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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
1. Movies for Mental Health
Maryland Institute College of Art
Friday January 26, 2018
@artwithimpact
#Movies4MentalHealth
2. Here’s the Plan
I. Quick Introduction
II. Set the Stage Together
III. Watch Short Films & Discuss Them
IV. Make it Personal with Our Panel
3. Brought to you by
• Monthly Short Film Competition
• Campus Workshops
• Global Community
(blog, IG, Twitter, FB)
4. Heads Up
★ Mental health is personal - YOU are the
expert of your own experience.
★ This is a public space - not therapy.
★ We’re here for connection, questions and
creating change!
★ Films might trigger big emotions - that’s OK!
★ Please ask for help if you need support.
5. Stigma
A judgment or stereotype that is:
1. Always negative
2. Always untrue
3. Can be internalized
7. What did you notice about stigma?
expected to keep a positive facade
internalized stigma- not knowing how to feel about whats going on
image: split into two different people
peer group vs self “dysfunctional”/divide between the two
disconnected from whats around her and even from herself
8. How does stigma feel?
Hard to admit or acknowledge it at all
Once you see it, it challenges your world view
Hard to change it, if it’s what you’ve done for so long
something is required but you can’t figure out why
the fact that you don’t have a reason- doesn’t change the fact that it’s hard to
change anything about it
bad habit
“can’t just flip a switch” - requires a conscious choice to think differently
stigma is denial
Motivation is affected - the idea that you could just be more willful is a denial
Fear- although you can’t comprehend of what you’re fearful
11. Some movies that show mental illness:
The Road Within
Rainman
Shutter Island
Babadook
Psycho
Good Will Hunting
The Fault in Our Stars
A Beautiful Mind
Inside Out
12. Characters with mental illness are portrayed as:
Misunderstood by society
“Crazy” and stigmatized
Violent
Marginalized/isolated /closed off
Unable to take care of themselves
Romanticized- “it makes me unique” “need someone to fix me”
anti-recovery
May have a gift- brilliance
Fixing them is easy
Unhuman - like robots or aliens- don’t understand human culture
Detached
Abusive
Authoritarian
Sabotage things /do what they can to NOT get help
15. What did you think? What did you feel?
Thoughts
The flour hitting her body- specific
description of sensation - everybody
feels it differently although we can all
relate too
you can see the anxiety coming--
there is a threshold where after a
point you can’t do anything about it/
“just deal with it”
reminded of a very similar experience
anxiety is related to physical body-
cannot separate the mind and body
Feelings
Tense physically
tired/energy drained
feeling sad for the protagonist
quick and flashy and hard to keep up
trying to catch a breath
18. What did you think? What did you feel?
Thoughts
Reminding of experiences
where the belief was clear
that mental illness was sort
of like an excuse- not a real
thing
minimizing -”normal teen
moodiness” despite
expressing really serious
symptoms -- trying to
normalize
Feelings
unfair- that people who are
in the black community
might feel less inclined to
reach out and are dealing
with a lot of crap
high school not fun!
misunderstanding- now
know how to react to a
diagnosis- don’t know how
to help so don’t talk about it
22. What can we do?
Open to listening, not dismissing when someone is sharing
notice if we are thinking less of someone based on certain factors-- be aware
of your biases
Break the cycle
Keep in mind experiences are personal-- you don’t know what is a big deal
and isn’t “it’s not a competition”
“ you can only bring a horse to the water” - PATIENCE
Reaching out when you see people in need
Looking for information, understand, not jumping to conclusions that may
have stigma tied in with them
Listen to your own advice
Emotional support vs. emotional abuse--balance
“ you cant pour from an empty glass”
Trust that other people are there for you!
23. Meet the Panel
• Laura Young - MICA Student
• Alex Digiacomo - MICA Student
• Andrea Regenberg - Counselor, MICA
Counseling Services
• Phil Kaplan - NAMI Metro Baltimore
24. AWI Ambassadors
• You’re invited! Continue the conversation, be
a leader!
• Join the AWI Ambassadors FB group and
connect with students across North America:
www.facebook.com/groups/awiambassadors/
• Blog, be a juror for the film competition, run
campaigns, and much more!
25. Thank you for coming!
• Contact us: info@artwithimpact.org
• Follow us!
• Submit a film!
https://www.artwithimpact.org/films/submit-a-film/
Editor's Notes
Campus organizer (might) introduce facilitator
Brief introduction – welcome, name
Encourage people to come closer
Connect with us on Instagram, Facebook or Twitter and document this event - we’d love to see your photos!
Brief agenda review:
- will give you a brief summary of AWI
- set the stage together, create a context for the topics
- we have a few short films from our library to show you, we’ll watch and discuss them
- Make it personal with a panel of campus and community resources to connect you with
- You’ll be doing most of the talking today! This is a conversation.
Mention photos - if you would prefer not to have your face in photos please inform us after the event
Who is AWI?
- we are a charity dedicated to reducing the stigma of mental illness with transition-aged youth, work in regions throughout North America
- we have been working in the US and Canada since 2011
- We host an ongoing monthly short film competition where filmmakers anywhere in the world can submit a film on the topic of mental health, these are juried and monthly winners receive $1,000 cash prize (will tell you more about that at the end of our time together)
- We then take these winning films and facilitate discussions in our postsecondary Movies for Mental Health program (you’ll see what this is all about today) and run a high school program that teaches media literacy to youth and allows them to make their own short films on mental health
- Also a part of a larger global community, release blogs twice a week on feature length films, or film festivals related to themes of mental illness
Brought to you by:
- mention any nonprofit partners or corporate sponsors
Mental health is personal and our experiences are different, we all come from different backgrounds and cultures – you are the experts on YOU and know yourself better than anyone else
We don’t often talk about mental health; as a society we don’t tend to talk about issues/experiences related to this theme, so sometimes we don’t know HOW to talk about these topics. First and foremost keep yourself safe today, don’t feel compelled to share anything you’re not comfortable with. This is a new space and you might feel ready to share but might not know what responses you’ll have, and it is a public space with no guaranteed confidentiality so be mindful of the space that we are in before you disclose.
Some of the films might be triggering, meaning they might elicit an emotional reaction. The films are very powerful and it’s completely normal to feel overwhelmed, so take the time you need to re-group and be present here. I encourage you to take note of how you’re feeling and investigate that / nurture that after the workshop. We have counsellors in the room today that are here to help you if you need to step out (say names of counsellors, have them raise their hands in the audience).
FIRST - ask for a couple of popcorn responses of “what is a stereotype.” These are not to be typed, and it really should be only 1-3 people. Just to get the ball rolling, and provide context for what stigma is. Mention how stereotypes + stigma are different - stereotypes can be positive, and it’s easier for us to recognize them as such. Stigma is much more insidious and ingrained in our culture, therefore harder to see.
Quick definition. Provide a little explanation of the third point - we can take in these judgments and believe them about ourselves, even though they’re untrue. For example, if everyone tells me that having depression is just being lazy, it’s possible that I could start to believe that myself, that I’m just lazy and don’t need to seek support. Another example might be the stigma that even if you did seek support, acknowledging any mental illnesses means you’re “crazy” --that word carries so much internal stigmatizing weight, very prevalent in our culture and can affect our own self-perception.
There are multiple types of stigma - public and cultural beliefs (such as above) can manifest as internalized / self stigma, which can prevent us from feeling like our struggles are valid and prevent us from seeking help when we need it.
Can emphasize that stigma can feel HUGE and be a huge inhibitor to connection and support. BUT we are here today to CHANGE this and reduce stigma - it IS possible to change, and what we’re doing together is actually making a difference.
Start 15 minutes after the official workshop start time. (time check-- 6:15)
Additional prompts:
Any specific symbolism in the film?
Did you see instances where it was cultural, public, internalized?
What was the impact of stigma on the character in the film?
Before transitioning, reiterate:
Does not feel good to be defined by one aspect of who you are
It is human to stigmatize and feel stigmatized - even well meaning humans can stigmatize others due to a lack of awareness or understand.
Introduce ways that AWI holds some concepts around MH - these may change over time, terms are evolving.
Quick slide: At AWI, we see mental health as an umbrella in that it is something that we are all existing under, and experiencing. Mental health can include many aspects of life. It’s our internal way of seeing the world, and something we all have and experience.
Like physical health, we all have mental health, and things within and outside of ourselves can affect our mental health. Things outside of the MH umbrella, like culture, spirituality, physical health, support systems, etc. can affect our MH.
There’s lots of intersectionality and influences when it comes to MH.
There can be embedded and systemic influences (such as histories of oppression, privilege, access to services) and other components that influence the way we as individuals experience MH.
MI and MW are concepts that fall under the umbrella of MH.
MI can be defined as when uncontrollable things happening within you and/or influenced by other things get in the way of you living the life you want to live. This can arise from trauma or be circumstantial, and can also be influenced by genetics and biology. Mental illness diagnoses are helpful for some, and for others provide more of a shared language. MI may differ between how society defines it and how we define it for ourselves.
MW means being healthy in your mind and spirit. It can include practices and behaviors that support you and help you feel and be your best self. Like physical health, it requires maintenance. We don’t hold these as opposites - you can have symptoms of a mental illness, and engage in mental wellness practices.
Tie to stats - it is said that 1 in 5 individuals has a MI diagnosis at some point in their life - some say now it is closer to 1 in 3 - regardless, all of us are impacted by these experiences. It’s important to be mindful of the language we use and perceptions we receive through the media that it’s our job to decode. We can also learn a lot about what the media does not represent about mental illnesses.
Transition: there are amazing filmmakers creating change and combating stereotypes, changing the status quo around mental illness through their art. Here is one...
Start 35 minutes into the workshop. (time check: 6:35)
Start 50 minutes into the workshop. (6:50)
From what we’ve seen demonstrated so far, and what we know about stigma. (You can skip this slide if you’re running low on time, i.e. you have less than 55 minutes left of the workshop.)
Start 1 hours and 5 minutes into the workshop. (7:05)
Nothing to type - just letting students have initial reactions to the film. Can skip this slide if you have less than 45 minutes left of the workshop.
Ideally, this is started with 50 mins left of the event (leave 5 mins for this and go into panel)
From what we’ve learned - actions we may be drawn to take. Be sure to encourage responses that relate to what we can do as friends, family members, and community members of people with MI, AND ALSO make sure they address what we can do for ourselves, i.e. mental wellness practices.
Now will invite our panelists to come up, and in the meantime will hand out evaluations which are really valuable to us for improving our programming and keeping it relevant. Will also assist your school in knowing how to better serve you.
They should sit in the order that is on the slide, and speak in that order as well.
Q&A
Invite students to ask questions to panelists while monitoring time.
Encourage students to view booths or resource tables before leaving
AWI exists to create a community of students, artists, advocates, who want to have these conversations...if you’re interested in staying in touch with us and becoming a part of a larger community of students across N. America who believe in the power of art to subvert stigma
