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rhetorician Sun 02-Dec-12 21:39:47 |
italian verbs are hard, as I recall |
winnybella Sun 02-Dec-12 21:51:49 |
Wait, is she in a local primaire? How odd. DS is in CM2 and just had to learn Eluard's 'Liberte', which is long but fairly simple. He never had to memorize a poem of that length or that vocab complexity. In CP they were doing short, simple ones. |
It's way too much for a 5yo, imo. |
OwedToAutumn Sun 02-Dec-12 21:57:17 |
Can you get a recording of it, and play it every time you are in the car? |
My DC learned TS Elliot's cat poems like that. (Inadvertently, they were listening to the poems for pleasure, not with the object of learning them off by heart.) |
LynetteScavo Sun 02-Dec-12 22:02:06 |
Weirdly, my 7yo, who can hardly read and write could memorise it, if we worked long and hard enough on it. |
My eldest DS could have (if he'd wanted to at 5/6, but he is very able at recalling what he has read) DS2 would be hard pushed at 9yo. |
SavoirFaire Sun 02-Dec-12 22:12:38 |
Just a tip about memorizing poetry. Try starting from the END, not the beginning (alongside a lot of reading the whole thing through, without trying to learn it on those read throughs). This way, when they come to recite, they are most confident about the latter parts and get more confident as they go rather than starting to panic as they forget the end bits. |
SE13Mummy Sun 02-Dec-12 22:50:40 |
I would think that most of my Y4 class would manage it, as would DD1 (aged 7) but that is because they are used to learning things off by heart in Literacy. Lots of schools will use Pie Corbett's method which involves children learning a text before using it as a scaffold to write their own - that's a massive simplification of what the process entails but it starts with the children hearing the text told/recited to them followed by the creation of a graphic text/story map (very bad drawings/symbols to represent key words in a sentence/phrase). The children then use the text map to read the text and actions are added to further aid recall. Have a look at this school's website for an example of a text map. |
It's a great way of teaching sentence structures and language patterns and is particularly effective with children who are struggling with English grammar. Although it feels rather alien to children on the first occasion that this method is used, they soon get to grips with it and end up with a whole range of texts that they know off by heart. |
My class have recently been learning one entitled 'How a jellyfish stings' and it starts like this... |
Jellyfish are invertebrates. This means they do not have backbones. They have circular bodies without a head and tentacles that hang down into the water. |
They live in water and swim or drift with the currents of the sea. They are found throughout the world though they prefer warmer water. |
Jellyfish attack their food using their tentacles which are covered with tiny stinging threads known as nematocysts. If any creature touches one of these nematocysts it will explode outwards etc. etc. etc. |
Perhaps helping your DD to devise symbols with which to rewrite the poem will help her to recall it? The actions may also be worth exploring, if only because it's active (and can be fun!) which may appeal to her. When I use this method with my classes we often play 'tennis' with a text - batting the words to each other e.g. |
me: How |
child: a |
me: jellyfish |
child: stings |
me: jellyfish |
child: are |
me: invertebrates |
Good luck! |
jamaisjedors Wed 05-Dec-12 09:30:58 |
How's she getting on? |
DS1 (8) just tried to learn Away in a Manger today and found the words really hard! |
Elibean Wed 05-Dec-12 11:09:51 |
Yikes shock |
Have you tried singing it? |
jamaisjedors Wed 05-Dec-12 12:15:53 |
Away in a manger or the OP's original poem grin? |
CecilyP Wed 05-Dec-12 12:57:05 |
Away in a Manger, I think. |
Not sure what tune you would set OP's poem to. |
picketywick Wed 05-Dec-12 13:01:06 |
It seems pointless to me. Is it a Gove idea? |
ShaynePunim Wed 05-Dec-12 13:35:10 |
I was brought up (abroad) having to learn by rote from a very early age. My children (in the UK) as far as I know have never had to learn anything by rote except for school plays, and I wish they had. |
It's great for exercising your memory. |
Frankly it's not that difficult. I'm sure it would be easier for your child if you didn't give her the vibe that you think this is too much, or out of order, or that the whole educational system you've put her in is so shit. |
As for the level of vocabulary, a challenge is good. I feel sorry for these kids who are only ever given stuff to read or to study that adults feel are 'right for their level'. |
At 5, St Augustine was already studying Latin and Greek. Why do we insist that our children should be treated like idiots? |
Greythorne Wed 05-Dec-12 13:50:04 |
I think you have got me quite, quite wrong. |
I am neither anti-education or anti French system, but thanks for comparing my DD to Saint Augustine. That's a first. |
Greythorne Wed 05-Dec-12 13:51:15 |
After an intensive weekend of practising, we are halfway through. And I say "we are halfway through" deliberately, because it really is both of us! |
Cahoootz Wed 05-Dec-12 14:12:10 |
I guessed a French School as soon as I saw the OP. That poem is really long and difficult. My DC's were educated overseas in a traditional style school but were never asked to do something like that. My DC's happily memorised entire episodes of SpongeBob confused wink |
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The Hindenburg remembered |
As I start to write this, in the evening of May 6, it is 75 years to the day that the 61 crew and the 36 passengers of the airship Hindenburg were attempting what was called a “high landing” or “flying moor,” in which the airship would drop lines from altitude and then be winched onto the mooring mast. For several hours they had been slowly cruising along the New Jersey shoreline, waiting for thunderstorms over the Lakehurst area to clear the Naval Air Station so they could land. Everyone on board was impatient. The Hindenburg was late. Headwinds over the Atlantic had put the airship behind schedule. Absent those delays, the landing might have occurred substantially earlier in the day. |
In any event, as airship and ground crews struggled in the winds and drizzle, the Hindenburg caught fire. Some seven million cubic feet of hydrogen (coincidentally, the Hindenburg at 840 feet in length and 135 feet in diameter was approaching the same size as the Titanic) burst into flame. |
The entire airship was completely destroyed in less than a minute. |
Because of the high profile of these German airships and their operations, press coverage had been extraordinary and this event was captured on film. Grim viewing, even to today’s jaded eyes. It’s hard to imagine how anyone escaped, but only 35 people died, including one member of the ground crew. |
The post-accident investigation was extensive for the time. The Wikipedia links give much of the detail. Witnesses gave conflicting accounts of where the fire started. The possible triggers and contributing causes of the disaster have been the subject of much conjecture. Lightning or electrical activity from the nearby storms? Sabotage…maybe a camera’s flashbulb linked to a timer? In the shadowy alternative what-if, if-only, coulda-woulda world-that-might-have-been that closely tracks the real world we live in, perhaps the disaster might have been averted? |
Or not. |
Certainly the single major contributing factor was the use of hydrogen instead of helium gas to provide buoyancy. Hydrogen provided an extra 8% lift, but that wasn’t the reason for its use in this case. Technology had only recently made it possible to collect helium, an inert gas, in the quantities needed. That technology was in American hands. The Germans had requested helium, but that request had been denied. By this time Hitler’s Germany was already considered a rogue nation, and helium was recognized as a strategic material. The swastikas emblazoned on the tail of the Hindenburg were a grim reminder that Hitler and the Nazi party had not only taken over the Luftschiffbau Zeppelin company but also Germany itself…ironically wresting it from the leadership of Paul von Hindenburg, the German former military leader and statesman after whom the airship was named. |
The Germans were comfortable handling the hydrogen. They’d been using it all along…were confident they knew how to control the risk (just as they thought they could handle Hitler). |
As I read these background materials to prepare this post, a name caught my notice. Mark Heald, a Princeton professor of history who’d been an eye-witness, along with his wife and son, was quoted to the effect he’d seen St. Elmo’s fire on the airship moments before the airship became ablaze. |
Mark Heald? While at Swarthmore, I’d had a physics professor by the same name. I googled Mark Heald the history professor and found a biography. He’d obviously had a distinguished career. And he had a son Mark Heald who had been living in Swarthmore at the time of his death. |
Time to draw onthe Internet one more time…a little research yielded a phone number that got me in touch with my former professor, now retired. |
What a great privilege to hear from this gentle, insightful scientist once again! Brought back a rush of gratitude and great college memories. And sure enough! He had witnessed the Hindenburg tragedy… |
Mark told me he had been eight years old. His dad had gotten a new car, and asked the family if they wanted to go for a drive. They’d heard the Hindenburg was landing that day at Lakehurst, just about 40-50 miles away. So they set out. |
Mark said at that time airships from Lakehurst – the Macon and the Akron – would often fly from Lakehurst to Princeton on training runs and then loop around. [The story of the Akron, including its loss at sea in a storm, makes particularly compelling reading.] The Princeton schoolkids could hear the distinctive sound of the airship engines in the schoolroom; they’d sometimes be allowed to go outside and watch. |
Mark said he’d remembered that a squall had delayed the airship’s landing, so his family went for a bite to eat and then drove over to the naval air station. He said it had been quite rural then, and they were able to park the car in a lot outside the main entrance to the base. From there they enjoyed a close-hand side view of the landing, while shielded from the wind and drizzle. He said their vantage point was distinct from most of the camera perspectives which were essentially underneath the vessel. He remembers his father saying “oh my goodness the Hindenburg’s on fire.” |
Mark said they left almost immediately afterward; his father had realized the two-lane roads would be clogged with emergency vehicles and they’d only be in the way. He said they were very surprised to read the next day that so many people had survived. |
Airships had been making the trans-Atlantic run in three days or a bit less. The Hindenburg had made something like 17 round trips in 1936. Many saw these vessels as the people movers of the future. But their weather vulnerabilities, immense bulk, high operating costs, and dangers soon made their dangers and limitations all too apparent. |
History went a different way. |
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Store data logged by Scope signal viewer |
For new models, use the Dataset logging format. If you use the Dataset format for signal logging, then Simulink® does not log the signals configured to be logged in the Signal Viewer. Explicitly mark the signal for signal logging by using the Signal Properties dialog box. To access the Signal Properties dialog box, right-click a signal and from the context menu, select Properties. |
Simulink software creates instances of this class to log data displayed on Scope viewers (see Visualize Results). In particular, if you have enabled data logging for a model, Simulink software creates an instance of this class for each scope viewer enabled for logging in the model and assigns it to a property of the model's Simulink.ModelDataLogs object. The instance created for each viewer has a Name property whose value is the name specified on the History pane of the viewer's parameter dialog box (see Scope for more information). The instance also has an axes property for each of the scope's axes labeled Axes1, Axes2, etc. The value of each axes property is itself a Simulink.ScopeDataLogs object that contains Simulink.Timeseries objects, one for each signal displayed on the axes. The time series objects contain the signal data displayed on the axes. |
Consider, for example, the following model (openopen): |
This model displays signals G1 and G2 on a Scope viewer that has only one axis. |
The model enables data logging as a whole under the default variable name logsout. |
To log signals attached the Scope viewer, right click a signal, select Properties, and then select the Log signal data check box. |
After simulation of the model, the MATLAB® workspace contains a Simulink.ModelDataLogs object named logsout containing a Simulink.ScopeDataLogs object that in turn contains a Simulink.ScopeDataLogs object that contains Simulink.Timeseries objects that contain the times series data for signals out1 and out 2. |
You can use Simulink data object dot notation to access the data, e.g., |
>> logsout |
logsout = |
Simulink.ModelDataLogs (scopedatalogs_ex): |
Name Elements Simulink Class |
SL_G11 1 Timeseries |
SL_G21 1 Timeseries |
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George Washington's picture |
The journal's Jason Zweig reports: |
The Code of Hammurabi, more than 3,700 years ago, stipulated that any Mesopotamian who violated the terms of a financial contract – including the futures contracts that were commonly used in commodities trading in Babylon – “shall be put to death as a thief.” The severe penalty doesn’t seem to have eradicated such cheating, however. |
In medieval Catalonia, a banker who went bust wasn’t merely humiliated by town criers who declaimed his failure in public squares throughout the land; he had to live on nothing but bread and water until he paid off his depositors in full. If, after a year, he was unable to repay, he would be executed – as in the case of banker Francesch Castello, who was beheaded in 1360. Bankers who lied about their books could also be subject to the death penalty. |
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