# data[].attributes.body
ytgok

# data[].attributes.body
HI IM MOMO DAGAR AND I SUGGEST YOU TO READ MY BOOK ON MOMOS

# data[].attributes.body
You should read the Gordon Ramsay cooking book because it offers expert tips, easy-to-follow recipes, and time-saving techniques from one of the world’s top chefs. Whether you're a beginner or want to level up your cooking, his clear instructions and real kitchen advice help you make restaurant-quality food at home. Plus, his passion for bold flavors and proper cooking methods can inspire you to become more confident and creative in the kitchen.

# data[].attributes.attachment_link.readable_text
The International Baccalaureate® (IB) Career-related Programme (CP) is a framework of international education that incorporates the vision and educational principles of the IB into a unique programme specifically developed for students who wish to engage in career-related learning.

The CP's flexible educational framework allows schools to meet the needs, backgrounds and contexts of students. CP students engage with a rigorous study programme that genuinely interests them while gaining transferable and lifelong skills.

Find out how to become an IB World School in order to implement the programme, and read about the benefits and objectives of the CP below.

What the CP offers students

The CP provides a comprehensive educational framework that combines highly regarded and internationally recognized courses, from the IB Diploma Programme (DP), with a unique CP core and an approved career-related study.

The CP develops students to be:

Academically strong

Skilled in a practical field

Critical and ethical thinkers

Self-directed

Collaborative

Resilient and determined

Confident and assured

Caring and reflective

Inquirers

Why offer IB Career-related Programme?

The CP helps students to prepare for effective participation in life, fostering attitudes and habits of mind that allow them to become lifelong learners and to get involved in learning that develops their capacity and will to make a positive difference.

The programme aids schools' retention of students, promotes development of skills, and encourages students to take responsibility for their own actions, encouraging high levels of self-esteem through meaningful achievements.

A key feature of the CP is that it provides flexibility to allow for local differences. Each school creates its own distinctive version of the CP to meet the needs, backgrounds and contexts of its students.

Becoming an IB World School

If you're interested in becoming an IB World School, you can find out more about how the IB can benefit your school, and about how the application process works.

How the CP links with other IB programmes

The CP builds on prior learning in the IB Middle Years Programme (MYP) and incorporates elements of the IB Diploma Programme, which provides the theoretical underpinning and academic rigour of the CP.

Find out how to become an IB World School in order to implement our education programmes.

Hear from our CP community

What is an IB education?

This document explains the ideals that underpin all IB programmes, communicating what lies at the heart of an IB education.

# data[].attributes.attachment_link.description
The International Baccalaureate® (IB) Career-related Programme (CP) is a framework of international education that incorporates the vision and educational principles of the IB into a unique programme specifically developed for students who wish to engage in career-related learning. The CP's flexible educational framework allows schools to meet the needs, backgrounds and contexts of students.

# data[].attributes.headline
Do we think differently in different languages?

# data[].attributes.subject
Do we think differently in different languages?

# data[].attributes.attachment_link.title
Do we think differently in different languages? | BBC Ideas

# data[].attributes.attachment_link.title
The Importance of Communication in the Workplace | Intro to Human Communication | Study Hall

# data[].attributes.attachment_link.title
What you need to know about the Career-related Programme (CP)

# data[].attributes.attachment_link.title
M2-2 Empathy and Intercultural Understanding

# data[].attributes.attachment_link.title
M2-2 Empathy and Intercultural Understanding

# data[].attributes.attachment_link.title
M2-2 Empathy and Intercultural Understanding

# data[].attributes.attachment_link.title
M2-1 Interpersonal skills and Cultural Diversity

# data[].attributes.attachment_link.title
M2-1 Interpersonal skills and Cultural Diversity

# data[].attributes.headline
 A resource depicting India as a fine example of democracy

# data[].attributes.subject
 A resource depicting India as a fine example of democracy

# data[].attributes.attachment_link.readable_text
Our students, their well-being and their progression in future stages of life have been at the forefront of our thinking as we respond to this extraordinary pandemic. As an organization, it is critical for us to ensure that the options we provide for our IB community, students and teachers are fair and compassionate during these difficult circumstances. We are updating schools regularly with guidance and updates, please contact your school for more information about IB education and assessments during the COVID-19 pandemic. Schools can contact their IBWS manager or IB Answers for support.

Last update: 20 January 2022, 13:00 CET

Topic links
Upcoming examination sessions:
May 2022 examination update | Assessment sessions in 2023
Other topics:
May 2021 examination sessions | November 2021 examination sessions | COVID-19 Fund

Upcoming examination sessions:

May 2022 examination update

The IB understands that students globally continue to face disruption to their lives and their teaching and learning as a result of the global pandemic. In many countries globally, schools have adapted to these circumstances and are committed to remaining open wherever possible in order to reduce the impact on student learning and well-being.

The IB has made adaptations to help address the challenges caused by the pandemic, including adjustments to learning, teaching, and assessment, which have been extended to examinations in 2022.

The IB strongly believes that students sitting examinations wherever possible is the best method to assess student capability. The IB expects schools to make all reasonable efforts to administer the examinations.

We also recognize there will be circumstances that prevent the administration of exams, or that students may need to quarantine at short notice, and in those cases, the IB will use the developed procedure to award grades without exams as a contingency measure.

The IB realizes that each student or school will be in a unique situation and has measures available to ensure that each candidate is awarded grades.

We will ensure that the impact of the global pandemic will be considered throughout the grade awarding process for May 2022.

In order to maintain the value and recognition of IB qualifications for learners and universities, it is important that we return to pre-pandemic standards as soon as possible. Therefore, we believe it is appropriate to return to established standards incrementally. We will still set grade boundaries in May 2022 that mitigate for the impact of the pandemic on students.

Assessment sessions in 2023

Update for 2023 Diploma Programme, Career-related Programme, and Middle Years Programme examination sessions.

In 2023, students undertaking the DP, CP, and MYP will complete the full suite of assessments, as outlined in programme and subject documentation on the programme resource centre. Assessment will return to the published model for all subjects and components.

As the world continues to navigate the COVID-19 pandemic, we have witnessed the most significant disruption to global education that we have ever known. During this turbulent time, we have all had to overcome challenges, adapt and innovate; and often make incredibly difficult decisions to ensure the continuity of learning for our students.

During 2020 and 2021, and looking forward to 2022, the IB has decided that global disruptions to education have been significant enough that it has been necessary for the IB to provide assessment mitigations for students in the final years of their IB programme studies. While the disruptions are ongoing, their impact on schools, teachers and students is different today than at the beginning of the pandemic. We will continue to closely monitor the situation and listen to our schools, educators and students as we move towards 2023.

The IB believes that a renewed focus on supporting student readiness and engagement with our full programmes and subjects as initially designed is the best next step. Our programmes and subjects were designed according to the highest international quality standards by experts and IB educators. By returning to our programmes and subjects as designed, the IB ensures an equitable student experience with the broadest range of knowledge, skills and competencies.

Though we recognize that students starting the DP or CP or moving towards completion of the MYP have also been affected by the pandemic's disruption, we have decided to shift from mitigations for assessments to focus more on supporting schools in addressing learning needs through teaching and learning. The assessment models in each of the IB programmes are carefully designed and balanced across a variety of assessment types and experiences to support each student in demonstrating their full abilities and skills set in each of their subjects.

We believe students will benefit from the carefully designed and balanced assessment model which enables students to demonstrate their full abilities and skills through the diverse assessment types and experiences.

The IB is committed to continuing to offer effective and quality support to schools. In the coming weeks, the IB will be sending a survey to all IB World Schools to understand in depth the current contexts of our schools, the challenges they are facing and the strategies that schools are implementing to support the learning needs of IB students.

Our global IB community has shown remarkable resilience, flexibility and professionalism to the benefit of students worldwide. We are grateful for your continued dedication, and we look forward to embarking on this next phase together as one community.

The IB will be providing schools, teachers and students with continuous updates. In addition, the IB's dedicated teams will continue to work closely with schools, providing timely information, support, resources and opportunities for questions and feedback.

Other topics:

May 2021 examination sessions
Update: July 2021
On July 6, more than 170,000 students across the world received their International Baccalaureate (IB) Diploma Programme (DP), and Career-related Programme (CP) results from the May 2021 examination session.

The latest Diploma Programme provisional statistical bulletin contains summary statistics of the May 2021 examination session.

November 2021 examination sessions
Update: August 2021
The IB has been talking with schools throughout the pandemic to understand the circumstances faced by our community globally to ensure we can provide the correct support, resources and mitigations for the disruption to learning. The resilience displayed by teachers and students through the last 18 months has been extraordinary.

As such, the IB again offered a dual route for the November 2021 Diploma Programme and Career-related Programme examination session.

This followed an August survey of our November session schools, indicating that many schools and students continue to face huge challenges due to the continuing COVID-19 pandemic.

The IB is worked with schools to determine which of the two pathways was best for their region based on their local restrictions; written examinations, where they can be administered safely, or an alternative route using a combination of internal assessment coursework and teacher-predicted grades, where they can't.

Roughly 70% of schools have indicated that they were able to administer the exams.

During November 2020 and May 2021, for those schools that were on the non-exam route, we awarded results for students using their Internal Assessments (externally marked by the IB) and quality assured teacher submitted predicted grades. Based on our analysis and reflection, a combination of coursework and predicted grades is the best indicator of students' holistic performance if examinations cannot be sat. Therefore, we will use this same combination of coursework marks and teacher submitted predicted grades to award for students on the non-exam route in November 2021.

During grade-awarding, appropriate grade boundaries will be set for each route, building in mitigations that reflect the disruption experienced in teaching and learning around the world and considering how grades are likely to be distributed in other large-scale qualifications.

Results from the dual route model in November 2020 were treated with equal validity. We have confidence that the same will be true for November 2021 results.

For more details on the November 2021 session, students and teachers are encouraged to talk to their school's IB coordinator.
Update: June 2021
As the COVID-19 pandemic continues to have an impact across the globe, we recognize the varying challenges that our schools and students continue to manage, including periods of remote and hybrid learning extended well into 2021.

The IB has made adaptations to help address these challenges, including adjustments to learning, teaching, and assessment; the examination schedule for November 2021 has been updated to reflect these adaptations. Schools can access more information via the Programme Resource Centre.

COVID-19 Fund

The COVID-19 Fund, established in May 2020, is a firm step towards protecting our schools from the effects of this health and economic crisis.

The aim of the fund is to support candidate and authorized schools that are financially impacted by the pandemic.
Find out more

# data[].attributes.attachment_link.description
As we continue to monitor the situation for members of the IB community who are impacted by Covid-19, the Novel Coronavirus, we will update this page with developing news and actions that are being taken to support and protect our community.

# data[].attributes.attachment_link.readable_text
There's a photograph of the artist Pablo Picasso drawing in his studio with Paloma (his daughter) that encapsulates what I find so compelling about him. In that moment, they drew on the same level, both of them intent on what they're doing. Not only did he take what she was doing seriously, her freedom was what he was aiming for in his own work.

Last October I saw a stunning exhibition of Picasso sculptures at MoMA in New York. The surging energy in his work was invigorating, undeniable and fresh. It's evident in almost everything he created. His work vibrates with unbridled creativity, curiosity and a voracious hunger for life. It's what art in all forms is about, an expression of what it means to be alive on this earth.

Sculpture finds him at play more than his painting. Maybe, because he considered himself a painter first, he was liberated to play with sculpture. His sculpture was unbound, and included wood, plaster, pebbles, metal, clay, found objects, bronze and assemblage. To put a pair of bicycle handlebars together with saddle and see that they can be a bull, a bird running along with two forks for legs, the essence of duckness (or is it a goose?), the endless small clay sketches of animals, people and fawns. Often made in minutes, they're the physical manifestations of thoughts running through a mind, lyrical thoughts which embody life, not endlessly laboured over compositions.

Ed Vere: I'm awed by the sheer energy and life in children's drawings. Photograph: PR

They're directly the essence of his famous quote "Every child is an artist. The problem is how to remain an artist once we grow up".

Part of my job as an author and illustrator is going into schools and reading my stories to children. I also draw with them, showing them how to draw the characters in my books. Without fail, I'm awed by the sheer energy and life in their drawings. They've drawn following me, but their drawings always have a zeal that makes mine seem devoid of life. I don't think its only innocence, its the directness, there's a kind of truth in them, no disguise. They draw what they feel without compromise. Adults learn to compromise, to worry about what others think and rein themselves in. Children just put it out there. They're less concerned with being polite, so their drawings contain, honestly, what they feel.

Picasso too was not overly concerned with being polite. For all its downsides, along with that came incredible freedom of expression that ran untrammeled into so many areas.

By the age of 11 children have somehow learnt that there's a right way to draw, and a wrong way. There isn't.

I've recently been working with the fantastic CLPE (Centre for Literacy in Primary Education) on the importance of visual literacy. I see children arrive in primary education expressing themselves freely and intuitively through drawing. Expressing themselves in ways they can't yet verbally. They're also able to understand sophisticated feelings and emotions when they "read" a picture that they don't yet have the vocabulary for. Yet, when they leave at 11, pictures are out of the equation and too many feel unconfident about drawing. They've somehow learnt that there's a right way to draw, and a wrong way. There isn't. The only thing that matters is that you do it and you express yourself through it. It's an incredibly valuable resource that they're losing.

An scene from Ed Vere's new book: Max and Bird. Illustration: Ed Vere

Picasso painted and sculpted without constraint to express himself. He shows us all aspects of life, light and dark, its sorrows, its joys and its pleasures. This is why he inspires.

There's another quote of his I like,

"Inspiration exists... but it has to find you working".

As part of Bookbug Week 2016, I'll be working, reading and drawing with children as I take part in 'Authors Live' with Scottish Book Trust on Thursday 19 May... I know I'll find inspiration there.

Ed Vere's latest picture book Max and Bird (Puffin Books) is published 3 June 2016.

# data[].attributes.attachment_link.title
Picasso: his art was an expression of what it means to be alive

# data[].attributes.attachment_link.description
There's a photograph of the artist Pablo Picasso drawing in his studio with Paloma (his daughter) that encapsulates what I find so compelling about him. In that moment, they drew on the same level, both of them intent on what they're doing.

# data[].attributes.attachment_link.readable_text
Published: Thursday, 9 December 2021

Snapshot: A photograph captures Olympic gymnast Rebeca Andrade gliding through the air. ©Getty
Is photography art? A magazine has put together the best photos of 2021. What is it that makes these pictures so special?
Existing member? Please LOGIN to read the full article

Become a member

Subscribe now to an annual membership for whole school, unlimited access

Book a free demo

Save time with a convenient tour of the features & benefits of The Day

Get 7-day free access

Experience The Day and try with your students for 7 days

# data[].attributes.attachment_link.title
Stunning images that changed the world - The Day

# data[].attributes.attachment_link.description
Published: Thursday, 9 December 2021 Snapshot: A photograph captures Olympic gymnast Rebeca Andrade gliding through the air. ©Getty Is photography art? A magazine has put together the best photos of 2021. What is it that makes these pictures so special?

# data[].attributes.attachment_link.title
Unbelievable! The boy reinventing Christmas - The Day

# data[].attributes.attachment_link.description
Is Santa a bridge between humans and magical lands?

# data[].attributes.attachment_link.readable_text
Published: Tuesday, 14 December 2021

Tuneful: A modern musician managed to play three different notes on the ancient horn.
Is music our greatest invention? Experts have produced three notes on an ancient shell once used as a musical instrument. They were the first humans to hear it for thousands of years.
Existing member? Please LOGIN to read the full article

Become a member

Subscribe now to an annual membership for whole school, unlimited access

Book a free demo

Save time with a convenient tour of the features & benefits of The Day

Get 7-day free access

Experience The Day and try with your students for 7 days

# data[].attributes.attachment_link.title
Ancient horn plays music after 17,000 years - The Day

# data[].attributes.attachment_link.description
Published: Tuesday, 14 December 2021 Tuneful: A modern musician managed to play three different notes on the ancient horn. Is music our greatest invention? Experts have produced three notes on an ancient shell once used as a musical instrument. They were the first humans to hear it for thousands of years.

# data[].attributes.attachment_link.title
Romeo and Juliet musical stuns the critics - The Day

# data[].attributes.attachment_link.title
Secret of being a creative genius discovered - The Day

# data[].attributes.attachment_link.title
Secret of being a creative genius discovered - The Day

# data[].attributes.attachment_link.title
Stunning images that changed the world - The Day

# data[].attributes.attachment_link.title
The plan to update the Roman Colosseum - The Day

# data[].attributes.attachment_link.title
The brilliant artist who cut off his ear - The Day

# data[].attributes.attachment_link.title
The AI that can draw anything in any style - The Day

# data[].attributes.attachment_link.title
Secret of being a creative genius discovered - The Day

# data[].attributes.attachment_link.title
Now for a new golden age of movies  - The Day

# data[].attributes.attachment_link.title
How poetry can save your soul and the world - The Day

# data[].attributes.attachment_link.title
Eight books that help us understand war - The Day

# data[].attributes.attachment_link.title
Ancient footsteps in sand rewrite history - The Day

# data[].attributes.attachment_link.title
A couple of utepils might make you gigil - The Day

# data[].attributes.attachment_link.title
‘Marvel films are the new Shakespeare’ - The Day

# data[].attributes.attachment_link.title
El Deafo by Cece Bell Pdf Read Online Free - Page 1

# data[].attributes.attachment_link.description
Author: Cece Bell | Submitted by: Maria Garcia | 53312 Views | Add a Review

# data[].attributes.attachment_link.readable_text
'No, Mom. It's just...'

'Get dressed, then. Put on your blue shirt. I ironed it for you. And speaking of irons, I've got waffles ready downstairs.'

Was she going to watch him get dressed? Bobby remembered she used to do that, sometimes. How embarrassing. 'Uh...Mom, do you mind?'

'All right, Mr. Grown-up. Better hurry, though.'

He went downstairs for the best waffles in the world. Bobby's mother Doris told him to eat a banana, too. Brain-fuel for the math test. So Bobby ate waffles and sliced banana with butter and maple syrup.

'Thanks Mama, that was delicious. You were...I mean, you are the best cook ever. And so gorgeous, on top of it.' He couldn't help repeating that she was beautiful again, because it was true, she was.

'Flattery won't get you out of no exam, buster. But it's sweet of you to say so. You sure you're feeling OK?'

Bobby Osgood said I love you Mom and kissed her again before he went outside to wait for the school bus. He hadn't kissed his mother much back when he was a kid, he remembered. Not nearly enough, anyway. Mama Doris shot him a puzzled look, blew him a kiss and waved when he boarded the bus. Bobby felt like crying as he watched her go back in the house.

Of course, he couldn't start boo-hoo-hooing on the bus. Not in front of everybody. There was Mrs. Thompson, the bus driver.

'Good morning, Mrs. Thompson. Thanks for picking me up.'

Mrs. Thompson shot him a funny look. It occurred to Bobby that he'd never thanked her for bringing him to school all those years, even though she was a safe driver, always on time, and not unfriendly. Isn't that why people say thank you?

Mrs. Thompson smiled. 'Hey, thank you, Bobby. You're a good kid. Now go siddown!'

Bobby Osgood traipsed the no-slip rubber-lined bus aisle, grabbing seat-backs as Mrs. Thompson pulled away, screeching her tires. It was weird being short again, weird being driven around, weird seeing all these faces he hadn't seen or thought of in years, all these people who, like him, had become kids again.

Bobby saw a boy named Stu Tabb. What a cool name. What a perfect haircut, what a tough jacket. Bobby shuddered as he stared at Stu Tabb, because he remembered hearing that Stu had been killed in a car crash years ago. Yet here he was, alive again, still alive. Bobby said, 'Hey, Stu.'

Stu Tabb just stared back, a trifle annoyed because he, Stu Tabb, was an older kid, in high school, and older kids in high school have zero time to talk to 6th grade punks like Bobby Osgood.

Someone else was staring at Stu Tabb: a pretty girl with green eyes. Bobby turned to tomato sauce when he saw her. She was Becky Raven and Bobby was...and Bobby had...he couldn't look at her.

'This is stupid,' Bobby thought. 'I'm an adult male, 32 years old, despite whatever's going on today. I've been married. Why can't I even look at a 7th grade chick?'

He tried again, but couldn't force himself to look straight into that pale thin face, not after what had happened.

Another kid was waving at him. 'Hey, c'mon! I saved you a seat.'

This was Cliff Brown, Bobby's best friend. Bobby knew that he and Cliff stopped being friends later, because Cliff was a bully who beat up little kids. Also, he'd once gotten Bobby in trouble by cheating off his answers on a Civics quiz.

Bobby went to sit next to Cliff anyway, even though he felt more like sitting next to the fat kid whom everyone called Spaz, and being nice to him, for a change. Bobby and Cliff didn't have much to say to each other, but that was OK because they were still friends and friends don't necessarily have to talk.

Cliff was scanning the streets for muscle cars through the window. Bobby was staring three rows ahead, at Becky Raven's long black hair that swayed with the motion of the bus.

'Ooooooh, Bobby's in love!' Cliff's face was a Halloween mask of mockery. Bobby was busted, for liking girls.

'Shut up!' Bobby slammed his elbow into Cliff's ribs. The fact that he was still in love with Becky Raven bugged him. Cliff and Bobby traded punches and wrestled all the way to school. Bobby hadn't slugged or strangled anyone in years. Man, it was fun.

So much fun, he almost forgot he had a math test coming up. Yow!

Wait a minute...a 6th grade math test was nothing to worry about. Hadn't 32-year-old Mr. Robert Osgood been working at the Grand Central Bank these past seven years?

Mrs. Wilkes the math teacher, gray-haired and bespectacled, handed out the test papers, which smelled of rubbing alcohol. 'Nice, how everything gets handed to you at this stage of the game,' Bobby thought.

He said, 'Thanks, Mrs. Wilkes. This looks like a really interesting test you've put together for us.'

Mrs. Wilkes looked at Bobby as though he'd gone stark foaming nuts. Then she smiled and said, 'Well. Looks like someone has studied...for a change. Good boy, Bobby. Now get to work!'

Cliff Brown gave him a karate chop on the back of the neck. 'You butt-kisser.'

The math test was a piece of cake, with sliced banana on top. Algebra's no big deal, once you get the hang of it. 'Why couldn't math have been this easy back when I was really twelve?' Bobby finished the test in ten minutes flat, checked his work, and swaggered up to Mrs. Wilkes' desk to hand it over.

'Are you sure you're done, Bobby?'

'Oh yes ma'am. Thanks. This one certainly covered a lot of material. Nearly stumped me with question #9. Pretty tricky.'

Bobby knew how hard teachers have to work, after the last school-bell rings out. He said, 'Thanks, Mrs. Wilkes, for all the great stuff you taught...I mean, teach us. It came...that is, I know it will come in handy, later.'

Bobby went back to his desk, but Mrs. Wilkes called him back to the front of the room again. A curious, serious look flashed from over her black plastic cat's-eye glasses.

'Bobby Osgood, did you cheat on this examination? Tell me honestly.'

'Oh no ma'am. I swear it.'

'Well isn't that funny,' she said, as though it weren't funny at all. 'You've never gotten all the answers right before, or solved all the problems so quickly. How do you explain this phenomenal performance?'

'Uhm, er...I guess you were right before, Mrs. Wilkes. I studied extra-hard this time.'

'All right then, Bobby. Good work. You may go sit quietly until the bell rings.'

Back at his desk, Bobby whispered a few answers to Cliff Brown, to avoid getting a judo sock behind the ear. Cliff was pretty strong.

Bobby didn't run into Becky Raven again until after lunch. Seeing Stu Tabb alive had been weird, but watching Becky walk towards him down a locker-lined hallway was even weirder. He hadn't thought about Becky Raven in years. How could he still be in love with her? Why couldn't he go up and talk to her, or even look her in the eye?

He knew exactly why. If he was 12 now, and back in the 6th grade, then what had happened hadn't happened all that long ago. Bobby Osgood had run up behind Becky out in the playground and kicked her in the butt. Not just a playing-around kick in the can, either. Hard enough to hurt. Hard enough to make pretty Becky cry shiny fat tears down her cheeks. Why? Because Bobby was mad at her. Because Bobby was secretly in love with her, but Becky was only interested in Stu Tabb, who was older and cooler and tougher. All those horrible feelings came back to 12-year-old Bobby. 32-year-old Bobby had almost forgotten them. Almost.

Becky Raven looked as though she couldn't see Bobby. He thought, 'So, I'm invisible. That means it's only a dream, after all.' He punched himself in the stomach so he could wake up and not be looking at Becky Raven.

But he didn't wake up.

Becky looked at Bobby then, because let's face it, it's pretty strange to see a kid whomp himself full-force in the gut.

Now or never. Bobby Osgood looked into Becky Raven's dark green eyes and said, 'Becky, I'm sorry I kicked you. I'm really sorry I hurt you. I wish I'd never done it, but it was only because I like you so much. I know it sounds stupid, but it's the truth.'

Becky looked at him as though she didn't remember what had happened. She looked as though she didn't know who he was, or what he was talking about. This made him feel even worse, if that was possible. Then she shrugged her shoulders, tossed her black hair and said, 'Oh. Oh yeah. Uhm...it's OK, I guess. Didn't even hurt. Uh, see you later.'

She scooted down the hall, turned left and went off somewhere to stare at Stu Tabb some more. Stu Tabb wouldn't even look at her, because she was in 7th grade and still wore T-shirts. But Bobby felt as though a 10-ton weight had been hoisted off his chest. He'd been forgiven, more or less.

The rest of the school day was a warm breeze that went by too fast. Bobby had plenty to say about The Red Badge of Courage in English class. Because he'd finally actually picked it up and read it when he was 24, and it's not all that boring. He and Mr. Popper the hippie English teacher discussed the horrors of war and attaining manhood while the rest of the class yawned and doodled. Mr. Popper wasn't just a freak with long hair. Too bad 12-year-old Bobby Osgood couldn't legally invite Cosmo Popper out for a beer or something after school.

Principal Brainerd stood at the school's main entrance as the last bell rang. He made it a habit to observe his youthful charges as they fled the building for the day, their heads packed, or so he hoped, with a little knowledge more. He was massive, bald, wore charcoal gray suits. His main interest was anthropology, Bobby knew, and every summer he went to explore places like Africa and New Guinea. All the kids were slightly afraid of Principal Brainerd. No one wanted to be sent to his office. Principal Brainerd looked so lonely, a big, bald, dark-suited Invisible Man who stood still as all those kids tore past him, eager to get out of the school he ran for them.

Bobby approached Mr. Brainerd. It was like looking up at a mountain. The guy must've been six-six, six-seven, but he decided to be a school principal instead of a pro-football jock. 'Life is strange,' Bobby thought, but he said, 'Thanks, Principal Brainerd. School was really great today. I, uh...I learned a lot. Really.'

He felt sad as he said it. He knew Principal Brainerd had died too, a few months before Stu Tabb. What else could he say? Don't give those pygmy headhunters firewater? Bobby knew from going to the movies that it's unwise to interfere with the course of history.

Principal Brainerd bent at the waist, bowed low, and extended a right hand that could've made a basketball disappear. He said, 'Thank you, Bobby Osgood. How nice of you to say so.' He had a deep, gentle voice. Over three hundred kids, and he knew all their names.

On the bus, Bobby contemplated sitting next to Spaz, the fat kid who was always either teased or ignored, but he didn't, in the end, because grappling with Cliff Brown was too much fun. On his way down the aisle though, Bobby leaned against Spaz's lonely bench and said, 'Chin up, Spaz. You're going to be a big rock star when you grow up.' And he knew it was true.

Though it seemed wrong, since it'd been so easy, Bobby told his mother Doris he'd scored 100% and gotten a big fat A on the math test. She seemed so happy about it. 'See what you can do when you try, smart guy?'

Bobby wanted to spend the rest of the afternoon with his mom, but she said, 'Go out and play. Get some fresh air, run around, see the world. You can take a break from doing homework, since you're a math wizard all of a sudden.'

So Bobby went out and played.

Play was something 32-year-old investment banker Mr. Robert Osgood hadn't done in a long, long time. He ran around with the other kids in the neighborhood, jumped on human piles, got dirty, ripped his clothes, skinned his knees, chipped a tooth and it didn't even hurt. Pain comes later. When you're twelve, the only reason to stop playing is that it gets too dark.

He could barely see the sidewalk as he walked home for another meal cooked by Mom: meatloaf and carrots.

After dinner, after he helped clean up and put everything away, Bobby asked his mother if she'd read him a story, instead of TV.

'You haven't asked me to read to you in over two years now, Bobby. You sure you want to miss Batman?'

Bobby nodded. Mom had always loved reading to him, he remembered, and being read to, he knew, is as sweet as it gets.

He got to fall asleep listening to his mother read one more time. His last words that night were, Thanks, Mom, I love you. He used to feel so dumb when he said that. Through half-closed eyes, he saw her standing at the door of his room, against the light, looking at him. She looked happy.

Bobby knew he'd be a 32-year-old banker again when he awoke. How did he know this? Let's just say that nothing like being twelve once, let alone twice, can last long. You'll see.

# data[].attributes.attachment_link.title
Short Stories: 12 Again by Matthew Licht

# data[].attributes.attachment_link.description
'No, Mom. It's just...' 'Get dressed, then. Put on your blue shirt. I ironed it for you. And speaking of irons, I've got waffles ready downstairs.' Was she going to watch him get dressed? Bobby remembered she used to do that, sometimes. How embarrassing. 'Uh...Mom, do you mind?' 'All right, Mr. Grown-up.

# data[].attributes.headline
What is theory of knowledge? | TOK explainer videos

# data[].attributes.subject
What is theory of knowledge? | TOK explainer videos

# data[].attributes.attachment_link.title
What is theory of knowledge? | TOK explainer videos

# data[].attributes.headline
What is the TOK essay? | TOK explainer videos

# data[].attributes.subject
What is the TOK essay? | TOK explainer videos

# data[].attributes.attachment_link.title
What is the TOK essay? | TOK explainer videos

# data[].attributes.headline
What is the TOK exhibition? | TOK explainer videos

# data[].attributes.subject
What is the TOK exhibition? | TOK explainer videos

# data[].attributes.attachment_link.title
What is the TOK exhibition? | TOK explainer videos

# data[].attributes.headline
How do I choose my TOK exhibition objects? | TOK explainer videos

# data[].attributes.subject
How do I choose my TOK exhibition objects? | TOK explainer videos

# data[].attributes.attachment_link.title
How do I choose my TOK exhibition objects? | TOK explainer videos

# data[].attributes.headline
TOK 2022 - Plotting a course | TOK webinar videos

# data[].attributes.subject
TOK 2022 - Plotting a course | TOK webinar videos

# data[].attributes.attachment_link.title
TOK 2022 - Plotting a course | TOK webinar videos

# data[].attributes.headline
Group 2 TOK Integration | TOK webinar videos

# data[].attributes.subject
Group 2 TOK Integration | TOK webinar videos

# data[].attributes.attachment_link.title
Group 2 TOK Integration | TOK webinar videos

# data[].attributes.headline
Group 5 TOK integration | TOK webinar videos

# data[].attributes.subject
Group 5 TOK integration | TOK webinar videos

# data[].attributes.attachment_link.title
Group 5 TOK integration | TOK webinar videos

# data[].attributes.headline
The exhibition & the TOK themes | TOK webinar videos

# data[].attributes.subject
The exhibition & the TOK themes | TOK webinar videos

# data[].attributes.attachment_link.title
The exhibition & the TOK themes | TOK webinar videos

# data[].attributes.headline
Taking ownership of the exhibition prompts | TOK webinar videos

# data[].attributes.subject
Taking ownership of the exhibition prompts | TOK webinar videos

# data[].attributes.attachment_link.title
Taking ownership of the exhibition prompts | TOK webinar videos

# data[].attributes.headline
Group 1 TOK Integration | TOK webinar videos

# data[].attributes.subject
Group 1 TOK Integration | TOK webinar videos

# data[].attributes.attachment_link.title
Group 1 TOK Integration | TOK webinar videos

# data[].attributes.body
https://climate.nasa.gov/news/3089/local-lockdowns-brought-fast-global-ozone-reductions-nasa-finds/

·      https://www.latimes.com/environment/story/2019-09-22/how-countries-are-meeting-climate-change-goals

·      https://www.un.org/sg/en/content/sg/statement/2021-07-09/secretary-generals-remarks-third-g20-meeting-of-finance-ministers-and-central-bank-governors-prepared-for-delivery

·      https://www.un.org/en/climatechange/climate-week-asia-and-pacific

Some scholarly articles:

·      https://scholar.google.co.in/scholar?q=Developing+countries+climate+change+action&hl=en&as_sdt=0&as_vis=1&oi=scholart
·      https://www.youtube.com/watch?v=k-tjSBjRbO4

·      https://www.youtube.com/watch?v=aiM9M2eMWio

·      https://www.youtube.com/watch?v=uqKMcggIMFU

·      https://www.economist.com/schools-brief/2020/04/23/why-tackling-global-warming-is-a-challenge-without-precedent?utm_source=YouTube&utm_medium=Economist_Films&utm_campaign=Link_Description&utm_term=Science_and_Technology&utm_content=Correspondent&linkId=100000012491681

# data[].attributes.attachment_link.title
The Day _ ‘Heat dome’ scorches western USA and Canada

# data[].attributes.attachment_link.title
Can wildlife adapt to climate change? - Erin Eastwood

# data[].attributes.headline
A HAND BOOK OF COPYRIGHT LAW -Government of India

# data[].attributes.subject
A HAND BOOK OF COPYRIGHT LAW -Government of India

# data[].attributes.body
http://copyright.gov.in/Documents/handbook.html

# data[].attributes.attachment_link.title
Plagiarism Archives - eLearning Industry

# data[].attributes.attachment_link.description
Learn how Plagiarism affects eLearning courses. Read all the latest eLearning articles about Plagiarism from our top eLearning authors.