ENGLISH 8 - CONVENTIONS in CITING SOURCES.pptxAmielMaldonado2
A PowerPoint presentation on the different Conventions in Citing Sources for English 8.
The discussion covers the APA 7th Edition Format of Bibliography.
ENGLISH 8 - CONVENTIONS in CITING SOURCES.pptxAmielMaldonado2
A PowerPoint presentation on the different Conventions in Citing Sources for English 8.
The discussion covers the APA 7th Edition Format of Bibliography.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. COMMON STEREOTYPES OF….?
• Children – often shown as being young, innocent, naive, pure, sweet,
helpless, powerless
• Teenagers – Often shown as being aggressive, moody, lazy, criminals,
hate school
• 20’s-30’s – Often shown as the ideal age for love, parties, fun, making
money, being glamorous and attractive. In films the heroes are often
this age group.
• Middle Aged – often shown as being past it, unattractive, not aware of
popular culture, uncool, boring lives, dominant over others, no real
connection to their kids, grumpy. In films the villains are often from
this age group.
• Elderly – often shown as being unattractive, slow, weak, ill, confused,
pathetic, powerless, not important, dependent on others.
8. THEORISTS
• Dick Hebdige (1979) explored the polarised
(contradictory) media representations of teens as
“trouble”(dominant) or “fun” (alternative).
• Michael Brake (1985) categorises the media
representations of teens into:
• Respectable (alternative)
• Delinquent (dominant)
9. MORE THEORY
• Daren Garratt (1997) suggests that negative
media representations of teens as trouble
invite teens to be trouble. “Media coverage
represents how they should behave, even if,
largely, they haven’t been.”
• Graeme Burton (1999) argues that teen
subculture is in opposition to the dominant
culture (of adults). He uses the term
‘problematisation’ to describe the idea of
youths as problems.
10. ONE MORE BIT: STUART HALL
(1978)
• Argues that the negative representations of
young men by the media, is deliberate as it
justifies social control by authority figures,
such as the police and government.
• Hall identifies the media as having a key role
in this ‘social production’ of news. Youths are
often portrayed by new media as a social
problem.
11. MORAL PANICS!
Ideology
❖Stanley Cohen (1972)
❖A moral panic occurs when society sees
itself threatened by the values and
activities of a group who are stigmatised
as deviant and seen as threatening to
mainstream society’s values, ideologies
and /or way of life.
❖Mods & Rockers (1960s), football
hooligans (1980s), hoodies, muggers,
vandals, knife/gun crime, binge drinking,
under age pregnancy
12. CONSIDER DIFFERING
READINGS –
SKINS SEEMS ‘FUN’ FOR A
TEEN AUDIENCE
(PREFERRED/DOMINANT
READING)
BUT
MORE LIKE ‘TROUBLE’ FOR
AN OLDER AUDIENCE
(OPPOSITIONAL/
ALTERNATIVE READING)
13. WHAT IS ‘OLDER AGE’?
According to a 2012 survey,
old age that is believed to start
at 59.
Among 16 to 24-year-olds, this marker of middle age
begins at 32. The over-80s believed that for them it
began at 52.
A spokesman for the Department for Work and Pensions
said “the disparity in perceptions” of ageing showed “the
potential for age stereotypes to be applied in very
inconsistent ways".
14. OLDER PEOPLE
• The representation of older ages in the media today is as equally a
controversial area as that of young people.
• Ageing is not always seen positively and older people are often
constructed in a very stereotypical way
15. SOME TYPICAL IDEOLOGIES
AND STEREOTYPES OF OLD
AGE
• Sociological studies show that when that older people do appear in
the media, they tend to be portrayed in the following one
dimensional ways:
1) As GRUMPY – (conservative, stubborn, resistant to social change)
16. • 2) Older people are also portrayed as,
enjoying a second childhood – as reliving
their adolescence and engaging in activities
that they have always longed to do before
they die. Or just being a bit cheeky.
AO!: Demonstrate knowledge and understanding of media concepts, contexts and critical debates
Nana Shreddies
17. • 3) Older people are also represented as pitied,
dependent or an economic burden – helpless and
dependent on other younger members of society
or family.
18. IF YOU GET “AGE” AS AN ISSUE IN THE EXAM,
YOU SHOULD BE THINKING ABOUT THE
FOLLOWING THINGS WHEN WATCHING THE
CLIP:
• Can I identify what approximate age the characters are?
• Are people from different age groups shown as having different interests,
personalities, attitudes, behaviours? If so, how?
• Is their age represented as being important in their life?
• Are people from particular age groups portrayed as being better, more powerful,
than others?
• Are people from particular age groups portrayed as being abnormal /weaker/
more pathetic than others?
• How do other characters in the clip treat the characters from different age groups?
• What is the message the clip is trying to portray about age?
19. TASK: RESEARCH YOUR SELECTED AGE RANGE.
LOOK FOR STEREOTYPICAL AND REALISTIC
REPRESENTATIONS
• Find examples from British and American TV dramas
You could look at the differences in British and American TV drama
7-12
13-19
20-29
30-50
50-60
60+
Present your findings in a suitable format. Include clips to illustrate
your points.
