なにをつくってる? | what am I making, what are we making?a-small-lab
Document of play at a suburban Tokyo kindergarten.
foreword
The makings of children are difficult to understand. The curry made in the playground today is tomorrow’s foot bath. And the day after that it’s a zoo. At the same time a volcano may erupt. Hand cream made of sand can turn into poison rice balls while you’re distracted. Some days cake making parties drag out interminably but some afternoons they switch without warning to preparation for a long journey. In the midst of all this, fixed production methods and quality assessment systems are not as rare as you’d think. And fine-grained craftsmanship shines through. As an adult I can make my own (weak) interpretations but in the field I am at the mercy of the children.
This book shows but a tiny selection of the makings that the children of Akishima Kindergarten in Tokyo introduced me to. With a nearby friend, spend time inspecting these images, wondering what is being made (or what you would like to make), and conjuring up your own stories – in the process I hope that you can become a little more conversant with the joy that is ‘making with hands’.
「前書き」
子どもたちのものづくりは分かりにくい。園庭での今日のカレーは明日の足湯。そして明後日の動物園。同時に火山が噴火したりする可能性もある。砂で作られたクリームは気がつかないうちに毒おにぎりになってしまう。ケーキづくりがめちゃくちゃ長引く日もあれば突然旅の準備に変わるアフタヌーンもある。その中で生産プロセスや評価の仕方が決まってくる場合も少なくない。繊細な職人の技能も見えてくる。大人は自分なりの解釈はできるかもしれないが現場では子どものいうことを聞くしかない。
この本は昭島幼稚園(東京都昭島市)の子供たちが教えてくれたものづくりの一例にすぎない。近くにいる子どもと一緒にぼーと眺めたり、「何を作っているかな?」と話し合ったり、自分でストーリを想像したりしながら「自分の手でつくる」という喜びをもう少し近づいてみていただければと思います。
なにをつくってる? | what am I making, what are we making?a-small-lab
Document of play at a suburban Tokyo kindergarten.
foreword
The makings of children are difficult to understand. The curry made in the playground today is tomorrow’s foot bath. And the day after that it’s a zoo. At the same time a volcano may erupt. Hand cream made of sand can turn into poison rice balls while you’re distracted. Some days cake making parties drag out interminably but some afternoons they switch without warning to preparation for a long journey. In the midst of all this, fixed production methods and quality assessment systems are not as rare as you’d think. And fine-grained craftsmanship shines through. As an adult I can make my own (weak) interpretations but in the field I am at the mercy of the children.
This book shows but a tiny selection of the makings that the children of Akishima Kindergarten in Tokyo introduced me to. With a nearby friend, spend time inspecting these images, wondering what is being made (or what you would like to make), and conjuring up your own stories – in the process I hope that you can become a little more conversant with the joy that is ‘making with hands’.
「前書き」
子どもたちのものづくりは分かりにくい。園庭での今日のカレーは明日の足湯。そして明後日の動物園。同時に火山が噴火したりする可能性もある。砂で作られたクリームは気がつかないうちに毒おにぎりになってしまう。ケーキづくりがめちゃくちゃ長引く日もあれば突然旅の準備に変わるアフタヌーンもある。その中で生産プロセスや評価の仕方が決まってくる場合も少なくない。繊細な職人の技能も見えてくる。大人は自分なりの解釈はできるかもしれないが現場では子どものいうことを聞くしかない。
この本は昭島幼稚園(東京都昭島市)の子供たちが教えてくれたものづくりの一例にすぎない。近くにいる子どもと一緒にぼーと眺めたり、「何を作っているかな?」と話し合ったり、自分でストーリを想像したりしながら「自分の手でつくる」という喜びをもう少し近づいてみていただければと思います。
Este documento contiene una lista de palabras en español: dictado, imán, iguana, isla, insectos e incendio. Cada palabra está seguida por un símbolo de párrafo.
The document discusses the University of California's policy on sustainable practices across its 10 campuses. The policy addresses green building design, clean energy, climate protection, recycling, and environmentally preferable purchasing. It aims to reduce greenhouse gas emissions, increase renewable energy usage and waste diversion, and implement sustainable standards for new construction. The California Student Sustainability Coalition works with campus administrations and campaigns for sustainability initiatives like climate action plans and green funding referendums. Students are encouraged to join their local Students for Sustainability chapter to help create a more sustainable university.
This document discusses flexible learning toolboxes. It begins by asking what toolboxes are and what they contain for learners and teachers. Toolboxes are collections of learning resources for vocational education topics that are accessible online. For learners, they provide customized learning materials and activities at their own pace. For teachers, they offer ready-made curriculum materials to save time. The document highlights the benefits of toolboxes and provides contact information to learn more.
This document summarizes a guest lecture on urbanization and social change. It discusses several topics related to sustainability and urban planning, including the impact of urban sprawl seen via satellite images, scenarios for global cities in the 21st century, issues of peak oil and localized energy production, and case studies of Finland and simulations of sustainable cities. The document advocates for localized and organic food systems as well as renewable energy to create more sustainable urban development.
This short document discusses a song and asks viewers to leave comments. It thanks people for watching and encourages them to enjoy the rest of the song.
This document discusses the use of metaphor, particularly the metaphor of "Light", in Quaker faith and language. It provides several examples of metaphors used by early Friends, such as "Light/Hold in the Light", "Lamb's War", and "Ocean of Light/Darkness". It notes that while some meanings have shifted over time, "Light" remains a resonant metaphor in the 21st century. The document encourages finding new metaphors, including from other languages and cultures, to capture personal experience and add to the worldwide Quaker vocabulary.
This document discusses the development of the brand Jano. It begins with an overview of Jano and provides representations of its logotype and brandmark. It then explores influences from Italy, China, and Poland through symbols, flags, and descriptions of each culture. Elements from the different cultures are unified visually. A name is developed by integrating words from the languages of each culture to arrive at "Jano". The brand identity is brought together with a soundtrack fusing elements of Polish, Chinese, and Italian music.
The document describes the mission and activities of SARTIYON DEVELOPMENT ORGANIZATION SHIKARPUR, a nonprofit located in Shikarpur, Sindh, Pakistan. The organization was founded in 2005 with a mission to empower women and promote education, healthcare, and economic development in rural communities. It works to end violence against women, provide legal advocacy, improve literacy, and address issues like child marriage and lack of wages for women working in fields. The organization operates programs in capacity building, women's education, skills training, health, and advocacy. It aims to create an educated, peaceful society with gender equality and serves all members of the community regardless of discrimination.
The document provides information about the components of a typical fuel-powered car engine. It includes a diagram labeling various engine parts and their locations. Accompanying activities have students identify part locations, match components to their functions, and physically label an engine. Key vocabulary focuses on engine part names and prepositions of location. The purpose is to teach students to identify internal combustion engine components and understand their basic functions.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Bill McClure: How to Build a Successful, Diversified, Family-run Businessdomainsherpa
Watch the full show: http://domainsherpa.com/bill-mcclure
Bill McClure is not a newcomer to the domain name industry. Years ago he bought and built FlowersDirect.com and eFlowers.com and then sold them to FTD. Over his many years of acquiring, building and selling businesses, he has learned one simple fact: You can always trust your family.
Listen along as Bill discusses how he targets markets, how much he purchases domain names for, how he develops them, and what kind of leaders he is looking for to continue building more businesses in the future. If you are an entrepreneur or passionate about e-commerce, this is a must-see interview.
Turn 90 Marginal Domain Names into $56,000 Per Month - With Andrew Hazendomainsherpa
Watch the full show: http://domainsherpa.com/andrew-hazen/
Andrew Hazen knows a thing or two about marketing. In fact, he has built and sold two Internet marketing companies, pocketing millions of dollars in the process. And he has written a book using easy-to-understand language about search engine optimization.
In this show, Andrew shares how he turned 90 admittedly marginal hand-registered .com domain names and one .info domain into $56,000 per month. (I have seen the Google Adsense report to verify this impressive figure.) You will be surprised to learn that in addition to search engine optimization, a clever television ad campaign drove the results.
Presentación de diapositivas relacionadas coa reflexión sociolingüística para PROXECTO 17, a partir dunha licenza por estudos concedida pola Consellería de Educación da Xunta de Galicia. ENDL do IES de Elviña.
presentación en impress de diapositivas relacionadas coa reflexión sociolingüística para PROXECTO 17, a partir dunha licenza por estudos concedida pola Consellería de Educación da Xunta de Galicia.
Presentación sobre as linguas latinas e románicas. Este traballo foi realizado por alumnos de 4º da ESO do CPI Monte Caxado, da materia de Cultura Clásica.
1. Traballo lección 2 Cultura Clásica 4º ESO Nicolás Darriba Magalhaes Esquema inicial
2. Linguas Indoeuropeas Balto – eslavo Céltico Xermánico Grego Indo – iranio Itálico O grego Grandes etapas O Latín Orixe Expansión Etapas da Lingua latina Linguas Románicas Linguas Románicas principais Tecnicismos Cultismos Portada Declinación Pares léxicos Latinismos Mapa Mapas incrustados
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4. Céltico : a esta familia pertencen o irlandés, o escocés, o galés e o bretón.
7. Grego : a esta familia só está o Grego moderno.
8. Indo – iranio : nesta familia están as linguas e dialectos da India, Irán e Afganistán.
9. Itálico (latín) : esta familia está formada polas linguas románticas que son o galego, castelán, catalán, portugués, francés, occitano (no sur de Francia), italiano, sardo (a lingua da illa de Sardeña), retorrománico (na zona dos Alpes) e o romanés. Inicio
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11. A Koiné: esta lingua impúxose nos territorios conquistados por Alexandre Magno, e pasou a ser unha lingua común grega neses territorios. Esta nova lingua era o resultado do conglomerado de dialectos (principalmente xónico – áticos). Este fíxose nun idioma universal que se utilizaba nos campos da cultura, e do comercio...)
12. O grego moderno: este idioma ben sendo o resultado da evolución da koiné; esta evolución non foi só oralmente, senón que tamén evolucionou na forma de escritura. Esta lingua apareceu nos territorios que o Imperio bizantino tiña dominados. Inicio
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15. Latín clásico: nesta etapa é a “idade de ouro” do latín, nela fálase e escríbese seguindo unhas normas gramaticais.
16. Latín postclásico: durante esta etapa continuou a brillantez da anterior, pero con indicios de que houbera unha primeira decadencia.
17. Latín tardio ou baixo latín: nesta etapa é cando a lingua se degrada seriamente. Inicio
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19. Na península Ibérica falamos o galego, castelán, catalán e o portugués. Na península tamén contamos cunha lingua que non é románica e non ten relación con ningunha das familias de linguas existentes, esa lingua “especial” é o vasco ou éuskaro . Inicio