Notes

  • Electronics

    Nothing","right":"Hello


  • Topic: Pov 4 types E Q: How does an authors p o v contribute to the validity of literature?

    The story is told by someone not in the story at all.The narrator lets us know exactly how the characters feel."},{"left":"Keywords or Ques


  • What is 3rd person P.O.V.

    .The story is told by someone not in the story at all."},{"left":" \n\n3rd person omn


  • Topic:Types of p-o-v EQ:How does an author p-o-v contribute to the validity of writing

    .The story is told by someone not in the story at all."},{"left":"third pers


  • Topic: 4 Types of POV EQ: How does an author's pov contribute to the view to the validity of literature.

    **What is 3rd person pov?**"},{"left":"


  • Topic: point of view(4 types) EQ: How does an authors contribute to the va

    Notes or Details about Keywords or Questions."},{"left":


  • Scenario 2 Consolidation

    What content knowledge do you think is useful for teaching reading or viewing or pronunciation?"},{"left":"What appeal to


  • GORPUTZA

    Las notas o detalles sobre las palabras clave o Consultas."},{"left":"Palabras clave o Pregunt


  • narrative perspective-how does an author integrity contributed to validity of litature

    plot,setting,characters,"},{"left":"2nd pe


  • Topic: Narrative Perspective EQ: How does an authors integrity contribute to

    - Dialogue =when characters speak."},{"left":"Who tells the


  • EQ-How cdoes and authors integrity contribute to valicry of liture?

    identifying  Narrative Perspective \n\nIts about the narrator who tells story were not looking at dialogue we don't care what charters say.Only the narrators voice matters.We are trying to figure out the narrators view point on the story perspective and signal words. Usually Instructions.Narrator Usallyyy isnt involved tells others stories lots of he she and charecters names.narrators Knowing Narrators Tells Thoughts and feelings of more than one person/Charecters narrator does not reveal any charecters thoughts or feelings"},{"left":"


  • Vocab: The Destruction of Pompeii

    Full of activity; busy![](https://s3.amazonaws.com/classmint.img/81854af2-fcf5-44f9-ba34-ed2ef3ed2a0f.jpeg)"},{"left":"erosio


  • eq.how do authors use story elements to influence our way of thinking and raise questions.

    a pronoun is a word used in place of a one or more nouns or pronouns."},{"left":"Keywords or Questio


  • Introduction To Alice

    ,"right":"Why learn about programming computers?"},{"left":"Keyword


  • alice 3d programming and animation notes #1

    a modern programming tool \n\n.3d graphics\n\n.3d models of objects\n\nanimation\n\nobjects can be made to move around the virtual world\n\nobjects\n\nalice can be downloaded through the website[ www.alice.org](http://www.alice.org) you can download it at home\n\ntwo types of animation\n\ninteractive you interact to make the animation go like binding keys to do certain things like space bar to make the mouse run around the race track and backspace to make it stop\n\nmovie you press play and it plays all the animation and you watch it and you dont interact with the animation you just watch it play\n\nall you do to create a new world is go to file new world and click"},{"left":"


  • Indroduction to alice

    A modern programing tool\n\n-3-D graphics\n-3-D models of objects\n\nAnimations\n\n-Objects can be made to move around the virtual word(a video game or simulation implemeted in 3-D)\n-can download latest version from the web"},{"left":"Keywords or Questio


  • A New Nation 9.1

    ,"right":"written plan for government"},{"left":"C


  • Pronoun

    Pronouns \n\nA pronoun is a word used in place of a one or more nouns or pronouns.\n\nThe word or word group that a pronoun stands for (or refers to) is called antecedent.\n\nAntecedent/ Pronoun\n\nJohn, have you turned in your report?\n\nPlaying in the band is fun, and it shows school spirit. Accelerated\n\nSometimes antecedent not always stated.\n\nI did not understand what you said.\n\nPersonal Pronouns: refers to the one speaking, the one spoken to, or the one during the speaking\n\nSingular\n\nPlural\n\nFirst Person : I, me, my, mine\n\n:We, us, our, ours\n\nSecond Person You, your, yours\n\n:You, your, yours\n\nThird Person :He, him, his, she, her, hers, it, its\n\n:They, them, their, theirs\n\nReflexive and Intensive Pronouns: Reflexive refers to the subject and is necessary to meaning of sentence. Intensive emphasizes a noun or other pronouns and is unnecessary to the meaning of a sentence.\n\nFirst Person Myself, ourselves\n\nSecond Person Yourself, yourselves\n\nThird Person Himself Herself\n\nTara enjoyed herself at the party.\n\nI myself cooked that delicious dinner.\n\nThe team prided themselves on their victory.\n\nDid you redecorate the room yourself?\n\n----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- \n\n \n\nThe indefinite pronouns anyone, anybody, everyone, everybody, someone, somebody, no one, and nobody are always singular. This is sometimes perplexing to writers who feel that everyone and everybody (especially) are referring to more than one person. The same is true of either and neither, which are always singular even though they seem to be referring to two things.\n\n \n\nThe need for pronoun-antecedent agreement can create gender problems. If one were to write, for instance, \"A student must see his counselor before the end of the semester,\" when there are female students about, nothing but grief will follow. One can pluralize, in this situation, to avoid the problem:\n\n \n\nStudents must see their counselor before the end of the semester.\n\nOr, one could say\n\nA student must see his or her counselor. . . .\n\n \n\nToo many his's and her's eventually become annoying, however, and the reader becomes more aware of the writer trying to be conscious of good form than he or she is of the matter at hand.\n\nTrying to conform to the above rule (#2) can lead to a great deal of nonsense. It is widely regarded as being correct (or correct enough), at the beginning of the twenty-first century, to say\n\n \n\nSomebody has left their bag on the floor.\n\nbut many people would object its being written that way because somebody is singular and their is plural. There is a great deal to be said, however, for using the word their as the gender-non-specific, singular pronoun. In fact, it's been said already, and you can read all about it at the The University of Texas, where a web-site has been dedicated to the use of their in this way in the writings of Jane Austen, William Shakespeare, and other literary greats. At least it's nice to know you're not alone! Another site dedicated to the \"gender-free pronoun\" is at Gender-Neutral Pronoun Frequently Asked Questions.\n\n \n\nRemember that when we compound a pronoun with something else, we don't want to change its form. Following this rule carefully often creates something that \"doesn't sound good.\" You would write, \"This money is for me,\" so when someone else becomes involved, don't write, \"This money is for Fred and I.\" Try these:\n\n \n\nThis money is for him and me.\n\nThis arrangement is between Fred and him.\n\nThose are both good sentences.\n\n \n\nOne of the most frequently asked questions about grammar is about choosing between the various forms of the pronoun who: who, whose, whom, whoever, whomever. The number (singular or plural) of the pronoun (and its accompanying verbs) is determined by what the pronoun refers to; it can refer to a singular person or a group of people:\n\n \n\nThe person who hit my car should have to pay to fix the damages.\n\nThe people who have been standing in line the longest should get in first.\n\nIt might be useful to compare the forms of who to the forms of the pronouns he and they. Their forms are similar:\n\n \n\n  Subject \n\n               Form\tPossessive_Form\tObject _Form\n\nSingular: -he who               -his whose    -him whom\n\nPlural:     -they who            -their whose  -them whom \n\n \n\nTo choose correctly among the forms of who, re-phrase the sentence so you choose between he and him. If you want him, write whom; if you want he, write who.\n\nEx)\n\nWho do you think is responsible? (Do you think he is responsible?)\n\nWhom shall we ask to the party? (Shall we ask him to the party?)\n\nGive the box to whomever you please. (Give the box to him.) \n\nGive the box to whoever seems to want it most. (He seems to want it most. [And then the clause \"whoever seems to want it most\" is the object of the preposition \"to.\"]) \n\nWhoever shows up first will win the prize. (He shows up first.) \n\nThe number of people who use \"whom\" and \"who\" wrongly is appalling. The problem is a difficult one and it is complicated by the importance of tone, or taste. Take the common expression, \"Whom are you, anyways?\" That is of course, strictly speaking, correct — and yet how formal, how stilted! The usage to be preferred in ordinary speech and writing is \"Who are you, anyways?\" \"Whom\" should be used in the nominative case only when a note of dignity or austerity is desired. For example, if a writer is dealing with a meeting of, say, the British Cabinet, it would be better to have the Premier greet a new arrival, such as an under-secretary, with a \"Whom are you, anyways?\" rather than a \"Who are you, anyways?\" — always granted that the Premier is sincerely unaware of the man's identity. To address a person one knows by a \"Whom are you?\" is a mark either of incredible lapse of memory or inexcusable arrogance. \"How are you?\" is a much kindlier salutation.  \n\n \n\nJames Thurber\n\nLadies' and Gentlemen's Guide to Modern English Usage\n\nThe only problem most writers have with whose is confusing it with who's, which looks like a possessive but is really the contraction for who is. In the same way that we should not confuse his with he's (the contraction for he is or he has), we should not confuse whose with who's.\n\n \n\nWho's that walking down the street?\n\nWhose coat is this?\n\nI don't care whose paper this is. It's brilliant!\n\nWhose can be used to refer to inanimate objects as well as to people (although there is a kind of folk belief that it should refer only to humans and other mammals): \"I remember reading a book — whose title I can't recall right now — about a boy and a basenji.\"\n\n \n\n


  • A New Nation


  • 9.1 New Nation

    land ruled by a national government but which has no representatives in the government"},{"left":"Ordinan


  • introduction to alice

    class\n\npaul person"},{"left":"Keywords or Questio


  • Elements and Principles of Design

    Line,Shape,Form,Color,Value,space,and texture.   Balance,unity,variety,movement, and rhythm ...\n\n \n\n \n\n \n\nImplied line in not actually drawn but it is suggested by parts of a image or sculpture\n\n \n\n \n\n \n\nA positive shape is equal  and a negative shape is not.\n\n \n\n \n\n \n\n \n\nThe color scheme is red,brown, and blue\n\n "},{"left":" ","right":""}]


  • History vocab


  • SS 9.1

                                        A written plan for a government. \n\n Is a official member of a city, state, or nation."},{"left":"Territory \n\nOrdinan


  • History 9.1

    A written plan for government.\n\n \n\n An official member of a city, state, or nation."},{"left":" \n\nTerritory \n\n \n\n


  • 5 Qualities of a Successful Leader.

    Interest about people, interest about things. Try and figure out how does this work in. How can it be made to work better "},{"left":"Battle - hardened "


  • Memoir Element

    **Memoir does not simply tell about something that happen in the past;it reveals something about the person it happened to**."},{"left":"Keywords or Questio


  • anecedant

    "},{"left":"Keywords or Questio


  • Topic: Memoir Writing

    Memoir does not simply tell about something that happened in the past ; it reveals something about the person it happened to .\n\n Remeber :\n\nwhat happens ijn the memoir text is the truth \n\nNames may be changed to protect certain identities .\n\nSome details may be imagined becausue of the writers vague & imprecise memory.\n\nDialogue may be invented and events axaggerated a bit in order ro dramatize a scene and  reveal personalities .\n\nA memoir \n\nFollows a sequence of events over a period of time , \n\nproceeds though time ( possibly with flashbacks or foreshadowing ) ends at a later point in time .\n\nPrewriting \n\ntells a single story . Try to choose something that happened in a few hours or in a few days .\n\n "},{"left":"Keywords or Questio


  • Memoir Elements EQ; How does and author's point of view contribute to the integrity of a piece of literature?

    Memoir does not simply tell about something that happened in the past ; it reveals something about the person it happened to.\n\n \n\nRemember:\n\n- What happens in the memoir text is the truth .\n- Names may be changed to protect certain identities.\n- Some details may be imagined because of the writers vague and imprecise memory.\n- Dialouge ma be invented and events may be exaggerated a bit in order to dramatize a scene and reveal personalities.\n\n  Memoir:\n\n- Follows a sequence of events over a period of time.\n- Proceeds through time.\n- ends at a later point in time."},{"left":"


  • Memoir Elements Ex:How does an author's point of view contribute to the integrity of a piece of literature?

    - _Remember_\n- _What happens in the memoir text is the truth_\n- _Names may be changed to protect certain identities_\n- _Some details may be imagined because of the writer's vague and imprecise memoir_\n- _follows a sequnces of event over period of time_\n- _ _


  • topic

    Notes or Detailpros about Keywords or Questions."},{"left":"Keywords or Questio


  • Pronoun Review

    Basic Principle: A pronoun usually refers to something earlier in the text (its antecedent) and must agree in number — singular/plural — with the thing to which it refers.\n\n \n\nOne\n\nThe indefinite pronouns anyone, anybody, everyone, everybody, someone, somebody, no one, and nobody are always singular. This is sometimes perplexing to writers who feel that everyone and everybody (especially) are referring to more than one person. The same is true of either and neither, which are always singular even though they seem to be referring to two things.\n\n \n\n Two\n\nThe need for pronoun-antecedent agreement can create gender problems. If one were to write, for instance, \"A student must see his counselor before the end of the semester,\" when there are female students about, nothing but grief will follow. One can pluralize, in this situation, to avoid the problem:\n\n \n\nStudents must see their counselor before the end of the semester.\n\nOr, one could say\n\nA student must see his or her counselor. . . .\n\nToo many his's and her's eventually become annoying, however, and the reader becomes more aware of the writer trying to be conscious of good form than he or she is of the matter at hand.\n\n \n\nThree\n\nTrying to conform to the above rule (#2) can lead to a great deal of nonsense. It is widely regarded as being correct (or correct enough), at the beginning of the twenty-first century, to say\n\n \n\nSomebody has left their bag on the floor.\n\nbut many people would object its being written that way because somebody is singular and their is plural. There is a great deal to be said, however, for using the word their as the gender-non-specific, singular pronoun. In fact, it's been said already, and you can read all about it at the The University of Texas, where a web-site has been dedicated to the use of their in this way in the writings of Jane Austen, William Shakespeare, and other literary greats. At least it's nice to know you're not alone! Another site dedicated to the \"gender-free pronoun\" is at Gender-Neutral Pronoun Frequently Asked Questions.\n\n \n\n Four\n\nRemember that when we compound a pronoun with something else, we don't want to change its form. Following this rule carefully often creates something that \"doesn't sound good.\" You would write, \"This money is for me,\" so when someone else becomes involved, don't write, \"This money is for Fred and I.\" Try these:\n\n \n\nThis money is for him and me.\n\nThis arrangement is between Fred and him.\n\nThose are both good sentences.\n\n \n\n Five\n\nOne of the most frequently asked questions about grammar is about choosing between the various forms of the pronoun who: who, whose, whom, whoever, whomever. The number (singular or plural) of the pronoun (and its accompanying verbs) is determined by what the pronoun refers to; it can refer to a singular person or a group of people:\n\n \n\nThe person who hit my car should have to pay to fix the damages.\n\nThe people who have been standing in line the longest should get in first.\n\nIt might be useful to compare the forms of who to the forms of the pronouns he and they. Their forms are similar:\n\n \n\n Subject \n\nForm Possessive \n\nForm Object \n\nForm\n\nSingular he\n\nwho his\n\nwhose him\n\nwhom\n\nPlural they\n\nwho their\n\nwhose them\n\nwhom\n\n \n\nTo choose correctly among the forms of who, re-phrase the sentence so you choose between he and him. If you want him, write whom; if you want he, write who.\n\n \n\nWho do you think is responsible? (Do you think he is responsible?)\n\nWhom shall we ask to the party? (Shall we ask him to the party?)\n\nGive the box to whomever you please. (Give the box to him.)\n\nGive the box to whoever seems to want it most. (He seems to want it most. [And then the clause \"whoever seems to want it most\" is the object of the preposition \"to.\"])\n\nWhoever shows up first will win the prize. (He shows up first.)\n\nThe number of people who use \"whom\" and \"who\" wrongly is appalling. The problem is a difficult one and it is complicated by the importance of tone, or taste. Take the common expression, \"Whom are you, anyways?\" That is of course, strictly speaking, correct — and yet how formal, how stilted! The usage to be preferred in ordinary speech and writing is \"Who are you, anyways?\" \"Whom\" should be used in the nominative case only when a note of dignity or austerity is desired. For example, if a writer is dealing with a meeting of, say, the British Cabinet, it would be better to have the Premier greet a new arrival, such as an under-secretary, with a \"Whom are you, anyways?\" rather than a \"Who are you, anyways?\" — always granted that the Premier is sincerely unaware of the man's identity. To address a person one knows by a \"Whom are you?\" is a mark either of incredible lapse of memory or inexcusable arrogance. \"How are you?\" is a much kindlier salutation. \n\n \n\nJames Thurber\n\nLadies' and Gentlemen's Guide to Modern English Usage\n\nThe only problem most writers have with whose is confusing it with who's, which looks like a possessive but is really the contraction for who is. In the same way that we should not confuse his with he's (the contraction for he is or he has), we should not confuse whose with who's.\n\n \n\nWho's that walking down the street?\n\nWhose coat is this?\n\nI don't care whose paper this is. It's brilliant!\n\nWhose can be used to refer to inanimate objects as well as to people (although there is a kind of folk belief that it should refer only to humans and other mammals): \"I remember reading a book — whose title I can't recall right now — about a boy and a basenji.\"


  • Epic


  • Prueba

    Algo"},{"left":"Adiós","ri


  • Les animaux sauvages La vie animale

    Regarde l'image suivante et dit quel animal elle représente :![524f44ec1e462ea20f000003](https://s3.amazonaws.com/classmint.img/ef243473-4b46-4d14-8325-7fdfeee0e5a9.jpeg) :"},{"left":"Mots clés.","right":"C'est


  • Prueba de Classmint

    Imagenes",


  • ESQUEMA DE LA COMUNICACIÓN

    Emisor, receptor, código, canal, contexto, mensaje "},{"left":"Keywords or Questions","right":"Ruido y[ redundancia](http://es.wikipedi


  • Practice

    Define


  • Nueva nota probandolo

    Es un programa de recodatorio?"},{"left":"Es todo en inglés.\n\n \n


  • Present Perfect

    1. Настоящее совершенное время указывает на связь действия в прошлом с настоящим временем, а также выражает действие, которое закончилось к настоящему времени."},{"left":" ","right":".[](http://www.youtube.com/watch?v=xNwlP4E


  • Rise of Mesopotamia

    Irrigation allowed the farmers to control when and how much water their crops got. Mesopotamia was located in a desert, so rainfall was very low. Without irrigation, the crops would be scorched in the blazing heat of the area. When the snow would melt in the north, from the mountains of Anatolia, it would cause the Tigris and Euphrates to overflow. The effect of this flooding was fertile soil for the people of Mesopotamia to use in farming. Irrigation allowed the people of Mesopotamia to control the flooding, by digging ditches to their fields, resulting in a water supply, even in a desert. Without irrigation, the farmers would not be able to farm very well. Without irrigation, the fields would produce very little or no food, thus resulting in the people starving to death. Irrigation allowed the farmers to produce a surplus of food, which they could use in trading for things they didn’t have. Having a bunch of money wouldn't matter if there were no crops to eat because everybody would die. Having a bunch of money does a person no good if there is no food. It doesn't matter if you have a wheel because once again, without irrigation, no food. What good does it do you to be able to write? Being able to write doesn’t put food on the table.\n\n \n\n "},{"left":"Effect of [Writing](#52555f6b93dd6e167600


  • MÈTODE DE PROJECTES

    \n\n1.\n\n2\n\n3.\n\n "},{"left":"FASE TÉCNICA\n


  • Object oriented programming

    One class extending other class."},{"left":"Polymorphism","rig


  • computer components

    What does computer components consist of?"},{"left":"Keywords or Ques


  • tech 5

    what does computer components consist of ?"},{"left":"","right":" 1.


  • Computer Ethics

    Keywords or


  • respiratory system

    Replace this with Essential Question.."},{"left":"Keywords or Ques


  • t

    Replace this with Essential Question..."},{"left":"Keywords or Ques


  • Stereoisomerism

    What is stereoisomerism and what are the different types?"},{"left":"Keywords or Ques


  • Tech Notes 3b

    In what way does the design and implementation of a computer program resemble the process that an artist goes through when creating a painting?\n\n "},{"left":"Keywords or Question


  • Drama

    "},{"left"


  • Le circuit mondial d'un produit

    Replace this with Essential Question..."},{"left":"Keywords or Ques


  • gre princeton words

    abnormal / deviating from the norm \n\n "},{"left":"Alacrity


  • Science

    Replace this with Essential Question..."},{"left":"Keywords or Ques


  • Group 2-

    Replace this with Essential Question..."},{"left":"Question or Keyw


  • Group 11-20

    How can modern films help teach SAT vocabulary?"},{"left":"Movie # 11\n\nSt


  • Sample

    Replace this with Essential Question..."},{"left":"Question or Keyw


  • Flim Quotes and SAT Vocabulary 21-30

    \n\n_1. Vivid ~_\n\n_2.Apocalypse ~_\n\n_3. Chaos ~_\n\n_4. Transcriptions ~_","right":" \n\nIn this scene Sam shows the symbols that are in his mind to Jetfire.\n\n \n\n \n\nof a picture memory ect., seeming like real life. \n\na great disaster, a sudden bad event that causes much fear.\n\ncomplete confusion or order\n\na written or printed or typed copy of words that have been spoken."},{"left":"_~Film 22~_\n\n_Django Unchained_\n\n \n\nVOCABULARY: \n\n_1. Righteous ~_\


  • 31-40

    Uther Pendragon\n\nFilm #1\n\n \n\n \n\n \n\n \n\nAnchorman: The legend of Ron Burgundy\n\nFilm #2","right":"In this scene, \n\nsovereign- supreme ruler\n\nbreadth-distance of measurement from side to side\n\ntropical - hot, humid\n\ntemperate- snowing moderation or self-restraint\n\n In this scene, Ron Burgundy and Veronica are having a deep conversation\n\nBrawn-physical strength\n\nImpending-about to happen\n\nRedemption-saving or being saved from sin,error, or evil\n\n "},{"le


  • AVID movie project

    Summary","right":"Replace this text with summary of the note.


  • AVID Movie Project

    How can movies help improve SAT vocab?"},{"left":"Questi


  • How to divide numbers

    I can use what I know about multiplication and estimation to divide numbers"},{"left":"Steps to divide numbers","r


  • AVID Movie Note 23

    How can movies improve SAT vocabulary?"},{"left":"Question or Keyw


  • AVID Movie note 24

    How can movies help increase SAT vocabulary?"},{"left":"Question or Keyw


  • New publish

    Replace this with Essential Question...\n\n[http://www.hark.com/clips/vnfzljygfq-now-if-you-recall-that-whole-hullabaloo](http://www.hark.com/clips/vnfzljygfq-now-if-you-recall-that-whole-hullabaloo)\n\n \n\nkjhbasjhdb\n\njkasdjkb\n\n \n\n[hark.com](http://www.hark.com/clips/vnfzljygfq-now-if-you-recall-that-whole-hullabaloo) \n\n \n\n[http://www.hark.com/clips/vnfzljygfq-now-if-you-recall-that-whole-hullabaloo](http://www.hark.com/clips/vnfzljygfq-now-if-you-recall-that-whole-hullabaloo)"},{"left":"Question or Keyw


  • Memos

    ,"right":"How Do I Format A Memo In Microsoft Word ?"},


  • memos

    how do i format a memo in microsoft word?"},{"left":"Question or Ke


  • NOTES

    CORNELL NOTES"},{"left":"what is this?","


  • DIGITAL DENIZENS PRESENTATION

    How does your digital denizen topic affect your life?\n\nWhy should we care about your topic?"},{"left":"Question or Keyw


  • LAS MENINAS DE VELÁZQUEZ

    Elementos de las Meninas"},{"left":"Palabras pri


  • PRUEBA 1

    [Google](http://www.Google.com)"},{"left":"Questions or Ke


  • Basic Chinese phrases_01 - Charlie

    Basic Chinese phrases\\_01 - Charlie Chung"},{"left":"Excuse me, what


  • unbound report

    how do i format an unbound report in Microsoft word?"},{"left":"Question or Keywords


  • Relationships

    Yes:\n\n- linked to survival and reproduction\n- all cultures have similar types of social relationships and dynamics\n- people seek to satisfy their relationship satiety by seeking out relationships \n- no relationships result in negative consequences (isolation is bad for mental/physical health, suicide, immune system decline"},{"left":"Communal Relationships","right":"


  • Analyzing the implications of Martin changing his Leadershop style to autocratic

    Answer or Notes about the Question or Keywords.


  • avior review

    j'ai, tu, as, il/elle/on, a, nous avons, vous avez, ils ont, elles ont"},{"left":"what does the verb avoir mean?","r


  • the verb etre

    je suis, tu es, il/elle/on est, nous sommes, vous etes, ils sont, elles sont"},{"left":"what does etre mean?","right":"to be"


  • definite and indefinite articles

    how do i say\"i'm watching TV","right":"je regarde la télé.


  • indefinite articles

    un, une , des, (de/d')"},{"left":


  • Order of Operatons

    A method of simplifying and evaluating expressions and formulas"},{"left":"How do you use order of op


  • Yellow Lab

    canine"},{"left":"bark


  • Ch 1 & 2

    Africa, Eurasia, Australia, Americas, pacific"},{"left":"Vocabulary ",


  • Lesson 9-1-The Industrial Revolution

    - Industrial Revolution-the social and economic changes that occurred when goods changed from being produced at home to factories\n- raw materials-unprocessed products used in maunfacturing"},{"left":"Revolut


  • First people - First farmers

    10,000 - 2,000 BCE \n\nSeperetly and independently"},{"left":"The revolution ","ri


  • Britton Water Cycle

    ![](https://s3.amazonaws.com/classmint.img/3008559d-8971-46b7-91e3-5334417cad16.jpeg) "},{"left":"Preci


  • Charlie's Water Cycle

    ![](https://s3.amazonaws.com/classmint.img/c33cf937-0a5d-441f-a780-fd02c9c81cc8.jpeg)\n\n "},{"left":"Preci


  • Nick's water cycle

    ![52ab857563a343db42000001](https://s3.amazonaws.com/classmint.img/fceac9c5-7d0d-4b09-948d-5e2e533aaa4c.gif)"},{"left":"Preci


  • les mots de l'eau

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  • Physics - Kinematics - Acceleration

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  • Science Exam Review (Chemistry)

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  • Jack Davis ('No Sugar')

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    How did Judaism begin?\n\n- began about 4000 years ago with the Hebrew people in the Middle East\n- Abraham is considered the father of Jewish faith because he prompted the central idea of the Jewish faith; that there is one God\n- the descendants of Abraham became known as the Israelites\n- Moses, a Hebrew, was chosen by God to lead the Hebrew people out of Egypt.\n- At Mt. Sinai, God gave Moses the Law which would guide the Israelites to today. The laws were called the Ten Commandments and form the basis of the Torah, the book of Jewish law.\n- After many years, Canaan was conquered by the Assyrians, the Babylonians and then eventually the Romans.\n- Most of the Jews were scattered all over the region and eventually moved from place to place to avoid persecution which continues to this day. The dispersion of the Jews is called the Diaspora.\n- in WWII 1/3 of the Jewish population was murdered by the Nazis. This was called the Holocaust.\n- In 1948, Palestine was divided up and a Jewish state of Israel was formed in the land that was once called Canaan, surrounded by countries with predominantly Muslim populations. \n- Today nearly fourteen million Jewish people live all over the world. \n\nWhat do Jewish people believe?\n\n- Jewish people believe in the Torah, which was the whole of the laws given to the Israelities at Sinai. \n- They believe they must follow God's laws which govern daily life. \n- There are three basic groups of Jewish people who have a different understanding of the interpretation of the Torah. \n\n•Orthodox Jews believe that all of the practices in the Torah which it is practical to obey must be obeyed without question.\n\n•Conservative and Reform Jews believe that the ancient laws and practices have to be interpreted for modern life with inclusion of contemporary sources and with more concern with community practices than with ritual practices.\n\n•Reform Jews also allow everyone to sit together, men and women, and both Hebrew and the local language are spoken in services.\n\nWhat are the sacred texts of the Jewish people?\n\n- The Tenakh is the ancient collection of writings that are sacred to the Jews. \n- The word Tenakh comes from the three first letters of the three books included in this text: the Torah, plus the Nev'im (prophets) and the Ki'tuvim (writings, which include histories, prophecies, poems, hymns and sayings).\n- The Torah is written on scrolls and kept in a special cabinet called the aron hakodish, the holy ark, in synagogues. \n- The Talmud was written about 2000 years ago, it is a recording of the rabbis discussion of the way to follow the Torah at that time.\n\n "},{"left":"Celebration


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  • Jack Davis

    Born in Yarloop, Western Australia \n\nBorn March 11th 1917\n\nPlaywright and poet\n\nIndigenous rights advocate \n\nPart of the Aboriginal Noongar people \n\nSent to the Moore River Native Settlement\n\nWestern Australian State Secretary of the Federal Council for the advance of Aborigines and Torres Strait Islanders \n\nFather killed in an accident \n\nBegan writing poetry at age 14 at the Moore River Native Settlement \n\nArrested for illegally being in the towns after 6pm - Imprisoned for four days"},{"left":"Mai


  • A.O Neville

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  • Judaism

    ~ the Torah is the Jewish bible\n\n~ the six pointed star of David is important Jewish symbol \n\n~ the tallit or prayer shawl s used in worship \n\n~ they use a menorah during hanukkah  \n\n~ justice is held in high respect \n\n~ Jewish people go to a temple to worship \n\n~ many men where a skull cap or kippah when they pray  \n\n~"},


  • Jack Davis - Author of 'No Sugar'

    Jack Davis is well known for being a poet and a playwrighter.He was born in 1917 and sadly passed away in the year 2000. Jack Davis grew up in Australia, after his father was killed he was moved out of school in search of work. He had worked as a windmill man, labourer, stock man & also a boundary river. As a child he had been sent to the Moore River settlement in Perth in which he had been promised doing farm work, which never happened. When he settled there, he was outraged by the treatment of Aboriginal people by the white landowners. After learning about the treatment, Jack began to write poems which was a way for him to express his thoughts. While he was there he had met Worru, who had influenced him to do poetry. Later on in life, Jack had moved back to Perth and began aiming to make changes to the government policies. For five years, Jack had been the editor of the Aboriginal Advancement Council and had helped many Aboriginal writers to express their own ideas about things. He believed it helped people contribute strongly to a developing sense of identity and group agreements amongst the Aboriginals. He then went on to become a well-known and respected playwrighter and actor, and continued writing his famous poetry's. His play's had dealt with the History of Indigenous experiences including the invasion by the Europeans, the Stolen Generation, death in custody and the way Aboriginals were treated."},{"left":"Written 11 books & 4 poems\n\n \n\n1973, became an editor of a Cultural Magazine\n\n \n\n1985, Citizen of the year \n\n \n\n ","right":"__Some of Jack's plays incl


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  • Christianity

    \\*Christianity began with the life of Jesus Christ over 2,000 years ago\n\n\\*Jesus was born into a Jewish family\n\n\\*Christians believe that Jesus is the son of God\n\n\\*Jesus was human so people could better see god as a loving parent, he also lived the suffering of humans\n\n\\*Jesus had 12 loyal disciples who followed him, but he had enemies, especially the political leaders\n\n\\*The political leaders saw Jesus as a threat so they crucified him\n\n\\*Christians believe that in the 3rd day of Jesus' death he was resurrected and raised from the dead\n\n\\*Christians believe that Jesus' painful and horrible death shows gods love for his people, Jesus' death was a sacrifice so God would forgive the people of their sins, anyone who takes Jesus as their savior will see an eternal life in heaven \n\n\\*They believe that Jesus will come again at the end of time\n\n\\*3 parts of the holy trinity, God the father, God the son (jesus), and the holy spirit, the Holy Spirit is gods presence in the world\n\n\\*Christians believe they need to follow the 10 commandments \n\n\\*Their are many branches of Christianity, which interprets the life, death, and resurrection of Jesus in different ways\n\n\\*The bible is the holy book that Christians follow. It contains accounts about Jesus' life, life before Jesus, and the early Christian church. There are 2 parts, the Old Testament and the New Testament."},{"left":"Celebration


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  • Christianity

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  • Christianity

    How did Christianity begin?\n\n- Christianity traces its beginning to the miraculous birth, adult ministry, death and resurrection of Jesus of Nazareth, known as Jesus Christ. \n- Christians believe that his father was the Holy Spirit of God, making Jesus both fully human and fully divine.\n- God sent his son Jesus in human form so that people would better understand God as a caring and loving parent.\n- By being loving and forgiving himself, Jesus taught others to be loving and forgiving - especially toward those who were considered outcasts in society. \n- During his adult ministry, Jesus built up a loyal following, led by his twelve disciples. \n- In the end, these powerful leaders were so threatened by Jesus' growing following that the Roman governor sentenced Jesus to death and had him crucified. The third day after Jesus' death, his followers found his tomb empty and discovered that he had been raised from the dead. \n- Christians believe that in raising Jesus' from the dead, God showed that Jesus' message of love and forgiveness was more powerful than death, and that believing in Jesus and following the example of his life and his teaching would lead to eternal life after death. \n\nWhat do Christians believe?\n\n- Christians believe that Jesus Christ was the Son of God – fully human and fully divine – and that through believing in him and following his teachings they can inherit eternal life. \n- Christians believe in the Ten Commandments.\n- Christians believe in the Trinity, or the three parts of God: God the Father or Creator, God the Son (Jesus) or Redeemer, and God the Holy Spirit or Sanctifier.\n\nWhat are the sacred texts of Christianity?\n\n- The sacred text of Christianity is the Holy Bible.\n- The Christian Bible has two parts: the Old Testament which is essentially the Hebrew scriptures of Jesus' time; and the New Testament which contains writings about Jesus Christ and about the early church. \n\nWhy are there so many different kinds of Christians?\n\n- As with any large group, Christianity has experienced many different interpretations, disagreements and struggles for power over the centuries. These have led to the growth of many different branches of Christianity interpreting the life, death and resurrection of Jesus in different ways. There are three basic streams of Christianity: Orthodox, Protestant and Roman Catholic."},{"left":"Celebration


  • AO Neville/Stolen Generation

    Auber Octavius Neville (1875-1954) was a public servant and also the Chief Protector of Aboriginals. After spending 10 years in Victoria, in 1897 he went to Western Australia where his brother was practising the teachings of law and had then joined the public service as a records clerk in the Department of Works. Neville quickly began achieving a high reputation and kept climbing the stages of ranks and then in 1906 he had became an immigrant officer and had been appointed head of the new sub-department of tourism and immigration in z\\`1910. In 1914 he became secretary of the Patriotic Relief Fund and continued as chairman of its permanent relief committee. \n\nNeville became recognisable when he had become the Chief Protector of the Aborigines. He had changed the policy towards the Aborigines during much of the period from 1915 until his retirement in 1940. His strategy throughout the years was to extend the department’s legal authority, mostly over the people who he was interested in and to add more power in the department especially among the children. His main purpose was to bring about the separation of the Aborigines full descent, in other words trying to exterminate them by blending through the white population through intermarriage. Till the end of this, Neville had planned to establish settlements in the State’s south-west in Carrolup and Moore River which had become training camps and centres for education, health services and rations. However, because of the economic collapse, Carrolup had closed in 1922 and Moore River became a place to store adult and children offenders, unmarried mothers, children, and the elderly and indigent. Health and housing conditions in Moore River went down rapidly, especially during the Great Depression, when most Aborigines in the south-west became dependant on rations. \n\n "},{"left":"He brought the tragic 'Stolen Generation' \n\n \n\n ","right":" The removal force of the Aboriginal and Torres Strait Islander children from their families was an official government policy in 1909 which end


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  • FuGenx Technologies

    Android Application Development Company in Dubai\n\nBlackBerry Apps Development Company in Dubai\n\n "},{"left":"Question or Keywords


  • Types of Information Collected Through Reasearch

    Statements that can be proven true"},{"left":"Sta


  • Four Criteria for Judging Information

    From a knowledgable source that has expertise on the topic"},{"left":"Releva


  • Independent Inquiry Notes

    - Main idea to research and investigate\n- organize large amounts of information into a single phrase\n- come from school subjects, current events, or personal information"},{"left":"Pro


  • Independent Inquiry Notes 1

    __Memory Bank__ "},{"left":"Slide 1 ",


  • Kinds of research notes

    Main ideas of the author put in your own words into 1-2 sentences"},{"left":"Paraphrase Notes","r


  • Questions

    Guide and focus research"},{"left":"Explora


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