Internet and printer capabilityComputer presentation softwareEncyclopedias, CD-ROMS, books, videos, poster boardTIME REQUIRED: Two to three weeksEXTENTIONS:Have students compare and contrast the American FoundingFathers with the European Union Founding Fathers.Have students create posters of American and European UnionFounding Fathers for classroom display.Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union26
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityBiographical Data Planning SheetYour NameResearch TopicDate of birth:Date of death:Place of birth:Country he represented:Early life:Education:Career:Marriage/Family:Major contributions/accomplishments:Other data:Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union27
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityLESSON SEVEN: A European Union TimelineSUMMARY: Students will use the Hello Europe CD-ROM, informationpreviously learned in this unit, and other resources to create a timelineof the European Union. This can be an individual, group, and/or classproject.GRADE LEVEL: 6th-12thOBJECTIVES:Identify major historical events of the European Union.Sequence major historical events on a timeline.PROCEDURES:The teacher will provide the Hello Europe CD-ROM, the Internet,encyclopedias, and other resources to help students locate and identifythe major historical events leading to the creation of the EuropeanUnion. Based on grade level, experience, and available technology theteacher can vary the requirements for this assignment.SUGGESTED ACTIVITIES:1. Students will research the historical events leading to thecreation of the European Union using the Hello Europe CD-ROM,encyclopedias, the Internet, and other available resources.2. Students will identify the important events and organize theseevents in chronological order.3. Students will individually create a timeline via database orspreadsheet computer software.4. Students will then synthesize the materials to create oneclassroom timeline.MATERIALS:Computers with Internet and printer capabilityHello Europe CD-ROMs, EncyclopediasPrinter paper, butcher-block paper, markersTIME REQUIRED: one weekTeaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union28
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityEXTENTIONS:Have students correlate other world or American historical eventswith their timeline(s).Make a classroom timeline showing dates of significantcontributions of studied Founding FathersSample Student European Union TimelineTeaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union29
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M UniversityLESSON EIGHT: “The United States of Europe”SUMMARY: In this lesson students will describe and debate “TheUnited States of Europe” as outlined by Winston Churchill, andcompare Churchill’s concept with the present-day European Union.GRADE LEVEL: 6th-12thOBJECTIVES:Analyze the speech of Winston Churchill on “The United States ofEurope”Research the debate on Churchill’s speechDiscuss the concept of a European UnionCompare and contrast Churchill’s vision with the present EuropeanUnionPROCEDURES:The teacher will show the speech given by Winston Churchill on “TheUnited States of Europe” which is available on the Hello Europe CDROM. The teacher may also use the suggested websites asbackground material for research and discussion. The teacher will leada discussion on this material or have the class debate the differentperspectives on Churchill’s speech. Students can also debate the needfor a European Union. The teacher may vary this assignment based onstudent abilities and experience.MATERIALS:Hello Europe CD-ROMComputer with Internet and CD-ROM accessSUGGESTED ACTIVITIES:1. Students will research Winston Churchill’s speech regarding “TheUnited States of Europe.”2. Students will research the historical events leading to Churchill’sspeech.3. Students will research the historical events leading to thecreation of the European Union.4. Students will debate Churchill’s concept of “The United States ofEurope.”Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to Europe and the European Union30
Bringing Europe to Your ClassroomEuropean Union Center & International Center Texas A&M University5. Students will compare and contrast Churchill’s concept and thecurrent European Union.SUGGESTED churchill.htmlTIME REQUIRED: one weekEXTENSIONS:The student will compare and contrast “The United States ofEurope” and/or the European Union with the United States ofAmerica.Teaching Guide International Center, Texas A&M University Hello Europe: A Youth Guide to
Bringing Europe to Your Classroom European Union Center & International Center Texas A&M University _ Teaching Guide International Center, Texas A&M University 2 Hello Europe: A Youth Guide to Europe and the European Union
[USER] Play hello by Adele [AGENT] Here’s hello by Adele 1 0 4 0 60 [USER] Play hello [AGENT] Here’s Hello, by Pop Smoke. [USER] Play hello by Adele [AGENT] Here’s hello by Adele 0 0 5 . RoBERTa-eval, which uses a powerful RoBERTa based text encoder to represe
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Brian Klaas bklaas@jhu.edu @brian_klaas. Level Up Your CF Apps with Amazon Web Services Brian Klaas bklaas@jhu.edu @brian_klaas. Hello. Hello. Hello. Hello. Hello. Hello EC2 Lambda Step Functions OpsWorks Cloud Watch Data Pipeline VPC IAM Direct Connect Cloud Search Elastic Transcoder SES SNS SQS SWF Dynamo DB Elasti Cache RDS Redshift Cloud
Program to display "Hello World" Step 1 Write a program to display the string "HELLO WORLD" and store it under the BP directory. Consolidated Solution 1 ED BP HELLO New record. ----: I 0001 PROGRAM HELLO 0002 CRT "HELLO WORLD" 0003 END 0004 Bottom at line 3. ----: FI "HELLO" filed in file "BP". ED is the editor used by Infobasic.
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The ruby command can be used to execute Ruby source code contained in a file. By convention, Ruby files have the suffix .rb. Here is "Hello" in Ruby: % cat hello.rb puts "Hello, world!" % ruby hello.rb Hello, world! Note that the code does not need to be enclosed in a method—"top level" expressions are evaluated when encountered.
the Youth Coordinator getting to know a youth, developing trust, becoming familiar with the youth’s culture, and focusing on what the youth hopes to achieve during their time together. During this phase, the Youth Coordinator is able to learn what resources will best suit the youth and what level of support will help the youth succeed.
Agile Software Development with Scrum An Iterative, Empirical and Incremental Framework for Completing Complex Projects (Slides by Prof. Dr. Matthias Hölzl, based on material from Dr. Philip Mayer with input from Dr. Andreas Schroeder and Dr. Annabelle Klarl) CHAOS Report 2009 Completion of projects: 32% success 44% challenged 24% impaired Some of the reasons for failure: Incomplete .
