Guardian Angels of Our Better Nature: Finding Evidence of the Benefits of Design Thinking
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Menu of Volunteer Opportunities
Menu of Volunteer Opportunities For the Sherburne County, Minnesota Area Review the whole list or click on a desired category: MOST RECENTLY ADDED OPPORTUNITIES CHILDREN & YOUTH ACTIVITIES DISASTER SERVICES $ ECONOMIC OPPORTUNITY EDUCATION – ADULT & COMMUNITY EDUCATION – CHILDREN & YOUTH ENVIRONMENT & OUTDOORS FOOD & CLOTHING SERVICES GOVERNMENT & PUBLIC SAFETY HEALTH CARE HUMAN & VETERAN SERVICES MEAL SERVICE/DELIVERY OTHER NON-PROFIT SENIOR SERVICES Contact RSVP Sherburne County for more information: 763-635-4505 1 Heather.Brooks @ci.stcloud.mn.us MOST RECENTLY ADDED OPPORTUNITIES RSVP- Retired and Senior Volunteer Program 55+ Volunteers - If you are 55+, this is your invitation to volunteer service! Start with a discussion about your individual interests, skills and time available to volunteer. Explore the possibilities for service through a wide variety of local agencies, including many projects with limited or flexible commitments. End with a rewarding volunteer experience that fits perfectly into your lifestyle and comes with some additional perks because you’re experienced at life! Where to Help? Do you wonder where your volunteer time investment is needed most? What are all the choices? What will fill the time you have available and not more than you expected? Contact RSVP/Volunteer Bridge to explore the possibilities that will fit perfectly into your lifestyle and match your interests, skills and passions! Choose what works best for you and receive help getting connected. Extra perks for those 55+ because you’re experienced at life! One-time events – 55+ RSVP volunteers are asked to assist for a couple hours at a variety of one-time events in the community. From ticket taking at a performance to helping at a blood drive, from a school book sale to counting patrons at the public library. -
Family Activities to Do During COVID-19 for Additional Information, Please Visit Loganhealth.Org Or Coronavirus.Ohio.Gov
DISEASE FACT SHEET Family Activities to Do During COVID-19 For additional information, please visit loganhealth.org or coronavirus.ohio.gov. Here are so many things you can do during this time at home…you are only limited to your imagination! Get outside and play! • Take a nature walk at one of the 75 Ohio State Parks. Check the Ohio Department of Natural Resources website for more information. • Join your children outside for a game of hide and seek, kick the can, or a scanvenger hunt around the neighborhood. • Take your dog for a walk or visit the local playground. • Start planning your summer garden! • Go for a jog! • Create an obstacle course with toys and games from your garage. Explore More Indoors! • Have a local library card? Many local libraries, including the Ohio Digital Library, allow you to check out and download ebooks! Read aloud to each other, read silently, or take turns reading to each other. • Start a virtual book club! Choose a book and start an online chat with your friends. The State Library of Ohio, Ohioana Library Association and Ohio Center for the Book recommend these 20 books by Ohio authors. • Play games indoors! Games for younger children include Simon Says, Duck Duck Goose, or Follow the Leader. Older children can play “I Spy,” charades, indoor bowling, or make up new games. • Try a new recipe or make dinner as a family; find recipes and tips for cook with children safely on the Cooking with Kids webpage. • Read a chapter book together and discuss the characters and plot and ask questions to encourage critical thinking. -
Games and Simulations in the Foreign Language ER/C Clearinqhcuse On
DOCONVIT 88SONE ED 177 887 FL 010 623 AUTHOR Omaggio, Alice C. TITLE Games and Simulations in theForeign language Classroom. Language in Education. INSTITUTION ER/C Clearinqhcuse on Languagesaud Linguistics, irlington, Va. SPONS AGENCY National Inst. of Education (DHEW) ,Washington, D.C. PUB DATE 78 NolE 66p. AVAILABLE FROMCenter for Applied Linguistics, 1611 b. eletStreet, Arlington, Virginia 22209 ($5.95) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Chinese; *Classroom Games; Comprehension;Culture; *Educational Games; French; Games; German; Grammar; Italian; *Language Instruction; LanguageSkills; *Learning Activities; Postsecondary Education;Role Playing; Russian; Secondary Education; Second Language Learning; *Simulation; *SkillDevelopment; Spanish; Speech Communication; Teaching Methods; Vocabulary IDENTIFIERS Information Analysis products ABSTRACT This paper presents some of thematerials available for games and simulationactivities ip the foreign language classroom and organizes the materials in terms'of their usefulness for reaching ;.ipecific instructional objectives. Thelist of games and simulations represents a wide variety of activitiesthat cam be used in the development of various skills in anysecond language. Sample games are provided inFrench, German, Russian, Spanish,Chinese and /talian. Each game has beenanaly2ed to determine its particular ohjective in language skills development andhas been integrated into a simplified taxonomicstructure of language-learning tasks.These tasks progress from simple to complex. Thefirst half of the compilation includes gameQ that aredesigned to strengthen students' command of discrete linguisticfeatures olf the second language; the ,econd half includes games that require morecomplex communicative operations. Games in the firstsection, "Knowledge of Specifics," focus on mastery of language forms;those in the section entitled "Development of Communication Skills,"focus on the meaning of the message communicated. -
The Hunger Games: an Indictment of Reality Television
The Hunger Games: An Indictment of Reality Television An ELA Performance Task The Hunger Games and Reality Television Introductory Classroom Activity (30 minutes) Have students sit in small groups of about 4-5 people. Each group should have someone to record their discussion and someone who will report out orally for the group. Present on a projector the video clip drawing comparisons between The Hunger Games and shows currently on Reality TV: (http://www.youtube.com/watch?v=wdmOwt77D2g) After watching the video clip, ask each group recorder to create two columns on a piece of paper. In one column, the group will list recent or current reality television shows that have similarities to the way reality television is portrayed in The Hunger Games. In the second column, list or explain some of those similarities. To clarify this assignment, ask the following two questions: 1. What are the rules that have been set up for The Hunger Games, particularly those that are intended to appeal to the television audience? 2. Are there any shows currently or recently on television that use similar rules or elements to draw a larger audience? Allow about 5 to 10 minutes for students to work in their small groups to complete their lists. Have students report out on their group work, starting with question #1. Repeat the report out process with question #2. Discuss as a large group the following questions: 1. The narrator in the video clip suggests that entertainments like The Hunger Games “desensitize us” to violence. How true do you think this is? 2. -
IM Program 7Yr-8Yr Complete
Intramural Program Mike Barr, Director of Coaching Gary Stephenson, Assistant Director of Coaching 7 & 8 Year Olds Curriculum Eastern Pennsylvania Youth Soccer 4070 Butler Pike, Suite 100 Plymouth Meeting, PA 19462 Ph: 610-238-9966 EPYSA.org [email protected] [1] Intramural Program By Gary Stephenson & Mike Barr How to Organize Your Intramural Program The calendar year should be split into two seasons, a fall season and a spring season (optional). A season should be 8 to10 weeks in duration and consist of a practice night and a game day. The practice should be no longer than 60-75 minutes in length and game day should be no longer than 1 hour in length. Teams should consist of 8-14 players. Specific curriculums for practices are detailed later for each specific age, as well as, understanding a session plan. A couple of key points to remember and avoid at practice include: • No exercises with lines. • Warm-ups should include work with the ball. • No players standing. • Every player should have a ball, unless involved with passing exercises or games. Remember this is practice time, not story time, so don’t sit your team down for a long, spirit raising, team talk. You are stealing time when your players could be working on their new skills from previous practice or newly introduced technique. Note: Every player has a ball [2] Intramural Program By Gary Stephenson & Mike Barr Game Day • Players arrive 10 minutes before scheduled game time (20 minutes for the coach) • Practice (warm up)-10 minutes • Water break-5 minutes • First Half-20 minutes • Water break-5 minutes • Second Half-20 minutes • Players shake hands with the other team Logistics for Game Day Start with two adjacent fields with one team on each. -
KHSAA Healthy at Sports
2020-21 Healthy at Sports Stage 3- Performance ALL SPORTS Return to Competition: Considerations for GUIDANCE Fall Sports ALL SPORTS GUIDANCE INTRODUCTION FROM THE COMMISSIONER At the Kentucky High School Athletic Association, we are aware that we are at the confluence of dual health crises. Since the day we moved our basketball tournaments out of Rupp Arena (March 12), I and the entire staff of the Association, along with the complete support of our Board of Control, have worked to try and navigate these multiple health crises in our country. These crises include both the global pandemic related to the novel Coronavirus, COVID-19, and the mental health situations, including depression and suicide which are so prevalent in school-aged children these last few months. We have received continual feedback from our member schools, the related school districts, and our Sports Medicine Advisory Committee from the Kentucky Medical Association, and have worked continually with Governor Beshear’s and Lt. Governor Coleman’s offices, the Kentucky Department of Education, a host of “K” groups from around the Commonwealth and a host of others to guide our member schools back to healthy sports participation during the COVID-19 pandemic. We will continue to navigate these uncharted waters, ready to pivot and change course at a moment’s notice as we all work through the first truly global pandemic in more than 100 years. The KHSAA believes it is essential to the physical and mental well-being of student-athletes to return to organized physical activity and build team relationships with their peers and coaches. -
Fighting Games, Performativity, and Social Game Play a Dissertation
The Art of War: Fighting Games, Performativity, and Social Game Play A dissertation presented to the faculty of the Scripps College of Communication of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Todd L. Harper November 2010 © 2010 Todd L. Harper. All Rights Reserved. This dissertation titled The Art of War: Fighting Games, Performativity, and Social Game Play by TODD L. HARPER has been approved for the School of Media Arts and Studies and the Scripps College of Communication by Mia L. Consalvo Associate Professor of Media Arts and Studies Gregory J. Shepherd Dean, Scripps College of Communication ii ABSTRACT HARPER, TODD L., Ph.D., November 2010, Mass Communications The Art of War: Fighting Games, Performativity, and Social Game Play (244 pp.) Director of Dissertation: Mia L. Consalvo This dissertation draws on feminist theory – specifically, performance and performativity – to explore how digital game players construct the game experience and social play. Scholarship in game studies has established the formal aspects of a game as being a combination of its rules and the fiction or narrative that contextualizes those rules. The question remains, how do the ways people play games influence what makes up a game, and how those players understand themselves as players and as social actors through the gaming experience? Taking a qualitative approach, this study explored players of fighting games: competitive games of one-on-one combat. Specifically, it combined observations at the Evolution fighting game tournament in July, 2009 and in-depth interviews with fighting game enthusiasts. In addition, three groups of college students with varying histories and experiences with games were observed playing both competitive and cooperative games together. -
The Greatest Mirror: Heavenly Counterparts in the Jewish Pseudepigrapha
The Greatest Mirror Heavenly Counterparts in the Jewish Pseudepigrapha Andrei A. Orlov On the cover: The Baleful Head, by Edward Burne-Jones. Oil on canvas, dated 1886– 1887. Courtesy of Art Resource. Published by State University of New York Press, Albany © 2017 State University of New York All rights reserved Printed in the United States of America No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher. For information, contact State University of New York Press, Albany, NY www.sunypress.edu Production, Dana Foote Marketing, Fran Keneston Library of Congress Cataloging-in-Publication Data Names: Orlov, Andrei A., 1960– author. Title: The greatest mirror : heavenly counterparts in the Jewish Pseudepigrapha / Andrei A. Orlov. Description: Albany, New York : State University of New York Press, [2017] | Includes bibliographical references and index. Identifiers: LCCN 2016052228 (print) | LCCN 2016053193 (ebook) | ISBN 9781438466910 (hardcover : alk. paper) | ISBN 9781438466927 (ebook) Subjects: LCSH: Apocryphal books (Old Testament)—Criticism, interpretation, etc. Classification: LCC BS1700 .O775 2017 (print) | LCC BS1700 (ebook) | DDC 229/.9106—dc23 LC record available at https://lccn.loc.gov/2016052228 10 9 8 7 6 5 4 3 2 1 For April DeConick . in the season when my body was completed in its maturity, there imme- diately flew down and appeared before me that most beautiful and greatest mirror-image of myself. -
IE 598: Games, Markets, and Mathematical Programming
IE 598: Games, Markets, and Mathematical Programming Jugal Garg Course webpage Grading Policy Office Hours Topics Games and Equilibrium Concepts Routing Games and Price of Anarchy Mechanism Design Markets Game Theory Game Theory Game Theory Analysis/Design of a system where rational agents interact to achieve selfish goals Multiple self-interested agents interacting in the same environment Deciding what to do Q: What to expect? How good is it? Can it be controlled? Prisoner’s Dilemma Two thieves caught for burglary Two options: {confess, remain silent} Prisoner’s Dilemma Two thieves caught for burglary. Two options: {confess, remain silent} C S C -5 -5 0 -20 S -20 0 -1 -1 Prisoner’s Dilemma Two thieves caught for burglary. Two options: {confess, remain silent} C S C -5 -5 0 -20 S -20 0 -1 -1 Only stable state Tragedy of commons Limited but open resource shared by many Bad outcome! Stable: Over use => Disaster Rock-Paper-Scissors Rock-Paper-Scissors Rock-Paper-Scissors R P S R 0 0 -1 1 1 -1 P 1 -1 0 0 -1 1 S -1 1 1 -1 0 0 No pure stable state! Both playing (1/3,1/3,1/3) is Why? the only stable state. Chicken C S C S CS C S Chicken (Traffic Light) C S C S CS C S Routing Games and Price of Anarchy Braess’ Paradox 100 commuters u 50 /100 hours 1 hour s t 1 hour /100 hours 50 v Commute time: 1.5 hours Braess’ Paradox 100 commuters u 50 /100 hours 1 hour s 0 hours t ~1 hour 1 hour /100 hours 50 v Commute time: 1.5 hours Braess’ Paradox 100 commuters u /100 hours 1 hour 100 s 0 hours t 1 hour /100 hours v Commute time: 2 hours Braess’ Paradox 100 commuters u /100 hours 1 hour 100 s 0 hours t 1 hour /100 hours v Price of Anarchy: . -
Ugly by Robert Hoge -223 QA
question answer page Who is the author of Ugly? Robert Hoge cover What did Robert Hoge say telling stories does for all of us? Holds us together like Krazy Glue intro What was Robert Vincent Hoge born A massive tumor in the middle of his face with? and two deformed legs. intro What was Robert Hoge's second To share his parents' story with others reason for writing his book? who may have faced similar struggles. intro What was Robert Hoge's final reason To share what it means to grow up looking for writing his book? and feeling different. intro What is the solution Robert Hogue gives to fitting all the puzzle pieces of life together? Be unafraid of living. intro What did Robert Hoge compare a newborn baby to? A lump of clay. 1 What is the date of Robert Hoge's birthday? July 21, 1972 3 What was Robert's mom's name? Mary 3 What was Robert's dad's name? Vince 3 Worked at a factory where they made What did Robert's dad do for a living? food for chickens. 3 In what city and country did Robert and his family live? Brisbane, Australia 3 How many older brothers and sisters did Robert have? four 3 At what time was Robert born? 12:35 PM 3 four toe on his right foot and two on his How many toes did Robert have? left. 3 Why did Vince Hoge know his son was a He had grown up on his parents farm, fighter and would survive? birthing plenty of calves and lambs. -
Guardian Angel Prayer Angel of God, My Guardian Dear, to Whom God’S Love Commits Me Here
Guardian Angels January Connecting Parish Family Activity Guardian Angel Prayer Angel of God, my guardian dear, to whom God’s love commits me here. Ever this day (or night) be at my side to light and guard, to rule and guide. Amen. Megan – 3rd grade Conor age 7 I was doing a test and I was about to make a wrong choice and my angel helps me make the right choice. My guardian angel is Rooster, because his hair is red. Eric Puga Our Guardian Angel. Her name is Lilly and she protects us from not good things and she makes sure we are safe. We know she is always around watching over us. Gia- 9 years old 4th grade John - 7 years old 2nd grade “My guardian angel protected me by helping me remember things, and to not say the Lord’s name in vain. When we looked up the meaning in Hebrews it means “my God is an oath.” Kenzie grade 3 My Guardian Angel doesn't look like someone I know. Her name is Angel Clarisse. My Guardian Angel has helped me many times when I am not sure what to do. For example, she helped me once when one classmate was left alone and no one wanted to play with her because she was new. I wasn't sure I wanted to play with her because my friends were waiting to play with me on the other side of the playground. But I thought it wouldn't be nice to leave my classmate alone so I invited her to play with us, and she was so happy! I felt really good too. -
Cognitive Ability and the House Money Effect in Public Goods Games
Munich Personal RePEc Archive Not All Income is the Same to Everyone: Cognitive Ability and the House Money Effect in Public Goods Games Hackinger, Julian Technical University of Munich 19 April 2016 Online at https://mpra.ub.uni-muenchen.de/70836/ MPRA Paper No. 70836, posted 20 Apr 2016 04:42 UTC Not All Income is the Same to Everyone: Cognitive Ability and the House Money Effect in Public Goods Games Julian Hackinger∗ Technical University of Munich 19th April 2016 Abstract The provision of public goods often suffers from a social dilemma generating too little contributions. Yet, it remains an open question how positive contributions materialise. Existing studies suggest that individuals’ decisions on how much to contribute depend on cognit- ive skills. Furthermore, mental accounting research indicates that the source of income matters for economic decision making. I show experi- mentally that subjects’ contributions in a one-shot linear public goods game depend on an interplay of the two factors. While a house money effect exists for subjects with low cognitive skills there is no such effect for those with high cognitive skills. My findings have important im- plications for taxation, redistribution, and voting behaviour, as well as past and future experiments. Keywords: Public Goods; Experiment; Cognitive Skills; House Money Effect; Mental Accounting; Endowment Source. JEL Classification Numbers: C91, D03, H41. ∗Corresponding Author: Email: [email protected]. Postal address: Technical University of Munich, Chair of Economics, Arcisstr. 21, 80333 Munich, Germany. Phone: +49 89 289 25702. I acknowledge helpful comments and suggestions from Lena Detlefsen, Arnd Klein, Mariona Segu, as well as participants of the 2016 SMYE in Lisbon and the research seminar at TUM.