Infographic by biography writing service Story Terrace on 'How to Collect & Record Memories'. Visit StoryTerrace.com to have your biography professionally written by one of our ghostwriters, or for more how-to writing guides.
Infographic by biography writing service Story Terrace on 'How to Write a Memoir'. Visit StoryTerrace.com to have your biography professionally written by one of our ghostwriters, or for more how-to writing guides.
Questions to inspire memories and life stories - infographicAmber Hicks
Infographic by biography writing service Story Terrace on 'Questions to Inspire Memories and Life Stories'. Visit StoryTerrace.com to have your biography professionally written by one of our ghostwriters, or for more how-to writing guides.
Infographic by biography writing service Story Terrace on 'How to Write a Good Biography'. Visit StoryTerrace.com to have your biography professionally written by one of our ghostwriters, or for more how-to writing guides.
This document discusses how to design products and services that create emotional connections with users. It argues that good design appeals to users on a visceral, behavioral and reflective level. It provides tips for understanding a core demographic and incorporating elements like color, language, imagery and storytelling that resonate on an emotional level. Additionally, it suggests giving users tools for self-expression and minimal interfaces that facilitate opening up about feelings over time. The goal is to design interactions where users freely share how a product makes them feel.
What you see and hear is filtered through who you are. Each person h.docxeubanksnefen
What you see and hear is filtered through who you are. Each person has a different perspective. Your perspective can be influenced by the physical environment: where you are standing, the weather, or the time of day. It can also be influenced by one’s mood, by cultural filters, or by past experiences. When you understand what you think and feel and even see and hear is impacted by human experiences, you begin to understand how difficult it is to arrive at pure fact. Technology has an opportunity to impact human ways of knowing, thinking, and expressing.
In this Discussion you will experience the same story in multiple formats: the written word, the spoken word, and video. When you begin to add photos or manipulate images, is this changing your experience or enhancing or distorting your reality? Reference content from Week 3 Notes and Readings in your Discussion post.
Graphic Credit:Microsoft Corporation. (Producer). MP900302922 [photo of business people and shadows]. Retrieved February 6, 2014 from http://office.microsoft.com/en-us/images/results.aspx?qu=see&ex=1%20-%20ai:MP900302922|#ai:MP900302922|
To prepare for the Discussion:
Return to Week 3 Notes and Readings and review Saki’s
The Open Window
(written and audio), Sojourner Truth’s
Ain’t I a Woman?
(speech and performance interpretation), and the two forms of the Omayra Sanchez story (written and written with pictures).
Think about your reaction to the different forms of each resource and what it might mean for you as a learner.
Consider how humans use their perspective to understand new experiences by imagining details of a story.
Since technology has made it easier to share visual versions, does that impact our need to “see to believe” or influence how easily we understand without a visual?
Have you ever had the experience of being given false information about a new situation? Or changing your mind about something with growing evidence?
Prompt A
Consider the imagery you created in your mind as you interacted with the written version of
The Open Window
. Describe this imagery and discuss whether it helped you understand the story. Did the imagery or imagined tone change when you listened to the audio? How? Which medium did you enjoy the most?
Now, do the same exercise with Sojourner Truth's speech in text and as interpreted by Cicely Tyson in video form. Which medium did you prefer and why?
Comparing the forms you preferred in each case, what might that tell you about how you learn?How is a story, a painting, or a song a kind of virtual reality?
.
The document outlines an assignment to observe and understand the context of a neighborhood bodega. It provides guidance on tools and methods for conducting interviews and observations, such as cultural probes, user diaries, emotional maps, and guerrilla ethnography. The goals are to develop empathy, understand customer needs, and learn stories from stakeholders in order to inform future design work. Students are asked to document their findings and tools in a 5 minute multimedia presentation and explanation of their methodology.
The document outlines an assignment to observe and understand the context of a neighborhood bodega. It provides guidance on tools and methods for conducting interviews and observations, such as cultural probes, user diaries, emotional maps, and guerrilla ethnography. The goals are to develop empathy, understand customer needs, and learn stories from stakeholders in order to inform future design work. Students are asked to document their findings and tools used in a 5 minute multimedia presentation and explanation of their methodology.
This document provides an overview of the BTEC Level 2 Extended Certificate in Media Studies course for Year 12 students. It outlines the units to be covered, including video production, research for creative media, audio production, and communication techniques. It discusses assessment criteria, required qualities for success on the course, and homework expectations. Students are asked to research openings to four Western films in preparation for an analysis of mise-en-scene conventions.
Infographic by biography writing service Story Terrace on 'How to Write a Memoir'. Visit StoryTerrace.com to have your biography professionally written by one of our ghostwriters, or for more how-to writing guides.
Questions to inspire memories and life stories - infographicAmber Hicks
Infographic by biography writing service Story Terrace on 'Questions to Inspire Memories and Life Stories'. Visit StoryTerrace.com to have your biography professionally written by one of our ghostwriters, or for more how-to writing guides.
Infographic by biography writing service Story Terrace on 'How to Write a Good Biography'. Visit StoryTerrace.com to have your biography professionally written by one of our ghostwriters, or for more how-to writing guides.
This document discusses how to design products and services that create emotional connections with users. It argues that good design appeals to users on a visceral, behavioral and reflective level. It provides tips for understanding a core demographic and incorporating elements like color, language, imagery and storytelling that resonate on an emotional level. Additionally, it suggests giving users tools for self-expression and minimal interfaces that facilitate opening up about feelings over time. The goal is to design interactions where users freely share how a product makes them feel.
What you see and hear is filtered through who you are. Each person h.docxeubanksnefen
What you see and hear is filtered through who you are. Each person has a different perspective. Your perspective can be influenced by the physical environment: where you are standing, the weather, or the time of day. It can also be influenced by one’s mood, by cultural filters, or by past experiences. When you understand what you think and feel and even see and hear is impacted by human experiences, you begin to understand how difficult it is to arrive at pure fact. Technology has an opportunity to impact human ways of knowing, thinking, and expressing.
In this Discussion you will experience the same story in multiple formats: the written word, the spoken word, and video. When you begin to add photos or manipulate images, is this changing your experience or enhancing or distorting your reality? Reference content from Week 3 Notes and Readings in your Discussion post.
Graphic Credit:Microsoft Corporation. (Producer). MP900302922 [photo of business people and shadows]. Retrieved February 6, 2014 from http://office.microsoft.com/en-us/images/results.aspx?qu=see&ex=1%20-%20ai:MP900302922|#ai:MP900302922|
To prepare for the Discussion:
Return to Week 3 Notes and Readings and review Saki’s
The Open Window
(written and audio), Sojourner Truth’s
Ain’t I a Woman?
(speech and performance interpretation), and the two forms of the Omayra Sanchez story (written and written with pictures).
Think about your reaction to the different forms of each resource and what it might mean for you as a learner.
Consider how humans use their perspective to understand new experiences by imagining details of a story.
Since technology has made it easier to share visual versions, does that impact our need to “see to believe” or influence how easily we understand without a visual?
Have you ever had the experience of being given false information about a new situation? Or changing your mind about something with growing evidence?
Prompt A
Consider the imagery you created in your mind as you interacted with the written version of
The Open Window
. Describe this imagery and discuss whether it helped you understand the story. Did the imagery or imagined tone change when you listened to the audio? How? Which medium did you enjoy the most?
Now, do the same exercise with Sojourner Truth's speech in text and as interpreted by Cicely Tyson in video form. Which medium did you prefer and why?
Comparing the forms you preferred in each case, what might that tell you about how you learn?How is a story, a painting, or a song a kind of virtual reality?
.
The document outlines an assignment to observe and understand the context of a neighborhood bodega. It provides guidance on tools and methods for conducting interviews and observations, such as cultural probes, user diaries, emotional maps, and guerrilla ethnography. The goals are to develop empathy, understand customer needs, and learn stories from stakeholders in order to inform future design work. Students are asked to document their findings and tools in a 5 minute multimedia presentation and explanation of their methodology.
The document outlines an assignment to observe and understand the context of a neighborhood bodega. It provides guidance on tools and methods for conducting interviews and observations, such as cultural probes, user diaries, emotional maps, and guerrilla ethnography. The goals are to develop empathy, understand customer needs, and learn stories from stakeholders in order to inform future design work. Students are asked to document their findings and tools used in a 5 minute multimedia presentation and explanation of their methodology.
This document provides an overview of the BTEC Level 2 Extended Certificate in Media Studies course for Year 12 students. It outlines the units to be covered, including video production, research for creative media, audio production, and communication techniques. It discusses assessment criteria, required qualities for success on the course, and homework expectations. Students are asked to research openings to four Western films in preparation for an analysis of mise-en-scene conventions.
This document provides an overview of the BTEC Level 2 Extended Certificate in Media Studies course for Year 12 students. It outlines the units to be covered, including video production, research for creative media, audio production, and communication techniques. It discusses assessment criteria, required qualities for success on the course, and homework expectations. Students are asked to research openings to four Western films in preparation for an analysis of mise-en-scene conventions.
Hmnt 1001 week 3 Human Resource Management homework help.docxwrite4
The document discusses how experiencing the same story in different formats, such as written, audio, and video, can change one's understanding and experience of the story. It analyzes Saki's short story "The Open Window" in these different formats and asks the reader to consider how the imagery and interpretation of the story and characters may have changed between the written version imagined by the reader and the versions with audio and visual components. The discussion suggests that as technology has made visual versions of written works more accessible, it may impact people's need to "see to believe" or how easily they can understand written material without accompanying visuals.
Digital Storytelling Laptop Academy03.pptAhmed26851
This document provides information about digital storytelling. It discusses digital storytelling as the intersection of traditional storytelling and technology. It notes that digital stories combine images, music, narrative and voice. The document outlines several benefits of digital storytelling for students, such as encouraging creativity and addressing different learning styles. It also discusses skills used in digital storytelling, such as critical thinking and effective communication. The document provides guidance for various aspects of creating digital stories, such as considering audience and purpose, developing scripts, storyboards, and adding multimedia elements. It emphasizes the importance of pacing and music in digital stories.
This document discusses strategies used by proficient thinkers to grow understanding when reading texts. It describes seven cognitive thinking strategies: 1) Activating prior knowledge, 2) Drawing inferences, 3) Asking questions, 4) Determining importance, 5) Synthesizing information, 6) Evoking sensory images, and 7) Monitoring comprehension. For each strategy, the document provides examples of what proficient thinkers know and can do, as well as examples of how the strategy may be expressed verbally. The overall purpose is to develop a common language around these thinking strategies to support student understanding.
Media meaning is created through symbolic and technical codes. Symbolic codes include mise-en-scene elements like colors, lighting, and facial expressions, while technical codes involve camera work like shots, angles, and editing techniques. How audiences interpret media can vary according to Stuart Hall's encoding/decoding model of preferred, negotiated, or oppositional readings depending on their own backgrounds. Symbolic codes are designed to elicit real-life emotions from viewers, while technical codes shape meaning through techniques such as shot types, camera movements, and edited transitions.
English-9-Q3-Module2 Relevance and TruthfulIvyJeanPascual
1. The document discusses how to determine the themes and truthfulness of materials viewed. It defines text and explains that text can take many forms and is produced and consumed for personal and social benefits.
2. It emphasizes the importance of actively engaging with text and materials viewed in order to identify the main purpose and theme. The theme is the big idea or underlying concept that ties together the entire piece.
3. Determining the truthfulness of materials involves evaluating whether information is based on facts that have been verified using direct evidence like photos, documents, or eyewitness accounts, or indirect evidence like secondhand accounts. It warns about misinformation, disinformation, and mal-information.
Some techniques, tools and tips for the Empathy phase of Design Thinking.
Content created by Stanford D.School
This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.
To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc-sa/3.0/
Help With Descriptive Essay. Online assignment writing service.Vanessa Perkins
The document provides instructions for seeking writing help from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work.
The document discusses strategies that proficient thinkers use to grow understanding when reading texts. It describes 7 cognitive thinking strategies: 1) Activating schema, 2) Drawing inferences, 3) Asking questions, 4) Determining importance, 5) Synthesizing information, 6) Evoking sensory images, and 7) Monitoring comprehension. For each strategy, it provides examples of what proficient thinkers know and can do, and what the strategy looks and sounds like when readers apply it. The document aims to help participants develop expertise in reading comprehension.
The document discusses the concept of representation in media studies. It begins by explaining that representation refers to how media depict or symbolize people, events, and ideas rather than showing reality directly. It then discusses three views of representation: the reflective view which sees media as accurately reflecting reality, the intentional view which sees representation as intentional by the creator, and the constructionist view which sees it as influenced by the creator, audience, and societal context. The document goes on to discuss how media can rely on and promote stereotypes as a way to simplify complex ideas, and the role of dominant ideology and hegemony in influencing representations.
This document discusses the concept of representation in media studies. It begins by defining representation as how media depict or describe people, places, and events to call them up in our minds. This is done through a process of mediation where reality is altered and changed into a media text. When analyzing representations, it is important to look at how they are selected, organized, and focus attention in particular ways. Representations do not show objective reality but rather symbolize and substitute for reality. They affect how audiences perceive people and issues in society. Different views see representations as reflecting society, intentionally shaping society, or actively constructing social meanings. Stereotypes are oversimplified representations that leave out diversity.
The document discusses the concept of representation in media studies. It begins by explaining that representation refers to how media depict or symbolize people, events, and ideas rather than showing reality directly. It then discusses three views of representation: the reflective view which sees media as accurately reflecting reality, the intentional view which sees representation as intentional by the creator, and the constructionist view which sees it as influenced by the creator, audience, and societal context. The document goes on to discuss how media can rely on and influence stereotypes as a way of simplifying complex ideas for audiences. It also discusses the concepts of hegemony, where a dominant group influences ideology, and pluralism, where multiple groups and ideas can coexist.
This document discusses the concept of representation in media studies. It begins by defining representation as how media depict or describe people, places, and events to call them up in our minds. This is done through a process of mediation where reality is altered and changed into a media text. When analyzing representations, it is important to look at how they are selected, organized, and focus attention in particular ways. Representations do not show objective reality but rather symbolize and substitute for reality. They affect how audiences perceive people and issues in society. Different views see representations as reflecting society, intentionally shaping society, or actively constructing social meanings. Stereotypes are oversimplified representations that emphasize certain traits, but countertypes can provide alternative representations.
This document discusses various aspects of media including media sources, information, languages, and indigenous media. It defines media as communication channels used to disseminate news, music, movies, and other data. Indigenous media refers to audiovisual productions created by indigenous people, and is characterized by oral traditions of communication and knowledge contained within communities. The document also describes different types of media sources like primary, secondary and tertiary sources, as well as sources of media information such as books, journals, databases, magazines, newspapers, and the internet. Finally, it discusses the language of media including symbolic codes, technical codes, and written codes used to convey messages through different media genres and formats.
Langston Hughes' poem "I, Too" expresses his feelings as an African American facing racial inequality and segregation in the 1920s. The poem's speaker declares that he is also part of America as the "darker brother," pushing back against the marginalization of black people. Hughes uses the poem to voice his perspective on the racial issues of his time through powerful and assertive language.
Essay Tips Word Count Advice ProofedS WritingHolly Vega
The document provides instructions for creating an account and submitting a request on the website HelpWriting.net in order to hire one of their writers to complete an assignment. It explains the bidding process the site uses where clients can review bids from writers and choose one based on qualifications. It also outlines the process for clients to review, approve, and pay for completed assignments as well as request revisions if needed to ensure satisfaction.
This document provides an overview of visual literacy and its increasing importance. It discusses how visual communication has developed from early cave paintings to the present day where visual images are ubiquitous. It emphasizes that visual literacy allows people to interpret and make meaning from visual information. The document also explores how educators can develop students' visual literacy skills through analyzing images, developing critical thinking, and using visuals to support literacy in engaging ways.
This document discusses digital storytelling and provides guidance on how to develop personal stories. It outlines the key elements of an effective story, including having a point of view, dramatic question, and emotional content. It also discusses techniques like using your own voice, soundtrack, economy of language, and pacing to engage the audience. Examples of different types of personal stories are provided. The document encourages writing about a decisive moment in one's life as a writing exercise.
The document discusses representation in media. It makes three key points:
1. All media texts are representations of reality that are intentionally composed by their producers and are artificial versions of reality.
2. It is important to remember that every media form, from videos to magazines, represents someone's concept of existence through signs and symbols.
3. Representation is a fluid, two-way process where producers position a text in relation to reality and audiences assess the text based on its relationship to their own reality. Representation mediates ideas of people, places, and events in various ways.
Stay updated on Siddhivinayak Temple events and timings in Houston, TX. Join our spiritual and community gatherings. Visit us now! gaurisiddhivinayak.org
Webroot antivirus helps with online security. Use reliable security software to protect your devices from attacks, providing online security and quiet mind when using technology for business or work.
More Related Content
Similar to How to Collect and Record Memories - Inforgraphic
This document provides an overview of the BTEC Level 2 Extended Certificate in Media Studies course for Year 12 students. It outlines the units to be covered, including video production, research for creative media, audio production, and communication techniques. It discusses assessment criteria, required qualities for success on the course, and homework expectations. Students are asked to research openings to four Western films in preparation for an analysis of mise-en-scene conventions.
Hmnt 1001 week 3 Human Resource Management homework help.docxwrite4
The document discusses how experiencing the same story in different formats, such as written, audio, and video, can change one's understanding and experience of the story. It analyzes Saki's short story "The Open Window" in these different formats and asks the reader to consider how the imagery and interpretation of the story and characters may have changed between the written version imagined by the reader and the versions with audio and visual components. The discussion suggests that as technology has made visual versions of written works more accessible, it may impact people's need to "see to believe" or how easily they can understand written material without accompanying visuals.
Digital Storytelling Laptop Academy03.pptAhmed26851
This document provides information about digital storytelling. It discusses digital storytelling as the intersection of traditional storytelling and technology. It notes that digital stories combine images, music, narrative and voice. The document outlines several benefits of digital storytelling for students, such as encouraging creativity and addressing different learning styles. It also discusses skills used in digital storytelling, such as critical thinking and effective communication. The document provides guidance for various aspects of creating digital stories, such as considering audience and purpose, developing scripts, storyboards, and adding multimedia elements. It emphasizes the importance of pacing and music in digital stories.
This document discusses strategies used by proficient thinkers to grow understanding when reading texts. It describes seven cognitive thinking strategies: 1) Activating prior knowledge, 2) Drawing inferences, 3) Asking questions, 4) Determining importance, 5) Synthesizing information, 6) Evoking sensory images, and 7) Monitoring comprehension. For each strategy, the document provides examples of what proficient thinkers know and can do, as well as examples of how the strategy may be expressed verbally. The overall purpose is to develop a common language around these thinking strategies to support student understanding.
Media meaning is created through symbolic and technical codes. Symbolic codes include mise-en-scene elements like colors, lighting, and facial expressions, while technical codes involve camera work like shots, angles, and editing techniques. How audiences interpret media can vary according to Stuart Hall's encoding/decoding model of preferred, negotiated, or oppositional readings depending on their own backgrounds. Symbolic codes are designed to elicit real-life emotions from viewers, while technical codes shape meaning through techniques such as shot types, camera movements, and edited transitions.
English-9-Q3-Module2 Relevance and TruthfulIvyJeanPascual
1. The document discusses how to determine the themes and truthfulness of materials viewed. It defines text and explains that text can take many forms and is produced and consumed for personal and social benefits.
2. It emphasizes the importance of actively engaging with text and materials viewed in order to identify the main purpose and theme. The theme is the big idea or underlying concept that ties together the entire piece.
3. Determining the truthfulness of materials involves evaluating whether information is based on facts that have been verified using direct evidence like photos, documents, or eyewitness accounts, or indirect evidence like secondhand accounts. It warns about misinformation, disinformation, and mal-information.
Some techniques, tools and tips for the Empathy phase of Design Thinking.
Content created by Stanford D.School
This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.
To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc-sa/3.0/
Help With Descriptive Essay. Online assignment writing service.Vanessa Perkins
The document provides instructions for seeking writing help from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work.
The document discusses strategies that proficient thinkers use to grow understanding when reading texts. It describes 7 cognitive thinking strategies: 1) Activating schema, 2) Drawing inferences, 3) Asking questions, 4) Determining importance, 5) Synthesizing information, 6) Evoking sensory images, and 7) Monitoring comprehension. For each strategy, it provides examples of what proficient thinkers know and can do, and what the strategy looks and sounds like when readers apply it. The document aims to help participants develop expertise in reading comprehension.
The document discusses the concept of representation in media studies. It begins by explaining that representation refers to how media depict or symbolize people, events, and ideas rather than showing reality directly. It then discusses three views of representation: the reflective view which sees media as accurately reflecting reality, the intentional view which sees representation as intentional by the creator, and the constructionist view which sees it as influenced by the creator, audience, and societal context. The document goes on to discuss how media can rely on and promote stereotypes as a way to simplify complex ideas, and the role of dominant ideology and hegemony in influencing representations.
This document discusses the concept of representation in media studies. It begins by defining representation as how media depict or describe people, places, and events to call them up in our minds. This is done through a process of mediation where reality is altered and changed into a media text. When analyzing representations, it is important to look at how they are selected, organized, and focus attention in particular ways. Representations do not show objective reality but rather symbolize and substitute for reality. They affect how audiences perceive people and issues in society. Different views see representations as reflecting society, intentionally shaping society, or actively constructing social meanings. Stereotypes are oversimplified representations that leave out diversity.
The document discusses the concept of representation in media studies. It begins by explaining that representation refers to how media depict or symbolize people, events, and ideas rather than showing reality directly. It then discusses three views of representation: the reflective view which sees media as accurately reflecting reality, the intentional view which sees representation as intentional by the creator, and the constructionist view which sees it as influenced by the creator, audience, and societal context. The document goes on to discuss how media can rely on and influence stereotypes as a way of simplifying complex ideas for audiences. It also discusses the concepts of hegemony, where a dominant group influences ideology, and pluralism, where multiple groups and ideas can coexist.
This document discusses the concept of representation in media studies. It begins by defining representation as how media depict or describe people, places, and events to call them up in our minds. This is done through a process of mediation where reality is altered and changed into a media text. When analyzing representations, it is important to look at how they are selected, organized, and focus attention in particular ways. Representations do not show objective reality but rather symbolize and substitute for reality. They affect how audiences perceive people and issues in society. Different views see representations as reflecting society, intentionally shaping society, or actively constructing social meanings. Stereotypes are oversimplified representations that emphasize certain traits, but countertypes can provide alternative representations.
This document discusses various aspects of media including media sources, information, languages, and indigenous media. It defines media as communication channels used to disseminate news, music, movies, and other data. Indigenous media refers to audiovisual productions created by indigenous people, and is characterized by oral traditions of communication and knowledge contained within communities. The document also describes different types of media sources like primary, secondary and tertiary sources, as well as sources of media information such as books, journals, databases, magazines, newspapers, and the internet. Finally, it discusses the language of media including symbolic codes, technical codes, and written codes used to convey messages through different media genres and formats.
Langston Hughes' poem "I, Too" expresses his feelings as an African American facing racial inequality and segregation in the 1920s. The poem's speaker declares that he is also part of America as the "darker brother," pushing back against the marginalization of black people. Hughes uses the poem to voice his perspective on the racial issues of his time through powerful and assertive language.
Essay Tips Word Count Advice ProofedS WritingHolly Vega
The document provides instructions for creating an account and submitting a request on the website HelpWriting.net in order to hire one of their writers to complete an assignment. It explains the bidding process the site uses where clients can review bids from writers and choose one based on qualifications. It also outlines the process for clients to review, approve, and pay for completed assignments as well as request revisions if needed to ensure satisfaction.
This document provides an overview of visual literacy and its increasing importance. It discusses how visual communication has developed from early cave paintings to the present day where visual images are ubiquitous. It emphasizes that visual literacy allows people to interpret and make meaning from visual information. The document also explores how educators can develop students' visual literacy skills through analyzing images, developing critical thinking, and using visuals to support literacy in engaging ways.
This document discusses digital storytelling and provides guidance on how to develop personal stories. It outlines the key elements of an effective story, including having a point of view, dramatic question, and emotional content. It also discusses techniques like using your own voice, soundtrack, economy of language, and pacing to engage the audience. Examples of different types of personal stories are provided. The document encourages writing about a decisive moment in one's life as a writing exercise.
The document discusses representation in media. It makes three key points:
1. All media texts are representations of reality that are intentionally composed by their producers and are artificial versions of reality.
2. It is important to remember that every media form, from videos to magazines, represents someone's concept of existence through signs and symbols.
3. Representation is a fluid, two-way process where producers position a text in relation to reality and audiences assess the text based on its relationship to their own reality. Representation mediates ideas of people, places, and events in various ways.
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💼 Dive into the intricacies of capital gains taxes in Canada with this insightful video! Learn through three detailed examples how these taxes work and how recent changes might impact you.
❓ What are capital gains taxes? Understand the basics of capital gains taxes and why they matter for your investments.
💸 How much taxes do I pay? Discover how the amount of tax you owe is calculated based on your capital gains.
📊 Federal tax rates: Explore the federal tax rates applicable to capital gains in Canada.
🏢 Provincial tax rates: Learn about the varying provincial tax rates and how they affect your overall tax bill.
⚖️ Combined tax rates: See how federal and provincial tax rates combine to determine your total tax obligation.
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💰 Example 2 – Capital gains of $1M before the changes: Understand how a $1 million capital gain was taxed before recent changes.
🆕 Example 3 – Capital gains of $1M after the changes: Analyze the tax implications for a $1 million capital gain after the latest tax reforms.
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How to Collect and Record Memories - Inforgraphic
1. 1 2 3
How to
Collect & Record Memories
3. Also, it’s important to think about which devices are
the most appropriate for recording the memories.
Multi-purpose Capturing
reactions
Traditional EfficientCapturing
tones
1. Firstly, start by collecting up artefacts and
mementos that will help inspire memories.
What/who is
the picture of?
Photographs
Great visual cues for
inspiring memories
from still images of
people and places.
How does
it make
you feel?
Does it inspire
any other
memories?
What happened
before/after it was
taken?
Films
Great visual and audio
cues for inspiring
memories from moving
pictures and sound of
people and events.
What/who is
this film of?
Who is the
letter from?
What is the
letter about?
Letters
Great text cues for
inspiring memories
through written
correspondents between
friends and family.
Diaries
Great text cues for
inspiring memories
through dates and
entries of events and
relationships.
Clippings
Great text and visual
cues for inspiring
memories through
dates and articles of
events and news.
Mementoes
Great physical and
visual cues for inspiring
memories through
objects and trinkets from
people or events.
What year is it
from?
What is its
significance?
What is the
subject of the
entry?
What kind of
object is the
memento?
2. Next, dependent on what artefacts you’ve
collected, ask these simple questions:
www.Storyterrace.com
Collect Question Record