The document summarizes Pop Art and provides details from research sources on the art movement. It includes summaries of Pop Art from a book and web sources, describing key artists like Andy Warhol and elements of Pop Art like using popular imagery. It also outlines the group's project plan to create posters on Andy Warhol and Pop Art, including assigning tasks, choosing a theme, and sharing work.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter 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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
2. Task 1 - Research
• Put photo/scan of your notes from art movements intro here and
delete this guidance
2.4
3. Task 1 – Research – Summary of Pop Art
SUMMARY OF POP ART
Pop art started with the new york artists Andy Warhol, Roy Lichtenstein,
James Rosenquist, and Claes Oldenburg, all of whom drew on popular
imagery and were actually part of an international phenomenon. Following
the popularity of the Abstract Expressionists, pops reintroduction of
identifiable imagery(drawn from mass media and popular culture) was a
major shift for the direction of modernism. The subject matter became far
from traditional “high art” themes of morality, mythology and classic histroy;
rather, Pop artists celebrated commonplace objects and people of everyday
life, in this way seeking to elevate popular culture to the level of fine art.
Perhaps owing to the incorporation of commercial images, Pop art has
become one of the most recognizable styles of modern art.
Title/Weblink/Date accessed:
2.2
2.3
4. Task 1 – Research – Web source
• Emerging in the mid 1950s in Britain and the late 1950s in America, Pop art reached its
peak in the 60’s.
• Rebelled against dominant and traditional approaches to art and culture
• Inspiration came from sources such as Hollywood movies, product packaging, pop music
and comic books for their imagery.
• In 1957, pop artist Richard Hamilton listed the ‘Characters of Pop Art’, which read as
follows.
“Pop Art is: Popular (designed for a mass audience), Transient (short-term solution),
Expendable (easily forgotten), Low cost, Mass produced, Young (aimed at youth), Witty,
Sexy, Gimmicky, Glamorous, Big business…”
• Pop art took art into new areas of subject matter and developed new ways of presenting
it in art. Pop art can be seen as one of the first embodiments of post modernism.
2.2
2.3
Title/Weblink/Date accessed:
5. Task 1 – Research – Book source
• Book title: Series and Singles
• Author: Andy Warhol
• Library location: 709 .2 WAR (2nd floor library)
Book title/Author + Library location:
2.2
2.3
The book contains numerous
examples of Andy Warhols
work. We chose to study
Warhol because his work is
the most inspiring and
famous.
6. Task 1 – Research – Book source
Campbell’s soup|(1968)
Artist: Andy Warhol
Artist description & Analysis: Warhol’s iconic series of Campbell’s Soup Cans
were never meant to be celebrated for their form or compositional style, like
that of the abstractionists. What made these works significant was Warhols
co-opting of universally recognizable imagery, such as Campbell’s soup can,
Mickey Mouse, or the face of Marilyn Monroe, and depicting it as a mass produced item, but within fine art
context, in that sense, Warhol wasn’t just emphasising popular imagery but rather providing commentary on
how people have come to perceive these things in modern times: as commodities to be bought and sold,
identifiable as such with one glance. This early series was hand-painted, but Warhol switched to screen-printing
shortly afterwards, favouring the mechanical technique for his mass culture imagery. 100 canvases of Campbell’s
soup cans made up his first solo exhibition at the Ferus Gallery in Los Angeles, and put Warhol on the art map
most immediately, forever changing face and content
2.2
2.3
Book title/Author + Library location:
7. Task 2a – Idea Generation [individual]
• Gabby made the title of the artist we are researching.
I like her design, with the shadows behind them it
looks very 3-dimensional and I like the dotted pattern
that she used in the letters.
• I chose the exploding pop art background because it
looks nice and I like the way it almost seems like it is
presenting Warhol’s name, with a big explosion.
• I like the colours of the background because they are
very bright and mixed and I think they really are
similar to what is used in pop art.
8. Task 2a – Idea Generation [group]
• The group idea uses the same title as we all like the
name of it and it stands out from everything else.
• The title used is the non-digital aspect of the poster
and has been made big and bold to help it stand
out.
• We have also used similar backgrounds as they all
include bright colours and pop art theme.
• Each poster from the group will include different
details to make them look linked but different.
9. Task 2b – Action Plan/Schedule
Session Activity Who is responsibile
1 Making title for poster Gabby
2 Take a photo and email it to the rest of the group Harry
3 Chose a background for my final product Harry
4 Create a place and date for the poster Group
5 Use Photoshop to create the poster Harry
6 Add all details needed Harry
7 Final product Harry
3.1
10. Task 2b – Action Plan/Schedule
3.1
• We all continued with the first plan we had as the initial plan for that
was what we all wanted to do in the first place.
• We all immediately chose pop art for the poster because we liked the
idea and culture of it the most. We all came to agreements on what
we were doing and nothing had to be changed.
• Everyone like everyone’s ideas and we all pitched an idea for the
poster.
• We all stuck with pop art for the theme of our work as well as a
similar colour scheme.
11. Task 2c – Planning
• I always knew that I wanted an
explosion for the background of my
poster, it would make it stand out
and seem very appealing.
• I chose this particular explosion
because of the colours.
3.2
12. Task 2c – Planning
• I chose to use ‘PT Mono’ as the font
because I liked the way it mixed with
the colours and yellow background.
They look very digital and with the
colours they look very creative and
pleasing.
3.2
13. Task 2c – Planning
• Gabby had the job of designing the title of the
project. I like the font she used, with the
shadows it almost looks like its physical and
jumping out of the paper.
• I also liked the dotted work included the letters
they make it look nicer and more appealing.
3.2
14. Task 4 – Production/Final Products
• Include a version of your print product/screenshots of any video work here then delete this
guidance
• Include a link to your blog where you have posted this PP and your final products – the post on
your blog should be titled ‘Induction Week Project’
3.2
3.4
15. Task 5 – Evaluation – Problem Solving
• Describe three problems you faced in your project and how you
solved these
• 1
• 2
• 3
3.3
16. Task 5 – Evaluation – Working with others
• Choose three aspects of your production where you worked well with
your team and this benefited the project
• 1
• 2
• 3
1.2b
17. Task 5 – Evaluation - Feedback
• Discuss the feedback you received from your tutor during the project
and how you used this to improve the project
3.5
18. Task 5 – Evaluation – Active Engagement
• Define active engagement in your studies and briefly explain how you
used it in this project
1.2a
19. Task 5 – Evaluation
Accessing and storing information
• Explain where the books/resources are for your area in the LC
• Explain how to take a book/resource out of the LC
2.1
20. Task 5 – Evaluation
Accessing and storing information
• Explain where to store electronic information on the college network
• Explain where you upload work when it is completed
2.1
21. Task 5 – Evaluation
Accessing and storing information
• Explain where to store electronic information on the college network
• Explain where you upload work when it is completed
2.1
22. Task 6 - How do you learn best?
• Explain some of the ways you think you learn best [refer to the VAK
questionnaire results in tutorial]:
1.1
23. Task 6 - How do you learn best?
• What makes it hard for you to study?
• What strategies do you think would benefit your studies?
1.1