L E a R N I N G W I T H C R Y P T I
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Grade 6 Reading Student At–Home Activity Packet
Printer Warning: This packet is lengthy. Determine whether you want to print both sections, or only print Section 1 or 2. Grade 6 Reading Student At–Home Activity Packet This At–Home Activity packet includes two parts, Section 1 and Section 2, each with approximately 10 lessons in it. We recommend that your student complete one lesson each day. Most lessons can be completed independently. However, there are some lessons that would benefit from the support of an adult. If there is not an adult available to help, don’t worry! Just skip those lessons. Encourage your student to just do the best they can with this content—the most important thing is that they continue to work on their reading! Flip to see the Grade 6 Reading activities included in this packet! © 2020 Curriculum Associates, LLC. All rights reserved. Section 1 Table of Contents Grade 6 Reading Activities in Section 1 Lesson Resource Instructions Answer Key Page 1 Grade 6 Ready • Read the Guided Practice: Answers will vary. 10–11 Language Handbook, Introduction. Sample answers: Lesson 9 • Complete the 1. Wouldn’t it be fun to learn about Varying Sentence Guided Practice. insect colonies? Patterns • Complete the 2. When I looked at the museum map, Independent I noticed a new insect exhibit. Lesson 9 Varying Sentence Patterns Introduction Good writers use a variety of sentence types. They mix short and long sentences, and they find different ways to start sentences. Here are ways to improve your writing: Practice. Use different sentence types: statements, questions, imperatives, and exclamations. Use different sentence structures: simple, compound, complex, and compound-complex. -
Urban Myths Mythical Cryptids
Ziptales Advanced Library Worksheet 2 Urban Myths Mythical Cryptids ‘What is a myth? It is a story that pretends to be real, but is in fact unbelievable. Like many urban myths it has been passed around (usually by word of mouth), acquiring variations and embellishments as it goes. It is a close cousin of the tall tale. There are mythical stories about almost any aspect of life’. What do we get when urban myths meet the animal kingdom? We find a branch of pseudoscience called cryptozoology. Cryptozoology refers to the study of and search for creatures whose existence has not been proven. These creatures (or crytpids as they are known) appear in myths and legends or alleged sightings. Some examples include: sea serpents, phantom cats, unicorns, bunyips, giant anacondas, yowies and thunderbirds. Some have even been given actual names you may have heard of – do Yeti, Owlman, Mothman, Cyclops, Bigfoot and the Loch Ness Monster sound familiar? Task 1: Choose one of the cryptids from the list above (or perhaps one that you may already know of) and write an informative text identifying the following aspects of this mythical creature: ◊ Description ◊ Features ◊ Location ◊ First Sighting ◊ Subsequent Sightings ◊ Interesting Facts (e.g. how is it used in popular culture? Has it been featured in written or visual texts?) Task 2: Cryptozoologists claim there have been cases where species now accepted by the scientific community were initially considered urban myths. Can you locate any examples of creatures whose existence has now been proven but formerly thought to be cryptids? Extension Activities: • Cryptozoology is called a ‘pseudoscience’ because it relies solely on anecdotes and reported sightings rather than actual evidence. -
Book Section Reprint the STRUGGLE for TROGLODYTES1
The RELICT HOMINOID INQUIRY 6:33-170 (2017) Book Section Reprint THE STRUGGLE FOR TROGLODYTES1 Boris Porshnev "I have no doubt that some fact may appear fantastic and incredible to many of my readers. For example, did anyone believe in the existence of Ethiopians before seeing any? Isn't anything seen for the first time astounding? How many things are thought possible only after they have been achieved?" (Pliny, Natural History of Animals, Vol. VII, 1) INTRODUCTION BERNARD HEUVELMANS Doctor in Zoological Sciences How did I come to study animals, and from the study of animals known to science, how did I go on to that of still undiscovered animals, and finally, more specifically to that of unknown humans? It's a long story. For me, everything started a long time ago, so long ago that I couldn't say exactly when. Of course it happened gradually. Actually – I have said this often – one is born a zoologist, one does not become one. However, for the discipline to which I finally ended up fully devoting myself, it's different: one becomes a cryptozoologist. Let's specify right now that while Cryptozoology is, etymologically, "the science of hidden animals", it is in practice the study and research of animal species whose existence, for lack of a specimen or of sufficient anatomical fragments, has not been officially recognized. I should clarify what I mean when I say "one is born a zoologist. Such a congenital vocation would imply some genetic process, such as that which leads to a lineage of musicians or mathematicians. -
Research Article ANALYSIS INTEGRITY of the PATTERSON-GIMLIN FILM IMAGE
The RELICT HOMINOID INQUIRY 2:41-80 (2013) Research Article ANALYSIS INTEGRITY OF THE PATTERSON-GIMLIN FILM IMAGE Bill Munns1*, Jeff Meldrum2 1Blue Jay, CA 92317 2Department of Biological Sciences, Idaho State University, 921 S. 8th Ave, Pocatello, ID 83209 ABSTRACT. The Patterson-Gimlin Film (PGF), which depicts a walking figure suggestive of a cryptid hominoid species known as sasquatch (or Bigfoot), has been studied and debated since its filming in 1967. One issue not analyzed conclusively is the suspicion that the film itself has been somehow tampered with or otherwise edited to hide data that may point to a hoax. The integrity and quality of the film image have also been challenged and characterized as unreliable. A comprehensive study of these issues of contention has determined that the film was not altered or otherwise tampered with for deceptive intent, and that the image quality is sufficient for factual analysis of the nature of the subject as depicted. KEY WORDS: Bigfoot, sasquatch, Bluff Creek, cinematography, photogrammetry INTRODUCTION 2. What is the resolution of the camera original film stock and what level of image Null Hypothesis: The original Patterson- detail can be relied upon? Gimlin Film (PGF) has either been altered, or 3. If copies are studied in the absence of the its image quality is insufficient for analysis, or camera original, how were the copies both, invalidating its evidentiary reliability for made and how does the copy process alter conclusively determining whether it depicts a the film image data? real and novel biological entity. 4. Is the film in focus? 5. -
Texas Paranormalists
! TEXAS PARANORMALISTS David!Goodman,!B.F.A,!M.A.! ! ! Thesis!Prepared!for!the!Degree!of! MASTER!OF!FINE!ARTS! ! ! UNIVERSITY!OF!NORTH!TEXAS! December!2015! ! APPROVED:!! Tania!Khalaf,!Major!Professor!!!!! ! Eugene!Martin,!Committee!Member!&!!!! ! Chair!for!the!Department!of!Media!Arts ! Marina!Levina,!Committee!Member!!!! ! Goodman, David. “Texas Paranormalists.” Master of Fine Arts (Documentary Production and Studies), December 2015, 52 pp., references, 12 titles. Texas Pararnormalists mixes participatory and observational styles in an effort to portray a small community of paranormal practitioners who live and work in and around North Texas. These practitioners include psychics, ghost investigators, and other enthusiasts and seekers of the spirit world. Through the documentation of their combined perspectives, Texas Paranormalists renders a portrait of a community of outsiders with a shared belief system and an unshakeable passion for reaching out into the unknown. ! ! ! ! ! ! ! Copyright!2015! By! David!Goodman! ! ! ! ! ! ! ! ! ! ! ii! ! Table!of!Contents! ! ! ! ! ! ! ! ! !!!! !!!!!!!!!!!!!!!!!!!!!Page! PROSPECTUS………………………………………………………………………………………………………!1! Introduction!and!Description……………………………………………………………………..1! ! Purpose…………………………………………………………………………………………….………3! ! Intended!Audience…………………………………………………………………………………….4! ! Preproduction!Research…….....................…………………………………………...…………..6! ! ! Feasibility……...……………...…………….………………………………………………6! ! ! Research!Summary…….…...…..……….………………………………………………7! Books………...………………………………………………………………………………..8! -
The Adorabyssal Oracle
THE ADORABYSSAL ORACLE The Adorabyssal Oracle is an oracle deck featuring the cutest versions of mythological, supernatural, and cryptozoological creatures from around the world! Thirty-six spooky cuties come with associated elements and themes to help bring some introspection to your day-to-day divinations and meditations. If you’re looking for something a bit more playful, The Adorabyssal Oracle deck doubles as a card game featuring those same cute and spooky creatures. It is meant for 2-4 players and games typically take 5-10 minutes. If you’re interested mainly in the card game rules, you can skip past the next couple of sections. However you choose to use your Adorabyssal Deck, it is my hope that these darkly delightful creatures will bring some fun to your day! WHAT IS AN ORACLE DECK? An Oracle deck is similar to, but different from, a Tarot deck. Where a Tarot deck has specific symbolism, number of cards, and a distinct way of interpreting card meanings, Oracle decks are a bit more free-form and their structures are dependent on their creators. The Adorabyssal Oracle, like many oracle decks, provides general themes accompanying the artwork. The basic and most prominent structure for this deck is the grouping of cards based on elemental associations. My hope is that this deck can provide a simple way to read for new readers and grow in complexity from there. My previous Tarot decks have seen very specific interpretation and symbolism. This Oracle deck opens things up a bit. It can be used for more general or free-form readings, and it makes a delightful addition to your existing decks. -
The Aquatic Ape Hypothesis: Most Credible Theory of Human Evolution Free Download
THE AQUATIC APE HYPOTHESIS: MOST CREDIBLE THEORY OF HUMAN EVOLUTION FREE DOWNLOAD Elaine Morgan | 208 pages | 01 Oct 2009 | Souvenir Press Ltd | 9780285635180 | English | London, United Kingdom Aquatic ape hypothesis In addition, the evidence cited by AAH The Aquatic Ape Hypothesis: Most Credible Theory of Human Evolution mostly concerned developments in soft tissue anatomy and physiology, whilst paleoanthropologists rarely speculated on evolutionary development of anatomy beyond the musculoskeletal system and brain size as revealed in fossils. His summary at the end was:. From Wikipedia, the free encyclopedia. Proceedings of the National Academy of Sciences. Thanks for your comment! List of individual apes non-human Apes in space non-human Almas Bigfoot Bushmeat Chimpanzee—human last common ancestor Gorilla—human last common ancestor Orangutan—human last common ancestor Gibbon —human last common ancestor List of fictional primates non-human Great apes Human evolution Monkey Day Mythic humanoids Sasquatch Yeren Yeti Yowie. Thomas Brenna, PhD". I think that we need to formulate a new overall-theory, a new anthropological paradigm, about the origin of man. This idea has been flourishing since Charles Darwin and I think that many scientists and laymen will have difficulties in accepting the Aquatic Ape Hypothesis — as they believe in our brain rather than in our physical characteristics. Last common ancestors Chimpanzee—human Gorilla—human Orangutan—human Gibbon—human. I can see two possible future scenarios for the Aquatic Ape Theory. University The Aquatic Ape Hypothesis: Most Credible Theory of Human Evolution Chicago Press. Human Origins Retrieved 16 January The AAH is generally ignored by anthropologists, although it has a following outside academia and has received celebrity endorsement, for example from David Attenborough. -
Sandy Shorts Early Summer 2014
The Cologne Schoolhouse on Cologne Ave. in the late 1800s Sandy Shorts Early Summer 2014. Volume 3, Issue 2 South Jersey Culture & History Center “The Most Metal Place in New Jersey” Absecon and Leeds Point.” The normal reaction is By Bobby McGruther “Oh, where is that near?” or something of the sort. I’ll tell them it’s near Atlantic City and they’ll I’ve had the privilege to do a bit of traveling in ask about casinos or whatever. That’s the usual. the last year. I took a break from school only to come This guy’s reaction was different. He looked at me back as a staff member and now as a student finish- shocked. Ithought maybe I had food in my beard or ing up my degree. In my travels I’ve learned that some something, but then he said it: “You live in the most people have a very different view of New Jersey than metal place in New Jersey! Like Jersey Devil bro!” you may think. I’m in a band that tours sometimes. We took a Contents break from touring to record an album, but when we Most Metal Place In NJ ..................................................... 1 were on the road I learned that I live in “the most Keeping the Music Alive ................................................... 2 metal place in Jersey.” Ong’s Hat ........................................................................... 3 When I tell people I’m from New Jersey, most Grasses of Paradise ............................................................ 3 look at me funny. “Wow, I don’t picture a guy like you Painting South Jersey .......................................................... 4 when I think of New Jersey.” They expect some guy Cheers .................................................................................. -
Bring Me the Head of Frank Sinatra! Credit, and That He Keeps Three Loaded Double- in Early 1988
BRING ME THE HEAD OF FRANK “Old No. 6-7/8.” Screw those guys. Really. SINATRA! Jimmy's Bar Introduction If the group is already an adventuring party, then it stands to reason they will be in a tavern. If not, This is a module for 4-6 player characters of level well, they might as well meet at a tavern. 4-6. It is set in a gonzo post-apocalyptic past- Specifcally, Three-Arm Jimmy's, on the Hoboken future. waterfront. What that means, in practical terms, is that it is Three Arm Jimmy's is the sort of generic tavern set in the world presented in Gamma World or that unimaginative Game Masters always start Mutant Future (Encounter Critical could also easily modules in. It's got a bar, manned by Jimmy be used, although the setting is Earth, rather than himself—the extra arm comes in very handy for Vanth or Asteroid 1618). Statistics in this module pulling beers. The bar serves cheap but adequate will be given in Mutant Future terms. beer, a variety of rotgut liquors, most of which are nasty-ass industrial ethanol with a few drops of Other systems can be used, of course: since it favoring agents, and standard bar food, such as has been said that First Edition Gamma World salty deep-fried starchy things, onion rings, was the best edition of Dungeons and Dragons, pickled eggs, and the ubiquitous rat-on-a-stick D&D would work fne, as would Paranoia, Call of (show players Illustration #1). In addition to Cthulhu, Arduin, or an-only-slightly-variant Spawn Jimmy, there will be a waitress and a of Fashan, for instance. -
Looking for Bigfoot LEVELED BOOK • O a Reading A–Z Level O Leveled Book Word Count: 714 Looking for Bigfoot
Looking for Bigfoot LEVELED BOOK • O A Reading A–Z Level O Leveled Book Word Count: 714 Looking for Bigfoot Written by Torran Anderson Illustrated by Norm Grock Visit www.readinga-z.com www.readinga-z.com for thousands of books and materials. Photo Credits: Page 2: © iStockphoto.com/JLF Capture; page 6: © Design Pics Inc./Alamy; page 8: © REUTERS; page 10: © Jesse Harlan Alderman/AP Images; page 11: © Anthony Robert La Penna/Bangor Daily News/The Image Works; page 12: Looking for © Topham/Fortean/The Image Works Bigfoot Looking for Bigfoot Written by Torran Anderson Level O Leveled Book © Learning A–Z Correlation Illustrated by Norm Grock Written by Torran Anderson LEVEL O Illustrated by Norm Grock Fountas & Pinnell M All rights reserved. Reading Recovery 20 DRA 28 www.readinga-z.com www.readinga-z.com Bigfoot Around the World I Set a Trap! Bigfoot or Sasquatch Almas in the Yeti or Migoi in Hibagon in the United States Caucasus Mountains the Himalayas in Japan No one has ever caught Bigfoot before. and Canada Some people think the giant hairy creatures don’t even exist, but I think that Bigfoot is real. To prove it, I’m going to catch one tonight! Then I’m going to take it to school as my science fair project. I can’t wait to see the look on the other kids’ faces when I come to class with Bigfoot. I’m guaranteed to get first place in the science fair. Mapinguari Kikomba Orang Pendek Yowie in Brazil in Africa in Sumatra in Australia Table of Contents I Set a Trap! ............................................... -
Reptilians Are a Race of Lizard People of Unknown Origin
[title page, cover goes here] CREDITS Special thanks to Brian Williamson for being a great conversation partner and friend. Without you, this game would not be nearly as good. Concept, Design, and Writing: Stirling Joyner Editing: Caroline Harbour and Morgan Rawlinson Layout: John Fischer Aesthetic Advice: Morgan Rawlinson Cover Art: Stirling Joyner & Morgan Rawlinson Playtesting: Josie Joyner, Darcy Joyner, Brian Williamson, Garrett Gaunch, Elizabeth Williamson, Jeff Seitz, Dan Schaeffer Third-Party Images Used in Cover: Public Domain: Five dollar bill, Crop circles (Jabberocky), UFO CC BY-SA 3.0: Lizard (Ksenija Putilin) Fair Use: Newspaper clippings (Chicago Tribune), Warning lable, Reptilian secret service agent (YouTuber Reptillian Resistance), Google Earth image of Area 51 (DigitalGlobe, Google) CC BY 4.0: CC BY-SA button License: This roleplaying game and its cover art are licensed under the Creative Commons Attribution- ShareAlike 4.0 International License. To view a copy of this license, visit: creativecommons.org/licenses/by-sa/4.0/ Under this license, you are free to copy, share, and remix all the content in this book for any purpose, even commercially. Under the following conditions: 1. You attribute Stirling Joyner. 2. You license any derivative works under the same license. Support Me: I released this game for free. If you like it and want to help me make more, please become a supporter on Patreon or send me a donation on PayPal. You can also pay what you want for this game on DriveThruRPG. • Patreon Link: patreon.com/sjrpgdesign • PayPal Link: paypal.me/sjrpgdesign • DriveThruRPG Link: drivethrurpg.com/browse.php?keywords=stirling+joyner Thank you Dan Shauer (DrLeaf), Johnathan & Jenn Madera, Austin Farrow, and Keller Scholl for supporting me on Patreon already! 1 I stumbled out of the crashed alien spacecraft and toward the secret government bunker that housed the real Statue of Liberty. -
A Field Guide to Critical Thinking
A Field Guide to Critical Thinking Get back issues, subscriptions, and merchandise at the CSI store. Feature James Lett Volume 14.4, Fall 1990 CSI is not responsible for the content of these advertisements CSI is not responsible for the content of these advertisements There are many reasons for the popularity of paranormal beliefs in the United States today, including: 1. the irresponsibility of the mass media, who exploit the public taste for nonsense, 2. the irrationality of the American world-view, which supports such unsupportable claims as life after death and the efficacy of the polygraph, and 3. the ineffectiveness of public education, which generally fails to teach students the essential skills of critical thinking. As a college professor, I am especially concerned with this third problem. Most of the freshman and sophomore students in my classes simply do not know how to draw reasonable conclusions from the evidence. At most, they've been taught in high school what to think; few of them know how to think. In an attempt to remedy this problem at my college, I've developed an elective course called “Anthropology and the Paranormal.” The course examines the complete range of paranormal beliefs in contemporary American culture, from precognition and psychokinesis to channeling and cryptozoology and everything between and beyond, including astrology, UFOs, and creationism. I teach the students very little about anthropological theories and even less about anthropological terminology. Instead, I try to communicate the essence of the anthropological perspective, by teaching them, indirectly, what the scientific method is all about. I do so by teaching them how to evaluate evidence.