The storyboard document outlines sequences 10 and 11 of a film. Sequence 10 shows a woman looking up at a hospital. Sequence 11 displays the credits rolling at the end of the film. The document provides brief shot descriptions for two sequences, one showing a character and the other showing the ending credits.
The document outlines the schedule and topics for a week-long training on race and membership in American history. The training will include discussions on identity, bias, historical case studies, and strategies for teaching sensitive topics. Participants will engage in identity exercises, film viewings, and discussions on how the past informs the present and how students can become agents of change.
This document outlines an upcoming workshop on understanding the voices and choices of young people during the Holocaust. It includes an excerpt from a Holocaust survivor emphasizing the importance of helping students become human and avoid producing "learned monsters." The workshop will use Facing History and Ourselves resources to examine identity, conformity, and moral dilemmas faced by youth through readings and activities. Participants will tour the Museum of Tolerance and discuss how new Holocaust scholarship confirms and challenges understandings of human behavior during that time. The goal is to explore how knowledge of the past can inform young people's participation in critical historical moments.
The storyboard document outlines sequences 10 and 11 of a film. Sequence 10 shows a woman looking up at a hospital. Sequence 11 displays the credits rolling at the end of the film. The document provides brief shot descriptions for two sequences, one showing a character and the other showing the ending credits.
The document outlines the schedule and topics for a week-long training on race and membership in American history. The training will include discussions on identity, bias, historical case studies, and strategies for teaching sensitive topics. Participants will engage in identity exercises, film viewings, and discussions on how the past informs the present and how students can become agents of change.
This document outlines an upcoming workshop on understanding the voices and choices of young people during the Holocaust. It includes an excerpt from a Holocaust survivor emphasizing the importance of helping students become human and avoid producing "learned monsters." The workshop will use Facing History and Ourselves resources to examine identity, conformity, and moral dilemmas faced by youth through readings and activities. Participants will tour the Museum of Tolerance and discuss how new Holocaust scholarship confirms and challenges understandings of human behavior during that time. The goal is to explore how knowledge of the past can inform young people's participation in critical historical moments.
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
The document discusses photographs related to the Progressive Era that are intended for a gallery walk activity. It notes that some of the images may contain graphic or inappropriate content for some students. The photographs will provide visual examples of issues and events from the Progressive Era for students to examine during a gallery walk.
These are the slides Dr. Natalia Molina used at the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
Young Adult Literature workshop at Museum of ToleranceMary Hendra
Young adult literature can teach important lessons about identity, history, and choices. An organization called Facing History and Ourselves was created to instill intellectual curiosity in students through teaching facts and stories. The organization provides tools and resources to support educators in creating a thoughtful society. Their literature focuses on themes like the individual and society, the power of difference, and difficult moments in history.
This document summarizes a presentation on effectively using rich video in education. It discusses starting with video clips to set contexts for literary works, understand perpetrator behavior, and demonstrate stereotype threat. Strategies are presented for having students engage with videos by identifying things they learned, questions raised, and ideas to explore further. Alternative strategies like Zaption are also covered. The presentation emphasizes choosing high-quality videos and developing media projects where students can become media producers and create their own primary sources. Testimonials from students and alumni show how video testimonies and first-person accounts made history more impactful and meaningful by bringing it to life.
The document discusses how art can be used as a tool for activism and social justice. It describes an organization called Facing History and Ourselves that uses primary sources, discussions, and character exploration to promote empathy and reflection. It provides an overview of the Stitching Truth guide that covers Chile during Pinochet's dictatorship, using poetry, letters, interviews and images of protest art to highlight the role of women in restoring democracy. The document also includes examples of student art projects about issues like LGBTQ rights, Japanese internment, the Holocaust, and gender inequality that were used to start campus conversations.
Teaching Civil Rights in the Common Core ClassroomMary Hendra
This document summarizes a workshop on teaching civil rights in a Common Core classroom held by Facing History and Ourselves. The workshop included icebreaker activities to engage participants and discuss their connections to the history and goals as educators. Participants learned literacy strategies for teaching civil rights primary sources, how to craft effective writing prompts, and techniques for analyzing evidence and facilitating discussions. The document provided examples of analyzing choices students made during desegregation and evaluating evidence related to prompts. Contact information was included for the Facing History organization and upcoming workshops in the area.
The document provides a timeline of key events from 1933-1945 relating to the rise of the Nazi party in Germany and the Holocaust. It outlines Otto Frank's family immigrating to Holland to escape Nazi persecution in 1933. It then details the implementation of anti-Semitic laws and policies in Germany, including the boycott of Jewish businesses in 1933, book burnings in 1933, Kristallnacht in 1938, and the requirement to wear the yellow star in 1942. The timeline also includes the Frank family going into hiding in 1942 to avoid deportation, and their subsequent arrest and transport to concentration camps in 1944, where Anne and Margot died in 1945.
Poster set created by Facing History and Ourselves and the Smithsonian Institution Traveling Exhibition Service to encourage dialogue, engagement, respect, and participation in our communities. For more information, visit www.facinghistory.org.
This document discusses quotes related to social conscience and significant issues of identity, tolerance, and responsibility. It includes a partial list of quotes on these topics from figures like Mahatma Gandhi, Robert F. Kennedy, Milton Mayer, Rudyard Kipling, Detlev J.K. Peukert, Maya Angelou, Heinrich Heine, and Margaret Mead. Student art is also shown responding to and representing some of the quotes through visual representations.
This document discusses monuments and memorials, their importance in remembering history, and provides examples of student projects on related topics. It encourages thinking about who and what should be remembered and why. Students created 2D or 3D memorials within 18 inches relating to a research topic like the integration of public schools or Little Rock Nine. The task was to use objects to create a monument to a chosen person or idea. Quotes emphasize how the Facing History program teaches that individual choices matter.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
The document discusses photographs related to the Progressive Era that are intended for a gallery walk activity. It notes that some of the images may contain graphic or inappropriate content for some students. The photographs will provide visual examples of issues and events from the Progressive Era for students to examine during a gallery walk.
These are the slides Dr. Natalia Molina used at the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
Young Adult Literature workshop at Museum of ToleranceMary Hendra
Young adult literature can teach important lessons about identity, history, and choices. An organization called Facing History and Ourselves was created to instill intellectual curiosity in students through teaching facts and stories. The organization provides tools and resources to support educators in creating a thoughtful society. Their literature focuses on themes like the individual and society, the power of difference, and difficult moments in history.
This document summarizes a presentation on effectively using rich video in education. It discusses starting with video clips to set contexts for literary works, understand perpetrator behavior, and demonstrate stereotype threat. Strategies are presented for having students engage with videos by identifying things they learned, questions raised, and ideas to explore further. Alternative strategies like Zaption are also covered. The presentation emphasizes choosing high-quality videos and developing media projects where students can become media producers and create their own primary sources. Testimonials from students and alumni show how video testimonies and first-person accounts made history more impactful and meaningful by bringing it to life.
The document discusses how art can be used as a tool for activism and social justice. It describes an organization called Facing History and Ourselves that uses primary sources, discussions, and character exploration to promote empathy and reflection. It provides an overview of the Stitching Truth guide that covers Chile during Pinochet's dictatorship, using poetry, letters, interviews and images of protest art to highlight the role of women in restoring democracy. The document also includes examples of student art projects about issues like LGBTQ rights, Japanese internment, the Holocaust, and gender inequality that were used to start campus conversations.
Teaching Civil Rights in the Common Core ClassroomMary Hendra
This document summarizes a workshop on teaching civil rights in a Common Core classroom held by Facing History and Ourselves. The workshop included icebreaker activities to engage participants and discuss their connections to the history and goals as educators. Participants learned literacy strategies for teaching civil rights primary sources, how to craft effective writing prompts, and techniques for analyzing evidence and facilitating discussions. The document provided examples of analyzing choices students made during desegregation and evaluating evidence related to prompts. Contact information was included for the Facing History organization and upcoming workshops in the area.
The document provides a timeline of key events from 1933-1945 relating to the rise of the Nazi party in Germany and the Holocaust. It outlines Otto Frank's family immigrating to Holland to escape Nazi persecution in 1933. It then details the implementation of anti-Semitic laws and policies in Germany, including the boycott of Jewish businesses in 1933, book burnings in 1933, Kristallnacht in 1938, and the requirement to wear the yellow star in 1942. The timeline also includes the Frank family going into hiding in 1942 to avoid deportation, and their subsequent arrest and transport to concentration camps in 1944, where Anne and Margot died in 1945.
Poster set created by Facing History and Ourselves and the Smithsonian Institution Traveling Exhibition Service to encourage dialogue, engagement, respect, and participation in our communities. For more information, visit www.facinghistory.org.
This document discusses quotes related to social conscience and significant issues of identity, tolerance, and responsibility. It includes a partial list of quotes on these topics from figures like Mahatma Gandhi, Robert F. Kennedy, Milton Mayer, Rudyard Kipling, Detlev J.K. Peukert, Maya Angelou, Heinrich Heine, and Margaret Mead. Student art is also shown responding to and representing some of the quotes through visual representations.
This document discusses monuments and memorials, their importance in remembering history, and provides examples of student projects on related topics. It encourages thinking about who and what should be remembered and why. Students created 2D or 3D memorials within 18 inches relating to a research topic like the integration of public schools or Little Rock Nine. The task was to use objects to create a monument to a chosen person or idea. Quotes emphasize how the Facing History program teaches that individual choices matter.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).