Thoughtful Thursdays, Stayed on Freedom with the Call of Freedom, and Public Libraries?

Libraries are part of the community gathering and information sharing system for all Americans that must not be forgotten, nor underfunded. 

So, how do we each help our society to become more fully inclusive for all of us, and to give more money for local branches of Public Libraries?

I believe that attention to connecting community institutions, like Public Libraries, may provide part of an answer.  I started a note about that, a few years ago, on page nine of my book Stayed on Freedom’s Call:

“Chapter 1: Shared Oppression, Shared Cultures, Shared
Resistance, Shared History Of Oppression:

“You accepted 400 years of oppression, I have just accepted three thousand years of
oppression!”

-African-American Dr. Jean Cahn, upon converting to Judaism, by permission, E. Cahn

   The rabbis say that it took one man plunging into the Sea and wading in
up to his neck before the waters parted and the Children of Israel were finally
able to be free. As Moses led the Hebrew slaves out of the land of Egypt, up
and out of bondage, so the Negro slaves looked to their faith, even as the
spiritual waters of oppression seemed to rise up to the necks of people of color,
both free and enslaved.

People of color formed communities in spite of the
oppressive atmosphere, overcoming great prejudice to do so, as mistrusted and
often denigrated Jewish citizens also had to do. From Benjamin Banneker in
1791, to Isaac Polock in 1795, the first non-White residents of the city faced
unique challenges, having to prove themselves to their White contemporaries.
In 1850, abolitionists and free people of color advocated for the rights of slaves,
while Captain Jonas P. Levy and the Sons of Israel fraternal members had to
advocate for the rights of Jews, overlooked in our very own treaties.
Just as free individuals and families of color formed connections in the Capital, as with…

Page 9″

So, it turns out that my endnote references to this page were too “dense” for some reviewers.  Some fresh reviews would help me decide that specific.

Page eight was last week…

Action Items:

1.) What are your thoughts on the function of libraries as community information centers?

2.) Share them with us in the comments, here, please.

3.) Share your thoughts on how continuing empathy-building cooperation might help, or hinder, inclusive thinking.

4.) Write a story, post or tweet that uses those thoughts.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind? 

Support our key #PublicDomainInfrastructure  & #StopSmoking at least for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this

GoodReads button: ,  Vote, Teach and Learn (Lesson Plans)!

 

Nih sakh sh’lekk, sleem wa.   Yassas,   γεια σας!    Salût !  Nos vemos!  Görüşürüz!     ! שָׁלוֹם

ShiraDest

March, 2021 CE = March 12021 HE

(The last GED lesson 67/67 , and the first lesson 1/67…), and Babylon 5 review posts, and

Stayed on Freedom’s Call
(free: https://archive.org/details/StayedOnF…)
includes two ‘imagination-rich’ walking tours, with songs, of Washington, DC. New interviews and research are woven into stories of old struggles shared by both the Jewish and African-American communities in the capital city.

Shared histories are explored from a new perspective of cultural parallels and parallel institution-building which brought the two communities together culturally and historically.

Free copies are available at https://archive.org/details/StayedOnF…

Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Day 67/67 of GED in Five Months, language learning, and Adulting

 To take full part in modern society in a meaningful and useful way, every Adult must understand the meaning of a given word in the context under discussion.  The word range, for instance, can refer to mountains, a list of numbers, or to a set of frequencies, among other things.  The fact that the same word can have different meanings, even though sometimes subtly different, makes the learning of mathematical and scientific language crucial to the shared decision-making that every adult citizen in a republic agrees to take part in, and thus to continue the responsibility to keep learning, as part of responsible Adulting.

Today’s reading uses the mathematical meaning of range to define large and small distances. (Vice versa, actually):

“ Visible light has a wavelength range from ~400 nm to ~700 nm. Violet light has a wavelength of … Visible light makes up just a small part of the full electromagnetic spectrum. Electromagnetic waves with shorter wavelengths and higher frequencies include ultraviolet light, X-rays, and

…”

 Week 18/18

Day 67 lesson plan

Grammar: Concluding sentences

Math: Range

Science: reading , and a little bit of stats…

Please see the Lesson plan for Day 67’s Exit Tickets

Action Items:  

1.) How have you used this set of posts, if you follow this blog regularly?

2.) Please tell us where the information for today’s reading comes from, how you know that the sources are reliable, and who funded them,

3.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind? 

Support our key #PublicDomainInfrastructure  &  for heavens sake: please #StopSmoking for CCOVID-19 (or even for good!)!:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button:

, Ranked Choice Voting and Housing for ALL!!, Teach and Learn (Lesson Plans)!

Nih sakh sh’lekk, sleem wa…

ShiraDest

January, 2021 CE = January 12021 HE

(Day 66 … Day 1)

Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Wondering Wednesdays, Baby Acres, and Human Rights as Justice

This post  goes on to begin the rough draft of my current non-fiction WiP, Baby Acres: A possible Vision for Making Society Suck Less, in 60 Years.   (Thanks, once again, to JYP and Tammy for the title ideas!!)  The overall goal has been to lay out a roadmap for a fully inclusive society for all of us, so, I am turning, this week, to the introductory chapter, Chapter 0, of the book, in the hope that All HumanKind  will eventually have each person’s basic needs  met.  This book lays out one possible path for getting to that point.

Introduction part II: Peace and Justice

 

   Peaceful change revolves around various types of justice.  Social justice is perhaps the first type of justice that comes to mind, but economic justice, both of outcome and of opportunity, and also climate and other sorts of justice count heavily when considering the factors involved in building a just society.

 

  Social justice is one of the more obvious types of justice, or more visible, in terms of how we human beings treat one another.  The basic human rights to dignity, equal treatment under the law, and equal access to resources as seen in the right to due process, competent legal representation, etc, have been the focus of civil rights activism and litigation, most prominently in the 1960s, but reaching much farther back than that, in the United States (Jones, Stayed on Freedom’s Call, P. 20). Cooperation between many oppressed groups over time has led to a variety of policies aimed at addressing mistreatment of vulnerable people in public venues, often based on visible characteristics such as race, gender, etc.  The right to associate and travel, live in safe areas, access social venues, etc, has often been addressed, however, without actively acknowledging the fact that the realistic exercise of these rights is dependent upon the actual ability to pay for access to these rights, as most of our venues in the US require some form of entrance fee, or payment.  What often goes unaddressed, and ignored, is the right to economic justice that forms the bedrock of one’s ability to gain access to nearly all of these rights, in practical usage.  Yet, this lack of acknowledgment and action is not due to lack of warning.  Many have pointed out over the years that providing social justice, without providing economic justice, is paying mere lip service to the ideal of a just society.

 

   The calls for economic justice as part of social equity in the United States go back far, but a convenient start might be the most well known of those calls, from the 1960s.  In 1963,The March on Washington was a march for “jobs and freedom” as part of the long struggle to end Jim Crow, implemented both as social segregation, and also as economic segregation.  The economic part of Jim Crow, preventing most Negroes from working in most professional job positions, was the true motor of inequality, leading to both the formation and enforced permanence of a deliberately poverty-stricken underclass constantly obligated to accept any jobs offered by the dominant members of society.  The codification of this system based on skin color meant that even after the end, de Jure, of social Jim Crow, the majority of the members of that underclass remained stuck in the position of living in substandard housing and having to accept the lowest paying of jobs because the dominant culture had not changed, even when the laws did.  Thus, the legal ability to attend the same cinemas, the same schools, and the same concerts did not grant the financial ability do take advantage of these new rights.  Jim Crow was still, economically speaking, alive and well despite new social justice laws.  Many observers, from Dr. King himself, who called for a Citizen’s Income just a few years after that famous march (King, Where Do We Go From Here, 1967), to Joseph Stiglitz, to Steve Pressman, to Thomas Piketty, have continued to point out that economic inequality both hampers all forms of justice for vulnerable groups.  They also argue that economic inequality exerts increasing pressure toward injustice on all groups, from the dominant down to the most vulnerable, in that society.  Thus, social justice and economic justice must really be considered one: two sides of the same coin.

 

A society which would like to consider itself just toward all of its members, and indeed attempts to provide social and economic justice for all groups, would still be missing something crucial, if social and economic justice were the only types of justice to be considered.  While public goods such as libraries, health care, transportation, and education may be considered part of the social or economic spheres, these systems are also part of a set of pieces of social infrastructure which work in our society both as common touch stones, and as common points of concern.  Each person needs access to information, and to community level places for gatherings and  entertainment, provided by local libraries.  Each person needs health care, and the health of every resident in a society affects every other resident, from the hospital system right down to the sewage and water treatment systems.  Transportation is a concern that touches every resident as well, whether driving in a private car, or riding on a trolley, and the culture and education of every resident of a society inform how those modes of transportation will be used, or abused.  Yet, information and communication systems, sanitation, transportation, and even schools all impact the local environment, and also pull resources from the local environment.  And, as many Native American Tribal councils, like that of the Black Hills, in South Dakota, can confirm, not all lands are treated with equal care.  Thus, climate and land or commons based justice must also be considered, as part of the foundation of any just society.  Hence, social, economic, and commons based justice must all form part of any discussion or offering of a potential vision for a just society.  Those three fundamental forms of justice must also then be made tangible by codifying specific examples of what that might look like.  One offering of an example was given to us by a president who saw the need to end both segregation and to list necessary freedoms.

 

That is the rough draft of the first part of my introductory chapter. 

Last week was the third installment of this series…

Action Items:

1.) Search for two different sources related to visions for a better world.

2.) Share them with us in the comments, here, please.

3.) Share your thoughts on how Commons Justice (or bad) can affect a society that might be built, in 50-100 years.

4.) Write a story, post or tweet that uses those sources and your thoughts.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind?

Support our key #PublicDomainInfrastructure  & #StopSmoking for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button:

, Vote, Teach and Learn (Lesson Plans)!

 

Nih sakh sh’lekk, sleem wa.   Yassas,   γεια σας!    Salût !  Nos vemos!  Görüşürüz!     ! שָׁלוֹם

ShiraDest

March, 2021 CE = March 12021 HE

(The previous lesson 51/67 , and the most recent lesson 52/67…)

Stayed on Freedom’s Call
(free: https://archive.org/details/StayedOnF…)
includes two ‘imagination-rich’ walking tours, with songs, of Washington, DC. New interviews and research are woven into stories of old struggles shared by both the Jewish and African-American communities in the capital city.

Shared histories are explored from a new perspective of cultural parallels and parallel institution-building which brought the two communities together culturally and historically.

Free copies are available at https://archive.org/details/StayedOnF…

Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Day 66/67 of GED in Five Months, Pandas, and healthy populations

The common good, or the general welfare, requires every Adult to understand the basics of statistics, as part of on-going self education (aka Adulting Education), to help our society become more fully inclusive for all of us.

 

To apply the concepts of mean, median and mode, as a review topic while those readers who may be using this series of posts begin final preparations for taking the 5 subject exams (or those subject exams which they have not yet taken, since the HiSET allows each of the subject tests to be taken at different times, which was most recommended when I taught Adult Education), we look at a fun topic: Pandas!

Since averages and populations always run toward health statistics, please take a spare moment, when you have time, to look up some health statistics in your area, if you will.

 

Today’s reading discusses populations, median vs. mean (aka average), and Pandas…

“ Let’s look at the population. To calculate the mean we should add all countries’ population values to each other and then divide this sum by the number of countries in our dataset. Fortunately, Pandas can do it for us. …”

 Week 18/18

Day 66 lesson plan

Grammar: run on sentences

Math: Averages (Mean, Median and Mode)

Science: see the reading above and the Action Item questions below, please…

Please see the Lesson plan for Day 66’s Exit Tickets

Action Items:  

1.) Who was this article written by, and for what audience, and how do we know that the author’s facts are correct?

2.) Please tell us where the information for today’s reading comes from, how you know that the sources are reliable, and who funded the initial (or first-hand source) data,

3.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind? 

Support our key #PublicDomainInfrastructure  &  for heavens sake: please #StopSmoking for CCOVID-19 (or even for good!)!:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button:

, Vote (pref. using RankedChoiceVoting), Teach and Learn (Lesson Plans)!

 

Nih sakh sh’lekk, sleem wa.   Yassas,   γεια σας!    Salût !  Nos vemos!  Görüşürüz!     ! שָׁלוֹם

ShiraDest

February, 2021 CE = February 12021 HE

(Day 65  … Day 67)

 

Stayed on Freedom’s Call
(free: https://archive.org/details/StayedOnF…)
includes two ‘imagination-rich’ walking tours, with songs, of Washington, DC. New interviews and research are woven into stories of old struggles shared by both the Jewish and African-American communities in the capital city.

Shared histories are explored from a new perspective of cultural parallels and parallel institution-building which brought the two communities together culturally and historically.

Free copies are available at https://archive.org/details/StayedOnF…

Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Thanks, Brendan: What Is…the School-to-Prison Pipeline? — Blind Injustice

What appears to be a photo of someone in a prison. In a post I made a couple of months ago about policing and schools with majority-minority populations, one of the replies to my post reminded me of how there was a connection between what I talked about and something called the “school-to-prison pipeline.” And, […]

What Is…the School-to-Prison Pipeline? — Blind Injustice

Day 65/67 of GED in Five Months, Parabolas, and Public Libraries

Parabolas describe falling, thrown, (or ?) objects: symmetry is … symmetrical.

–Clearly, a library at each campus of each Adult /Continuing Education site would be helpful, as well as quiet study cubicles, for those with no place to study at home.

Continuing to learn, and helping others continue to learn, helps our society, so I am posting these lesson plans in the hope of helping others to help themselves to learn, whether one has yet to finish High School, or merely wants a refresher.

But, the fun parabola question is: will this space tour transportation (rocket) travel in the form of a parabola on the way to and from the Space Station?  Babylon 5, we’re almost there! 

“

Axiom Space said three private individuals and a former NASA astronaut will fly aboard SpaceX’s Crew Dragon capsule for an eight-day stay on the station.

 

…”

 Week 18/18

Day 65, week 18

Grammar: Essay Writing -Continue working on your Conclusion paragraph

Math: parabolas and the axis of symmetry

Science: reading , and a little algebra to go with it…

Please see the Lesson plan for Day 65’s Exit Tickets

Action Items in support of literacy and hope that you can take right now:

1.) Search for two different sites about parabolas

2.) Please tell us where the information for today’s reading comes from, how you know that the sources are reliable, and who funded them,

3.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind? 

Support our key #PublicDomainInfrastructure  &  for heavens sake: please #StopSmoking for CCOVID-19 (or even for good!)!:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button:

, Ranked Choice Voting and Housing for ALL!!, Teach and Learn (Lesson Plans)!

Nih sakh sh’lekk, sleem wa…

ShiraDest

January, 2021 CE = January 12021 HE

(Day 64 … Day 66)

Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Minbari Mondays, The War Prayer, and Empathy for the Other

This is the continuation of our fictional letter (reviewing each film and episode of Babylon 5) that I receive each week from Ranger Mayann.

Here is her 9th report:

—

Nih sakh sh’lekk, sleem wa, Greetings from Tuzanor:

In this report, in your Earth year 2258, it is the second year of operation of the station. This station which has so much of the love of my people, even when we were not loved there.

This report revolves around two intertwined incidents, both of which relate to the other, and to the need for empathy among all sentient species. You humans, just as we Minbari, continue to learn this lesson.

 

While one of our revered poets was on the station to visit with her old friend, Delenn, since before she was either Satai or ambassador, a terrible series of crimes was committed. The crimes affected not only the person of our Poet, but also the sense of safety, or lack thereof, for all of the vulnerable aboard the station. Even vulnerable humans, despite the attacks being carried out by human beings.

Attacks of hatred always carry a double message: one for those who were directly targeted, and one for those who were not directly targeted, but as members of the “in” group are also being reminded to “stay in line,” as you Humans put it.

Our Ambassador Delenn, and her friend, our well-known Minbari poet, were brought into closer contact with Ambassador Mollari. This series of incidents helped set Mollari, I humbly assert, on his path to possible redemption, as our Poet showed him a needed insight.

From the city of  Tuzanor, on Minbar

Earth year 2278,

Anla’Shok Mayann

  Addendum to Ranger Mayann’s report, by Shira:  This episode is one of my favorite episodes!

I think of this as the tight shoes episode!

We get to see love and hate up close and personal, and a beautiful opening, with two friends discussing the maturing of a poem begun long ago. Garibaldi makes a still valid and saddening point about the hateful attacker, as he grunts that there are

“too many who agree with them, and too many more just don’t give a damn.”

I love the conversation between Mollari and the Minbari poet, where he snaps that

“I would expect such logic from a poet,”

and she comes back with a beautiful reminder that

“all sentient beings are best defined by their capacity and need for love.”

This episode has an excellent juxtaposition of love and hatred, with the consequences of both linked through an inter-generational exploration of an existence without love. That would be the existence of ambassador Londo Mollari.

This episode also shows the importance of the role of love and visits to the sick by their loved ones in healthcare.

That would be the empathy part of healthcare.

–

 

That was part of Ranger Mayann’s letter on the history of the Babylon Project.  It can be seen from another point of view by watching the Babylon 5 Season 1, Episode 7: The War Prayer, which I most highly recommend.

See Ranger Mayann’s eighth report, from last week.

-Shira

Action Items:

1.)  Share your thoughts on hate crimes, bullying, and cultural dominance, if you will.

2.) Share your thoughts on how we Human Beings might start to build a more fully inclusive society for all of us, and how this episode of Babylon 5 could help that process.

3.) Write a story, post or tweet that uses these thoughts.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind?

Support our key #PublicDomainInfrastructure  & #StopSmoking for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button:

, Vote, Teach and Learn (Lesson Plans)! 

Nih sakh sh’lekk, sleem wa.

ShiraDest

March, 2021 CE = March 12021 HE

(The previous lesson 67/67 , and the most recent lesson 1/67…)

Stayed on Freedom’s Call
(free: https://archive.org/details/StayedOnF…)
includes two ‘imagination-rich’ walking tours, with songs, of Washington, DC. New interviews and research are woven into stories of old struggles shared by both the Jewish and African-American communities in the capital city.

Shared histories are explored from a new perspective of cultural parallels and parallel institution-building which brought the two communities together culturally and historically.

Free copies are available at https://archive.org/details/StayedOnF…

Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Day 64/67 of GED in Five Months, lines and laws, and transporting us Ad Astra!

 To the stars!    But, how do we get there?

Today’s reading discusses Newton’s proofs of Kepler’s earlier laws, based on both observation and mathematics.  After all, if we can see it, but don’t know how much food and fuel we need to get there, it might be a longer trip than we thought!

“ Newton’s Principia (Mathematical Principles of Natural Philosophy, 1687), the foundational work of modern science. Newton used classical geometry and the emerging techniques of differential and integral calculus to give mathematical derivations from general fundamental principles of essentially all the quantitative physical laws known at the time.One of the main achievements was the derivation of Kepler’s laws from an inverse square law for gravity …”

 End of Week 17/18

Day 64 lesson

Grammar: Compound sentences

Math: comparing slope of two or more lines

Science: reading science history, with the help of a little math…

Please see the Lesson plan for Day 64’s Exit Tickets

Action Items:  

1.) And if two lines have both the same slope, and the same equation, then what are they?

2.) Please tell us where the information for today’s reading comes from, how you know that the sources are reliable, and who funded them,

3.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind? 

Support our key #PublicDomainInfrastructure  &  for heavens sake: please #StopSmoking for CCOVID-19 (or even for good!)!:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button:

, Ranked Choice Voting and Housing for ALL!!, Teach and Learn (Lesson Plans)!

Nih sakh sh’lekk, sleem wa…

(RIP, Mira Furlan/Delenn…)

ShiraDest

January, 2021 CE = January 12021 HE

(Day 63 … Day 65)

Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Day 63/67 of GED in Five Months, sedimentary rocks, and Public Libraries

By now, we should all know how entropy connects with motion, so what can entropy possible have to do with rocks, since rocks never move in any way, or do they?  Maybe your local branch’s Reference Librarian can help you find out…

Today’s reading :

“ Sedimentary rocks are formed from pre-existing rocks or pieces of once-living organisms. They form from deposits that accumulate on the Earth’s surface. Sedimentary rocks often have distinctive layering or bedding. Many of the picturesque views of the desert southwest show mesas and arches made of layered sedimentary rock.

…”

 Week 17/18

Day 63 lesson plan

Grammar: Adverbs

Math: Linear relationships from a table of data

Today’s reading comes from where?

Please see the Lesson plan for Day 63’s Exit Tickets

Action Items:  

1.) Did you see any interesting facts about your home area, those who live in the SouthWestern United States?

2.) Please tell us where the information for today’s reading comes from, how you know that the sources are reliable, and who funded them,

3.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind? 

Support our key #PublicDomainInfrastructure  &  for heavens sake: please #StopSmoking for CCOVID-19 (or even for good!)!:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button:

, Ranked Choice Voting and Housing for ALL!!, Teach and Learn (Lesson Plans)!

Nih sakh sh’lekk, sleem wa…

(RiP, Mira Furlan, aka Delenn…)

ShiraDest

January, 2021 CE = January 12021 HE

(Day 62 … Day 64)

Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Day 62/67 of GED in Five Months, Perpetual Motion, and graphic proof

If proof lies in seeing with our own eyes, then those ideas which you can graph and derive from laws must be true, or are they?

Like the moon forever in orbit around the earth, some proofs take a bit more time than others…

Today’s reading: Newton’s laws of motion need to be examined in greater detail in order to answer questions that derive from those laws, just as in mathematics, one derives a proof from various postulates and laws of mathematics.

“ As it turns out, the moon is very nearly a perpetual motion machine. It goes around the earth every month and has been doing so at almost constant speed for a very long time. Even so, with advanced instruments and careful measurements, we can determine that the moon’s motion is changing: it gets farther away from the earth on average by about two centimeters each year. Why? 

…”

 Week 17/18

Day 62 lesson plan

Grammar: Sentence Fragments Review

Math: Systems of equations with graphing

Science reading: Is it Newton, or something more?

Please see the Lesson plan for Day 62’s Exit Tickets

Action Items:  

1.) How many different primary sources can you find in 10 minutes that define perpetual motion?

2.) Please tell us where the information for today’s reading comes from, how you know that the sources are reliable, and who funded them,

3.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind? 

Support our key #PublicDomainInfrastructure  &  for heavens sake: please #StopSmoking for CCOVID-19 (or even for good!)!:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button:

, Ranked Choice Voting and Housing for ALL!!, Teach and Learn (Lesson Plans)!

Nih sakh sh’lekk, sleem wa…

(RiP, Mira Furlan, aka Delenn…)

ShiraDest

January, 2021 CE = January 12021 HE

(Day 61 … Day 63)

Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.