Betsy-Jo Warren attended a jive workshop focused on learning the basics of hand jive. The workshop was led by dance teacher Miss Sweeney. Students learned foundational moves like the chasse and practiced routines incorporating these moves both individually and with partners. Betsy-Jo struggled with timing when dancing with a partner but found the challenging move of being pulled through her partner's legs. For the final "Born to Hand Jive" routine, students had to perform hand jive moves like thigh slapping and crisscrossing hands while bouncing, which Betsy-Jo found difficult. Her goal is to practice the full routine with music to improve her timing and memory of the fast-paced steps.
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Jive Workshop Write up
1. Betsy-Jo Warren
Jive Workshop write-up
My focus in today’s workshop is to learn the basics of the hand jive and capture the fun and
bouncy elements within it.
In today’s workshop we worked with Miss Sweeney a dance teacher who has been in the
Industry, on the hand jive within Grease. The jive is meant to be performed with high energy
with the legs portraying a pumping action. The hand Jive was brought over to The UK when
a night club in London was too crowded for everyone to move their feet, this meant that they
could only dance with their hands. Because of it being such an upbeat dance it can only be
danced to swing music and jump blues because of its fast repetitive tempo.
The first thing I learnt was the dance movement ‘Chasse’, it is almost like a step ball change,
however the feet do not cross over one another. We then learnt a dance routine that changed
its direction and incorporates the chasse as this adds pace and energy to the dance. This part
of the dance routine was performed separately in unison, depicting the popular dance being a
craze within Grease as everyone knows each step of the dance; this also allows us to use our
characterisation skills in order to show that the dance is full of energy and enjoyable. After
working on the beginning section of the dance we then split into partners, this allowing us to
put this section of dance into our Grease ‘Born to Hand Jive’ section as an important element
within Grease is that everyone is split off into partners. As I am playing Sandy in this section
I was dancing with Ramy who is playing Danny. For our partner section we had to continue
with the chasse movements that we had just previously learnt however I had to lead with my
left foot instead of right. This change was challenging at first because I had gotten so used to
using my right foot however I got used to it after a few slow walkthroughs.
One problem that I did find
whilst working in partners
was timing. I found it very
hard to keep up with the
music because of having to
dance in time with someone
else, Because of this this will
be my target for my next
workshop as it is imperative
that I stay in time to the music and everyone else around me, especially because of the unison
aspect of this dance. At the end of this partner section I have to be pulled through Ramy’s
legs, but I cannot let my lower half touch the floor. This meant that I
have to walk through whilst leaning backwards in order to be pulled
through without sliding on the floor. This was by Far the most
challenging move to perform because of the restricted space and the
rule that I couldn’t slide through on the floor. I went into performing
this move with a bit of apprehension but surprisingly we both did it
first time. I found that I had to help another pair to perform this move
as they were having trouble stopping the girl sliding across the floor.
2. Next, we moved onto the hand jive that will be performed after the section of dance we had
just learnt, this was because the first section of dance was meant to get us one by one onto the
dance floor and paired up ready to perform the hand jive just like they do in the musical. We
went online in order to find a piece of repertoire that we liked and could recreate with our
version of the hand jive. We found one titled ‘Born to Handjive’ posted by Wesley Ryan. The
reason we chose this one was because of its blend of partner and solo work, and the fact that
it had a small cast. Although we were all familiar with the actions required to execute the
hand jive; which are Patting your thighs and clapping your hands two times each,
Crisscrossing your hands making sure that your right hand is on top first, then the left, Make
your hands into vertical fists and bashing them on top of the other hand again having your
right hand on top first, then Giving a thumbs-up sign over your right shoulder then the left, it
was difficult to perform them whilst bouncing up and down. We performed to movement
once facing our partner and then once the other way, then spun into each other’s arms in
order for the girl to end up in front so that the boy could pick them up and spin them 360
degrees. The girl would then end up in front again. This was where my partner and I
struggled as he had to perform the hand jive using my thighs instead of his own. This meant
that I struggled knowing where to place my hand so that I didn’t get in the way of him.
Finally I had to learn a group section that required the girls to come to the front and the boys
behind in two lines. This section was the one I struggled the most with because of having to
keep in time with my company, and remember the face paced movements in the correct order
My target for my next workshop is to walk through the routine and make sure that I practice
with the music in order to keep up and in time with my peers and gain some muscle memory
throughout the dance. I will also practice in front of mirror in the dance studio in order to see
if I am hitting the right shapes and am exuding the right amount of dynamics throughout the
dance routine.