The document provides a series of exercises for students to practice grammar, vocabulary, and language skills. It includes multiple choice questions to test understanding of grammar concepts like verbs, nouns, adjectives, and prepositions. It also has exercises where students must fill in blanks or rewrite sentences based on prompts. The various exercises and questions cover a wide range of everyday English topics and scenarios to help students strengthen their language abilities.
This document discusses the concept and techniques of forced perspective. It begins by defining forced perspective as using perspective and depth to trick the eye into making objects seem a different size than they actually are. It then discusses the main categories of forced perspective: making things appear larger, smaller, merging subjects, and bending gravity. Various techniques are described like using distance, angles, objects, lights, and surroundings. The document emphasizes planning photo projects using forced perspective that apply the design principle of emphasis through contrasting elements like large vs. small shapes. Students are assigned tasks to brainstorm and take photos applying different forced perspective techniques in groups.
The document provides a series of exercises for students to practice grammar, vocabulary, and language skills. It includes multiple choice questions to test understanding of grammar concepts like verbs, nouns, adjectives, and prepositions. It also has exercises where students must fill in blanks or rewrite sentences based on prompts. The various exercises and questions cover a wide range of everyday English topics and scenarios to help students strengthen their language abilities.
This document discusses the concept and techniques of forced perspective. It begins by defining forced perspective as using perspective and depth to trick the eye into making objects seem a different size than they actually are. It then discusses the main categories of forced perspective: making things appear larger, smaller, merging subjects, and bending gravity. Various techniques are described like using distance, angles, objects, lights, and surroundings. The document emphasizes planning photo projects using forced perspective that apply the design principle of emphasis through contrasting elements like large vs. small shapes. Students are assigned tasks to brainstorm and take photos applying different forced perspective techniques in groups.
1) Helena Rajalinna, a Finnish vocational teacher, visited Keimyung College University in Korea through an exchange program.
2) She was impressed by the friendly relationships between professors and students and saw a learning atmosphere that was calm, appreciative, and encouraging.
3) Rajalinna was able to visit 21 departments during her trip, far more than the originally scheduled 12, and saw effective uses of technology and phenomenon-based learning approaches.
1. The document outlines a daily schedule for a workshop, including times for arrival and introductions, group activities, breaks for lunch, and various sessions on different topics led by individual presenters.
2. It also lists additional online resources on mobile learning and working in the automotive industry that can be explored further.
3. Participants are reminded of good conduct and use of devices during the workshop.
Erityisopiskelijan työssäoppmisen ohjauksen malli sataeduhelena rajalinna
The document discusses a model for guiding work-based learning for special needs students in Satakunta, Finland. The model focuses on safety issues and involves creating an individualized orientation plan for each student based on assessing their skills and needs. Support is provided through small groups with special education teachers to help students understand workplace tasks and develop trust and familiarity with their environments. The goal is to integrate special needs students and find suitable work by realistically assessing their abilities and providing appropriate guidance and support.
1) Helena Rajalinna, a Finnish vocational teacher, visited Keimyung College University in Korea through an exchange program.
2) She was impressed by the friendly relationships between professors and students and saw a learning atmosphere that was calm, appreciative, and encouraging.
3) Rajalinna was able to visit 21 departments during her trip, far more than the originally scheduled 12, and saw effective uses of technology and phenomenon-based learning approaches.
1. The document outlines a daily schedule for a workshop, including times for arrival and introductions, group activities, breaks for lunch, and various sessions on different topics led by individual presenters.
2. It also lists additional online resources on mobile learning and working in the automotive industry that can be explored further.
3. Participants are reminded of good conduct and use of devices during the workshop.
Erityisopiskelijan työssäoppmisen ohjauksen malli sataeduhelena rajalinna
The document discusses a model for guiding work-based learning for special needs students in Satakunta, Finland. The model focuses on safety issues and involves creating an individualized orientation plan for each student based on assessing their skills and needs. Support is provided through small groups with special education teachers to help students understand workplace tasks and develop trust and familiarity with their environments. The goal is to integrate special needs students and find suitable work by realistically assessing their abilities and providing appropriate guidance and support.
3. Kuvakulma
"Kuvakulman valinnalla on suuri merkitys kuvan
sommittelun kannalta. Peruskuvakulmia on
kolme: alaviisto, silmän korkeus ja yläviisto.
Jos siis haluat kertoa kuvallasi kohteen
suuruudesta, mahtavuudesta, hienoudesta ja
ylivertaisuudesta, ota kuva alaviistosta.
Jos taas haluat kertoa, että kohde on pieni,
avuton, jne jne, ota kuva yläviistosta.
Silmien korkeudelta otettu kuva kertoo
tasavertaisuudesta.
