Block Activity Analysis

“Attack the Block” is a British film consisting of many genres including science fiction, horror, action and comedy, written and directed by Joe Cornish. Released in 2011, the film revolves around a major theme, demonstrating that all actions have consequences, but it also mentions a bit of redemption, as the characters must save themselves from evil creatures, as well as save London. The film also has plenty of commentary about perceptions and attitudes towards class and the police in England. We see how the police leap to conclusions and unerringly arrest the wrong people for the wrong reasons. “Attack the Block” highlights the disenfranchised immigrant youth in England surviving according to the rules and laws of their “Block”. They are already profiled as criminals due to how they look and where they live. They have to follow the rules of their environment in order to live their lives normally or even to survive day to day.

Brooks, Jason W. "NHS Block Scheduling Advantages Outlined." Newton Daily News (IA), 27 Apr. 2016. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=n5h&AN=2W63010850817&site=ehost-live.

On Wednesday afternoon, the class participated in an activity called blue line. Throughout the activity, we would step over a blue li8ne and face our peer when a statement related true to them. The activity helped the class get to each other better. The activity revealed that we cannot judge individuals by our first impression because we do not what experiences shaped people’s views or throughs.

barn buddies this week. I got to plan the activity and make sure it ran smoothly. It went quite well, but I did lose the interest of one of the girls in the group. The activity was to paint to music, which is something that can be therapeutic to autistic individuals. For these teens, I also wanted to add some positive self-talk to the activity. The first thing on the agenda was to go on a scavenger hunt. The kids had to find: one stick, one rock, and one leaf that could each be used for a paintbrush. I had made a paint pallet for each of them ahead of time, so they picked their colors and they were ready to get started. I hung a canvas for each of them on the fence, started the music and gave them some simple instructions. They could paint whatever they wanted as long as in was not inappropriate. We went over what they thought was inappropriate and then they began. When they finished, I asked them to write one thing they liked about themselves, one thing that made them happy and one thing they were good at. It was really fun watching them think about these things. Each one of these teens struggle with social interaction, using negative self-talk and feeling accepted. They had a lot of fun during this activity and the social interaction that occurred during the painting was great. The one girl that I lost, does not talk very much, she is a wonderer and does not usually participate much, so I did not feel like it was anything I did.

Next, I went over the graphic organizer and we filled out the sample that was blown up on the board together. They had a hard time getting a hang of this at first but once I prompted them they were okay. I would ask “what kind of things would you put under what they eat category” and they would respond with specific things that an animal would eat. For example: “bugs and grass.” I was hoping for more board response such as “food, water, omnivore, and herbivore” but that was not the response I got. Which is okay, so I prompted them a little bit, and they got the hang of it.

Sit in a circle and talk – In this activity children are made to sit in circle and are given topics to discuss. Topics such as puppies, cars, etc. can be given. Children can get pictures for the given topic and talk on it. They can point out similarities and differences, its appearances, colors, etc. Finally conclude the activity saying that inspite of all the differences they are the same like for instance all puppies are adorable and cars are essential mode of transport.

Originally we planned to do different movements instead we decided to have the children come up with their own movement and become whatever kind of bug they needed to be. This was absolutely gladdening to watch and we had a mass of bumble bee’s squirming around the room. I lead the next activity, we created a wave with our bodies. This was similar to the wave seen in a baseball game, except in a line. This activity was not a excellent idea and the students did not understand when it was their turn when being pointed at. If we could change one element about this activity I would have used ribbons or brought in a object that demonstrates a wave. At the end we brought back our bowl concept, the children loved this so much we figured to continue with it for the next lesson. After each student had a turn, we asked them what they could do to be a nicer person furthermore how they could create a ripple in someone else’s life. My favorite quote was when, Emily said, “hug my friend”,in fact, she turned around then hugged her friend with open arms and a enormous grin. This experience was unlike what I imagined it would have been, but it was

Block and Fodor elaborate more so on argument three. If the functional states are the same need there be a similarity in qualitative states? As they point out the qualitative properties of psychological states do not necessarily determine corresponding functional difference (pg. 173) Albeit, the aforementioned functional position suggested any functional difference would also imply a machine table state difference. And, in order for FSIT to be adequate, machine table states must correspond to psychological predicates. Argument three shows it is not the case that similar functional states correspond to similar qualitative states. So, does argument three rejects the functionalist account of type identity statements?

ock 6 requires filling the pay period type for commission employees and it should be always filled with weekly.

If you’ve ever had to write a paper, create music, or make something completely from scratch, you might have encountered the so called “Creative Block”. It’s that frustrating feeling that no matter how hard you stare blankly into that white canvas or beautifully crafted instrument, nothing inspires you.

2. For the other learning activity, I would do the emotional animal game. Do you think I should split the children into groups or leave them as one big group?

There is no feeling that can match sitting in the blocks, waiting for the gun to go off for a 100 or 200-meter dash. Those races are what makes track one of the things I love most in the world. Even though I’m nowhere near the fastest on my school team, I have a deep passion for the sport.

One lesson plan that I use with preschool is Crab Soccer. During Crab Soccer, I blow a huge ball up with air and divide the class into two teams. One team will wear jerseys so that they know who is on their team while the other team will not. The object of the game is to score on the other team by staying in crab position and hitting the ball on the

The author’s primary purpose was to explain block periodization so that a coach could have enough understanding to prescribe a training process as if it was a doctor’s prescription. As a newbie to this training concept, the article confused me and required me to research a textbook to understand the basic concepts. However, my textbook did not match up with the article. I concur with the author’s quote, “general terminology related to periodization is not agreed upon and varies”.

Michael Ronnlund and Lar-Goran Nilsson (2006), used the WAIS-R, Block Design in their study of age related cognitive abilities. Using age and demographic factors, the Block Design was used longitudinally and cross-sectional, the age group between 35-80 years was used in their first sample and consisted of (1000) participants.