I recited family histories, travel histories, the well-versed and humbling history of my extreme note-taking ticks, the true history of the ink pens I had with me, the history of Honduras after , the unsurpassable history of the lint in my dangfangled bags! And, a colorful narration of the photos in my battered and travelworn digicam.
As well as the story behind the tape covering the memory card slot ON the camera something to remember Beijing by. Stone-faced as a golem. Can you buh-leeve it? Robots in the holy land So this process was repeated and three-peated over the course of an hour. Apparently computers were down, so Security Streisand here thought it best to pass the time by re-deploying the "difficult question" missile barrage. I believe at some point she achieved satisfaction with her questioning, because I was escorted behind the grey curtains in the back, away from where all the other, apparently less suspicious passengers were led.
This is where the contents of my bags were burned and mixed into a small beaker of purple liquid. A drop of the purple inside the green liquid was the litmus, so to speak, and if it remained unchanged, I would only have my memory erased of the entire procedure, but if the purple changed the green to a red, I would be vaporized on the spot I saw this happen to the unfortunate passenger in front of me.
I recall one lobe of my beauteous brain dodging in front of the other as the mind-ray zapper shot its zap, in brave slow-mo, but I don't remember which lobe had courage and which lobe had selfishness. Anyway, as I trained each lobe to function independently, all logical, creative, and supernatural components of my mind were preserved. And probably X-rayed with every other personal item I could produce.
Nothing is yours in Israel! Where those hours went I cannot say. Maybe they boarded the plane before me, like every other freaking shagetz! I do remember seeing a couple of guys that looked like David Schwimmer and Harvey Keitel, and thought, "That's interesting. Maybe they get together with ze Germans and compete.
So much for being terse. Tomorrow I go to East Gish or Hoyettesville or somewhere. Perhaps I shall return with a clutch of snappy yiddish zingers. Since I still won't be posting pics of my journeys, here is some temporary entertainment for you attention monkeys: More Top Movies Trailers.
DC's Legends of Tomorrow: Black Panther Dominates Honorees. Trending on RT Avengers: Post Share on Facebook. Sent by his employer to Tuscany to elicit a new book from dried-up and cantankerous exiled author Weldon Parrish Harvey Keitel, Jeremy soon finds himself smitten with Weldon's daughter Isabella Claire Forlani and gradually connects with Weldon despite the man's initial resistance. Soon, the two men begin encouraging each other to write as romance flowers between Jeremy and Isabella.
Joshua Jackson as Jeremy Taylor.
Implementing the Science Standards K-4
Harvey Keitel as Weldon Parish. Claire Forlani as Isabella. John Rhys-Davies as Mr. Giancarlo Giannini as Father Moretti. Armando Pucci as Gustavo.
Shadow On The Sun
Jake Broder as Christian Lord. Stomy Bugsy as Emanuele. Valeria Cavalli as Amalia.
Silvia De Santis as Dinnie Parish. Albert Dray as Alberto Carina. Bianca Guaccero as Maura Parish. Pierluigi Iorio as Antonio. Luisella Mattei as Signora Piccoli. Bernardino Mili as Postman.
Shadows in the Sun ( film) - Wikipedia
We are left to assume a lot about who is what and where they fit in Oct 7, Full Review…. They are careful to make sure that the Sun never shines into anyone's eyes. Students leave the mirror in one place and watch the reflection of the Sun for a long period of time. If they can reflect the Sun onto the bulletin board, they can mark the edge of the Sun with tacks every five or 10 minutes to demonstrate that the reflection of the Sun moves across the board because the Sun is changing its position in the sky constantly.
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Any bright light will cast a shadow. This is true of a flashlight when you use it in a dark room, it is true of the Moon on a clear night with a bright Moon, and it is true of the Sun. The Sun has the brightest light so it casts the most distinct shadows. Students discuss the objects that they will work with in this investigation. They make predictions about what will happen when they shine the flashlight on them. They write the predictions in their Science Journals.
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They shine the flashlight on the various objects. In their Science Journals they record the shape of the shadow and the location of the shadow in relation to the location of the flashlight. They hold the object still in one place and move the flashlight to different locations so that it continuously shines on the object. They record what happens with the shadow when they move the flashlight.
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Students have recorded the shape of the shadow for each of the objects. They will note that the shadow is the same shape as the object.
When the flashlight was moved the shadow also moved. The shadow moves in such a way to stay directly opposite the location of the flashlight. The students now apply their knowledge of the properties of shadows to the shadows that are seen outdoors on a sunny day. This activity can also be done indoors as the shadows will have the same properties whether the objects are indoors or outdoors.
It is a good idea to remind the students never to look directly into the Sun, even for an instant. Students begin by discussing what the results were when they studied shadows made by a flashlight. They predict what the properties of shadows will be when the Sun is used as the light source. Without looking into the Sun, students observe objects illuminated by the Sun. They make a list of the objects in their Science Journals and describe the properties of the objects and the shadows the objects cast.
Students have a list in their Science Journals of objects that were illuminated by the Sun and the properties of the shadows. Students determine if the relationships of the objects to the shadows that they had with the flashlights holds true when the Sun is illuminating objects. In the classroom, they can also use the same objects that they used with the flashlights and see the properties that the shadows have when the Sun is used to illuminate them.
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Students learn that the Sun rises in the east, travels across the southern part of the sky and sets in the west. From their knowledge of the properties of shadows they predict how the shadow of a single object will behave during the day. Students observe the shadow cast by an object in a fixed location outdoors. A fence post or other vertical object is ideal. It would be best if they could observe the object on a day when it is clear all day.
It is also desirable to have several observations, one in the morning, one at noontime and one in the afternoon. Students record the position of the shadow at various times during the day in their Science Journals. An example is shown in the figure. Students have observed the motion of the shadow of the vertical object and have made notes and drawings about it in their Science Journals.
They can use chalk or sticks and mark on the ground the location of the shadow in the morning, at noontime and in the afternoon. Students write in their Science Journals about the direction the shadow moves during the day. The drawing in the figure illustrates the position of the post and the shadow when viewed from the south. This means that the observer is looking north when the drawings are made.