The document provides tasks and instructions for students to analyze examples from two gangster texts based on syntactic elements, theories of organized crime, vicarious learning, and gender roles. Students are asked to note micro features for one scene from each text, present conclusions in three points, and analyze how one syntactic or semantic code applies to both texts. For an extension task, students should research and analyze how one example of a syntactic or semantic code associated with the gangster genre applies to both texts.
Activity 1As you watch the short film, note down1- Time.docxSALU18
Activity 1
As you watch the short film, note down:
1- Times you see examples of individualism (individuals achieving things on their own through their own merit and hard work). Include the event and the actual time you see it in the film. Ex= (4:04).
2- Times you see examples of collectivism (groups of people working together to achieve things). Include the event and the actual time you see it in the film. Ex= (4:04).
3- Helpful information that will provide context for your readers about the ideas in the film (so, important details about who, what, when, where, why, and how that will help them understand the examples you'll be providing later). Include the event and the actual time you see it in the film. Ex= (4:04).
The Film
Film 1: "SAL CASTRO & the 1968 East LA Walkouts" uploaded by Alison Sotomayor
"SAL CASTRO & the 1968 East LA Walkouts" (链接到外部网站。)
Activity 2
At the end of your notes, write a sentence or two explaining which you concept saw more in the video: individualism or collectivism.
.
Gilded age, urbanziation, immigration, and progressivism 2015 2016jennifergoldberg
This is the class power point with screencasts on the information for Unit 2. It covers the Gilded Age, Immigration, Industrialization, and Urbanization.
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.
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
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
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.
Basic phrases for greeting and assisting costumers
L20 themes & issues comparisons
1. Task - 1 Hour:
• Complete the tasks on the slides after this based around the Question ABOVE.
• Watch and find relevant examples from BOTH texts
• Note down Micro features (Mise-en-scene, Sound, Cinematography, Editing) that help
establish these in the space provided.
2. Iain Colley (2001)
“It’s common for the Gangster hero to start out small, entering a criminal sub world as a
willing novice”
Syntactic Elements
(Rick Altman – 1984) that are
‘repeated’ (Steve Neale – 1980)
across both texts:
YOU MUST analyse x1 scene/example from BOTH texts that represent this ideology to the
spectator and support your understanding with micro feature examples.
3. Iain Colley (2001)
“It’s common for the Gangster hero to start out small, entering a criminal sub world as a
willing novice”
Conclusion of findings – Present in 3 Points
4. Syntactic Elements
(Rick Altman – 1984) that are
‘repeated’ (Steve Neale – 1980)
across both texts:
YOU MUST analyse x1 scene/example from BOTH texts that represent this ideology to the
spectator and support your understanding with micro feature examples.
Ethnic Succession theory (Bell – 1961)
http://law.jrank.org/pages/1626/Organized-Crime-Ethnic-succession-organized-crime.html
6. Syntactic Elements
(Rick Altman – 1984) that are
‘repeated’ (Steve Neale – 1980)
across both texts:
YOU MUST analyse x1 scene/example from BOTH texts that represent this ideology to the
spectator and support your understanding with micro feature examples.
Stevie Lucas (TI) declaring to his Uncle Frank “I want what you got
Uncle Frank. I want to be you.”
Vicarious Learning (Bandura – 1977)
8. Syntactic Elements
(Rick Altman – 1984) that are
‘repeated’ (Steve Neale – 1980)
across both texts:
YOU MUST analyse x1 scene/example from BOTH texts that represent this ideology to the
spectator and support your understanding with micro feature examples.
“Men act, women appear” (John Berger – 1972)
9. Conclusion of findings – Present in 3 Points
“Men act, women appear” (John Berger – 1972)
10. EXTENSION TASK
• Research x1 Example of Syntactic and
Semantic Code asscoaietd to the Gangster
Genre – Theory possibly –
Does it apply to BOTH texts? How?
11. Task - 50 minutes:
• Answer the Question based on the research you have completed today.
• Follow the PECA method of structuring your paragraphs.
• Include a BRIEF Introduction and Conclusion.
