This is a presentation from a talk I gave at TedX Penn Quarter on July 11, 2010. It's based on an earlier presention I gave at Design Thinking Dallas about seven lessons that appy to designers that we can derive from the life and talents of John Hughes.
It's best to watch the video that accompanies this presentation first.
http://www.youtube.com/watch?v=4tRkjpynmag
This is a presentation from a talk I gave at TedX Penn Quarter on July 11, 2010. It's based on an earlier presention I gave at Design Thinking Dallas about seven lessons that appy to designers that we can derive from the life and talents of John Hughes.
It's best to watch the video that accompanies this presentation first.
http://www.youtube.com/watch?v=4tRkjpynmag
Introduction to Venture Capital and Private Equityguest89b446
I was invited to speak at the HR College of Commerce in Mumbai today as part of their "Corporate Dialogue" lecture series. This deck introduces freshman and sophomore students in commerce, economics and finance to venture capital, private equity and entrepreneurship. It also presents a primer on career options in finance for college graduates in India.
A General Quiz hosted at Aura, the AIIMS Jodhpur fest.
The highest score in the prelims was 16.5 and the cutoff hovered around 8.
Winners: Abhinav Dhar and Kavya, Nirma
Runners-up: Mrigank and Co, AIIMS
Gendering Hatsune Miku: Networked Gender and the Co-Construction of Identity ...Dominican University
This presentation was given at MPCA 2016, OSCLG 2016, and WGS 2017. The presentation concerns how Hatsune Miku's gender identity involves symbolic interactionism, social constructivism, and thus a networked gender. The conclusion focuses on the implications for this co-constructed networked gender for how people make sense of reality.
Disconnecting with Social Networking SiteBen Light
Connection and connectivity have become significant areas of emphasis in our definitions of SNS and in our understandings of how these technologies are used. Based on qualitative interviews with a variety of people who engage with a diverse range of SNS I will put forward an alternate reading that emphasises disconnection as integral to our lived experiences of SNS activity. From my analysis, I have developed a theory of disconnective practice. Disconnective practice refers to the potential modes of human and non-human disengagement with the connective attempts made possible with SNS. These modes of disengagement sit in relationship to our experiences of a particular site, between and amongst different sites and with regard to these sites and our physical worlds. Disconnective practice highlights SNS as operationally contradictory whereby connection and disconnection coexist and can be mutually necessary.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
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.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
MSM Presentation ITU
1. LOCAL CELEBRITY IN
THE INTERNET: MAKING
THE MARKET STREET
MINCER
Ben Light @doggyb
University of Salford, UK
2.
3.
4.
5.
6. LOCAL CELEBRITY IN
THE INTERNET: MAKING
THE MARKET STREET
MINCER
Ben Light @doggyb
University of Salford, UK
7. DEFINING CELEBRITY
• Celebrity = impact on public consciousness (Rojek 2001)
• Rojek identifies 3 types of celebrity (2001:17)
• Ascribed’ by lineage/ bloodline
• ‘Achieved’, which is acquired through the perceived
accomplishments and individual achieves in open competition
• ‘Attributed’, which is akin to achieved celebrity but largely a
consequence of concentrated representation as exceptional/
note-worthy by ‘cultural intermediaries’ like agents and
publicists.
• Celebrities are vessels for the creation of social meanings and
wither directly or indirectly serve to convey (typically dominant)
social values as well as definitions of sexual/gendered identity;
thus they play a significant role in organising our perceptions of
the world (Evans, 2005:2)
8. CELEBRITY AND
CONTINUITY
• Conceptsof class, status and
party (Weber, 1966)
• Personal
charisma as a source of
power (Weber, 1968)
• Role models (Lines 2001;
Kellner 2001; Fraser and
Brown 2002)
• Figureheads in movements
for social change (Meyer and
Gamson 1995)
9. MOTIVATIONS
•Afocus on meaning, and on indigenous practices of meaning-
making around the topic of celebrity, is needed (Ferris 2007).
• Insteadof assuming or insinuating the worst through choice of
topic or construction of hypotheses, research on celebrity
should assume and insinuate as little as possible (Ferris 2007).
• Jenkins(1992) argues that we should emphasise the active
positive benefits when fans create social networks around
favourite celebrities.
10. POTENTIAL LIMITATIONS -
FERRIS (2007)
• Confined to one particular celebrity system
• Speak of celebrity as a general system in which all types of celebrities are
included.
• Much social scientific writing on celebrity is partially or entirely theoretical,
attempting to conceptualize the phenomenon by relying on abstractions rather
than empirical data. These theoretical writings are useful in that they problematize
fame and celebrity as concepts. However, the authors often use personal
impressions and observations to support their theoretical claims, and these
observations are likely to be selective and unsystematic. Such selectivity may
facilitate the pathologizing of celebrity in theoretical works.
•
11. THE MAKING OF
CELEBRITY
• Relationships with
celebrity
• Recognition
and
response work
• Dynamics of celebrity/
fan sites
• The roles of ‘technology’
• Definitions of celebrity
12. METHODOLOGY
• Homage to the MSM on Facebook
• Content analysis of 384 comments
• Analysis of discussion threads
• Review of MSM associated materials
13. RELATIONSHIPS WITH
CELEBRITY Ok, here is my story about the one of
the many times I was lucky enough to
witness Robocop Dude (a.k.a M.S
• Celebrities often fulfil an important, personal Mincer) pacing market street. I passed
role with respect to their audience’s sense of Robocop one day coming out of Music
identity (Ndaliania, 2001; Caughey 2004) zone on market street. I started to walk
at a brisk pace towards piccadilly bus
station (Robocop was gliding his way in
• A celebrities need for adoration fuels the opposite direction - towards Boots
celebrity worship (Fuller, 1996) etc). I thought that that was the last
sighting of the day for me, but to my
• Non-reciprocal intimacy at a amazement as I passed Nero Coffee/
distance’ (Thompson, 1995) Abby to turn the corner he nearly
bumped into me coming in the
opposite direction.... amazing!
Thanks for brightening up my day and
thank you for giving us somewhere to
remember him ;)
14. CELEBRITY IN FAN
MEMORY EVOCATION
• He one day in about 2003 as I came
home to my hall in the first year and he
exited the building I lived at in New
Medlock Halls. I was so shocked to see
him face to face in the same build I lived
in but it was him. I don't remember
seeing him since. Hope he's ok.
• God i remeber him well from when i
was at the good old manchester met uni
back in the day!! I wonder what
happened to him?? was he english?? did
he have a real name?? ah how he used
to brighten my day!!
• Oh my god, what a blast from the past! I
used to live in Manchester and
remember this guy so well, not thought
about him (in any way) for ages. That guy
was a legend, me and my friends would
point him out every time we saw him.
Thanks for brightening up my day and
thank you for giving us somewhere to
remember him ;) Does anyone know
where he was moving to?
15.
16. RELATIONSHIPS
WITH CELEBRITY
• Celebrity often achieves ‘role
model’ status for their audiences
(Gauntlett, 2002).
• Fans imbue celebrities with god-like
powers, regard the celebrity as
“everything,” and seek to serve and/
or suffer for their celebrity. They
treat celebrity-related objects as
sacred (O’Guinn 2002).
• Exposure to celebrities often
contributes to life-long preferences
in fashion styles and personal
appearance (Schindler and
Holbrook 1993) and shapes the
basis of sexual attraction to the
opposite sex (Holbrook and
Schindler 1994).
One time he stood on the back of my shoe and then looked really annoyed about it! Wish I'd
kept that shoe...
17. RECOGNITION AND • Moral order of the street (Ferris
RESPONSE WORK 2007)
• Moral order of the street • Followed him down to the Royal
(Ferris 2007) Exchange once, but he caught wind
of me and I had to duck in to a
shop! He was later seen walking
back up Markey Street towards
Picadilly Gardens, not one bag in his
hand!
• Blimey, now I do feel old! It only
seems like the other day when we
were all posting about him on the
Essential message boards, tracking
his every movement and whatnot!! I
wonder if he thought it was us lot
who were the weirdos for following
“We made a hell of a noise trampling him? hehe! Bring Back The Market
on pebbles of his driveway, the Street Mincer!!
gardener asked us to leave.”
18. Used to see this dude all the time - more and more I look at this photo I think
always laughed about him with it must be him. Wow, what a claim to
friends - but ... OMG just how well fame! Knew he was a strange soul but did
known is he?!!! lol I had no idea. not realise he had such an audience!
19. ON FANS IN THEIR SITES
“As the ‘‘professor’’ of knowledge about the celebrity, the fansite
designer is given special privilege and influence. As one fansite
designer said, ‘‘I’m more than just an anonymous ‘ordinary’ fan.
People go out of their way to contact me, and ask questions like
I’m an authority.’ ’ In these cases, the identification is intensified—
the fan emerges as an unofficial ‘‘representative’’ of the specific
celebrity…..
Perhaps, in a digital environment, status lies not merely in
compiling information and knowledge but also in the control over
the celebrity’s representation.”
(Soukup 2006)
20. SITE DYNAMICS 3% 2%
4% 15%
7%
• In these cases, the
‘‘audience’’ for the fansite is
the casual web browser who 7%
may have a moderate 13%
interest in Alanis Morissette
or Natalie Merchant but is 8%
not yet a full-fledged fan. In
effect, the fansite serves as a
‘‘proselytizer’’ to the uncon-
9%
verted, people who may not 13%
recognize the unique
qualities of the celebrity. 9%
10%
(Soukup 2006)
Comment made regarding the Mincer’s name
• Fan sites, of course, have no
such obligation to present
Comment on connection with the life of the comment poster
Expression of fondness/concern regarding the Mincer
Reporting sighting
Making a reference to the Mincer as a celebrity/famous
the trade- marked and Attempt at interaction
sexualized images of Providing information regarding location of sighting
Comment or question about who the Mincer was and where he went
celebrities, but in many ways, Mention of other ‘eccentric’ person
they still do. (Lambaise 2003) Comment on the Mincer’s activity
Comment made regarding the Mincer’s appearance
Speculation as to why the Mincer minced
21. Site dynamics
“Much like other forms of virtual
communities, these social ties can be loose 300
or tight—ranging from fleeting encounters
while ‘‘surfing’’ the web to enduring
relationships in which participants
consistently return to the same Web site.
Regardless of the strength (or weakness) of
225
these bonds, the connection is built upon a
mutual identification with the
celebrity.” (Soukup 2006)
150
75
6 Posts
5 Posts
4 Posts
0 3 Posts
2 Posts
>1 Post 27% 1 Post
(overall)
One Post Made
Multiple Posts Made on Same Day
Multiple Posts Made on Separate Days
>1 Post 19%
(on same day)
23. The Market Street Mincer is by far the shiniest jewel in the characters of Manchester crown. Clad
from head to toe in skin-tight demin, the ‘MSM’ can be found strutting up and down the main
shopping street with a steely determination. Rumoured to be both banned from the swimming
baths and an undercover policeman. He is known by more names and courts more controversy
than any of Manchester’s finest.
24.
25.
26. THE ROLES OF If only video phones were more widely available back in
‘TECHNOLOGY’ 2001....
It only seems like the other day when we were all posting
about him on the Essential message boards
“In a digital environment, fans
he even had a profile on gaydar called marketstreetmincer
have even more influence created by people who had taken photos of him!!!
over the meanings and They once did a phone in on Key 103 radio " have you seen
the Market Street Mincer?"
interpretations of the media I had photos of him on n old mobile I had...long gone now
texts with which they (and though :(
others) identify...
...fans can screen, can
reconfigure and can
rearrange media texts based
upon their own desires and
interests”
(Soukup 2006)
27. DEFINITIONS OF Galaxy had a feature called cock of the north which was a title that
went to someone each morning and he may have had it one day. He
CELEBRITY certainly got mentioned a lot on Nicksy in the morning. I often
wondered if he knew of his celebrity status. Looking at the picture he
could have been very anyone but after seeing him in action you
would appreciate he was something special. God bless him and all
• The Mincer is not a Micro-Celebrity (Senft 2008)
who quite clearly sailed in him (if that walk was anything to go by).
nor a Quasar (Monaco 1978)
• Rojek (2001) argues for celebrity as commodity – I love that he is so famous! He's like an urban legend!
in his analysis, celebrities are the perfect products of
capitalist markets, as well as contemporary I heard the reason he used to 'mince' up and down Market St was
replacements for both god and monarch. due to him hearing someone got talent spotted for a modelling
agency walking up Market St and the MSM wanted that same fate.
• Our analysis of the practices of famous people on
Twitter reveals how social media can be used to
maintain celebrity status. Entertainers, public figures
and technologists actively contribute to the
construction of their persona through public
interaction with fans. This type of active labor is
strikingly similar to that practiced by bloggers,
online glamour models, social media gurus, and
other people practicing micro-celebrity (Markwick
and boyd 2011).
• Twitter also disrupts the expectation of
parasociality between the famous person and the
fan (Markwick and boyd 2011).
• Twitter demonstrates the transformation of
‘celebrity’ from a personal quality linked to fame to
a set of practices that circulate through modern
social media (Markwick and boyd 2011).