Saturday, December 16, 2023

FREEWRITING by Peter Elbow

FREEWRITING by Peter Elbow

Excerpted from Writing Without Teachers. New York: Oxford UP, 1973, 1-7.

The most effective way I know to improve your writing is to do freewriting exercises

regularly. At least three times a week. They are sometimes called "automatic writing,"

"babbling," or “jabbering" exercises. The idea is simply to write for ten minutes (later on,

perhaps fifteen or twenty). Don't stop for anything. Go quickly without rushing. Never

stop to look back, to cross something out, to wonder how to spell something, to wonder

what word or thought to use, or to think about what you are doing. If you can't think of

a word or a spelling, just use a squiggle or else write "I can't think what to say, I can't

think what to say" as many times as you want; or repeat the last word you wrote over

and over again; or anything else. The only requirement is that you never stop.

What happens to a freewriting exercise is important. It must be a piece of writing

which, even if someone else reads it, doesn't send any ripples back to you. It is like

writing something and putting it in a bottle in the sea. Freewritings help you by

providing no feedback at all. When I assign one, I invite the writer to let me read it, but

also tell him to keep it if he prefers.

Here is an example of a fairly coherent exercise (sometimes they are very incoherent,

which is fine):

I think I'll write what's on my mind, but the only thing on my mind right now

is what to write for ten minutes. I've never done this before and I'm not

prepared in any way--the sky is cloudy today, how's that? now I'm afraid I

won't be able to think of what to write when I get to the end of the sentence--

well, here I am at the end of the sentence--here I am again, again, again,

again, at least I'm still writing--Now I ask is there some reason to be happy

that I'm still writing--ah yes! Here comes the question again--What am I

getting out of this? What point is there in it? It's almost obscene to always ask

it but I seem to question everything that way and I was gonna say something

else pertaining to that but I got so busy writing down the first part that I

forgot what I was leading into. This is kind of fun oh don't stop writing--cars

and trucks speeding by somewhere out the window, pens clittering across

peoples' papers. The sky is still cloudy--is it symbolic that I should be

mentioning it? Huh? I dunno. Maybe I should try colors, blue, red, dirty

words--wait a minute--no can't do that, orange, yellow, arm tired, green pink

violet magenta lavender red brown black green--now I can't think of any

more colors--just about done--relief? maybe.

Freewriting may seem crazy but actually it makes simple sense. Think of the

difference between speaking and writing. Writing has the advantage of permitting more

editing. But that's its downfall too. Almost everyone interposes a massive and

complicated series of editings between the time the words start to be born into

consciousness and when they finally come of the end of the pencil or typewriter onto 

the page. This is partly because schooling makes us obsessed with the "mistakes" we

make in writing. Many people constantly think about spelling and grammar as they try

to write. I am always thinking about the awkwardness, wordiness, and general

mushiness of my natural verbal product as I try to write down words.

But it's not just "mistakes" or "bad writing" we edit as we write. We also edit

unacceptable thoughts and feelings, as we do in speaking. In writing there is more time

to do it so the editing is heavier: when speaking, there's someone right there waiting for

a reply and he'll get bored or think we're crazy if we don't come out with something.

Most of the time in speaking, we settle for the catch-as-catch-can way in which the

words tumble out. In writing, however, there's a chance to try to get them right. But the

opportunity to get them right is a terrible burden: you can work for two hours trying to

get a paragraph "right" and discover it's not right at all. And then give up.

Editing, in itself, is not the problem. Editing is usually necessary if we want to

end up with something satisfactory. The problem is that editing goes on at the same time

as producing. . . .

The main thing about freewriting is that it is nonediting. It is an exercise in

bringing together the process of producing words and putting them down on the page.

Practiced regularly, it undoes the ingrained habit of editing at the same time you are

trying to produce. It will make writing less blocked because words will come more

easily. . . .

Next time you write, notice how often you stop yourself from writing down

something you were going to write down. Or else cross it out after it's been written.

"Naturally," you say, "it wasn't any good." But think for a moment about the occasions

when you spoke well. Seldom was it because you first got the beginning right. Usually

it was a matter of a halting or even a garbled beginning, but you kept going and your

speech finally became coherent and even powerful. There is a lesson here for writing:

trying to get the beginning just right is a formula for failure--and probably a secret tactic

to make yourself give up writing. Make some words, whatever they are, and then grab

hold of that line and reel in as hard as you can. Afterwards you can throw away lousy

beginnings and make new ones. This is the quickest way to get into good writing.

The habit of compulsive, premature editing doesn't just make writing hard. It

also makes writing dead. Your voice is damped out by all the interruptions, changes,

and hesitations between the consciousness and the page. In your natural way of

producing words there is a sound, a texture, a rhythm--a voice--which is the main

source of power in your writing. I don't know how it works, but this voice is the force

that will make a reader listen to you. Maybe you don't like your voice; maybe people

have made fun of it. But it's the only voice you've got. It's your only source of power.

You better get back into it, no matter what you think of it. If you keep writing in it, it

may change into something you like better. But if you abandon it, you'll likely never

have a voice and never be heard. 

Grass.io Chrome Extension

How do I use Grass?
Simply download the application on the Google Play Store or Chrome Extension Store, sign up, and start earning.
To boil it down, we’re building a network of IP proxies, and the network needs a certain number of IPs before buyers can formally use it.  The second we get enough users, the whole thing goes live and compensation begins.  

https://app.getgrass.io/register/?referralCode=K5QGEoIeTkT5DzM




Synopsis:


Grass is a network of people selling bandwidth from individual IP addresses  

Companies and AI labs can use this network to scrape the public web

When the network goes live, your points will be converted to actual compensation

As soon as the network has enough unique IP addresses, we can launch 

An app is about to be released that will potentially multiply the number of users and IP addresses

Your referrals don’t just bring us closer to the launch date, they multiply your compensation and set you up for earnings long into the future

Apple users stay tuned - the app will be launching on iPhone next

You heard right.  Grass will soon be available on mobile, meaning you can download and earn on your smartphone just like you do with the web extension.  This is actually a bigger deal than it might seem, so we thought we’d take a few minutes to underscore its significance.  We think the app will mark a big turning point in the evolution of Grass, ultimately bringing us closer than ever to the fateful day when the network - and rewards - finally go live.  


While you can download Grass on multiple devices, if they’re all connected to the same Wi-Fi network, you’ll only accrue earnings on whichever device was connected to the network first.

Thursday, September 21, 2023

Independent Reading Fiction and Nonfiction 10th Grade Homeschool

  1.  The Odyssey, Homer - 
  2. Macbeth, Shakespeare - 
  3. The Adventures of Huckleberry Finn, Twain -
  4.  Poetry (Dickinson, Whitman, Frost, Hughes) - 
  5. The House on Mango Street, Cisneros - 
  6. A Lesson Before Dying, Gaines - 
  7. Something Wicked This Way Comes, Bradbury - 
  8. The Secret Life of Bees, Kidd - 
  9. All the Light We Cannot See, Doerr -
  10.  News of the World, Jiles - 
  11. When the Emperor Was Divine, Otsuka - 
  12. Boys in the Boat, Brown - 
  13. How the Garcia Girls Lost Their Accents, Alvarez - 
  14. I Know Why the Caged Bird Sings, Angelou - 
  15. Leaving Home (anthology), Rochman & McCampbell -
  16.  Ethan Frome, Wharton - 
  17. The Crucible, Miller - 
  18. United States in Literature (reader), Miller, Dwyer & Wood - 
  19. The Glass Menagerie, Williams - 
  20. Points of View (collection), Moffett & McElheny - 
  21. Into the Wild, Krakauer 

An American Experience: The Adventures of Huckleberry Finn, by Mark Twain paired with a contemporary text -
 An Epic Journey: The Odyssey, by Homer -
 Hubris, Ambition and Tragedy: Macbeth, by William Shakespeare - 
Distinct American Poetic Voices - Selected poetry by Walt Whitman, Emily Dickinson, Robert Frost, and Langston Hughes 

The Odyssey, Homer



Ethan Frome, Wharton 




Into the Wild -  In April 1992 a young man from a well-to-do family hitchhiked to Alaska and walked alone into the wilderness north of Mt. McKinley. Four months later, his decomposed body was found by a moose hunter. This is the unforgettable story of how Christopher Johnson McCandless came to die.



Order the books via Amazon













Thursday, June 1, 2023

The Cornell Note-Taking Method

 What are the 5 R's in note-taking?

There are many ways to take notes, and everyone seems to have their preference when it comes to note-taking. Many methods involve some or all of the 5 R's of note-taking: record, reduce, recite, reflect, and review.


Five primary methods of note-taking: charts, lists, outlines, concept maps, and the Cornell method.




A blank Cornell notes template for the famous note-taking method invented by Professor Walter Pauk in the 1940s. The Cornell notes paper is divided into two columns, one on the right for note-taking and one on the left for questions/key points. The bottom of the page is reserved for the summary.  Dimensions: 8.5 x 11 inches.



Note-Taking Area: Record the lecture as fully and as meaningfully as possible.



Cue Column: As you’re taking notes, keep the cue column empty. Soon after the lecture, reduce your notes to concise jottings as clues for Reciting, Reviewing, and Reflecting.


Summaries: Sum up each page of your notes in a sentence or two.


This format provides the perfect opportunity for following through with the 5 R’s of note-taking:


Record

During the lecture, record in the main column as many meaningful facts and ideas as you can. Write legibly.

Reduce

As soon as possible, summarize these facts and ideas concisely in the Cue Column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory.

Recite

Cover the Note-Taking Area, using only your jottings in the Cue Column, say over the facts and ideas of the lecture as fully as you can, not mechanically, but in your own words. Then, verify what you have said.

Reflect

Draw out opinions from your notes and use them as a starting point for your own reflections on the course and how it relates to your other courses. Reflection will help prevent ideas from being inert and soon forgotten.

Review

Spend 10 minutes every week in a quick review of your notes, and you will retain most of what you have learned.

Adapted from How to Study in College 7/e by Walter Pauk, 2001 Houghton Mifflin Company














































What is a note-taker called?

A stenographer is an amanuensis. Anyone who can copy or write down what someone else is saying is considered an amanuensis. So if you've ever taken good notes in class, then you're an amanuensis!


Wednesday, May 10, 2023

Siddhartha by Hermann Hesse Lesson Plans

Siddhartha Open Text



Herman Hesse’s classic novel Siddhartha 

In the journey, Siddhartha, living in ancient Nepal, rediscovers the illumination of travel, meditation, and the wisdom of the Buddha. Join the young Brahmin and explore the themes of enlightenment and self-discovery in his ultimate search for reality.



Discussion Questions:  

  1. What was Siddhartha’s life like as the son of a Brahman?  

 2. How did the experiences of his youth prepare him for his journey? 

3. What did Siddhartha learn from the Samanas? 

4. When Siddhartha explained the value of these lessons to Kamala, she did not agree.  Was there value to these lessons?  

#2A:   1. What was the lesson Siddhartha learned from the Gotama?

 2. Why did Siddhartha choose not to follow the Gotama? 

3. What did Siddhartha gain during his time with Gotama? What did he lose? 

4. How did Siddhartha’s decision to reject all teachings and truths impact his personal growth and journey toward Wisdom? 

#3A:   1. What three things did Kamala tell Siddhartha were necessary for success?

 2. How did Kamala measure success? 

3. What skills did Siddhartha have that led him to opportunity? 

4. How did the lessons Siddhartha learned from Kamala and Kamaswami impact his decisions?

 #4A:   1. Siddhartha claimed he had three skills. What were they?  Why did he believe these were valuable skills to have? 

2. What were the skills Kamaswami valued?  What did Siddhartha write for Kamaswami? 

3. What did Siddhartha perceive as the true value of his life with the Child-People? 

4. Why were the Child-People called “Child-People”?  

#5A:   1. When Siddhartha was talking with the Gotama, he compared the world to a perfect chain.  How is this similar to the lesson on the River? 

2. How did the River help Siddhartha gain Wisdom? 

3. In reflecting on the course his life has taken, what changes did Siddhartha observe? 

4. Why did Vasudeva leave?  Where did he go?  

 #6b:  1. Did Siddhartha achieve the four Noble Truths?

 2. In what ways did his journey reflect the Noble 8-Fold Path? 

3. In what ways did he digress from the Noble 8-Fold Path?

Monday, April 17, 2023

Michael Faraday Quick background info

Why is Michael Faraday important?

English physicist and chemist Michael Faraday was one of the greatest scientists of the 19th century. His many experiments contributed greatly to the understanding of electromagnetism.

What was Michael Faraday’s childhood like?

Michael Faraday’s father was a blacksmith. His mother was a country woman of great calm and wisdom. Faraday was one of four children who were often hungry, since their father was often ill and couldn’t work steadily. At an early age, Faraday began to earn money by delivering newspapers for a book dealer and bookbinder.

Where did Michael Faraday study?

Michael Faraday received a basic education at Sunday school. When he was an apprentice bookbinder, he was offered a ticket to attend chemical lectures by Humphry Davy. The lectures inspired Faraday to become a scientist. He eventually became Davy’s laboratory assistant, enabling him to learn chemistry from one of the greatest practitioners of the day.

When Faraday was 20, he was given tickets to attend the lectures of famed British chemist Sir Humphry Davy at the Royal Institution of Great Britain. Faraday wrote a 300-page book based on notes he’d taken during these lectures and sent it to Davy. The following year, Davy damaged his eyesight during an experiment and hired Faraday as his temporary assistant. A short time later, an assistant was fired for brawling and Davy offered Faraday a permanent job, which he accepted.

What did Michael Faraday discover?

In 1820 Michael Faraday produced the first known compounds of carbon and chlorine. In 1825 he isolated and described benzene. What’s more, in 1821 he invented the first electric motor, and in the early 1830s he discovered a way to convert mechanical energy into electricity on a large scale, creating the first electric generator.


 What is a cool kid fact about Michael Faraday?

His most important work was his invention of the electric motor in 1821. He also worked on magnetism, and later discovered how to make electromagnets, which are used in electric generators. Apart from his work in physics, Faraday also made important discoveries in chemistry, such as how to make stronger steel.


https://www.britannica.com/biography/Michael-Faraday

Known as the “father of electrical engineering,” you probably know Michael Faraday is most famous for his contribution to the field of electromagnetism. His inventions include the first electric motor and the first electromagnetic generator. He also discovered the principles underlying electromagnetic induction and diamagnetism. You also probably know the unit of electrical capacitance is named the farad (symbol F) in his honor. But you may not know everything about Michael Faraday. 

What were Michael Faraday's hobbies?

Faraday's interests were various: he studied the condensation of gases, metallurgy, optical illusions (including diamagnetism), acoustics, and the conservation of energy.


Read on for more Faraday facts.

Michael Faraday was born in England on the 22nd of September, 1791 and died on the 25th of August, 1867.


His work on electrochemistry and electromagnetism laid the foundation for many areas of science. He formed the basis of the electromagnetic field concept in physics, discovered the laws of electrolysis, invented electromagnetic rotary devices that were vital in the creation of electric motors and played a key role in the development of electricity for use in technology.


Not limited to physics and electromagnetism, Faraday also invented a simple Bunsen burner, coined terms such as electrode, cathode, anode, and ion, discovered benzene, and investigated the nature of chlorine.


Faraday had only a basic education in a family that was not well off. He had only a minimal understanding of technical mathematical concepts but was still able to produce some of the most important scientific concepts in history and did so in a language that was clear and easily understood.


Faraday was a man of honor who was strong in his convictions. He rejected both a knighthood and an offer to become President of the Royal Society as well as turned down a burial in Westminster Abbey. He also refused to assist the British government in the production of chemical weapons for use in war.


Albert Einstein admired Faraday's work and kept a picture of him on his study wall.


Famous Michael Faraday quotes include: “But still try, for who knows what is possible”


“Nothing is too wonderful to be true if it is consistent with the laws of nature”


“There is no more open door by which you can enter into the study of natural philosophy than by considering the physical phenomena of a candle”


“I was at first almost frightened when I saw such mathematical force made to bear upon the subject, and then wondered to see that the subject stood it so well.”

HE NEVER HAD A FORMAL SCIENTIFIC EDUCATION. ...

HE WAS A SELF-STARTER. ...

HE INVENTED A MOTOR WITH MAGNETS AND MERCURY. ...

HE ALSO CREATED THE FIRST ELECTRIC GENERATOR. ...

HE SHOWED THE PULL OF MAGNETIC FORCE. ...

YOU CAN VISIT HIS MAGNETIC LABORATORY IN LONDON. ...

HE POPULARIZED NEW SCIENTIFIC TERMINOLOGY.



Faraday invented the toy balloon.

Birthday parties and other celebrations just wouldn’t be the same without balloons, and we have Faraday to thank them. He used small rubber balloons in experiments with hydrogen at the Royal Institution in London. Faraday also discovered benzene (one of the most important substances in chemistry) and provided proof that all gases could be liquefied by the use of low temperatures and/or high pressures, which ultimately led to the invention of the refrigerator.




Saturday, April 1, 2023

Homeschooling with Netflix - stranger things

 Phineas Gage: Neuroscience’s Most Famous Patient

An accident with a tamping iron made Phineas Gage history’s most famous brain-injury survivor



Watch Stranger Things season 2 episode 3 he's mentioned

https://www.smithsonianmag.com/history/phineas-gage-neurosciences-most-famous-patient-11390067/


https://itotd.com/articles/3649/the-story-of-phineas-gage/




https://www.youtube.com/watch?v=-fDWH4_5DhI

Dissection and description of the anatomy of the sheep brain.




Wednesday, February 8, 2023

Mapping the brain Test /lesson plans

Lobes of the Brain

The average human brain weighs about 1,400 grams (3 lb). The brain looks a little like a large pinkish-gray walnut. The brain can be divided down the middle lengthwise into two halves called the cerebral hemispheres. Each cerebral hemisphere is divided into four lobes by sulci and gyri. The sulci (or fissures) are the grooves and the gyri are the "bumps" that can be seen on the surface of the brain. The folding created by the sulci and gyri increases the amount of cerebral cortex that can fit in the skull. The total surface area of the cerebral cortex is about 324 square inches or about the size of a full page of a newspaper. Each person has a unique pattern of gyri and sulci.


The brain is divided into 3 main areas:


the brain stem, responsible for basic body functions such as heartbeat regulation;

the cerebellum, responsible for things such as balance and muscular coordination and

the cerebrum, made of two distinct hemispheres and responsible for higher brain functions including thinking and emotions.


The front parts of the brain (thumb side, if your brain is positioned as though its owner were looking at you) are called the frontal lobes. These lobes are responsible for reasoning and higher brain functions. The upper middle lobes (around the middle fingers) are the parietal lobes, responsible for touch. The lower middle lobes and the backs of the hands (nearest the ears in a person) are the temporal lobes, responsible for hearing. Finally, the back lobes (pinkie fingers) are the occipital lobes, responsible for vision.



 Create a model of the brain by using clay, playdough, styrofoam, recyclables, food, etc. Create a whole brain or use a brain atlas and create cross-sections of the brain at different levels. Use different colors to indicate different structures.








 Materials:

Clay or Playdough or Styrofoam or Recyclables (bottle caps, cups, buttons, etc) OR Food (fruit, jelly beans)
A picture or diagram of the brain

Another nice model can be found in the lesson plan called Potato Head. This lesson was originally from the Brain Power program at the Pacific Science Center and Group Health. In this lesson, you mix potato flakes, sand, warm water, and food coloring in a ziploc bag. The resulting mixture is about the size, weight, and color of an adult human brain. This activity also has a remarkable "WOW!" effect on students. If you have lots of time and money, you can have students in groups make their own potato head brains. Otherwise, makeup 1-4 yourself to pass around the room. They can be rewarmed in the microwave for later classes, to save on material costs. They can be added to a worm bin or garden for disposal.

Brain "Recipes"
Here are two recipes for the construction of a model brain:

Recipe 1 (from the Pacific Science Center and the Group Health Cooperative in Seattle, WA)
Materials:
1.5 cups (360 ml) instant potato flakes
2.5 cup (600 ml) hot water
2 cups (480 ml) clean sand
1 gallon ziplock bag
Combine all of the ingredients in the ziplock bag and mix thoroughly. It should weigh about 3 lbs. (1.35 kg.) and have the consistency of a real brain.


Recipe 2 (from BrainLink)
Materials:
2 cups water
2 cups flour
4 teaspoons cream of tartar
One quarter cup vegetable oil
1 cup salt
Red food coloring
Mix the water, salt, flour, and cream of tartar in a large bowl or blender until the lumps disappear. Then mix in the vegetable oil. Put the entire mixture into a saucepan and "cook" it over low heat until it gets lumpy. Pour the mixture out and let it cool. Then knead and shape it into the form of a brain. Don't forget to add wrinkles (gyri) to your brain. Squirt in red food coloring for blood vessels.







*A)What percentage of your brain do you use?‐Richard E.Cytowic 
http://ed.ted.com/lessons/what‐percentage‐of‐your‐brain‐do‐you‐use‐richard‐e‐cytowic 
*B)What happens when you remove the hippocampus? 
http://ed.ted.com/lessons/what‐happens‐when‐you‐remove‐the‐hippocampus‐sam‐kean
*C)How sugar affects the brain 
http://ed.ted.com/lessons/how‐sugar‐affects‐the‐brain‐nicole‐avena 
*D)How stress affects your brain 
http://ed.ted.com/lessons/how‐stress‐affects‐your‐brain‐madhumita‐murgia



Lobe Poems 
Individuals or teams create short poems to describe a particular lobe of the brain. Those who didn’t write the poem guess which lobe the poem is describing. 
Example poem: 
This part of the brain helps you move,  
Without it, you couldn’t bust a groove 
Coordinating movement for a cool guy swagger, 
Without it, you’d look drunk and stagger. 
Can you guess what part of the brain this is? Answer: cerebellum.



Brains are similar in many ways between species. These similarities allow us to learn more about our own brains and behavior by studying other animals. At the same time, there are also many differences between species. The relative size of regions with a species’ brain tells us what functions are particularly important to that species: for example, humans have larger frontal regions relative to the rest of their brains. Frontal regions are responsible for mental processes such as reasoning, decision-making, and planning—things that humans are very good at doing!
 Key points: 
• The overall size of a brain is not the most important factor in determining intelligence (e.g. humans have nowhere near the biggest brain in terms of overall size).
• The brain-to-body mass ratio is a rough measure of the intelligence of an animal (but not without flaws) as well as the amount of “wrinkles” on a brain (surface area to volume ratio). 
• Frontal areas relative to the rest of the brain are the biggest in humans. 
• Scientists often study other animals’ brains and behavior to learn more about human brains and behavior.




Start by watching the video Brain Play, https://www.youtube.com/watch?v=oPFKwu_quxI where students will meet the parts of the brain and learn about the function of each part. Since this app serves as a connector for all of the Neuro Play Adventures, you may use it to also introduce each of the games listed below.

 

Discuss what students remember and have learned about the parts of the brain. Ask students which parts they use at recess. Which do they use when doing a writing activity? There are many ways the students’ answers can be correct here, with so many ways the brain is useful!

 

Ask ‘Why do you say that’ when a student gives a response, and find out more about how the student is thinking about the brain part.

 

Here are more questions to expand the conversation:

 Which parts do you use without knowing?
 Which parts do you use at recess?
 Ask they have ideas about the parts working together.
 

Here are some examples.

 Making up a dance: Planning and coming up with ideas for a dance uses the cerebral cortex, while performing it involves the cerebellum
Telling a story: The amygdala and hippocampus can work together because your feelings about something will influence how you store the memory.
Solving a math problem: You might use your hippocampus to remember math facts while also using your cerebral cortex to think of how to come up with a way to solve a math problem.
 

When you think students are ready with some of their own ideas about the functions and roles of the brain parts, have them break into groups and distribute the project materials.

 

Tell the students

We are going to put our brains to work to draw a cartoon or illustration of someone (it can be you) using at least one part of their brain. Have each student draw a picture such as doing a dance or feeling an emotion, and then label which part of the brain the character is using.

 









1.  The lobe of the brain important for vision is called:
	a.  the temporal lobe		c.  the parietal lobe
	b.  the occipital lobe		d.  the frontal lobe

2.  The lobe of the brain important for the sense of touch is called:
	a.  the temporal lobe		c.  the parietal lobe
	b.  the occipital lobe		d.  the frontal lobe

3.  The lobe of the brain important for hearing is called:
	a.  the temporal lobe		c.  the parietal lobe
	b.  the occipital lobe		d.  the frontal lobe

4.  The lobe of the brain important for reasoning is called:
	a.  the temporal lobe		c.  the parietal lobe
	b.  the occipital lobe		d.  the frontal lobe

5.  The lobe on the diagram labeled 1 is:
	a.  the temporal lobe		c.  the parietal lobe
	b.  the occipital lobe		d.  the frontal lobe

6.  The lobe on the diagram labeled 2 is:
	a.  the temporal lobe		c.  the parietal lobe
	b.  the occipital lobe		d.  the frontal lobe

7.  The lobe on the diagram labeled 3 is:
	a.  the temporal lobe		c.  the parietal lobe
	b.  the occipital lobe		d.  the frontal lobe

8.  The lobe on the diagram labeled 4 is:
	a.  the temporal lobe		c.  the parietal lobe
	b.  the occipital lobe		d.  the frontal lobe

9.  An adult brain weighs approximately:
	a.  1 lb.       b.  3 lb.     c.  5 lb.    d.  7 lb.

10.  A person's brain is about the size of:
	a.  their heart	  b. their stomach   c. 1 fist	 d. 2 fists

Answers:  1.b  2.c  3.a  4.d  5.b  6.c  7.a  8.d  9.b  10. d



Monday, February 6, 2023

Soliloquy

 A soliloquy is a speech that a character in a play speaks aloud, but it can only be heard by that character and the audience. It is used as a way of expressing the inner thoughts and feelings of a character to an audience or revealing important plot details that we couldn't otherwise know about.



What is the most famous soliloquy?

To be or not to be

In fact, Hamlet's “To be or not to be” speech is the best-known soliloquy in the world.

William Shakespeare uses the literary technique of the soliloquy to allow the audience to see deeper into his characters' thoughts in his play, Hamlet. This technique helps to reveal Hamlet's true character, expressing emotions that the audience cannot see through his interactions with other characters.

What is the full meaning of soliloquy?

act of talking to oneself

Soliloquy (from the Latin solus “alone” and loqui “to speak”) at its most basic level refers to the act of talking to oneself, and more specifically denotes the solo utterance of an actor in a drama.


What's the difference between a soliloquy and a monologue?

Remember, a soliloquy involves a character speaking his thoughts to himself, he is not speaking directly to anyone, including the audience. The plural form is soliloquies. A monologue is a speech spoken by one character, usually in a play.

Friday, February 3, 2023

Sea-Fever BY JOHN MASEFIELD

 Sea-Fever

BY JOHN MASEFIELD

I must go down to the seas again, to the lonely sea and the sky,

And all I ask is a tall ship and a star to steer her by;

And the wheel’s kick and the wind’s song and the white sail’s shaking,

And a grey mist on the sea’s face, and a grey dawn breaking.

 

I must go down to the seas again, for the call of the running tide

Is a wild call and a clear call that may not be denied;

And all I ask is a windy day with the white clouds flying,

And the flung spray and the blown spume, and the seagulls crying.

 

I must go down to the seas again, to the vagrant gypsy life,

To the gull’s way and the whale’s way where the wind’s like a whetted knife;

And all I ask is a merry yarn from a laughing fellow rover,

And quiet sleep and a sweet dream when the long trick’s over.




What is the meaning of the poem Sea Fever?

In English poet John Masefield's "Sea Fever," a speaker passionately insists that he must return to a sailor's life in order to be happy. The freedom of the open sea and a life of travel and adventure call to him, and he wants nothing more than to live out his days on a ship, roaming the ocean.


What type of poem is Sea Fever?

"Sea Fever" is a lyric poem written in simple language. The poem has three stanzas similar in structure. For example, each stanza is a quatrain consisting of two couplets.


What is the tone of the poem Sea Fever?

The tone of the poem seems to be nostalgic or sentimental but also desperate. The speaker is remembering all of the times they had out on the sea, reminiscing in the past. The repetition of the words "I must go down to the seas again" reinforces the desperateness in the narrator's tone.


What is the central theme of Sea Fever?

Adventures, memories, and journeys are the major themes of this poem. The speaker hears a continuous call from the sea, and he says that it is unavoidable. He wishes to break the current situation and return to the adventurous life to enjoy his youth at sea.

















Thursday, February 2, 2023

Consolidated Appropriations Act of 2023

 new snap jeader eng

February 1, 2023

Since March 2020, Congress temporarily increased SNAP benefits by providing Emergency Allotments to help low-income individuals and families across the US deal with the financial hardships of the COVID-19 pandemic. The Consolidated Appropriations Act of 2023 law recently passed by Congress ends emergency allotments after February 2023 SNAP EA benefits are issued. This means that by
March 2023, all SNAP households’ benefits will return to standard SNAP benefit amounts, without the added supplement.

Emergency Allotment Start Date

Emergency Allotment End Date

March 2020

February 2023

IMPORTANT: If you are impacted by your SNAP benefits returning to the standard federal allotment amount and need emergency food assistance, we encourage you to contact the Maryland Food Bank at https://mdfoodbank.org/find-food/ or Capital Area Food Bank at https://www.capitalareafoodbank.org/find-food-assistance/https://www.capitalareafoodbank.org/find-food-assistance/


new snap header in spanish

1 de Febrero, 2023

Desde marzo de 2020, el Congreso aumentó temporalmente los beneficios del SNAP mediante Asignaciones de Emergencia para ayudar a las personas y familias de bajos ingresos de EE. UU. a hacer frente a las dificultades económicas por la pandemia de COVID-19. La Ley de Asignaciones Consolidadas de 2023 aprobada recientemente por el Congreso pone fin a las Asignaciones de
Emergencia después de que se emitan los beneficios de las EA del SNAP en febrero de 2023. Esto significa que, para marzo de 2023, todos los beneficios de las unidades familiares beneficiarias del SNAP volverán a recibir los montos estándar de los beneficios, sin el complemento adicional.

Fecha de inicio de la Asignación
de Emergencia

Fecha de finalización de la
Asignación de Emergencia

Marzo de 2020

Febrero de 2023

IMPORTANTE: Si se ve afectado por el hecho de que sus beneficios del SNAP vuelvan al monto estándar de la asignación federal y necesita ayuda alimentaria de emergencia, le recomendamos que se ponga en contacto con el Banco de Alimentos de Maryland (Maryland Food Bank) en https://mdfoodbank.org/find-food/ o con el Banco de Alimentos de la Zona Capital (Capital Area Food Bank)
en https://www.capitalareafoodbank.org/find-food-assistance/https://www.capitalareafoodbank.org/find-food-assistance/



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Thursday, January 5, 2023

Awareness of Alcuin

 

Awareness of Alcuin

by

Siegfried Sassoon

At peace in my tall-windowed Wiltshire room,
(Birds overheard from chill March twilight's close)
I read, translated, Alcuin's verse, in whom
A springtide of resurgent learning rose.

Homely and human, numb in feet and fingers,
Alcuin believed in angels; asked their aid;
And still, the essence of that asking lingers
In the aureoled invocation which he made
For Charlemagne, his scholar. Alcuin, old,
Loved listening to the nest-near nightingale,
Forgetful of renown that must enfold
His world-known name; remembering pomps that fail.

Alcuin, from temporalities at rest,
Sought grace within him, given from afar;
Noting how sunsets worked around to west;
Watching, at spring's approach, that beckoning star;
And hearing, while one thrush sang through the rain,
Youth, which his soul in Paradise might regain.