Compare between the story ( A long way gone) and the movie (Hotel Essay

Compare between the story ( A long way gone) and the movie (Hotel Rwanda) - Essay Example Life takes us all through many ups and downs. What one does with the experience is what makes the difference. At the age of twelve, this soldier boy, kind, loving and sweat at heart, realized that he was capable of evil acts. It was not his fault however. At such a young age, he was picked up by the government to fight in a war on his way to a talent show. He was very talented, singing and doing rap songs with his brother and friend. However, he realized something was not right when he attempted to get home to his family. He waited until it was the right time and eventually learns that the only safe way out is to join the war. How was he to know what this entailed? Nevertheless, he found out sooner than later as he started doing things which made the insides of his body cringe and his inner soul cry out. He could not understand what truly was happening. He was fighting in a war and he was being asked to be the murderer. Beah’s story is different. It is not often that a soldier boy survives and lives to tell his story. His story is unique and an inspiration to all. He gives a literary voice to a tragedy that happens leaving, all readers breathless and wanting to know more of not just his survival, but also the details of the war itself. Even though he experienced ghastly behaviors and mortally lucid sights, somehow, he comes out with his mind intact. The violent and graphic things he was forced to do and see only made him a stronger person. Reading the accounts of his loss brings people to tears, his account of him surviving and being rehabilitated, brings his readers to their knees and feet as they praise and thank the higher power that has his hand on this boy. Now, a 26 year old boy is able to stand tall and tell the story of his life from orphan to soldier and then to leader and conqueror. Hotel Rwanda is a story about mass genocide and political unrest. This story, unlike Beah’s is a story that is based on true events that happened back in 199 4. The main character attempts to save his fellow citizens from the Rwandan Genocide. As Paul Rusesabagina tries to save his family and many others, he allows the citizens who are running from the horrible acts of violence to stay at his hotel for safety. The story exemplifies intense political corruptions and attempts to confront the repercussions of the violence, which is at hand. The story is extremely intense and drives one to experience, vicariously, the life of these people as they run from one burial ground to the next. As many plead for their lives, they realize that there is little hope. The issue of race, and gender leads one to feel more power over the other, eventually leading to mass murder and the wiping out of an entire generation. War breaks out in both stories. The difference in both of these wars, though is that they are both set in Africa, one of the stories is told from his own perspective as he lives, breathes and resided in the terrors of war. He experienced, s aw and felt his brothers and sisters as they slipped away into utter darkness. He cried with them, and then in many cases, had to do away with them himself. Hotel Rwanda is slightly different. Though many children were affected by such horrors, the main character in the story was a grown man who attempts to save others. Beah could not save others as he was one of those who caused so

Global Perspective on Health Policy Essay Example for Free

Global Perspective on Health Policy Essay Introduction A macro perspective on health policy issues can be helpful to identify how problems become policy issues and how these issues result in the creation of health care policy. The neglected epidemic of Chronic Disease also known as non- communicable diseases are a controversial issue that needs to be addressed in the world. In this paper, the writer will provide an explanation of how this issue has resulted from a policy’s creation. Identify the steps in the state and federal policy development process. Furthermore, differentiate between policy development and implementation. Also, explain how stakeholders become involved in the process and why their voices often become a driver for change in health policy. What is Chronic Disease? Non-communicable diseases (NCDs), also known as chronic diseases are not transferred from person to person. They are slowly progressed over time. The four main kinds of non-communicable diseases are cardiovascular diseases such as strokes or heart attacks, any type cancer, chronic respiratory diseases like chronic obstructed pulmonary disease and diabetes. Other Chronic Diseases that affect many Americans are, Obesity and Overweight, Asthma, Epilepsy, Food Allergies, Glaucoma, Alzheimer’s, and Heart Disease (Non-communicable diseases. 2014). A Chronic Disease is a long-term illness that can be controlled, but not healed. The worldwide population is affected by chronic diseases. In the United States, chronic disease is the leading cause of disability and death that accounts for 70% of all deaths. Out of these premature deaths, 90% effect low- income and middle-class population. The World Health Organization shows that chronic illnesses are also the main reason for untimely deaths everywhere, even in places where communicable ailments are widespread (What is Chronic Disease?. 2011). According to the article, chronic disease is the most preventable and can be successfully controlled, and they are also very costly health issues and the most common. With the proper care and treatment, these long-term diseases can be controlled (What is Chronic Disease?. 2011). The Epidemic of Chronic Disease In today’s society, Chronic Disease is responsible for an enormous percentage of diseases in people. Non-communicable diseases affect all regions of the  world and age groups. People before the age of 60 attribute to 9 million of the deaths associated with chronic disease. Even though Chronic Disease are a huge problem in low-income areas, these diseases and risk are not exclusive to more wealthy Americans (Horton, R. 2005). The most vulnerable to the risk factors that contribute to chronic diseases are adults, elderly and children. Studies prove that it comes from unhealthy diets, exposure and use of tobacco products, not regularly exercising and harmfully using alcohol. Non-communicable disease are driven by aging and the globalization of unhealthiness in our lives (Non-communicable diseases. 2014). The globalization of unhealthiness like eating unhealthy can result in high blood pressure, overweight and obesity, high blood glucose levels, and higher blood lipids. Many of these risk factors can be lead to cardiovascular disease, which is a common NCD (Non-communicable diseases. 2014). The Center for Managing Chronic Disease (CMCD) aims help in the effectiveness with management and prevention in chronic disease. The main goal of CMCD is to help people at risk, or that are most vulnerable. Conducting advanced research and publicizing the results to aid in policy change and practices (What is Chronic Disease? 2011). On September 2011, a meeting with the UN High Level on Non-Communicable Diseases was an exceptional chance to produce a sustained global drive contrary to preventable disease and disability, premature death for chronic diseases, like stroke, cancer, heart disease and respiratory disease and diabetes. This is an increasing global threat in NCDs that is a barrier to developmental goals. These development goals include health equity, poverty reduction, human security and economic stability (The Lancet. 2011). Policy Making Process. In healthcare, Chronic Disease epidemics cause many threats to the world. In response to the crisis, The Lancet NCD Action Group and the NCD Alliance has proposed five priority actions. Which are: â€Å"Leadership, prevention, treatment, international cooperation, and monitoring and accountability—and the delivery of five priority interventions—tobacco control, salt reduction, improved diets and physical activity, reduction in hazardous alcohol intake, and essential drugs and technologies (The Lancet. 2011).† The import involvements were chosen for their health paraphernalia, cost-value, small costs of implementation, and political and financial achievability. Tobacco control  is the most urgent and immediate priority. They have propose a goal for 2040 that in essence the world would be free from tobacco where fewer than 5% of people engaged in tobacco use (The Lancet. 2011). Policy problems are identified by many factors that include methods that include getting issues on the political agendas and removing them. The first step in the Policymaking Process is agenda setting. Agenda setting is all about decision-making in the first phase of the policymaking process. To be considered on the agenda, difficulties must arise to policymakers’ attention. Healthcare problems are highly visible, because the affect the nation, whereas major problems no relating to health are considered invisible to make the agenda (The Lancet. 2011). The Policymaking process discusses the precise decisions and procedures that are required for a policy to be considered, proposed and implemented. This process is an interactive progression with various points of access that provides opportunities to impact the many decisions (Politics and the Policymaking Process. n.d.).Policymaking process is an interactive process with several points of entree that provides chances to influence the decision-making processes involved in each of the stages. Furthermore, there are three phases of policymaking: the implementation phase, the formulation phase, and formulation phase (Politics and the Policymaking Process. n.d.). Policy development and implementation. During Policy Development, policies may be developed and applied at several stages and may vary from formal reg ulations and legislation to the informal procedures by which governments function (Policy Development. n.d.). An example of policy development would be in government policy that is related to youth, children and health developed at national and federal; territorial and provincial; community, local and district; or international levels by elected executives transversely with a quantity sectors that includes education, health, social services, finance, recreation and labor. Additionally, policy development time frame is determined by various factors that include government agendas and media attention. (Policy Development. n.d.). On the contrary, Policy implementation involves putting implemented policies into play. Success from implementation is depends on three essential elements. First element is the state or president and government officials locally, must pass down polices to the proper agency with the government bureaucracy (Policy Implementation   Boundless Open Textbook. n.d.). The second element that is essential to policy implementation is strong interpretation. Meaning that legislative intent need be deciphered into functioning guidelines and agendas. The concluding element necessary in operative policy implementation is also challenging to achieve. Dedication of assets to implement policy beneath the primarily element must be combined with organization of the policy with enduring processes (Policy Implementation Boundless Open Textbook. n.d.). Stakeholders in Healthcare. A Stakeholder involvement in planning, management policymaking has be brought on by new general development models. These models seek a different role for each state based on consensus, pluralistic structures and political legitimacy. Stakeholder contribution can be categorized into three forms: cooperative, instructive and consultative (Involving Stakeholders in Aquaculture Policy-making, Planning and Management. n.d.). In Cooperative involvement primary stakeholder act as companions with government in the decision processing. Consultative involvement is where government makes the primary decisions and stakeholders still have influence in the outcome and processes. Last, in Instructive involvement the government makes the choices but apparatuses occur during information interchange (Involving Stakeholders in Aquaculture Policy-making, Planning and Management. n.d.). Conclusion. The macro perspective on health policy issues can be helpful to identify how problems become policy issues and how these issues result in the creation of health care policy. Chronic diseases impact the healthcare industry in many ways. This controversial issue impacts all age groups. The Center for Managing Chronic Disease (CMCD) helps with management and prevention in chronic disease. This paper, provided an explanation of how the epidemic of Chronic Disease has resulted from a policy’s creation. Moreover, identified the steps in the policy development process. Furthermore, differentiated between policy development and implementation. Also, explained how stakeholders become involved in the process and why their voices often become a driver for change in health policy. References What is Chronic Disease?. (2011). The Center for Managing Chronic Disease. Retrieved October 13, 2014, from  http://cmcd.sph.umich.edu/what-is-chronic-disease.html Horton, R. (2005). The Lancet. The neglected epidemic of chronic disease : The Lancet. Retrieved October 13, 2014, from http://www.thelancet.com/journals/lancet/article/PIIS0140-6736%2805%2967454-5/fulltext#bib4 Non-communicable diseases. (2014). WHO. Retrieved October 13, 2014, from http://www.who.int/mediacentre/factsheets/fs355/en/ The Lancet. (2011). Priority actions for the non-communicable disease crisis: The Lancet. Retrieved October 14, 2014, from http://www.thelancet.com/journals/lancet/article/PIIS0140-6736%2811%2960393-0/abstract Policy Development. (n.d.). A Brief Guide to Understanding Policy Development. Retrieved October 10, 2014, from http://www.ruralnovascotia.ca/documents/policy/understanding%20policy.pd Politics and the Policymaking Process. (n.d.). The Policymaking Process. Retrieved October 12, 2014, from http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0205011616.pdf Policy Implementation Boundless Open Textbook. (n.d.). Boundless. Retrieved October 15, 2014, from https://www.boundless.com/political-science/textbooks/boundless-political-science-textbook/domestic-policy-15/policy-making-process-95/policy-implementation-516-6175/ Involving Stakeholders in Aquaculture Policy-making, Planning and Management. (n.d.). Involving Stakeholders in Aquaculture Policy-making, Planning and Management. Retrieved October 15, 2014, from http://www.fao.org/docrep/003/AB412E/ab412e32.htm

Chilli Peppers and the Southeast Asian Identity

Chilli Peppers and the Southeast Asian Identity Introduction Chilli peppers are an integral part of Southeast Asian cuisine today. Many people associate chilli so closely with Southeast Asian cuisines that some shops in Western countries selling Southeast Asian food have had to add excessive amounts of chilli to their food in order to cater to what foreigners think is Southeast Asian food. However, chilli peppers were actually introduced into Southeast Asia a little less than 500 years. Therefore, they are not an indigenous aspect of Southeast Asian cuisine but rather a product of globalisation. Yet today, Southeast Asian cuisines display a penchant for chillieswith almost every cuisine claiming a variation of a chilli condiment (Williams, 2010, p. 41). In this essay, the key issues will be to explore why chillies became so popular in Southeast Asian in the first place and how their importance has evolved over the years to make them an integral part of Southeast Asian identity through the means of cuisine. Firstly, we will look at the history of chilli peppers and how they were brought into the Southeast Asian region. Secondly, we will see what Southeast Asian cuisine was like before chilli peppers became such an integral part of it. Thirdly, we will explore why chilli peppers caught on so quickly as part of the indigenous cuisine. Lastly, I will argue that the role of chilli has evolved in Southeast Asian cuisine and today, its popularity transcends culinary trends to form an integral part of Southeast Asian identity. The History of Chilli The colonial powers and the prevalence of trade in the Southeast Asian region were the key factors in introducing chilli peppers to the cuisines of Southeast Asian. Chilli peppers were the indigenous plants of the Americas from 6000 BC. SEA Cuisine before Chilli Southeast Asian cuisine before the introduction of chilli already indicated a local preference for spicy food. In Thailand, people were seasoning their food with ginger and peppercorns. This preference for spicy food might be an indication of local conditions that made the region more susceptible or accommodating of spicy food. Unsurprisingly, when the Portuguese introduced chilli peppers to the regions in the 1500s, the Thai were the quickest to adapt them into their food. The Prevalence of Chilli in SEA Cuisine The prevalence of chilli in SEA cuisine after its introduction to the region less than 500 years ago is the result of a combination of factors that include sociological reasons, culinary reasons, scientific reasons and geographical reasons. It is hard to explain the popularity of chilli in the region due to biology. Recent studies have indicated that Asians 25% more likely than people of other races to be supertasters. Supertasters are more sensitive to certain tastes and Asians would therefore be more prone to experiencing the burn of capsaicin through chilli consumption. Yet despite this ethnic trait, the prevalence of chilli in SEA cuisine exceeds that of European or American cuisine. I argue that the popularity of chilli in the region can be explained by a confluence of factors exclusive to SEA countries. Firstly, rice is a staple food in all the SEA countries. SEA countries today are responsible for a larger than proportionate share of the global rice export market, with countries like Thailand and Vietnam being famous for rice planting. In the past, many people in SEA countries survived through subsistence farming and rice was a staple food because it was cheap and filling. Even when rice was not eaten, people substituted it with rice-based products like rice noodles. By making rice a staple part of the SEA diet, people could reduce their consumption of expensive meats and vegetables and therefore, lower the cost of their meals. With the introduction of chilli in the region, people began adding it into their meats and vegetables to give it extra spiciness. The extra spiciness of the meats and vegetables meant that the amount of meat and vegetables for meals could be further reduced since people ended up eating more rice to reduce the burn of the capsaicin from the chillies. By addin g a relatively cheap ingredient like chilli to their dishes, SEA people could therefore reduce their consumption of more expensive foodstuffs, thus explaining the prevalence of chilli in the cost-conscious SEA region. Secondly, chillies were adapted into a region which was already trying different methods to deal with food spoilage. In countries with landlocked areas and muddy rivers, it was not always easy to obtain the freshest of ingredients for the preparation of food. Vegetables grown in certain areas took on a weird taste and often contributed to what many people would consider unpalatable dishes in a meal. In a time with no refrigeration, it was not always possible to consume food before it started going bad in the hot and humid weather, which meant that rotting food was always a possibility during meals. To reduce food spoilage, fermentation of food (like shrimp paste) and sun drying ingredients (ie fish) had become a popular aspect of SEA cooking during this time. However, the resulting dried ingredients were more pungent and had a stronger taste than before and when added back into cooked food, could make it taste less palatable. With the introduction of chilli peppers into food cooked w ith dried ingredients, Southeast Asian cooks were able to Thirdly, recent studies have shown that chilli-based cuisine is popular because it promotes the release of endorphins. The capsaicin in chilli peppers have been found to promote endorphin release in the human brain in order to deal with the burn of spicy food, thus making a torturously spicy meal paradoxically pleasurable. In Britain, researchers were looking into the popularity of curry in the United Kingdom and they concluded that the reason curry had grown so popular was because the spice in the curry caused peoples hearts to beat faster after consumption, mimicking the after-effects of sex. Assuming that these findings of Western researchers can be applied to Southeast Asians, we can thus see that there is a scientific reason to explain the popularity of chilli-based cuisine in the region. Finally and most importantly, the popularity of chilli can be attributed to a self-perpetuating cycle of cultural transmission through immigration in a geographically connected area. Southeast Asian is a region of diverse cultures and religions and this regional trait expresses itself most clearly in the varied dietary restrictions among the different SEA countries. The Muslims abstain from pork, while the Hindus do not consume beef and the more religious Buddhists avoid meat altogether. However, chilli peppers are a plant-based cooking ingredient and do not violate any culinary restrictions of various SEA ethnic and religious populations. Being a geographically connected area that has long been involved in trade, SEA was exposed to the cultural transmission of chilli-based cuisines through local and foreign traders who eventually settled down in these lands as immigrants. As chillies became more widely used in local cuisines due to its culinary adaptability, more chillies were grown within the region itself and this resulted in a self-perpetuating cycle that cemented its place in Southeast Asian kitchens. A combination of these factors explains the prevalence of chilli in the Southeast Asian region and it also accounts for why Filipino and Northern Vietnamese cuisines incorporate less chilli in their food compared to their neighbours. For the Philippines, The Role of Chilli in Shaping SEA Identity Due to their popularity in Southeast Asian cuisines, chilli peppers have transcended culinary traditions and come to occupy an exalted role in shaping Southeast Asian identity today. Spicy food is now part of the identity of the region while the ability to tolerate and even relish chillies is now seen as an informal rite of passage among SEA communities today. Spicy food is now closely associated with the identity of the region in a globalised world. Southeast Asian cuisine seen in the eyes of non- Southeast Asian people is determined by the spiciness of the food and the excessive use of chillies in cooking. With the increasing influx of SE immigrants to Western countries, Westerners are exposed to Southeast Asian cuisine and because Southeast Asians use more spices and chillies as opposed to salt and pepper, Westerners have come to view chillies as a defining aspect of Southeast Asian cuisine. If you visit any hawker centre in Singapore today, an order of almost any dish will invariably be accompanied with chilli condiments ranging from chicken rice chilli to sambal goreng to the freshly cut chilli peppers soaked in soya sauce. Due to cultural perceptions of Southeast Asian food, more hawkers are inclined to include a chilli condiment with the kind of food they serve and this in turn exposes more people to chilli-based food that they come to see as normal or even synonymous with Southeast Asian cuisine. In many Southeast Asian communities, the ability to tolerate chilli-based food or even relish the taste of chilli peppers is the ultimate, albeit informal, rite of passage to adulthood. The irony of associating chillies with regional and personal SEA identity is that not all Southeast Asians embrace chilli as part of their diet. As mentioned earlier, Southeast Asians are supertasters and theoretically more sensitive to capsaicin. The absence of chilli in certain SEA based cuisines (Northern Vietnam Philippines)

cultrual cultural deprivation the hispanic challenge Essay -- essays r

Cultural Deprivation: The Hispanic Challenge   Ã‚  Ã‚  Ã‚  Ã‚  Why do some groups not succeed in academic settings? One theory brought up in â€Å"Understanding inequality† suggests that the gap in the socioeconomic status drives the inequalities in the school system. The low and working class have less time and income to intervene with schooling. This means they have less time to meet with teachers, hire tutors, and provide continuous transportation. Therefore the lower class can’t possibly compete with the middle and upper classes. Angela Valenzuela gives the accounts of some Hispanic students’ experiences in school. These students feel that it is the inferior nature of the schools in the US that contribute to the low success levels. The schools in Mexico have â€Å"teachers [that] value and nurture in their students an ability to communicate and express themselves with confidence† (Valenzuela). This is what leads to success in schooling, which the United States does not provide them. Another exp lanation to this is a theory of cultural deprivation. This is the idea that certain cognitive styles connect to different ethnic groups. It just so happens that what school demands from students is a characteristic of the White and Asian races, which is abstraction , while other less successful groups like African Americans and Latinos possess more concrete thinking. Current manifestations of this can be seen from Samuel Huntington’s article â€Å"The Hispanic Challenge.†   Ã‚  ...

The Chinese Abacus – Short Essay

The Chinese Abacus The Chinese Abacus is a simple device for performing mathematical calculations. The Chinese Abacus also known as a â€Å"Suanpan† in Chinese. The Abacus was first mentioned by the mathematician Xu Yueh at the end of Eastern Han Dynasty (25-220 A. D). The Abacus is a tool for calculating numbers, and was widely used in ancient times up to the invention of the modern mechanical and electronic calculators. The Abacus is similar to the modern calculator. It has a rectangular wooden frame with beads in the columns.There is a cross rod to divide beads into two parts, above the rod each bead represents quantities of five and as it moves right it goes up like 50, 500, 5000 and so on, while under the rod each bead represents quantities of one and goes up to 10, 100, 1000, and so on. The basic operations for which the abacus is helpful include arithmetic operations such as addition, subtraction, multiplication, and division. The computational methods using an Abacus a re called abacus calculations. This device was created using wood and beads. You only count the beads that are in the center on the divider.The Abacus is still in use today by shopkeepers in Asia and â€Å"Chinatowns† in North America. The use of the abacus is still taught in Asian schools, and some few schools in America. Blind children are taught to use the Abacus. One particular use for the Abacus is teaching children simple mathematics and especially multiplication. The Abacus is also an excellent tool for teaching other base numbering systems since it easily adapts itself to any base. I made my Abacus by simply getting four wood planks and nailing them together to make a wooden frame.Then I got another wood plank and nailed in the middle to make the cross rod. I drilled 13 holes on the cross rod, the top, and bottom of the frame. I got a stick stuck it through the top of the frame, placed two beads in and stuck it through the cross rod, added five more beads then stuck t he stick through the bottom part of the frame thus making the first column. I continued this process 12 more times until I finished all of the 13 columns. After I was done I painted my frame purple and I was finished. A perfectly crafted Chinese Abacus made within one and a half hours. .

20 Elapsed Time Word Problems

20 Elapsed Time Word Problems Elapsed time is the amount of time that passes between the beginning and the end of an event. The concept of elapsed time fits nicely in the elementary school curriculum. Beginning in third grade, students should be able to tell and write time to the nearest minute and solve word problems involving addition and subtraction of time. Reinforce these essential skills with the following elapsed time word problems and games. Elapsed Time Word Problems These quick and easy elapsed time word problems are perfect for parents and teachers who want  to help students practice elapsed time to the nearest minute with simple mental math problems. Answers are listed below. Sam and his mom arrive at the doctor’s office at 2:30 p.m. They  see the doctor at 3:10 p.m. How long was  their wait?Dad says dinner will be ready in 35 minutes. It’s 5:30 p.m. now. What time will dinner be ready?Becky is meeting her friend at the library at 12:45 p.m. It takes her 25 minutes to get to the library. What time will she need to leave her house to arrive on time?Ethan’s birthday party started at 4:30 p.m. The last guest left at 6:32 p.m. How long did Ethan’s party last?Kayla put cupcakes in the oven at 3:41 p.m. The directions say that the cupcakes need to bake for 38 minutes. What time will Kayla need to take them out of the oven?Dakota arrived at school at 7:59 a.m. He left at 2:33 p.m. How long was Dakota at school?Dylan started working on homework at 5:45 p.m. It took him 1 hour and 57 minutes to complete it. What time did Dylan complete his homework?Dad arrives home at 4:50 p.m.  He left work 40 minutes ago. What time did Dad get o ff work?  Jessica’s family is traveling from Atlanta, Georgia to New York by plane. Their flight leaves at 11:15 a.m. and should take 2 hours and 15 minutes. What time will their plane arrive in New York? Jordan got to football practice at 7:05 p.m. Steve showed up 11 minutes later. What time did Steve get to practice?Jack ran a marathon in 2 hours and 17 minutes. He crossed the finish line at 10:33 a.m. What time did the race start?Marci was babysitting for her cousin.  Her cousin was gone for  3 hours and 40 minutes. Marci left at 9:57 p.m. What time did  she start babysitting?  Caleb and his friends went to see a movie at 7:35 p.m. They left at 10:05 p.m. How long was the movie?Francine got to work at 8:10 a.m. She left at 3:45 p.m. How long did Francine work?Brandon went to bed at 9:15 p.m. It took him 23 minutes to fall asleep. What time did Brandon fall asleep?Kelli  had to wait  in a long, slow-moving  line to purchase a popular new video game that was just released. She got in line at 9:15 a.m. She left with the game at 11:07 a.m. How long did Kelli wait in line?Jaydon went to batting practice Saturday morning at 8:30 a.m. He left at 11:42 a.m. How long was he at batting practice?Ashton got behind on her reading assignment, so she had to read  four chapters last night. She started at 8:05 p.m. and finished at 9:15 p.m. How long did it take Ashton to catch up on her assignment? Natasha has a dentist appointment at 10:40 a.m. It should last 35 minutes. What time will she finish?Mrs. Kennedy’s 3rd-grade class is going to the aquarium on a field trip. They are scheduled to arrive at 9:10 a.m. and leave at 1:40 p.m. How long will they spend at the aquarium? Elapsed Time Games Try these games and activities at home to help your children practice elapsed time. Daily Schedule Let your children keep track of their schedule and ask them to figure the  elapsed time for each activity. For example, how long did your child spend eating breakfast, reading, taking a bath, or playing video games? How Long Will It Take? Give your kids practice with elapsed time by encouraging them to figure out how long daily activities take. For example, the next time you order a pizza online or by phone, youll probably be given an estimated delivery time. Use that information to create a word problem thats relevant to your childs life, such as, Its 5:40 p.m. now and the pizza shop says the pizza will be here at 6:20 p.m. How long will it take for the pizza to arrive? Time Dice Order a set of time dice from online retailers or teacher supply stores. The set  contains two twelve-sided dice, one with numbers representing the hours and the other with numbers representing minutes. Take turns rolling the time dice with your child. Each player should roll twice, then calculate the elapsed time between the two resulting dice times. (A pencil and paper will come in handy, as youll want to jot down the time of the first roll.) Elapsed Time Word Problem Answers 40 minutes6:05 p.m.12:20 p.m.  2 hours and 2 minutes4:19 p.m.6 hours and 34 minutes7:42 p.m.4:10 p.m.1:30 p.m.7:16 p.m.8:16 a.m.6:17 p.m.2 hours and 30 minutes7 hours and 35 minutes9:38 p.m.1 hour and 52 minutes3 hours and 12 minutes1 hour and 10 minutes11:15 a.m.4 hours and 30 minutes