...Just another one-hit-wonder or a true star? One Direction. Nickelodeon wannabe or really committed? Big Time Rush. These are both questions when thinking about these two bands, but both bands have strengths and personalities which allowed them to strive. I really can't say if the pop music in this generation has gotten better or worse, because there are so many posers out there you can't tell who's autotuned and who isn't. At first glance, the bands seem identical, because they both have a fan base populated by girls and they're both boy bands. People also think that these bands' will fade out in a couple of years just like Hannah Montana and But truthfully, their music videos and acting, hit singles, and what they could do to have fans staying happy are completely different. Both One Direction and Big Time Rush are great bands, but both have to work to make it to the top. Originally, the members of One Direction each wanted to be solo artists. Yet if it hadn't been for that twist of fate and the discovery from "X Factor", One Direction wouldn't have been where they are today! Other than music videos, the boy band has no acting experience, yet they have 80 MILLION views on YouTube! The closest this boy band has gotten to acting is when Nickelodeon made their online diaries into a weekly television show as of March 2012. Only one of their singles, "That's What Makes You Beautiful" was on the Billboard Top 100, but that doesn't mean they aren't famous! They have performed on...
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...touchdown saved the team and made the final score 24 to 27. Soon after the touchdown was made the game winning ball was thrown into the audience in spite of celebration. Sadly no one was able to find the ball in the bleachers. All of the fans were checked at the end of the game to make sure the ball wasn’t stolen. The next day the coach came to the players saying that one dedicated fan offered the team a billion dollars for the ball. The team then knew that they had to find the ball. One teammate suggested to hire a detective but then another came up with the idea to hire a mathematician instead. When the mathematician arrived the first thing he asked was, “In which direction was the ball thrown?” The player that threw the ball then answered, “The ball was thrown west.” So then they went to the west part of the stadium and the mathematician told everyone to split up into two groups, one goes left and one goes right. He brought everyone to the west side of the stadium because he knew that the ball translated to that area. He also knew that the ball could have bounced left or right. The team searching the right side of where the ball would have been translated to found a note saying, “I found your ball but, I won’t let you have it so easy. Go to the centerpoint of the stadium then search for another set of directions.” The mathematician then drew a map of the stadium then found the centerpoint. When they all arrived to the centerpoint they found another note saying to go to the vertex...
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...Directions to a Meeting Mark: Linda, do you know how to get to Daniels Co.? I've never been there before. Heather: Are you driving or taking the train? Mark: The train. Heather: Right. Take the no. 9 train from Stellenbosch train station. Get off at Bellville station and find a taxi. Go across town and get off at the police station. Once you’re there you can walk north on Park Avenue and Daniels Co. will be on your left hand side. There are also many nice restaurants in that area. Mark: Just a moment, let me write this down! Heather: Take the blue no. 9 train from Stellenbosch station. Get off in Bellville and get a taxi to take you to the police station. Got it? Oh, and don’t leave your bags unattended unless you don’t want them anymore. Mark: Yes, thanks. Now, once I get to the police station, where do I go from there? Heather: Get onto a taxi. Go across town and get off at the police station. When you’re there you should walk north on Park Avenue. Mark: Can you repeat that once more please? Heather: Grab a taxi. Go across town and get off at the police station. Get out and walk north on Park Avenue. Daniels Co. will be on your left hand side. Mark: Thanks Heather. How long does it take? Heather: It takes about a half an hour. When is your meeting? Mark: It's at nine. I'll leave at eight-thirty. Heather: That's cutting it a bit fine. You should leave at eight. Mark: OK. Thanks Heather. Heather: No problem. Justification This text is a dialogue...
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...Professor Doyle ARTH 103 November 17, 2014 Guardians of the Galaxy One day when I was wandering around Bowers Museum, I came across nine oversized paintings shown in an exhibition made entirely by one extraordinary 69-year-old Buddhist monk in Nepal named Shashi Dhoj Tulachan, a second generation thangka artist living. The practice of thangka art has been around for centuries and is carried out by highly trained monks for the purpose of teaching about Buddha and the tenets of the Buddhist religion. The paintings attracted me because they were so big and colourful that I had to spend quite some time to fully absorb the beauty of the art. They are not thangka paintings in the traditional sense. Thangkas are usually much smaller and are rolled on canvas so that they can be easily transported and hung anywhere for teaching. All of the thangkas I saw were enormous, comparing to a regularly sized painting. They cover three-fourths the height of the wall and are four or five times wider than a normal human. These paintings also deviate from the rules of thangka art in the use of colours, shape, proportion, characteristics and qualities. The traditional thangka paintings are strictly regulated, while the thangkas shown in Bowers Museum are more free-flowing, giving the artist more room for creativity. Although all nine thangkas share the same size and characteristics, Virupaksa (Dharma King of the West Direction) with 16 attendants painting caught my eyes immediately when I walked...
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...STRATHMORE UNIVERSITY FACULTY OF INFORMATION TECHONOLOGY TITLE: STRATHMORE DIRECTIONAL AND INTERACTIVE PORTAL Student Name: ANN NDUNG’U Student no: 068387 Diploma in Business Information Technology Date: 29/04/2013 Declaration I Ann Nyokabi Ndung’u declare that this project has not been submitted to any other University for the award of a Diploma in Business Information Technology or any academic award. Student Name: Ann Nyokabi Ndung’u Sign: ________________________ Supervisor’s Name: Bernard Shibwabo Sign: ________________________ ACKNOWLEDGEMENT First and foremost, I would like to thank the Almighty God for giving me strength, wisdom and knowledge to carry on my project. My supervisor, Mr. Bernard who willingly accepted to supervise me and guide me through my project and ensure its completion.I consulted him when in doubt and he never stopped correcting me whenever I went wrong. I appreciate his effort for the far I have reached. Also much appreciation goes to my mum and siblings for providing me with the material; financial and moral support required undertaking this project and making it a success. I can’t also forget to thank my friends who encouraged me all through and gave me motivation that I was able to make this system. They have believed in me the same way I have believed in them and would like to let them know that we are grateful for their support. Particularly in my friends I feel greatly indebted...
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...Institute’s Shukongojin is a Japanese free standing wooden sculpture that is 91 cm tall with traces of red pigment, and was created approximately during the 12th-14th century. Shukongojin is also known as the Thunderbolt Deity that has the power to pierce ignorance with wisdom and defeat evil. The deity is a protector of Buddhist law and is usually placed at gateways of Buddhist temples. The Art Institute created a perfect setting for the sculpture. It was placed on top of a pedestal under a soft yellow light, which gave it a divine appearance. Complimented with the solemn silence at the time and other Buddhist deities on pedestals nearby, the experience was similar to that of a sacred temple. Shukongojin is composed of shapes and direction of the lines that give the sculpture a menacing appearance. The sculpture has three distinct shapes: the head, right arm, and base. The head’s primary noticeable feature is the hair. The hair has a general angular shape that appears like a cone composed of smaller cones. Also the hair has a wavy style which gives it a flame like image. The heads’ secondary feature is the face. Shukongojin has a human like face except it has a third eye on the forehead. These three eyes have a downward gaze supported with furrowed brows, which gives it, at the very least, an angry demeanor. The last feature of its face is the mouth. The sculpture has a smile like appearance, but its teeth slightly spaced give it a ghoulish look. The right arm...
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...• Row Planting • The Compass • Gunpowder • Paper • Seismograph • The Wheelbarrow • Kites • Silk • Seed Drill • Hang Gliders Thank You Ancient Chinese Now allow me explain these marvels. Row planting was first planted in 6th century BC. This way of planting allows the crops to grow faster and stronger and they also realized that as the wind travels there is less damage in crops planted in rows due to the wind passing through gently. It is also more efficient in watering, weeding and harvesting the crops. The compass was created in 4th century BC and was made of lodestone. The compass was first used by fortune-tellers before it was applied to the cardinal direction. Then the Chinese’s started using the compass to point to the south because they considered south not north their cardinal direction. Gunpowder has been credited to certain Chinese alchemists around 9th century but the legend has it as gunpowder being accidently discovered by alchemists looking for a concoction that could create immortality in humans. Paper was invented in AD...
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...Field Study 3 Episode 5 : Paper Works (Hand-outs Use) Name of FS Student: Jeiril D. Divino Course: BSEd Year & Section: III Resource Teacher: Cooperating School:Fisheries and Marine Science High School Grade Level Observed: Grade 8 My Goal At the end of this activity, I will gain competence in making instructional materials (hand-outs) appropriate to the learning content. My Tasks I am going to choose one or two hand-outs used by the teacher in her lesson. Analyze the hand-outs in terms of its contents, learning activities, and assessment plan. Reach your goal by following the tasks ahead. Step 1 Identify the subject areaStep 2 Describe the hand-outs in terms of type.Step 3 Identify the learning activities used. | My Tools As you prepare your report about the teacher’s hand-outs, fill-out the activity form below. A HAND-OUT | Subject Matter: Napkin Folding | Year Level: 3rd year High school | Content: It is all about napkin folding and examples on how to fold a napkin.Learning Activities: Execute properly some given examples from the hand outs. Students can create their own style of folding a napkin. | Assessment Plan:þ Purpose and outcomes of the napkin folding processþ Relevant units of topicþ Appeals processþ Special needs/Additional informationþ Creativeness and originality | MY HAND-OUTS Napkin Folding • is a type of decorative folding done with a napkin. It can be done as art or as a hobby. • is most commonly...
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... Demonstration III. Procedures Teacher’s Activity | Student’s Activity | A. Preparatory activities 1. Warm-up/Drill a. Prayer b. Checking of Attendance-Good morning class. How Are you today? Who is absent? c. Action song/ Ice breaker * Before we start our lesson for today, let us have an action song entitled “ Act as what I’ve say” 2. ReviewClass, what was our lesson last meeting? Very good! What are the diff. types of table setting? Give her 3 claps. Give a keyword to identify the types of table settings.Ok. Good. I’m glad that you had mastered our previous lesson. Give Yourselves a round of applause . 3. MotivationAll, stand up. I want you to imagine that you’re in a five star hotel, sitting in one of their VIP tables. Now, observe their preparation and enjoy their service. What can you found in the table? How do they arrange the utensils?What are the table napkin folds they use that are familiar to you? B. Developmental Activities 1. PresentationThis morning, we are going to discuss all about the Table napkin folding. 2. Lesson ProperClass, I will Group you into six. This will be the group 1, 2, 3, 4, 5 and 6. I have here some strips / photocopied materials...
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...Lesson Plans Creating a lesson plan for a group of Kindergarten students can be very difficult. The activities you choose need to be fun, educational, and engaging as most 5 year olds tend to lose focus easily. Most children love music and dancing, so for this lesson plan I have chosen a dance titled Father Abraham. As you may have noticed I will be developing this lesson for a class of kindergarten student’s. At this stage of development children should be able to make conscious decisions regarding music, art, dance and theater, and respond to them with some form of emotion. They should also be able to notice different sounds, pictures, and movements, as well as notice their similarities. They may even be able to create their own music and dance moves. Lastly they should have fairly good body control, and can work independently (NAEYC, 2004). This class has a total of 10 students and here is a look at the lesson plan: Grade Level: Kindergarten Class Size: 10 Students Student Learning Objective: As result of this lesson, students will . . . • Distinguish left and right • Follow commands on which arm, leg or head to move • March in place • Stay within their personal space State Standard: The North Carolina State Standards we will cover in this activity are, apply competent motor skills and movement patterns needed to perform a variety of physical activities, understand concepts, principles, strategies, and tactics that apply to the learning and performance...
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...new and learned vocabulary in different real-world situations. • Cultural Awareness—You will investigate the culture and customs of other countries and compare them to your own. • Communication Skills—You will practice reading, writing, and listening skills to communicate meaningfully in a new language. • 21st Century Skills—You will employ online tools for research and analysis. Directions Please save this document before you begin working on the assignment. Type your answers directly in the document. _________________________________________________________________________ Teacher-Graded Activities Write a response for the following activity. Check the Evaluation section at the end of this document to make sure you have met the expected criteria for the assignment. When you have finished, submit your work to your teacher. 1. Leer y escribir Write directions in Spanish from your home to someplace nearby, such as your school, a beach, an amusement park, a zoo, or any other spot that you frequent. Use verbs in the informal imperative and include direction words learned in this lesson in your response. Type your response here: Yo vivo muy cerca de la escuela. Todo lo que tengo que hacer es bajar Ninth Calle y gira a la izquierda el oeste luego sigue hacia dos calles. Gira a la derecha hacia el este y luego seguir hasta llegar a la primera señal de parada. Gira a la izquierda hacia el oeste y luego llega a las puertas de la escuela. Evaluation ...
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...Investigations Manual 10A Answers 1. (counterclockwise and inward) (clockwise and outward) 2. (near Earth's surface) (in the middle and upper troposphere) 3. (falls) (rises) 4. (warm) (cold) 5. (warm) (cold) 6. (southeast) (northwest) 7. (shrinks) (increases) 8. (rise) (fall) 9. (falls) (rises) 10. (falls) (rises) 11. (southeast or east) (west or northwest) 12. (southeast or south) (west or northwest) 13. (increases) (decreases) 14. (ahead of) (behind) 15. (narrower) (wider) 16. (clockwise) (counterclockwise) 17. (warm) (cold) 18. (warm) (cold) Applications 19. (cold) (warm) (stationary) 20. (cold) (warm) (stationary) 21. (clockwise and outward) (counterclockwise and inward) 22. (northeast) (southeast) (northwest) 23. (southeast) (northwest) (northeast) 24. (warmer and had greater) (cooler and had lower) 25. (north of the warm front) (in the warm sector between the warm and cold fronts) (behind (west of) the cold front) 26. (north of the warm/stationary front) (north and west of the Low center) (in both of these areas) 27. (ridge) (trough) 28. (south) (east) (north) (west) 29. (south) (east) (west) 30. (south) (east) (west) 31. (did) (did not) 32. (cold) (occluded) (stationary) 33. (1000) (1004) (1006) mb 34. (2) (3) (6) mb 35. (in a single intense squall line) (scattered in a broad band along the East Coast) 36. (were) (were not) ...
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...Learning Activity 5: Paper Works (Hand-outs Use) Name of FS Student: Geraldine S. Sitoy Course: BTTE Year & Section: 4A Resource Teacher: Cooperating School: Grade Level Observed: My Goal At the end of this activity, I will gain competence in making instructional materials (hand-outs) appropriate to the learning content. My Tasks I am going to choose one or two hand-outs used by the teacher in her lesson. Analyze the hand-outs in terms of its contents, learning activities, and assessment plan. Reach your goal by following the tasks ahead. Step 1 Identify the subject areaStep 2 Describe the hand-outs in terms of type.Step 3 Identify the learning activities used. | My Tools As you prepare your report about the teacher’s hand-outs, fill-out the activity form below. A HAND-OUT | Subject Matter: Napkin Folding | Year Level: 3rd year High school | Content: It is all about napkin folding and examples on how to fold a napkin.Learning Activities: Execute properly some given examples from the hand outs. Students can create their own style of folding a napkin. | Assessment Plan:Purpose and outcomes of the napkin folding processRelevant units of topicAppeals processSpecial needs/Additional informationCreativeness and originality | MY HAND-OUTS Napkin Folding • is a type of decorative folding done with a napkin. It can be done as art or as a hobby. • is most commonly encountered as a table decoration in fancy restaurants...
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...Us’ comes out because we’re going to see the movie, because we write about them just to give us the little hope that someday we could be the characters in our stories and have them love us as more than just a fan, because we freak out when they flash to the camera set on Harry or Zayn at the Teen Choice Awards.We are Directioners because we don’t let one of their slip ups tear – no – taint our opinions of them, because we refuse to let what our parents and teachers and aunts and uncles say get to us – we love them whether they do or not – because we sit and vote for them for Teen Choice a thousand times because we want to see those boys get up on stage and get what they deserve.Here’s to the Directioners that wake up to their One Direction playlist and to the Directioners that encouraged Zayn to get his Twitter back and to the Directioners that told Niall that is Twitter was hacked.Here’s to the Directioners that have loved their boys for the last three, wonderful years and to the Directioners that don’t just love their faces, but their personalities as well, to those who buy their new album on iTunes the day it comes out, to the ones that help set the Vevo records just because we love their music and those five boys deserve nothing less.I don’t...
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...Hey friends, We know there is a lot of excitement in the community surrounding the Lollipop updates for the One, and for good reason. We are just as excited as you are. We never intended to keep you waiting. Unfortunately, we ran into some unexpected roadblocks. First, there was an unforeseen OS signing issue, which has recently been resolved. Our camera module had stability issues on Lollipop, and we had to rebuild it for compatibility. Several other crucial drivers, including our Wi-Fi drivers, also needed to be updated to work flawlessly with the upgrade. Admittedly, it took a little more time than we had planned, but we only release updates that we are proud of; that means refusing to take shortcuts or deliver sub-par experiences. With all of that in mind, here are the official release dates for Android Lollipop on the OnePlus One: CM 12S: The official OTA update for the OnePlus One will be released on or before March 30, 2015 OxygenOS: The official release of our own Lollipop-based ROM will be available for download on or before March 27, 2015 To show you how serious we are about this commitment to our community, we are prepared to put our money where our mouth is. If we miss either one of these deadlines, we will give away five (5) 64GB OnePlus One devices to our fans. Reply to this thread to be eligible. It’s our little way of saying thank you for being patient and for joining us on our journey to create amazing, user-driven experiences. Never...
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