What's My Job? An Effective Career Orientation Program For Middle School Stud...Ronald G. Shapiro
Do you need to organize a Career Day or Night for your local middle school or youth organization? Are you the person responsible for coordinating a "Bring Your Child To Work Day" program for your business? If either case, this presentation is for you!
An effective and engaging format in which students are required to discern the job responsibilities of a series of guests is presented. While the format was motivated by the 1950's and 1960's television show "What's My Line?" the exact process and rules of the program are not identical.
Students seem to be very interested in the session, asking numerous questions. When asked informally if they enjoyed the event and if they learned a lot the answers to both questions were unanimously "Yes."
Note: "What's My Line?" is a Trademark of Mark Goodson Productions, LLC, Santa Monica, CA
What's My Job? An Effective Career Orientation Program For Middle School Stud...Ronald G. Shapiro
Do you need to organize a Career Day or Night for your local middle school or youth organization? Are you the person responsible for coordinating a "Bring Your Child To Work Day" program for your business? If either case, this presentation is for you!
An effective and engaging format in which students are required to discern the job responsibilities of a series of guests is presented. While the format was motivated by the 1950's and 1960's television show "What's My Line?" the exact process and rules of the program are not identical.
Students seem to be very interested in the session, asking numerous questions. When asked informally if they enjoyed the event and if they learned a lot the answers to both questions were unanimously "Yes."
Note: "What's My Line?" is a Trademark of Mark Goodson Productions, LLC, Santa Monica, CA
Representation of women in film - very basic overview 2015 updateAndy Wallis
A basic overview of representation of women in film to be used as a starting point in the classroom. The clips are to give students an opportunity to understand the history.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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
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.
1. “Media texts rely on cultural experiences in order for audiences to easily make
sense of narratives”. Explain how you used conventional and / or experimental
narrative approaches in one of your production pieces.
Branigan has said that, “narrative is a way of organising...data into a cause and
effect chain of events with a beginning, middle and end.” Indeed, narrative has
probably existed for as long as human beings and it is likely even cavemen expected
narratives to be woven around the images they painted in their caves.
In planning our short film for our Advanced Portfolio coursework, we knew we had
approximately five minutes to weave a coherent narrative for the audience. This was
very different to the Foundation Portfolio, which required just the opening two
minutes of a film, meaning the narrative needed to arouse the audience‟s interest
without being rounded or complete.
We decided to use elements of both conventional and experimental narrative in our
film Torn. We were aware of Todorov’s narrative theory that suggests every
narrative begins with equilibrium, before there is disequilibrium and then a return
to a new equilibrium at the end. The equilibrium at the start of our film is fairly
disharmonious: our protagonist Sian is abused and neglected and has lost her
mother; she is embarking on a journey to the coast and plans to commit suicide but
at the beginning of the film this is unclear to the audience. The disequilibrium occurs
when her journey is interrupted by a number of characters, some of whom seek to
help her and others who antagonise her. This relates to Propp’s narrative theory.
Propp studied traditional fairy tales and suggested that there are a number of set
characters who function in every narrative. In our film, Sian is the hero but her
actions are influenced by villains (Jake and Anna) and helpers (Carys and Mike),
who all try to manipulate her along the way.
We decided to use some other conventional narrative techniques to engage our
audience. The film uses retardation throughout – at the beginning, Sian says “I‟ve
done it” but it is unclear to the audience what she has done and where she is going.
Slowly, her motivations are revealed to the audience through a serious of flash-
backs, beginning with a scene in which her drunken father physically abuses her. It
is not until the final scene that the audience finds out Sian‟s mother was killed in a
road accident due to Sian‟s father‟s drunk driving. This slow unravelling of the
narrative helps keep the audience alert and interested in the story.
We used a fairly unusual narrative technique in that the characters Sian encounters
on her journey are actually manifestations of her own mind. We do not make this
clear to the audience until the characters disappear at the end and Sian says: “they
were me and I was them.” This is a good example of a narrative twist and is
designed to get the audience to think about what has happened in the rest of the film
and hopefully watch again for a different perspective on the story. Unlike many
Hollywood narratives, we respect the intelligence of our audience and leave them to
2. interpret events in their own way – we do not signpost the story really obviously or
encourage the audience to interpret the narrative in a rigid way. The end of the story
sees Sian say “where do I go now?” This ending is enigmatic but the audience is
encouraged to see it as positive – Sian has beaten her demons and wherever she
goes next will see her in a better place and able to get on with her life. We are aware
that some audiences dislike films in which the narrative is not all tied up neatly at the
end, preferring classical Hollywood narrative, but as we see our audience as
intelligent critical thinkers, we think our ending will appeal to their sense of
imagination.
Overall, we believe our narrative is successful in engaging the audience. We made
sure our story contained causality – Sian‟s treatment at the hands of her father
combined with her mother‟s death leads her to consider taking her own life. We also
presented a variety of „bad‟ and „good‟ characters to move the narrative forward and
ensure the audience remained interested.