The document discusses a rehearsal for learning choreography for the Hand Jive dance number in Grease. It describes warming up and then learning the basic jive steps individually and with a partner. It details learning the choreography for the Hand Jive itself, which involves hand movements in time to the music. While the document summarizes picking up the choreography quickly, it notes struggling to perform jumps simultaneously with hand movements, as well as challenges practicing partner work without a partner present. The rehearsal helped further choreograph the Hand Jive, and applying the proper energetic jive style was identified as a strength.
Learn belly dance pdf guide
a pdf guide to learn belly dance , including the best videos to learn belly dancing online , plus an online course to learn belly dancing at home
Learn belly dance pdf guide
a pdf guide to learn belly dance , including the best videos to learn belly dancing online , plus an online course to learn belly dancing at home
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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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.
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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!
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.
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.
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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
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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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
2. The focus within today’s rehearsal is to learn the basic steps to the jive and apply them to the dance
number within Grease. After learning basic steps I will learn, rehearse, refine and improve the
choreography for the Hand jive within Grease.
Therefore my target for today’s rehearsal is to apply appropriate dance styles correctly and ensure my
movements are accurate and in time with the music.
Commencing today’s rehearsal I took part in a short warm up which contained cardio exercises to prevent
myself from any injuries. Immediately, after the warm up I took part in a workshop to learn the basic
steps to the jive. Before learning the basic choreography I was informed that the jive has to be performed
with great amounts of energy and constantly have a spring/bounce in your step. The first section of
choreography taught was to be performed individually. Within this section I repeated the moves ‘Step
back, Chassé (to the right), Chassé (to the left)’ for 7 sets, after this for the 8th set I had to do a set of
kick and flicks. This continued into partner work repeating everything we had just done except I had to
hold my partners hand. Within this workshop I was able to apply appropriate dance styles correctly.
Additionally, I understood that for the jive it is important to listen to the drum line rather than the
melody as the drum line provides the beats. Following the workshop I was able to start to learn the
choreography for Grease’s ‘The Hand-Jive’. The skills I applied to this dance from the workshop were the
ability to continually create a happy and energetic dance and correctly keep my legs kicking in a pump
action. The choreography was very simple and easy to pick up. The steps were: 1. Pat your thighs then
clap your hand. 2. Crisscross your hands so they glide past one another with the right hand on top. 3.
Move your hands into fists and hit your hands together with the right hand on top. 4. Give a thumbs up
and move them to your shoulder for two beats with the right one first. 5. You repeat the same actions.
Whilst performing these steps I had to jump on the spot, and then I had to find my partner to perform a
section where we do the hand jive together. I picked the dance steps up easily however I struggled to
jump and perform the steps at the same time. This is because the jumps are double pace and the
movements are on the drum beat. The hand jive lasts for sixteen beats to perform movements to the
music; this helps me as I understand where I am within the dance. This rehearsal was very productive and
resulted in the majority of the hand jive being choreographed.
3. A strength within this rehearsal was my ability to show understanding towards the energy
needed for the jive and being able to apply the accurate dance styles to the repertoire.
For example, I performed the jive with all my energy and demonstrated understanding of
pumping legs and popping kicks. I feel this style suits me as I give these movements 100%
energy and make sure my leg movements are sharp and straight which reflects the
pumping actions.
A weakness within this rehearsal was for the hand jive. Within the hand jive there is a
big section where it is performed as couples, this was a problem as my partner was not
there for the rehearsal therefore I had to perform it on my own. The problem with this
was I was unaware of the amount of space I would have on stage. This may affect the
positioning of the other dancers so that I and my partner do not block others or ourselves
from the audiences sight.
Review of my target: my target for today’s rehearsal is to apply appropriate dance
styles correctly and ensure my movements are accurate and in time with the music.
I believe I have successfully completed todays target as I understood the dance style jive
quickly and was able to apply that to the hand jive. From this the company were able to
rehearse the hand jive multiple times, which meant I was able to pick the dance up
quicker. As a result my movements throughout were quite accurate and in time to the
music.
4. This was the first workshop held for the
jive. This was me learning the basic step of
step back, Chassé (to the right), Chassé (to
the left). I picked this up very quick and
was able to move onto the partner work.
This section was hard to comprehend at first as
the boys do different steps to the girls. This
also follows the basic steps of step back,
Chassé, Chassé. Eventually after repeating the
steps many times, I successfully was able to
perform the dance with my partner. I then
performed the whole dance and effectively
included the 1950s energy needed for the jive.
5. This was the workshop after the jive. This was the first
time I learnt the ‘Born To Hand Jive’ choreography.
Immediately I picked up the first 16 beats which are, pat
your thighs then clap your hand, crisscross your hands so
they glide past one another, move your hands into fists and
hit your hands together then give a thumbs up.
This section is where each cast member dances with
their partner at the dance. I struggled with this
section as I did not have a partner to dance with,
however the more I rehearsed the movements, the
easier it got to perform. This meant it was easier to
show my partner and help him understand the dance
movements.