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Software Vault: The Gold Collection
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Software Vault - The Gold Collection (American Databankers) (1993).ISO
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CNN6-17
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****** *** *** * Thursday, June 17, 1993
* * * * * *
* * * * * *
* * * * * *
********** *** *** ANCHOR DESK _____________________________
********************************************************************
* "Toon" in to the animated learning antics on the last Friday of *
* every month at 3:00 A.M. (ET) on the Cartoon Network and you'll *
* be surprised at who's speaking Spanish! To enroll in this *
* FREE educational program call 1-800-344-6219. *
********************************************************************
DAILY NEWS BRIEFING
--------------------------------------------------------------------
Title # Program Rundown Time
--------------------------------------------------------------------
OPENING 1 :40
TOP STORY 2 The U.N. has issued an ultimatum to the 3:00
nation of Haiti.
IN THE 3 U.N. FORCES CONTINUE BOMBING RAIDS AGAINST :30
HEADLINES WARLORD AIDEED...
SCIENCE 4 This Dutch museum gives humans a "worm's 2:50
DESK eye-view" of the soil.
NEWSDATE 5 On this date...June 17, 1885... :15
****TEACHERS: TODAY'S AT ISSUE SEGMENT CONTAINS SCENES THAT MAY****
DISTURB SOME STUDENTS. PLEASE PREVIEW VIDEO BEFORE SHOWING.
AT ISSUE: 6 (Part IV) Is the line separating television 4:45
TV VIOLENCE news and entertainment fading?
WHO, WHAT, 7 WHERE will the 1996 Summer Olympic Games be :15
ETC. held? ATLANTA, GEORGIA, U.S.
OUR WORLD 8 "WHATIZIT"? You decide! 1:45
CLOSE 9 1:00
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
Jean-Bertrand Aristide OAS docu-dramas cross-promotion WHATIZIT?
--------------------------------------------------------------------
COPYRIGHT (C) 1993 CABLE NEWS NETWORK, INC. ALL RIGHTS RESERVED.
COPYRIGHT (C) 1993 TURNER EDUCATIONAL SERVICES, INC.
ALL RIGHTS RESERVED.
May be reproduced for class- Curriculum materials by
room use with CNN NEWSROOM Teachable Tech, Inc.
ANCHOR DESK June 17, 1993 (2)
TOP STORY - U.N./HAITI
1. Locate the nation of Haiti on a world map. Briefly summarize
Haiti's recent political history. Why has the U.N. Security
Council issued Haiti an ultimatum? What other organization of
nations has taken this stand against the current ruling powers
in Haiti?
2. Have groups of students research Chapter 7 of the United
Nations Charter, summarize it and report back to the class.
Ask groups to search for times when Chapter 7 has been invoked
by the U.N. and share their findings. Generate a class
discussion about the success or failure of this measure on the
occasions when it was applied. Has Chapter 7 ever been invoked
in the Western Hemisphere? Why or why not? Discuss.
3. Working in small groups, have students find out more about what
happens to a nation under a financial embargo (assets are
frozen, etc.) and explain how this kind of sanction works. Ask
students to compare this situation to an arms or oil embargo.
Have groups determine the kind of embargo that could hurt Haiti
most: financial, arms or oil. Have groups rank the three from
MOST harmful to LEAST and state their rationale. Do students
think that any one or combination of these sanctions will force
the ruling powers to allow President Aristide to regain control
of the government? Discuss.
AT ISSUE: TV VIOLENCE (PART IV)
4. What are docu-dramas? Are they sometimes promoted by tele-
vision news? State your rationale. Explain how docu-dramas
generate revenue for the networks.
5. John Langley, Executive Producer of the television show "COPS,"
states, "The line between entertainment and news is very thin."
Do you agree with him? Why or why not?
6. Write the headings "DOCU-DRAMAS," "REALITY-BASED PROGRAMS" and
"TELEVISION NEWS" on the board. Have groups of students
brainstorm lists of shows they have seen or are aware of that
fit into these categories and share their lists. Write their
responses under each heading on the board. Then ask students
to cite specific topics or events covered on the programs they
mentioned. Were any of these topics/events also covered on
television news? Do students feel that docu-dramas/
reality programs that depict these events glorify the violence
or provide the public with needed information? Discuss.
OUR WORLD: WHATIZIT?
7. Describe WHATIZIT. What recent changes has it undergone? Why?
Would you change it? If so, how? Have groups of students
offer ideas and illustrate them. Have the class choose the
best "new" WHATIZIT and vote on a name. Send the changes and
name to the Atlanta Committee for the Olympic Games.
***** ***** ***** ***** * * ***** ***** June 17, 1993 (3)
** * * * * * * * *
*** * * *** * * * * ***
** * * * * * * * * NETHERLANDS
***** ***** ***** ***** * * ***** ***** DESK: SOIL MUSEUM
1. BEFORE VIEWING: When you are at ground level, what is beneath
your feet? If you dug down 6 feet, what would you find? How
old might the oldest object be 6' down? How would you know?
2. AFTER VIEWING: How is the Netherlands Soil Museum different
from a conventional museum? What can be learned from looking
at Earth's past through soil samples and buried artifacts?
3. What is soil? How is it built up? Have students gather soil
samples from their yards or neighborhoods. Students should:
a. Use a trowel or shovel and carefully dig about 2 feet deep
into the ground. Try not to disturb the soil layers.
b. Carefully examine the sides of their hole. Note any
changes in coloration, texture or moisture content.
c. Use sandwich "baggies" to collect and store soil samples
both from the top and the bottom of the pit. Also collect
any interesting items that may have been unearthed.
Carefully note the position of each object in the soil.
Have students analyze samples for levels of humus, sand, clay,
water, etc. and share their conclusions, taking into account
the source of the samples and any artifacts that were found.
What aspects of the soil composition indicate the age of the
sample? What can you tell about the geology of your area?
4. How is the soil of the Netherlands "borrowed" from other coun-
tries? What is sedimentation? How does it occur? Divide
students into groups to design water/soil tables to demonstrate
how sedimentary layers are moved and deposited. Groups should
consider different colors, types and densities of soil in
explaining how their table works. Have the class pick the best
design. Either display the design or build it to see if it
performs as well as expected! Why would the composition of the
Netherlands soil be different from that of surrounding
countries?
5. Distribute the STUDENT HANDOUT (pg 4). Divide students into
groups to investigate the deeper soil strata in their area by
collating information from utility services, City Hall or
architectural or engineering firms. Groups should use the
HANDOUT to mark the location of any transit or utility lines,
pilings, rock strata, etc. From each source groups should
elicit information about soil composition. Have groups produce
large scale posters of their research using the HANDOUT as a
prototype. Create a Museum of the Soil for your area. Include
samples of local rocks artifacts and soils with class posters.
***** ** ** * June 17, 1993 (4)
* * * * * *
* * * * * *
******** ** ** STUDENT HANDOUT: THE "DIRT" ON DIRT
DIRECTIONS: What is beneath you at ground level? Use the chart
below to "map" the sub-strata under your neighborhood. Contact
representatives of local utility, architectural or engineering
companies for information as to location of any transit or utility
lines, pilings, rock strata, etc. From each source elicit informa-
tion about soil composition and condition. Codify and mark your
results on the chart below. A key has been started to help you.
o KEY
/!\ ++++++ Power line
0______________________________/ \_____________ ^^^^^^ Water line
ssssss Gas line
phphph Sewage line
ttt Transit tunnel
### Piling Concrete
5 ft............................................ SOIL TYPES
10 ft..............................................................
15 ft..............................................................
20 ft..............................................................
25 ft.............................................................
Compare your research to that of your classmates. Use your collec-
tive data to produce a poster-sized rendition of this HANDOUT for
display in your own Museum of the Soil. Collect local artifacts,
rocks and soil samples for display in the museum as well.
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
sub-strata soil composition sedimentation glaciation
*** END OF FILE *** Close Buffer *** Press [ENTER] to Continue.