BEA Ignite2015 - Weaver
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This document discusses a project for a broadcast journalism class at Westminster College where students had to report and produce news stories on tight deadlines similar to professional journalists. The project aimed to give students experience with the challenges of working to firm deadlines for both television news packages and online articles, requiring script approval, on-air segments, and timely online posting of stories.
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BEA Ignite2015 - Clark
The document discusses using Instagram and Vine for citizen reporting and journalism. It outlines experiments conducted with students where they were assigned to create short video or photo reports on various topics using Vine and Instagram within specific constraints. The assignments aimed to teach students how to effectively use short-form mobile social media for creative storytelling and reporting. Feedback from nonprofit clients indicated the projects helped them learn to use Instagram for outreach. Overall, the experiments demonstrated how Vine and Instagram can be used to disseminate timely information through short videos and photos while engaging younger audiences.
BEA Ignite2015 - Corso
The document provides information about an assignment for a student named Keith Corso at Westminster College. The assignment was a 48 Hour Video Production Assignment for the event BEA IGNITE. The document gives the name of the student, school, and type of assignment but does not provide any other details about the content or goals of the video project.
BEA Ignite2015 - Bacon
Students at the University of Kansas fill roles at KUJH-TV such as anchors, producers, reporters and photographers. Several journalism courses integrate practical experience working for KUJH-TV to give students hands-on learning. J210 is an introductory video production class where students work on KUJH programs. J488 places students in specific KUJH roles. J415 has students work newsroom shifts to shoot and edit video for newscasts. Communication between instructors, peer evaluations, and full-time faculty working with students are keys to the success of integrating the classroom with KUJH-TV.
BEA Ignite2015 - Taylor
This document provides guidance for students on how to pitch story ideas effectively. It discusses:
1) Having students bring 3 story ideas to class and only receiving credit if their idea is unique, to avoid duplicate stories.
2) What elements make a compelling story, such as timeliness, events, profiles, and news values like prominence, proximity and impact.
3) How to effectively pitch a story idea, including developing a clear single-sentence synopsis, demonstrating a comprehensive understanding of the story, and being prepared for questions and potential rejection.
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The document discusses anonymous social media apps like Yik Yak and AfterSchool, which were used to post phony bomb threats, racist messages, and threats of violence at several colleges. While most online activity is harmless, a few can do significant harm. Rather than simply banning the apps, the author argues schools should use such incidents as teaching opportunities to discuss media law, ethics, and how to constructively address disruption. Students could also examine the history of anonymous online comments to understand how outlets have adapted moderation over time.
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This document describes an exercise for undergraduate marketing and culture courses that uses smartphones. The exercise involves students working in teams to complete the following stages: 1) Identify and photograph a cultural object not from their own culture and tweet information about it. 2) Research the object online, compare prices in different currencies and locations, and analyze pricing differences. 3) Create and share a presentation on the ethnic marketing insights via social media. The goals are for students to demonstrate cultural knowledge, identify nuances, and assess markets for cultural products while using smartphones.
BEA Ignite2015 - Davie
The document discusses the paradigm shift from teaching-centered to learning-centered education. It provides examples of how education is becoming more learner-centered, with an emphasis on collaboration, interaction between students and instructors, and applying content to real-world experiences. Key aspects of learning-centered education include emphasizing what and how students learn, placing students at the center of the learning process, and evaluating based on retention and application of knowledge.
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Several STC communities offer mentoring programs to connect experienced technical communicators with those new to the field. The Central Florida, Houston, Washington DC-Baltimore, and New York Metro STC chapters all have mentoring programs available, and those interested in adding their community can contact Carolyn Klinger.
BEA Ignite2015 - Clark
The document discusses using Instagram and Vine for citizen reporting and journalism. It outlines experiments conducted with students where they were assigned to create short video or photo reports on various topics using Vine and Instagram within specific constraints. The assignments aimed to teach students how to effectively use short-form mobile social media for creative storytelling and reporting. Feedback from nonprofit clients indicated the projects helped them learn to use Instagram for outreach. Overall, the experiments demonstrated how Vine and Instagram can be used to disseminate timely information through short videos and photos while engaging younger audiences.
BEA Ignite2015 - Corso
The document provides information about an assignment for a student named Keith Corso at Westminster College. The assignment was a 48 Hour Video Production Assignment for the event BEA IGNITE. The document gives the name of the student, school, and type of assignment but does not provide any other details about the content or goals of the video project.
BEA Ignite2015 - Bacon
Students at the University of Kansas fill roles at KUJH-TV such as anchors, producers, reporters and photographers. Several journalism courses integrate practical experience working for KUJH-TV to give students hands-on learning. J210 is an introductory video production class where students work on KUJH programs. J488 places students in specific KUJH roles. J415 has students work newsroom shifts to shoot and edit video for newscasts. Communication between instructors, peer evaluations, and full-time faculty working with students are keys to the success of integrating the classroom with KUJH-TV.
BEA Ignite2015 - Taylor
This document provides guidance for students on how to pitch story ideas effectively. It discusses:
1) Having students bring 3 story ideas to class and only receiving credit if their idea is unique, to avoid duplicate stories.
2) What elements make a compelling story, such as timeliness, events, profiles, and news values like prominence, proximity and impact.
3) How to effectively pitch a story idea, including developing a clear single-sentence synopsis, demonstrating a comprehensive understanding of the story, and being prepared for questions and potential rejection.
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The document discusses anonymous social media apps like Yik Yak and AfterSchool, which were used to post phony bomb threats, racist messages, and threats of violence at several colleges. While most online activity is harmless, a few can do significant harm. Rather than simply banning the apps, the author argues schools should use such incidents as teaching opportunities to discuss media law, ethics, and how to constructively address disruption. Students could also examine the history of anonymous online comments to understand how outlets have adapted moderation over time.
BEA Ignite2015 - Khandelwal
This document describes an exercise for undergraduate marketing and culture courses that uses smartphones. The exercise involves students working in teams to complete the following stages: 1) Identify and photograph a cultural object not from their own culture and tweet information about it. 2) Research the object online, compare prices in different currencies and locations, and analyze pricing differences. 3) Create and share a presentation on the ethnic marketing insights via social media. The goals are for students to demonstrate cultural knowledge, identify nuances, and assess markets for cultural products while using smartphones.
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The document discusses the paradigm shift from teaching-centered to learning-centered education. It provides examples of how education is becoming more learner-centered, with an emphasis on collaboration, interaction between students and instructors, and applying content to real-world experiences. Key aspects of learning-centered education include emphasizing what and how students learn, placing students at the center of the learning process, and evaluating based on retention and application of knowledge.
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This document outlines steps for an in-class creativity exercise using "The Storymatic" to develop narrative stories. Students work in pairs to generate the key elements of a movie story, including protagonists and antagonists, the premise or central conflict, plot points like inciting incidents and climaxes, and the overall beginning, middle and end. By drawing cards associated with character traits, plot devices, or skills, students collaborate to flesh out a cohesive narrative and opening sequence for their assigned video production project.
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This document outlines a real-time reporting assignment for students where they use mobile devices and apps to report on an unfolding news event during class time. It discusses preparing students with individual research assignments before the reporting day, assigning teams to report during class, and requiring tweets to share updates. After reporting, the class reviews the coverage and discusses lessons learned about real-time reporting and mobile journalism. Students found the experience simulated the pressure of real reporting and helped produce engaged work.
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Pinterest is a social media platform where users can create boards to organize and share images and other visual content on various topics. It allows for collaborative boards where multiple users can add pins. Some ways Pinterest can be used for course collaboration include having students pin design inspirations, social media content, photos, videos and other materials to shared boards. This allows for peer feedback and critique. Pinterest engagement has been growing and many students are already active on the platform, making it a useful tool to connect classroom content with students' online activities.
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
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BEA Ignite2015 - Fielder
The document discusses a class project where students in a typography course at Point Park University will start an Etsy shop to sell their typography-related designs. As part of the course, students will learn business skills like pricing structures, packaging and shipping options, and marketing writing styles. Their individual typography projects from the course will be sold through the Etsy shop called "TypeAPersonal" after faculty approval. Profits from any sales will be distributed to students by check at the end of the semester.
BEA Ignite: Kim Fox
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
BEA Ignite: Cynara Medina
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BEA Ignite: Deb Wenger
This document outlines a real-time reporting assignment for students where they use mobile devices and apps to report on an unfolding news event during class time. It discusses preparing students with individual research assignments before the reporting day, assigning teams to report during class, and requiring tweets to share updates. After reporting, the class reviews the coverage and discusses lessons learned about real-time reporting and mobile journalism. Students found the experience simulated the pressure of real reporting and helped produce engaged work.
BEA Ignite: Heather Fiedler
Pinterest is a social media platform where users can create boards to organize and share images and other visual content on various topics. It allows for collaborative boards where multiple users can add pins. Some ways Pinterest can be used for course collaboration include having students pin design inspirations, social media content, photos, videos and other materials to shared boards. This allows for peer feedback and critique. Pinterest engagement has been growing and many students are already active on the platform, making it a useful tool to connect classroom content with students' online activities.
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The document describes the BEA IGNITE multimedia scrapbook assignment given to first year mass media students. The assignment aims to get students thinking about form and content, creativity, research, digital workflow, and teamwork while building self-efficacy in production. Students work in teams to create a scrapbook using various digital tools like PowerPoint and video/audio editing software to explore a topic covered extensively in traditional and social media. The assignment challenges students to create media and increases their self-efficacy in technical tasks while allowing them to freely explore an interesting topic and better understand how different media present messages.
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This document outlines a video blog assignment for students at Bob Jones University. The assignment aims to have students practice writing, announcing, and performing on camera under time restrictions, as well as encourage creative uses of social media. Students must create a 60-second video journal entry on a class topic and upload it to the course Facebook page or online learning platform. The assignment provides positive feedback from previous students and examples of successful video blogs. Requirements include using a video camera and attention to technical details like lighting and sound quality.
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This document discusses using PowerPoint to create nonlinear, game-based learning modules for online and distance learning courses. It suggests replacing typical linear discussion questions and assignments with an interactive game built in PowerPoint that allows students to make choices and see the consequences. The presentation provides an example scenario about a journalist in a war zone and the choices they could make. It also discusses using action buttons in PowerPoint to create nonlinear story paths and a more engaging learning experience for students. The goal is to transform dry online content into an interesting and fun adventure that still teaches the required material.
BEA Ignite: Chandra Clark
The document discusses an exercise used to teach students about the role of assignment editors. In the exercise, students are put in charge of assigning news crews to breaking news stories under tight deadlines before a newscast. They must decide which crews and equipment to use for each story. The goal is to teach students skills like time management, logistical thinking, and decision making under pressure.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
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ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
ุฉ ู
ูุฌูุฏุฉ ุจุงูู
ูุฒู
ุฉ (ููู ููู
ุฉ !!!!)
#ููู
_ู
ุงูู_ุฏุฑุฎ
3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
ูุจูู
ุฉ ูู
ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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