Blog : Artikler på dansk

On how we construct trust

Baby taking a nap outside while mom is shopping.

83%.

“Can most people be trusted?”. If you ask the Danes, they will on a scale of 0-10 answer 8.3 on average, a very clear yes. This makes them the most trusting population in the world according to the OECD 2017 “How’s life” annual survey.

The probably complex historical and social context that has led to this state of affairs, the question whether the population’s homogeneity is a factor, or whether the Danes are simply too lazy to mistrust other people… will not be the subject of this article.

Nor will we address the question of whether the record high tax pressure is a prerequisite for the welfare society and a high trust score. Nor, conversely, whether the high trust level simply makes society so extraordinarily efficient that it can accommodate a large and inefficient public sector as well as a largely sub-optimal allocation of resources to tasks on a societal level, in part compensated for by undeclared work (which 40% of Danes make use of), not to mention widespread crab mentality.

This article is specifically about how – and why – we construct trust at The Danish-French School of Copenhagen.

First we will consider the importance of the main tool that we are using – relationships and the approx. 17 practical principles we use to build them. They are summarized later in the next section, but might be worthwhile a read to better understand the article.

Then we will apply an information-theoretic perspective to each of the principles in order to illustrate how the process of reducing the amount of information addresses a fundamental need, strengthening relations and trust.

Finally we present a simple model that illustrates why trust deserves a very particular focus as a value in society.

Relationships and information condensation

Trust is about relations between people, hence the most important of our 17 principles, “Establish relationships”.

An important aspect that has turned out to be recurring in many of the 17 principles is the overarching idea of information reduction, or rather information condensation. The brain continuously processes enormous amounts of information and the task it accomplishes when distinguishing relevant from irrelevant – condensing the information – is a truly formidable effort. We see it as a sort of extra layer at the bottom of Maslow’s hierarchy of needs: the ability to give oneself a direction in the super-high-dimensional space of potentialities conveyed by our senses, but in essence akin to what the simplest organisms must be experiencing when following say a nutrient gradient.

From a didactical and a relationship-building perspective this also means that whenever one can help the child “find the gradient”, it is a fundamental need that is being addressed, resulting in a significant strengthening of the relationship and the trust.

This information-theoretic perspective sheds a new light on each of the 17 principles:

Principle How the principle acts as information condensing
1 Establish relationships
  1. When you have a relation, you know what to expect from each other, allowing to disregard an infinity of other options that one then doesn’t need to spend attention on.
  2. Relations create psychological safety that allows you to relax and focus on moving forward.
  3. Self-esteem results from the fact that the relation conveys recognition and reflection.
2 Agreements A clear and condensed formulation of what to expect.
3 Rules, recognizing justice and co-ownership Like in principle no. 2 but even more condensed. Also, fairness and justice imply a high degree of predictability.
4 Noise and quiet Clearly distinguish the information-carrying signals from the noise.
5 Simple explanations Information-dense nuggets.
6 High expectations A clear gradient to follow- which probably explains why they are so efficient.
7 Help others – social capital Supports in building relations, see principle no. 1.
8 Keep track of what the individual is doing / finishing things Staying focused on a gradient.
9 Children need to test Clarifying the limits of the playing field.
10 Repetition makes master Repetition is probably the most common information-condensing mechanism.
11 Set limits to the tasks, not the time spent Staying focused on a gradient.
12 Give options Reducing the high-dimensional space of possibilities to a few options.
13 Correct mistakes as early as possible – give and demand feedback Feedback condenses the vast “what-I-might-have-been-perceived-like” to the simple “what-actually-was”.
14 Do not steal the children’s play Favors relations, see principle 1.
15 Avoid “Shh!” and instead give specific messages Specific messages are obviously much more information-dense and actionable.
16 Only one adult at a time One responsible adult creates a simpler field of expectations than multiple persons.
17 Clear communication and honesty Should be self-explanatory.

 

And so it appears that information condensation is indeed a governing trait of our pedagogy.

A few aspects that are not covered by the 17 principles, but are relevant in a trust-building context:

Long-lasting relations

The multi-aged structure of the school favors long-lasting relationships. Our teachers typically follow the children for many years – potentially from when they are 2 to 15. This means that teachers and children can get to know each other very well, simply due to the sheer time they spend together. But it also means that all the group members are in it for the long run, further strengthening the incentives to construct strong relations.

Impediments to trust

A direct impediment to trust typically occurs when the members of the group need to compete for a scarce resource, be it two children wanting the same toy, or two employees wanting the same job, etc. The guiding principles we have successfully applied in those cases were:

  1. share the resource, for instance taking turns. Very often it will from a global perspective be a better solution that the two members each get ~50% of the resource, rather than splitting 0% – 100%.
  2. in case the resource is not shareable, allocate the resource according to what is most aligned with the group’s mission. Discuss what best serves the greater purpose and apply that. Sometimes you just need to take one for the team.
  3. in either case, be conscious of and open about the conflict. When the solution is fair, it is much easier to accept it even if it is not at one’s own advantage.

Another impediment to trust stems from the average human being’s relative perception of success. When you sit in a train and the train next to you starts moving, you can get the impression that you are moving backwards. That is similar to when your friend has success and you feel it as your failure. Both impressions are factually wrong, resulting from a flaw in how our perception works. Suffice to imagine that you are seeing the situations from an absolute observer position and it becomes clear that your friend’s success is in part your success, and that the winning strategy is to help your friends, to energize your network. We teach that from an early age.

The why

We have covered the question of how we construct trust at the school. The reason why should become very clear when considering the following model:

Given some relatively obvious assumptions of a somewhat mathematical nature, we will conclude that it is worthwhile to act honestly and trustingly in the sense that the growth you can expect to experience in return depends exponentially on it.

The simulation works in the following way: a population consisting of a number of individuals undergo a number of transactions (iterations). Each individual is described by its capital, its honesty and its trust in each of the other individuals. Each transaction occurs between two randomly picked individuals A and B in the following way:

  1. A invests a value in B, where value = capital of A x trust between A and B.
  2. B generates some added value from the investment.
  3. a die is rolled and is compared to the honesty of B: B either returns the investment (successful transaction) or keeps the full investment (unsuccessful transaction).
  4. in case of a successful transaction, the trust between A and B is increased. Conversely it is decreased in case of an unsuccessful transaction.
  5. pick two new individuals A and B and go to 1 (unless the intended number of iterations has been reached)

The resulting simulated relations of trust in a sample of four different populations look like this after 200 iterations (The thickness of the line expresses the trust score, between 0 and 1):

The corresponding simulated total value of the population looks like this:

That… is a semilog plot.

It turned out that the y-axis had to be logarithmic to properly express how much of a winning strategy it is for a group of individuals to adopt an honest and trustful culture.

Conclusion

We have described that constructing trust amounts to building relations and how we do it. We emphasized the information-theoretic perspective, as we are uncovering that helping the children to condense the information, or understand, is a fantastic catalyst for trust.

We then saw that, perhaps surprisingly, growth depends exponentially on trust. Few other factors, if any, have that type of positive impact on society, suggesting that trust be the dearest treasure of any nation.

Niogtyve

Vi fik den ind med modersmælken – “Otte-og-tyve skal der stå, på din mo-ars storetå!”. Otteogtyve? Det gav aldrig rigtig mening efterfølgende. Der er 26 bogstaver i det engelske (og franske) alfabet. Og var der ikke tre bogstavers forskel (æ, ø, å)?

26 + 3 ≠ 28

En lettere irriterende, uidentificeret splint i hjernen – og den sad der i mange år.

Problem solved!

Lige indtil det  ved en nærmere analyse af alfabetsangen viste sig, at man simpelthen har fjernet W. Hvorfor? Måske har nogen syntes at W i højere grad end f.eks. X eller Z er et fremmedbogstav (for ikke at nævne Q!). Men “xylofon” er vel næppe mere dansk end “wienerbrød”. De kalder det sågar “a danish (pastry)” på udenlandsk.

Og slår man op i ordbogen, er den god nok. W fremgår. Ligesom de andre bogstaver har W simpelthen et helt kapitel for sig selv (mellem V og X). Et af de kortere kapitler vel at mærke, men det er der.

Næ, forklaringen er nok ganske enkelt, at “dob-belt-V” rim- og stavelsesmæssigt ikke passede ind i sangen. Og så har man simpelthen bare fjernet det. Et grimt hack, men… Problem solved!

Eller måske er det fordi, at man med 28 bogstaver kan lave en fin 7 x 4 tabel. Eller 4 x 7. (Det kan man ikke med primtallet 29.) Der kan være mange gode grunde.

Men summa summarum: den første boglige læring de fleste danske børn modtager er… helt faktuelt forkert.

 

 

“Det er også de pædagoger, der ikke kan tælle”, tænker lærerne måske, for de er jo lidt finere end pædagogerne (ifølge lærerne), men dog ikke helt så fine som kandidaterne (ifølge kandidaterne).

Lærerne har nemlig læst Hiim og Hippe. De kan skabe læring for børnene takket være den didaktiskte relationsmodel. Bibelen. Den udenforstående kunne måske forledes til at tro, at “relation” i den sammenhæng refererer til relationen til barnet, eller mere generelt til den lærende. Den gode relation, forudsætningen for den gode undervisning…

Men nej. “Relation” hentyder her til, at der er en sammenhæng – en relation – mellem seks ligeværdige faktorer, som tegnes i en fin sekskant, hvor alt er forbundet til alt.

 

Men… hvis alt er forbundet til alt, er det jo bare en liste med seks ord.

Det er der ikke meget model over.

Derudover er faktorerne ikke ligeværdige. F.eks. vil man typisk i et projekt starte med at definere nogle mål. Disse vil være ret konstante gennem hele læreprocessen og i praksis være uafhængige af ændringer i f.eks. rammefaktorerne.

Det er hele idéen med mål.

Med det udgangspunkt kan man måske godt forstå, at klasseledelse pludselig bliver en svær kunst.

Det kan være svært at holde en kurs.

 

 

Ineffektiv løsning på et problem, man ikke har opdaget er vendt på hovedet.

Lærerne har også læst Bourdieu. Bourdieu var en fransk sociolog, uddannet på den fine École Normale Supérieure og som bl.a. gjorde et forsøg på give sociologien et videnskabeligt anstrøg ved at indføre matematik-inspirerede begreber såsom rum og felter. Men er Bourdieus beskrivelse af verdens magtdynamikker fra forrige århundrede overhovedet relevant post 2000, efter at IT-knejterne vendte det hele på hovedet?

Bourdieusianerne lader – ironisk nok – til at sidde fast i en magtdiskurs. De går op i arkaiske begreber som f.eks.  klassekamp og opererer i et politisk polariseret rum, som ikke leder til andet end indbyrdes småstridigheder i samfundet, altimens de nye (foreløbigt venligtsindede) teknologi-overlords click efter click, download efter download, akkumulerer klodens kapitaler.

Hvor det tidligere var tilstrækkeligt at kunne læse og skrive, er barren for reelt at kunne agere i den nye verdensorden hævet en smule – den nye alfabetisering hedder “programmering”.

I denne fagre nye teknologiverden er det nye regler, der gælder:

  • Man deler information: Viden er stadig magt, men informationen er blevet let tilgængelig og dette til overflod. Akkumuleret viden – og andre kapitaler – er blevet kraftigt devaluerede. Den afgørende færdighed er nu at mestre kunsten at adskille væsentligt fra uvæsentligt.
  • Dygtighed belønnes: I et miljø, hvor idéer og fortællinger har mulighed for at udbrede sig med eksponentiel fart, har det enkelte individ mulighed for at gøre en forskel – det afhænger udelukkende af kompetencer. I et erhvervsliv, hvor disruption er hverdagskost, er det ikke længere den store fisk, der spiser den lille, men den hurtige, der spiser den langsomme.
  • Sjovt skal det være: inden for softwareverdenen har det vist sig, at de teknologier, der i sidste ende vinder udbredelse er dem, udviklerne kan lide. Enkelthed, overholdelse af standarter, kritisk masse i community’et er her afgørende.
  • Der kan bygges i en uendelighed: mængden af systemer der kan bygges, opdagelser der kan gøres, ting der kan opfindes, universer der kan udforskes ser ud til at være uendelig. Der er arbejde i overflod til alle.

Vi må nok se i øjnene, at det ligger et par dekader ude i fremtiden, at vi får tilpasset undervisningssystemet til disse nye realiteter og dermed giver børnene de bedste muligheder for at begå sig i dagens videnssamfund.

Dekaders sludderkultur at få ryddet op i.

Man kunne starte i det små – og blive enige om, at “niogtyve skal der stå”.

 

 

 

Differentialligninger

Det handler om at udregne svære problemer ved at tage det i små bidder ad gangen. Lad mig illustrere det med et eksempel. Forestil dig, at du gerne vil udregne jordens bane rundt om solen. Den her tegning den viser hvordan jorden roterer rundt om solen. Nu vil jeg gerne forklare hvordan det virker. Afstanden fra solen til jorden kalder man “d”, så når man har ganget “d” med sig selv bliver det til “d2“, så skal man dividere 100000 med “d2” hvilket giver accelerationen “a”.

Så først skal man tegne solen midt i papiret. I dette eksempel tegner vi jorden d= 100 mm væk fra solen. Og derudover tegner du jordens hastighed, for eksempel med en blå pil. I dette eksempel er den 30 mm lang og er vinkelret på retningen ind mod solen. Så nu skal  du udregne “a” som beskrevet ovenfor. Her giver det for eksempel a = 100000 ÷ 10000 = 10 mm. Accelerationen tegnes med for eksempel en rød pil ind mod solen. Hvis man tegner den røde pil ude for enden af den blå pil får man jordens nye position og dens nye hastighed.

Jordens bane rundt om solen

Og dette skal man gentage nogle gange og til sidst får man jordens bane :D

I næste artikel vil vi se hvordan dette kan gøres meget lettere ved hjælp af for loops.

 

Alix, 11 år

 

Spilhacking

Hej jeg hedder Vilhelm og jeg elsker at spille spil og finde ud af hvordan de fungerer

Jeg vil vise jer hvordan I kan hacke selv de store spil derude men husk at du kan blive banet.

Også en lille disclaimer er at jeg bruger linux men du kan følge de samme steps på windows bare brug noget som hedder CheatEngine

  1. Jeg bruger et test‐spil som hedder AssaultCube

  1. Åben gameconqueror

3. Vælg processen som matcher spillet som du vil hacke

3,5. Søg efter det tal som du vil ændre ( lige her ændre jeg mit ammo )

  1. Få tallet som du vil ændre til at ændre sig ( med det mener jeg for eksempel jeg vil ændre mit ammo så jeg skyder en gang til ) og så søg efter hvad det har ændret sig til

  1. Du vil nu se nogle “adresser” ( hvis der er mange så fortsæt processen i noget tid til du har omkring 2 / 3  adresser)

5,5. Nu skal du bare ændre adressens tal og BOOOM!!! så har du masser af ammo

Men husk det er sjovere at spille spillet som det er lavet:-)

TIP: Hvis nu at du vil være sikker kan du trykke på lock knappen som konstant vil sætte tallet til hvad du har ændret det til så har du UNLIMITED AMMO!!!

Bricolage & robotique, projets et liens

Voici quelques idées de projets et liens utiles suite à la session d’aujourd’hui. Tranche d’âge visée: 6-99 ans.

Les drones que nous utilisons sont les X5C-1 (Syma ou Bayang) et des Syma X11. Il sont légers (=inoffensifs), robustes, assez grands pour être stables et précis, utilisables en intérieur et surtout, nous pourrons nous reservir de leurs composantes pour en faire d’autres jouets, par exemple pour les reprogrammer et faire d’autres robots téléguidés.

Ils sont disponibles par exemple sur amazon.co.uk, banggood.com, alibaba.com, dx.com, ebay.com et coûtent généralement 250-500 dkk.

Suite à l’évaluation de notre session précédente, nous avons décidé de simplifier les missions et avons aujourd’hui travaillé sur des vols en une dimension à la fois (haut-bas, vol au ras du sol avant-arrière, gauche-droite).

Une nouveauté introduite à la journée francophone hier (dimanche 26/02/17) était la table de bricolage. Elle est constituée de quatre ateliers (aérographe, soudure, pistolets à colle, électronique).

Le rover sur lequel nous avons travaillé est le Mini Tank Robot de Keyestudio et le code se trouve sur https://github.com/raisoman/arduino-efd. Le code de véhicule autonome souffre aujourd’hui de l’inexactitude du senseur ultrasonique et il faudra donc rendre le processus de mesure plus robuste. Aussi, les enfants aimeraient pouvoir téléguider le rover, soit par ordinateur, soit par la télécommande (nRF24).

 

Le rover de chez http://www.olimex.com est basé sur le chassis ROBOT-2WD-KIT2, un driver de moteur BB-L298 et un nRF24L01+. Le rover est téléguidable avec une télécommande Syma, mais les moteurs des roues (ou le driver) a un problème d’assymétrie dans la puissance.

Le matériel FPV utilisé aujourd’hui est le Eachine VR007 avec une caméra tout-en-un, également Eachine (le tout à ~70 $), très bon rapport qualité-prix.

Nous attendons actuellement un module pour enregistrer le signal envoyé au casque de VR – petit projet de soudage/bricolage à l’horizon.

Également à l’horizon (les chiffres difficulté/durée indiquent la difficulté et la durée estimée de chaque projet) :

  • configurer Devo/Taranis pour pouvoir lancer l’enregistrement de films (Syma et Bayang) 2/3
  • mesurer degré d’humidité du sol des plantes de l’école (Arduino) 4/2
    • envoyer email à Stefan quand le sol est trop sec 4/2
  • finir rover Octanis 4/4
    • concevoir et imprimer roues avec axe intégré 4/2
    • concevoir/imprimer boitier principal 4/2
  • bras robotique (à imprimer + servos + arduino) 5/5
  • réparer voiture téléguidée cassée (imprimer nouvel axe hexagonal pour roues arrières)
  • configurer drone APM pour vol GPS 4/4
  • configurer encore un Devo 7E avec deviationtx (soudage, firmware flashing) 2/3
  • souder un fantôme OSHW 1/1
  • trouver pourquoi le fantôme OSHW de Stefan ne marche pas (besoin de reprogrammer?) 3/1
  • peindre les hélices (aérographe) 1/1
  • peindre les fuselages (aérographe) 1/3
  • construire un 250 en kit 3/3
  • construire un 250 à partir de pièces détachées 4/3
  • transformer un X5C en moteurs brushless (+ESC et flight controller) 4/4

D3 uden data binding

Man plejer som regel at bruge D3 data binding for at lave koden afkoblet.

Data binding er vigtig fordi:

  1. Det gør koden mindre. For eksempel som der blev vist i forrige artikel kan man lave en cirkel men en ligne. Uden data binding bruger man 4 ligner for en cirkel(Se eksempel nedenfor)
  2. Når man han data ligende et sted dkal man kun ændre et sted, i stedet for alle mulige steder i koden
  3. Hvis man har al funktionalitet liggende i et program har fejl støre sansynlighed for at trække det hele ned.

Uden data binding behøves man ikke at starte en python server.

Introduktion til D3

I denne artikelserie vil jeg vise jer hvordan D3 fungerer.

D3 er et Javascript bibliotek som bliver brugt til at lave visuailseringer.

Visualiseringer af data er vigtige, fordi det gør det lettere at forstå sammenhæng, som dataene viser.

D3 er et godt værktøj, fordi man let kan læse data ind og derefter lave grafer og illustrationer .

Koden nedenfor viser et simpelt lille program, som tegner cirkler ud fra de data, som  findes i csv filen circles.csv

Indhold af circles.csv

Her er det endelige resultat:

D3Circles

For at eksekvere koden skal man starte en python server i en terminal. Her er kommandoen:

Og pege browseren på localhost:8000

Det her er påkrævet får at html-filen skal have adgang til csv-filen.

Laver man ren html og Javascript, kan man åbne filen direkte fra browseren.

Halloween 2016

Halloween 2016

Happy Halloween -_-

Den Dansk-franske skole

Vi (elever) har skrevet nogle tekster om Halloween.

Der står om Halloweens historie, Stingy Jack og endda en opskrift til en ”græskar tærte”. Alt sammen på både dansk og engelsk.

Allehelgensaften er aftenen før allehelgensdag, som altid falder den første søndag i november.

Ifølge folketroen er allehelgensaften den aften, hvor hekse, genfærd og mørkets magter slipper løs for at håne de helgener, der festligholdes på allehelgensdag. Du vil læse lidt mere om ”Allehelgensdag” senere.

Halloween, der kommer fra de engelsksprogede lande er næsten magen til Allehelgensaften. Helligdagen fejres efter traditionen den 31. oktober. Men man er begyndt at fejre Allehelgensaften den selv samme dag som Halloween. Allehelgensaften hed oprindeligtSam Hain. Allehelgensdag også kaldt ”HellemisseDagen er for at mindes om alle kristne helgener og martyrer. Ordet “Halloween” er kort for “All Hallows’ Eve”. På Halloween går uhyggeligt påklædte børn og måske voksne rundt fra hus til hus og spørger om slik. Det er en tradition at sige ”Slik eller ballade” når døren bliver åbnet, på engelsk “Trick or Treat”. Nogle folk dekorerer også deres hus med uhyggelige græskar som også bliver kaldt ”Jack’O Lanterns”. Ifølge Keltisk tradition udskærer man sukkerroer, rødbeder, store kartofler og græskar med uhyggelige ansigter, for at skræmme spøgelser væk.

Skrevet af: Basile

Source: Wikipedia

 

Paganism

Paganism is the name for a heathen, a person with pagan beliefs that is, a person who is not a Christian jew or Muslim. The word is often considered synonymous for infidel. Once the Abrahamic religions started to become more widely adopted (in processes known as Christianization and Islamization), various names to describe those who did not adhere to them started to develop; some of these included Hellene, pagan, and heathen, and at times these names were used as slurs.

Research by: Sacha

Source: Wikipedia

 

Pumpkins in fall  Carved Pumkins

Why are Halloween colors black and orange? Quick answer: Orange is the most prevalent color in fall, when the holiday occurs, and black is the color of death, which is why these are the most common colors for Halloween. The Celtics may have been the first to use this color combination for Halloween.

Full answer: Besides being the color of autumn, orange signifies endurance and strength. Some people believe this strength and endurance was needed during the harvest season and the Celtics adopted the color to give them strength during battle.

Because Halloween was and, in some cultures, still is a way to celebrate the dead, and death is associated with an absence of light, black has become a color associated with death and, in turn, Halloween.

Research by: Alma Source: Reference

 

 

Jeg tror det siger sig selv ;D

All Hallows Eve is an altered version of an already existing holiday called “Samhain”.

It was invented by the Christians who didn’t like Samhain and thought that it was a ceremony for the evil spirits and demons.

In the beginning the Christians simply ignored Samhain and told others to do the same.

But when they realized, that people didn’t listen to them, and celebrated Samhain regardless of what they had been told, the Christians thought of another idea.

They made their own holiday with similar activities to Samhain but instead of celebrating the so called “evil spirits” it celebrated the good spirits.

The new holiday called “All Hallows Eve” quickly gained popularity throughout the lands and eventually overtook Samhain as the late October holiday. Trick or Treating used to be very different from what it is today.

It wasn’t originally children who went out to collect candy, it was actually old people.

And they collected all kinds of food instead of just candy.

Around medieval times, peasants began to come to people’s homes and ask for soul cakes (now known as cross buns) and would eat the cakes while praying for the dead.

Eventually Trick or Treating became a tradition for children to earn candy and have fun.

The tradition hasn’t changed since.

Written by: Louis

Source: ShareFaith

 

 

Toussaint's

Toussaint’s (All Saints day France)

Many Christians visit special church services on All Saints’ Day. They may also visit cemeteries and place flowers on the graves of deceased family members and close friends. It is customary to leave chrysanthemums or wreaths of artificial flowers on or close to the graves.

All Saints’ Day is also an opportunity for many people to spend time with family members and close friends. This holiday falls during the autumn (fall) school holidays it is a popular time for families to take a short vacation or to visit relatives living in other areas.

Public life in France is generally very quiet on All Saints’ Day. Post offices, banks, stores and other businesses are closed. Outside of tourist areas, restaurants and cafes may also be closed for one or more days. However, some stores in Paris, as well as at airport are open. A lot of people go to the graveyard to the visit dead people.

Research by: Alix

Source: Timeanddate

 

Pumpkin Pie 2                  Pumpkin Pie

Pumpkin Recipe: Ingredients:

 

  • 1 (15 ounce) can pumpkin puree
  • 3 egg yolks
  • 1 large egg
  • 1 (14 ounce) can sweetened condensed milk
  • 1 teaspoon ground cinnamon
  • 1/2 teaspoon ground ginger
  • 1/2 teaspoon fine salt
  • 1/4 teaspoon freshly grated nutmeg
  • 1 teaspoon of cardamom
  • 1 9-inch unbaked pie crust

 

 

Directions

  • Prep 15 m
  • Cook 45 m
  • Ready in 1 h
  1. Preheat oven to 425 degrees F (220 degrees C).
  2. Whisk together pumpkin puree, egg yolks, and egg in a large bowl until smooth. Add sweetened condensed milk, cinnamon, ginger, salt, nutmeg, and Chinese 5-spice powder; whisk until thoroughly combined.
  3. Fit pie crust in a 9-inch pie plate and crimp edges.
  4. Pour filling into the pie shell and lightly tap on the work surface to release any air bubbles.
  5. Bake in the preheated oven for 15 minutes.
  6. Reduce heat to 350 degrees F (175 degrees C) and bake until just set in the middle, 30 to 40 more minutes. A paring knife inserted into the filling, 1 inch from the crust, should come out clean. Allow to cool completely before serving.

THE LEGEND OF “STINGY JACK”

People have been making jack-o’-lanterns at Halloween for centuries. The practice originated from an Irish myth about a man nicknamed “Stingy Jack.” According to the story, Stingy Jack invited the Devil to have a drink with him. True to his name, Stingy Jack didn’t want to pay for his drink, so he convinced the Devil to turn himself into a coin that Jack could use to buy their drinks. Once the Devil did so, Jack decided to keep the money and put it into his pocket next to a silver cross, which prevented the Devil from changing back into his original form. Jack eventually freed the Devil, under the condition that he would not bother Jack for one year and that, should Jack die, he would not claim his soul. The next year, Jack again tricked the Devil into climbing into a tree to pick a piece of fruit. While he was up in the tree, Jack carved a sign of the cross into the tree’s bark so that the Devil could not come down until the Devil promised Jack not to bother him for ten more years.

Soon after, Jack died. As the legend goes, God would not allow such an unsavory figure into heaven. The Devil, upset by the trick Jack had played on him and keeping his word not to claim his soul, would not allow Jack into hell. He sent Jack off into the dark night with only a burning coal to light his way. Jack put the coal into a carved-out turnip and has been roaming the Earth with ever since. The Irish began to refer to this ghostly figure as “Jack of the Lantern,” and then, simply “Jack O’Lantern.”

In Ireland and Scotland, people began to make their own versions of Jack’s lanterns by carving scary faces into turnips or potatoes and placing them into windows or near doors to frighten away Stingy Jack and other wandering evil spirits. In England, large beets are used. Immigrants from these countries brought the jack o’lantern tradition with them when they came to the United States. They soon found that pumpkins, a fruit native to America, make perfect jack-o’-lanterns.

Source: History

Illustration down below:

 

Stingy Jack

“Illustration based on the original story of the Jack’ O Lantern.” Picture by: JAZZLANDSCAPES

 

 

 

Trick or Treat Trick or treating is an activity for children and adults on or around Halloween in which they proceed from house to house in costumes asking for treats. We are celebrating Halloween to commemorate the dead. And just a funny fact: Some people believes that the answer to why we are making scary pumpkins is that the pumpkins are keeping the bad ghosts away.

Text 2. About the day of the dead.

The Day of the Dead celebrations might seem to be very similar to Halloween. In both celebrations people dress up in costumes, there are a lot of skeletons everywhere, and there are special sweet treats and candies given out. Also people spend a lot of time in graveyards and death imagery is everywhere. But there are some big differences between the holiday that promotes fear of the dead and the holiday that celebrates the dead. The Day of the Dead holiday is about celebrating the dead, not being afraid of the dead. It’s a holiday for people to honor their ancestors and loved ones who have passed away and invite those spirits back into their homes to be part of the family once more. It’s a celebration of family and a show of respect for those who have passed away. And Halloween is a celebration where you commemorate the dead.

Written by: Nesa Source: Wikipedia

 

Day of the Dead

 

 

 

 

Demeter: The Goddess of Harvest

In Greek Religion and Greek mythology, Demeter is the goddess of the harvest and agriculture, who presided over grains and the fertility of the earth. Her cult titles include Sito, “she of the Grain”, as the giver of food or grain, and divine order, unwritten law bringer, (bearer), “Law-Bringer,” as a mark of the civilized existence of agricultural society.

Though Demeter is often described simply as the goddess of the harvest, she presided also over the sacred law, and the cycle of life and death. She and her daughter Persephone were the central figures of the Eleusinian Mysteries that predated the Olympian pantheon. In the Linear B Mycenean Greek tablets of circa 1400–1200 BC found at Pylos, the “two mistresses and the king” may be related with Demeter, Persephone and Poseidon. Her Roman equivalent is Ceres

Research by: Noah

Source: Wikipedia

Demeter.Goddess of Harvest 2Demeter.Goddess of Harvest

 

 

 

 

 

 

 

 

Woohooo ;)

Disse tekster og billeder er sat sammen og sat op på bloggen af Basile. -_-

 

 

Æble Kage

I onsdags var vi ude at plukke æbler.

Vores lærer Mirjam og skolens kok (Rob) er taget os med ud til skolehaverne hvor vi plukkede en masse æbler. Vi havde et par spande med derhen og de blev hurtigt fyldt op med æbler som vi alle havde været med til at plukke. Morvarid tog dog lidt flere billeder end æbler. Vi fik også et godt overblik over hvordan skolehaverne så ud. Vi plukkede også nogle spiselige blomster til at dekorere kagerne med, det var pigernes ide. Der var også nogle få dyr. Mens vi plukkede æbler så vi nogle bikuber, de fleste af os fik et chok siden der cirkulerede en masse bier omkring dem. Heldigvis var der ingen der blev stukket.

Og ca. efter tre kvarter i skolehaverne tog vi tilbage til skolen hvor vi både dekorede og smagte (måske lidt for meget) på vores lækre nybagte hjemmelavede forskellige æbledesserter.

Alt i alt havde vi en skøn dag.

Skrevet af Basile og Nesa

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Viktor, Noah, Louis, Sacha & Almas gruppe:

Vi har arbejdet med et projekt som handlede om at man skulle plukke æbler og bage en kage. Vores gruppe valgte så at lave en engelsk kage som hedder en ”Apple crumble”. Her er så vores opskrift:

Den nederste bund af kagen: 300g æbler 30g usaltet smør 30g sukker ¼tsk kanel ?g mandler

Toppen af kagen: 120g mel 60g sukker 60g usaltet smør

= Apple Crumble

 

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Gisli, Marianna, Alborz & Nesa gruppe:

Ingredienser:

Æblerne hakkes i tern og koges med vanilje, kardemome & kanel.

Makroner og rasp knuses & blandes.

Fløde piskes med vaniljesukker og derefter lægges i lag i glasskål.

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Morvarid, Basile, Alix & Vilhelm:

(Opskrift kommer senere)

 

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