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The document discusses various topics related to distance learning including comparing last year to this year, online platforms for distance learning, changing roles of teachers and students, different language teaching methods, new vocabulary words, and challenges and successes of distance learning. It also briefly mentions preferences for masks and future directions.
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This document contains vocabulary words and phrases related to landscapes, animals, groups of people, activities, signs, qualities, and grammar structures. It includes lists of different types of natural landscapes like valleys, lakes, and forests. It also lists collective nouns for groups of animals and people. Some grammar points covered include verbs followed by "-ing" and "-infinitive". The document provides examples of words that can be used with both forms like "love", "remember", and "try". It also discusses the differences between "few" and "a few". Finally, it raises some discussion questions about stereotypes.
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The document is a film response worksheet for the Disney film "Atlantis: The Lost Empire" that contains 25 questions about archetypes and the hero's journey narrative structure. It asks the student to identify: 1) the protagonist Milo Thatch, a linguist recruited for an expedition to find the lost city of Atlantis, 2) ordinary world as early 20th century America, 3) Milo's special birth being his intellect and skills with languages, 4) call to adventure by meeting the expedition financier who recruits him, 5) the quest is to find and explore Atlantis, 6) Milo accepts the call, and 7) it provides questions about character archetypes like mentor, shapeshifter, and tempt
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The document discusses how a horror movie media product would represent different social groups. It would likely appeal most to goths, alternatives, and indie subcultures due to its dark nature. The target age range is 15-30 years old as younger viewers may find it too disturbing. Males may enjoy the action elements more than females. Lower social classes from C1 to E would likely identify more with main characters and watch more than higher classes. The film avoids religious or cultural issues to appeal to all ethnic groups. Having a female hero is unconventional for the genre. Releasing around Halloween would mimic the successful strategy of similar films like The Conjuring to target youth audiences.
Hum2310 fa2014 atlantis film response
The document is a film response worksheet for the Disney film "Atlantis: The Lost Empire" that contains 25 questions about archetypes and the hero's journey narrative structure. It asks the student to identify: 1) the protagonist Milo Thatch, an explorer who is called on a mission to find the lost city of Atlantis, 2) the tests he faces along the way like navigating dangerous tunnels, and 3) how he acquires new skills and finds the city, fulfilling his quest.
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This document appears to be a film response assignment sheet for the Disney film "Atlantis: The Lost Empire" that provides prompts for students to answer questions about the film's narrative elements and characters in relation to archetypal storytelling concepts. The questions ask students to identify the hero and their quest, any mentors or allies that help, challenges they face, and whether they achieve victory. It also prompts analysis of which archetypes different characters fulfill, such as hero, mentor, villain, love interest, and how the film portrays nature versus technology.
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This document provides an analysis of the different types of love portrayed in Shakespeare's Romeo and Juliet. It defines unrequited love, romantic love, parental love, friendship, and love of family honor. For each type of love, it provides a definition, examples of characteristics, relevant quotes from the play, and examples of characters who demonstrate that type of love. The document concludes with discussion questions about how parenting is portrayed in the play compared to modern times, and the role parenting played in the ending of the story.
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This document contains vocabulary words and phrases related to landscapes, animals, groups of people, activities, signs, qualities, and grammar structures. It includes lists of different types of natural landscapes like valleys, lakes, and forests. It also lists collective nouns for groups of animals and people. Some grammar points covered include verbs followed by "-ing" and "-infinitive". The document provides examples of words that can be used with both forms like "love", "remember", and "try". It also discusses the differences between "few" and "a few". Finally, it raises some discussion questions about stereotypes.
Hum2310 fa2014 atlantis film response
The document is a film response worksheet for the Disney film "Atlantis: The Lost Empire" that contains 25 questions about archetypes and the hero's journey narrative structure. It asks the student to identify: 1) the protagonist Milo Thatch, a linguist recruited for an expedition to find the lost city of Atlantis, 2) ordinary world as early 20th century America, 3) Milo's special birth being his intellect and skills with languages, 4) call to adventure by meeting the expedition financier who recruits him, 5) the quest is to find and explore Atlantis, 6) Milo accepts the call, and 7) it provides questions about character archetypes like mentor, shapeshifter, and tempt
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The document discusses how a horror movie media product would represent different social groups. It would likely appeal most to goths, alternatives, and indie subcultures due to its dark nature. The target age range is 15-30 years old as younger viewers may find it too disturbing. Males may enjoy the action elements more than females. Lower social classes from C1 to E would likely identify more with main characters and watch more than higher classes. The film avoids religious or cultural issues to appeal to all ethnic groups. Having a female hero is unconventional for the genre. Releasing around Halloween would mimic the successful strategy of similar films like The Conjuring to target youth audiences.
Hum2310 fa2014 atlantis film response
The document is a film response worksheet for the Disney film "Atlantis: The Lost Empire" that contains 25 questions about archetypes and the hero's journey narrative structure. It asks the student to identify: 1) the protagonist Milo Thatch, an explorer who is called on a mission to find the lost city of Atlantis, 2) the tests he faces along the way like navigating dangerous tunnels, and 3) how he acquires new skills and finds the city, fulfilling his quest.
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This document appears to be a film response assignment sheet for the Disney film "Atlantis: The Lost Empire" that provides prompts for students to answer questions about the film's narrative elements and characters in relation to archetypal storytelling concepts. The questions ask students to identify the hero and their quest, any mentors or allies that help, challenges they face, and whether they achieve victory. It also prompts analysis of which archetypes different characters fulfill, such as hero, mentor, villain, love interest, and how the film portrays nature versus technology.
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This document provides an analysis of the different types of love portrayed in Shakespeare's Romeo and Juliet. It defines unrequited love, romantic love, parental love, friendship, and love of family honor. For each type of love, it provides a definition, examples of characteristics, relevant quotes from the play, and examples of characters who demonstrate that type of love. The document concludes with discussion questions about how parenting is portrayed in the play compared to modern times, and the role parenting played in the ending of the story.
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1. The document is a film response assignment for a mythology in art and literature class that provides questions for students to answer about the film Atlantis: The Lost Empire.
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This document discusses relational aggression, commonly known as girl bullying. It defines relational aggression as behavior intended to harm someone's relationships. Common forms of relational aggression include gossip, exclusion, spreading rumors, and intimidation. The document explores differences between how girls and boys bully, with girls being more emotionally hurtful through social manipulation rather than physical aggression. It examines the roles that aggressors, victims, and bystanders play in relational aggression situations among teen girls and cultural factors that influence girls' relationships and behaviors.
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Pooja Sharma proposes a supernatural horror film trailer targeting females aged 15-35. She chooses the sub-genre because supernatural horrors provoke fear through unknown threats while stimulating the mind with intriguing stories. The film will be influenced by movies like Paranormal Activity that leave threats unseen and endings unresolved, haunting the audience. It will focus on a couple whose young child begins behaving strangely due to possession by an ancient satanic cult. Most scenes will take place in the family home to exploit modern fears of domestic threats.
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This film plot summary outlines a comedy film about four female friends who mistakenly end up in Bangkok instead of Australia for a wedding. The film is influenced by other comedy/disaster movies and follows Madison, Dona, Amanda, and Claire as they experience many errors and disasters while trying to make it to the wedding. Each of the four main characters are described in terms of their personality and background. Additional characters include the groom Max and others who help or hinder the friends. The document provides details on advertising, poster design, settings, sound, and an opening scene description to set up the comedy of errors plot.
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John Wolf - Are we there yet?
- 1. ARE WE THERE YET?
- 2. 2
- 3. 3 If I’d known about the pandemic in January…
- 4. 4 If I’d known about the pandemic in January… • I would have stocked up on toilet paper. • I would have invested in Zoom. • I’d be sitting in a more comfortable chair
- 5. Comparing and Contrasting: - Last year I spent far less money on hand sanitizer. - I prefer cloth masks to disposable ones. - My back is much sorer than it was last year. 5
- 6. 6 Online or face to face Zoom or MS Teams Beach or mountains Cats or dogs
- 7. Changing Roles of Teachers and Students Challenges and Successes in Distance Learning What’s next? 7
- 8. Changing Roles of Teachers and Students 8
- 12. Words I… 12 KNOW THINK I KNOW DON’T KNOW
- 13. Words I… 13 KNOW THINK I KNOW DON’T KNOW 1. Inflammageing 2. Wildbelt 3. Divorce tourism 4. Mancom 5. Goldfish generation
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- 15. Russia’s richest man won a London court ruling as part of a long- running legal battle with his former wife after a judge said English courts should not be used for divorce tourism. A. A trip taken by a married person just before she/he gets divorced, in order to spend some of the marital assets B. The activity of going to another country to take advantage of its divorce laws C. Attending divorce hearings for fun https://dictionaryblog.cambridge.org/category/new-words/
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- 18. Challenges and Successes in Distance Learning 1 8
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