1) Michael is a quiet student who sits alone on the bus and in class. He enjoys drawing in his sketchbook.
2) In class, another student, Joel, mocks Michael's drawing and drops Michael's sketchbook out the window. Later, the teacher scolds Michael for being late returning to class after retrieving his book.
3) Michael leaves school early and walks home, where he continues drawing architectural designs in his room. When his mother questions him being home from school, they argue about frequently moving homes.
Conversation is interactive communication between two or more people. The development of conversational skills and etiquette is an important part of socialization.
Conversation is interactive communication between two or more people. The development of conversational skills and etiquette is an important part of socialization.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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 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.
2. 1
FADE IN.
EXT. ON THE COLLEGE BUS
MICHAEL. White T-Shirt, Blue checkered shirt, black jeans
and white trainers. Sitting on the bus.
The bus is loud and all the students are messing around
having fun with their friends and social groups. Michael
is quiet and sitting on his own.
Bus pulls outside of the college and all kids exit the
bus. There is 5 minutes till lesson so everyone goes to
find their group of friends. Michael walks through the
school on his own, goes into his classroom and sits down.
The classroom is empty, so michael pulls a sketch pad out
of his bag and starts drawing. Soon after the bell goes
off and slowly students start coming in. A group of boys
come into the classroom and walk over to michael.
JOEL. Black T-shirt, grey hoodie, blue jeans and black
trainers.
JOEL
What are you drawing now? (He
subtly turns to his friends who
start smurking)
Michael looks up to them a little and puts his head down,
back to his drawing.
JOEL
Oh (his friends start laughing
more but he frowns a little and
looks annoyed)
He picks up the book and the group walk to their seats in
the class. Oh the way to his seat Joel drops the book out
of the window. Michael looks over looking helpless while
the whole class is laughing. He leaves his seat, and
taking his bag and coat with him leaves the classroom to
go an get his book. When he gets the book he returns to
his class the teacher is there.
THE TEACHER is sitting at his desk. White shirt, grey
v-neck, black trousers and brown shoes.
TEACHER
Late again Michael (he marks a
note on the register)
3. 2
MICHAEL
My book was
TEACHER (CONT'D)
Take a seat
Michael looks concscious about everyone looking at him and
walks to his seat.
TEACHER
The length of todays lesson
depends on you, finish your
evaluations and you can leave,
so i suggest you work so you can
leave and go and do whatever you
do.
Michael walks up to the teacher and hands in a folder
straight away. The teacher looks confused and michael
leaves the classroom. Michaels walks out to the front of
the school, looks at his timetable, (which shows he has
more lessons for the day on there) and starts walking
home.
INT. MICHAEL'S HOUSE
Michael walks into his house and runs up straight to his
room. Inside is a collections of drawings, especially of
buildings, little structures re creation iconic buildings
filling up his room. He goes over to his drawing board and
and starts working on a sketch of a building. Numbers and
theorems come across his head and he is getting into it.
MICHAEL'S MUM walks in. Grey top, blue jeans and slippers,
looking tired and depressed.
MICHAEL'S MUM
Why are you not at school
MICHAEL
Um. All my lessons were
cancelled. (you can see he is
trying to not break his
concentration)
MICHAEL'S MUM
I'm about to call and find out
(MORE)
4. 3
MICHAEL'S MUM (CONT'D)
so you better not be lieing
MICHAEL
Why did we move again? Always
moving. You're so stupid you
can't even stay in one area. My
new school is shit.
MICHAEL'S MUM
I'm not talking to you about
this again, just learn how to
drop things.
MICHAEL
Can you go away now?
Michael's mum starts shaking her head and looks upset,
leaving the room. Michael looks angry and turns some music
on, returning to his drawing.
